Hamilton-Mackenzie, Jennifer; Marks, Genee; Noone, Lynne; Wilson, Jacqueline Z. (2010). Retaining a Foothold on the Slippery Paths of Academia: University Women, Indirect Discrimination, and the Academic Marketplace. Gender and Education, v22 n5 p535-545 Sep. This paper examines indirect discrimination in Australian universities that tends to obstruct and delay women's academic careers. The topic is defined and contextualised via a 1998 speech by the Australian Human Rights Commission's Sex Discrimination Commissioner, juxtaposed with a brief contemporaneous exemplar. The paper discusses the prevalence of women among casual and fixed-term academic workers, and the contrasting low numbers of women in senior academic positions. It is argued that the neo-liberal "marketisation" of higher education, which still prevails, has fostered a number of indirectly discriminatory practices and conditions that substantially disadvantage women. A selection of studies of the problem are critiqued. It is argued that a broad statistical methodology is inadequate due to its tendency to "homogenise" the academy and its component individuals, in the process giving scope for unjustified optimism among university policy-makers. A particulate… [Direct]

Bartolo, Paul A. (2010). Why School Psychology for Diversity?. School Psychology International, v31 n6 p567-580 Dec. This article discusses the dilemma faced by psychologists in responding to diversity. It is based on a qualitative review of relevant literature over the past decade. It first describes psychologists as frontrunners in recognizing the uniqueness and autonomy of each of their diverse clients but within the biomedical model that locates problems within clients. This raises a dilemma vis-a-vis diversity issues which are associated with discrimination suffered by minority groups who are best supported by changes in social structures and processes. An account is then given of an increasing adoption of a biopsycho"social" model, with further influence of the social model of disability and mental health. Evidence of the trend is explored in a new commitment to the human rights agenda, changes in ethical codes, and in psychologists' engagement with intervention at macro systems levels as in the promotion of inclusive education. The review concludes with the implications of these… [Direct]

Puri, Mahesh; Shah, Iqbal; Tamang, Jyotsna (2010). Exploring the Nature and Reasons for Sexual Violence within Marriage among Young Women in Nepal. Journal of Interpersonal Violence, v25 n10 p1873-1892 Oct. Sexual violence within marriage (SVWM) is a major public health and human right issue and yet remains a much neglected research area, especially in Nepal. An exploratory study using free listing, in-depth case histories and causal flow analysis was conducted among two major ethnic groups in Nepal. Descriptive data collected from free listing indicate that about half of the married women aged 15 to 24 years reported ever experiencing SVWM. Data revealed that the underlying reasons for SVWM are complex and complicated due to the multiple forms and contexts in which it occurs. For many couples, multiple factors alongside, and within, their socioeconomic and cultural contexts contribute to the risk of experiencing SVWM. Major factors escalating the risk to SVWM include gender norms, economic dependence of women, poverty, alcohol consumption of husband, lack of knowledge, social stigma, and lack of supportive familial and social environment. Raising awareness about sexual violence is… [Direct]

Ajami, Fouad (1978). Human Rights and World Order Politics. Occasional Paper Number Four. This paper discusses one of the major global problems facing humanity today, human rights. It is one of a series of working papers commissioned by the World Order Models Project in its effort to stimulate research, education, dialogue, and political action which will contribute to a movement for a just world order. Human rights have recently become the focus of a global debate, but the concept raises ideological, cultural, and normative issues that the current debate does not sufficiently address. This paper giVes the issue of human rights a world-order perspective that is sensitive not only to the question of state power, but also to economic rights, social justice, and the problems of militarization. The paper argues against the tendency to abstract the question of human rights in a manner that makes it irrelevant to the broader, world-order agenda. It is particularly concerned with the linkage between human rights and basic economic needs. (Author/RM)…

Ferguson, Henry, Ed. (1981). Handbook on Human Rights and Citizenship: Perspectives of Five Nations. This handbook was designed to help students learn the cultural contexts in which human rights are variously defined. It provides a comparative study of five nations, selected for their geographic and cultural scope, as a unique way to study human rights. Chapter 1 sets the stage for the study by presenting activities for establishing class objectives and examining the definition of human rights. Chapter 2 contains 90 readings from the five countries. These materials were selected for their value in illustrating the human rights situation in the five countries. International documents are included in chapter 2 which broaden the knowledge and understanding of human rights, such as "The Helsinki Agreement." Chapter 3 presents different activities and instructional strategies for presentation of the materials. Activities are included for different grade levels. Chapter 4 is the evaluation component in which an attitudinal questionnaire is administered to students to assess the… [PDF]

Jovanovic, Aleksa; Maksimovic, Maja; Popovic, Katarina (2018). Towards New Learning Environments–Collective Civic Actions as Learning Interventions in Post-Communist Belgrade. European Journal of Education, v53 n3 p365-376 Sep. This article focuses on the social dimension of well-being, based on a critical analysis of the way it is conceptualised in late capitalism: As the dimensions of individual state of mind and body, something that evolves in the individual realm, stressing personal responsibility and achievement of well-being as a solitary act. Then, the contemporary conceptualisation and approaches to policy making for well-being are compared with the policy of adult and youth education and learning. The perspective of a strong individual orientation, detachment from the social, community and collective aspects and efforts seem to be a common denominator. Agency is considered not only as a possibility for individuals to create and change the environment, but also as a process of active co-construction of social reality. This includes (re)connection with a community, very often through new ways of community learning, civic actions and civic activities. An analysis of how these perspectives converge in… [Direct]

Acun, Ismail; Busher, Hugh; Goz, Nur Leman; Lawson, Tony; Wilkins, Chris (2010). European Citizenship and European Union Expansion: Perspectives on Europeanness and Citizenship Education from Britain and Turkey. European Educational Research Journal, v9 n4 p444?456. This article discusses some perspectives on citizenship education in Turkey and Britain in the context of current contested discourses on the nature of European identity and of the European Union (EU). It is based on data collected during an EU-funded student teacher exchange programme between three universities in Turkey and Leicester University in the United Kingdom. The programme facilitated participants' investigations of their understandings of citizenship and citizenship education in Britain and Turkey. Data was collected by questionnaire from 581 Turkish student teachers and 85 British student teachers involved with citizenship education and, during the exchange visits, through focus group interviews with 14 British and 14 Turkish students. Both groups thought citizenship education was key to creating "good citizens" in their countries, but the nature of this citizenship was perceived to differ between countries. The Turkish students placed a strong emphasis on… [Direct]

Caglar, Mehmet; Silman, Fatos (2010). A Comparative Overview of Citizenship Education in Cyprus. International Review of Education, v56 n5-6 p671-682 Dec. Cyprus is a Mediterranean island divided into two political sections. For political agreement to be possible between the North (Turkish) and South (Greek), Cyprus should give full consideration to citizenship education at schools with the aim of transmitting shared values and helping students become EU citizens. In this research, two citizenship textbooks which were designed and used for eighth grade level were examined using content analysis. One was a Greek book used in South Cyprus and the other one was a Turkish book used in North Cyprus. Both textbooks were prepared and published in the respective mainland states (Greece and Turkey) and reflected the culture of these countries. Although Turkey is a candidate state for the European Union, the Turkish book focuses on empowering local citizen identity in the nation state and does not discuss broader issues related to global citizenship. By contrast, the Greek textbook covers both national and global issues concerning citizenship…. [Direct]

Levesque, Roger J. R. (1998). Are (Should) Human Rights (Be) Universal?. Update on Law-Related Education, v22 n3 p28,30 Fall. States that resistance to human-rights principles derives from cultural views of life. Explains that the debate about human rights tends to be framed in terms of either a universal or relative standard of how countries should treat their citizens and how the citizens should treat one another. (CMK)…

Howard, Rhoda E. (1998). Are (Should) Human Rights (Be) Universal?. Update on Law-Related Education, v22 n3 p29,31-32 Fall. Believes that the purpose of human rights is to change many culturally ingrained habits and customs that violate the dignity of the individual. Expounds the differences between cultural relativism and cultural absolutism. States that "weak" cultural relativism is sometimes an appropriate response to human-rights violations. (CMK)…

(1999). Massachusetts Guide to Choosing and Using Curricular Materials on Genocide and Human Rights Issues. This guide, a response to Massachusetts legislation, makes recommendations on curricular materials and resources related to teaching about genocide and human rights. The guide stresses the importance of students acquiring knowledge about genocide and human rights issues to deepen their understanding of both past and current events. It emphasizes relevant material from the Massachusetts Curriculum Frameworks for History and Social Science and English Language Arts, as well as key documents that support the protection and preservation of human rights. The guide offers recommendations for locating, selecting, and teaching curriculum materials. Following an introduction, the guide is divided into these sections: "Background: The Education Reform Act of 1993"; "Teaching about Genocide and Human Rights Issues: Guiding Principle"; "Scope, Sequence, and Developmental Considerations"; "Academic Content: The Massachusetts History and Social Science… [PDF]

(2013). Guide to Education: ECS to Grade 12: 2013-2014. Alberta Education The education of students is fundamental to shaping a preferred provincial, national and global future. It is also essential in maintaining Alberta's standard of living and ensuring its global competitiveness. The education system must simultaneously prepare the citizens of tomorrow while equipping the students with the knowledge and skills they need to be successful in a rapidly changing economy and society. Alberta Education's three-year business plan provides direction for the future of education in Alberta. The initiatives in Alberta Education's three-year business plan describe directions that will help all its young people get the education they need. These initiatives reflect Alberta Education's leadership role in developing programs for students, setting standards for education, communicating these expectations to stakeholders and supporting improvements to meet student needs. The directions and initiatives outlined in the three-year business plan are reflected in the… [PDF]

(1968). Report of the Task Force on Human Rights. The NEA Task Force was instructed to \recommend to the Executive Committee a structure and program for the coordination and expansion of the human rights activities of the NEA and of the departments, divisions, commissions, and committees.\ Their recommendations and a discussion of the forces in American society that make them necessary comprise this report. The introduction explains the relevance of the fight for human rights to the work of the NEA and its members. The first section traces discrimination in institutions against minority groups. The second section describes the role of schools in dealing with the human rights of certain children, teachers, and citizens. The conclusion explains actions that must be taken by the various segments of the educational system to end the infringement on human rights. (Author/MF)… [PDF]

Grossman, David L. (2008). Democracy, Citizenship Education and Inclusion: A Multi-Dimensional Approach. Prospects: Quarterly Review of Comparative Education, v38 n1 p35-46 Mar. Both democratic citizenship education and inclusion share a common ethos and language based on concerns for human rights, social justice, and a sense of community. Both aim at the building of democratic relationships. But it is fair to say that for a long time citizenship educators and advocates of inclusion have either spoken past each other, or have not communicated or articulated their arguments. This essay offers a multi-dimensional framework under which citizenship educators and advocates of inclusion can share a common agenda, seeking socially just and democratic schools…. [Direct]

(1981). Elementary, Middle, and High School Guides for Teaching about Human Rights Appendix. This appendix to the guides for teaching about human rights at the elementary, middle, and high school levels features instructional activities and materials which represent a variety of cultural perspectives. Among the topics addressed are the role of values and ethics in decision making, prejudice, racial and ethnic stereotyping, social skills and responsibilities, self concept, sex roles and ethnocentrism. Also included are descriptions of historical and technical research which focus on human rights issues. A universal declaration of human rights, a declaration of the rights of the child, and a human rights calendar are presented as an introduction to the guide. An annotated bibliography of filmstrips and other audiovisual materials for each level is appended. (JCD)…

Schmidt-Sinns, Dieter (1980). How Can We Teach Human Rights?. International Journal of Political Education, v3 n2 p177-87 Jun. This discussion of human-rights education suggests that educational goals should include the acceptance of the idea of equal opportunity and inalienable human rights. Course content should instill concern with experiences drawn more from students' immediate social experience than from textbooks. More advanced students need courses in global studies. (AM)…

(2005). Human Rights Education Can Be Integrated throughout the School Day. Childhood Education, v81 n3 p158-D Spr. Research indicates that few state departments of education have actually mandated human rights education in their schools. Clearly, individual teachers will need to take responsibility for the integration of peace education and human rights education. By integrating human rights education and peace education into the daily fabric of the school day, there is a potential in taking first steps toward the integration of human rights education. Here are a few ways to begin: (1) display a poster on the Declaration of the Rights of the Child or the Universal Declaration of Human Rights; (2) find a project that children can participate in–one that would be tangible to them; (3) expand children's global awareness by using a world map; (4) teach conflict resolution, modeling how to use it when a problem becomes evident; (5) clip articles from the newspaper and read them to the children each day; (6) use lesson plans expressly created for human rights education, such as those found in The…

Brockhouse, John; Swingler, Tim (2009). Getting Better All the Time: Using Music Technology for Learners with Special Needs. Australian Journal of Music Education, n2 p49-57. This paper focuses on the category of electronic musical instruments described as "gestural controllers"–motion sensor technology and specially adapted switches–which are widely used in special education. The therapeutic benefits of this technology in emancipating children from their cognitive or physical limitations are increasingly well-documented, but the educational implications remain relatively unexplored. The underlying premise of this paper is that the opportunity to learn a musical instrument is a basic human right which should be available equally to children attending special schools. But, can this interactive technology–with its emphasis on immediacy and accessibility–offer the challenges and expressivity and provide a real long-term musical learning trajectory in the same way that "real" instruments do? A case study is described charting significant learning and progress through use of the technology over a six-year period…. [PDF]

Davies, Lynn (2009). Educating against Extremism: Towards a Critical Politicisation of Young People. International Review of Education, v55 n2-3 p183-203 May. This paper is based on a recently published book, \Educating Against Extremism\ (Davies, \Educating Against Extremism,\ 2008), which explores the potential role of schools in averting the more negative and violent forms of extremism in a country. It examines the nature of extremism; identity formation and radicalisation; religious belief, faith schools and the myth of equal value; justice, revenge and honour; and free speech, humour and satire. The paper argues that religious fundamentalism, as well as state terrorism, needs to be addressed in schools. The argument in the book is for a greater politicisation of young people through the forging of critical (dis)respect and the use of a secular basis of human rights. Specific forms of citizenship education are needed, which provide skills to analyse the media and political or religious messages, but also enable critical idealism to be fostered…. [Direct]

Reardon, Betty A. (1995). Educating for Human Dignity: Learning about Rights and Responsibilities. Pennsylvania Studies in Human Rights. This book is written for both teachers and teacher educators to use in addressing issues of human rights. The conceptual development approach used throughout the book makes it suitable for a full human rights curriculum; the grade-level discussions and sample lesson plans also can be used in individual classes or to enrich ongoing programs. The book is divided into seven chapters and subdivided by grade level examples. Chapters include: (1) \Introduction: Purposes and Approaches\; (2) \A Developmental Sequence for Presentation of the Core Concepts\; (3) \The Early Grades: Laying the Foundation for an Appreciation of Human Dignity–Kindergarten to Grade Three\; (4) \The Middle Grades: Introducing Standards and Principles–Grades Four to Six\; (5) \Junior High School: Reflecting and Valuing–Grades Seven to Nine\; (6) \Senior High School: Confronting the Problems, Taking Responsibility–Grades Ten to Twelve\; and (7) \Resources for Human Rights Education.\ Flexibility is built in to…

Zhen, Han (2002). On the Historical and Ideal Nature of Human Rights: Reading \Human Rights and Human Diversity\ by A. J. M. Milne. Educational Philosophy and Theory, v34 n2 p239-246 May. The foundation of human rights is social history, which is reflected as a kind of moral ideal. The ideal is produced on the historical base, it thus has real meaning, meanwhile the ideal is the ideal of the development of history; therefore, the history has a style of progress. In this paper, the author suggests the following points: (1) Individual rights is the product of social development; (2) Human rights is the ideal force guiding social development; and (3) The relation between human rights and social interest should be adjusted continuously in the interaction between history and ideal. (Contains 3 notes.)… [Direct]

Eastman, Wayne; And Others (1989). Civil Liberties and Human Rights in Education. Education Canada, v29 n2 p20-23 Sum. Finds that, among 429 senior education majors, high school teachers, and administrators in Newfoundland (Canada), there was (1) little awareness about human rights, particularly students' rights; (2) no greater awareness among social studies teachers or administrators; and (3) a wide range of opinions on specific human rights issues. (SV)…

Choi, Kyunghee; Kim, Sung-Won; Krajcik, Joseph; Lee, Hyunju; Shin, Namsoo (2011). Re-Conceptualization of Scientific Literacy in South Korea for the 21st Century. Journal of Research in Science Teaching, v48 n6 p670-697 Aug. As the context of human life expands from personal to global, a new vision of scientific literacy is needed. Based on a synthesis of the literature and the findings of an online survey of South Korean and US secondary science teachers, we developed a framework for scientific literacy for South Korea that includes five dimensions: content knowledge, habits of mind, character and values, science as a human endeavor, and metacognition, and self-direction. The framework was validated by international science educators. Although the names of these dimensions sound familiar, the framework puts a new perspective on scientific literacy by expanding and refining each dimension, stressing integrated understanding of big idea and the importance of character and values, adding metacognition, and emphasizing global citizenship. Twenty-first century citizens need integrated understanding of the big ideas of science and habits of mind such as systematic thinking and communications. They also need… [Direct]

Abdallah-Pretceille, Martine (1989). Human Rights Education in Pre-Primary Schools: Educating Children to be Receptive to Others and to Diversity in Society! Report. Proceedings of the Teachers' Seminar (40th, Donaueschingen, West Germany, June 20-25, 1988). A seminar was held on the theme of human rights education. The seminar was thought to be the first to cover the theme of human rights in the context of nursery school and pre-primary education. The objective of the seminar was to alert teachers, educators, and teacher trainers to human rights and to ways of introducing the subject of human rights at the pre-elementary level. Participants, who came from eight Council of Europe member countries, included teachers, teacher trainers, advisers, and inspectors. The lectures included in this report cover: (1) a few points designed to stimulate thought on the birth of hatred of others; (2) constituent aspects of stories, the function of the marvelous, and the search for meaning; and (3) human rights education and nonverbal communication among the very young. Workshop discussions are summarized. Concluding remarks focus on human rights education as education, in practice, as education of the person, and recommendations are offered for…

Harvey, Karen D. (1996). Teaching about Human Rights and American Indians. Social Studies and the Young Learner, v8 n4 p6-10 Mar-Apr. Presents a flexible lesson plan integrating teaching about human rights into the existing curriculum about American Indians. Asserts that American Indians have the right to maintain their cultural ways and connects that subject to the United Nations Universal Declaration of Human Rights. Includes three lists of resources and references. (MJP)…

Brown, George E., Jr. (1981). Science, Technology and Human Rights–A View from Congress. Physics Today, v34 n3 p27-29,32-33 Mar. Strongly suggests that scientists must press vigorously for the protection of all human rights, civil, political, economic, social, and cultural, not just for humanitarian reasons, but for self-preservation as well. Highlights recent congressional activities relating human rights to science policy. (Author/SK)…

Diaz-Veizades, Jeannette; And Others (1995). The Measurement and Structure of Human Rights Attitudes. Journal of Social Psychology, v135 n3 p313-28 Jun. Reports on a study of the structure of attitudes toward human rights among 619 college-age students and adults. Discusses attitudes related to nationalism, patriotism, internationalism, belief in world government, and support for civil liberties. Discusses findings in light of existing conceptualizations regarding human rights. (CFR)…

Jacobs, George M. (2003). Cooperative Learning to Promote Human Rights. Online Submission When people think about how education at the primary, secondary, and tertiary levels can promote human rights, most people think about the content. For example, they think about lessons on topics such as overcoming discrimination or the right to a fair trial. However, teaching for human rights is not only about the "what," the content of teaching. It also concerns the "how," the methods of teaching. The how of teaching involves what is sometimes called the "hidden curriculum" of education. Bigelow (1999, p. 243) defines hidden curriculum as "the values, habits, and beliefs that are imparted to students through the ways schools are structured and through the routines of school life." For instance, students may study about democracy in their textbooks, but if all the decisions in the school are made at the top–by the principal for the whole school and by the teacher for the whole class–and the people below are supposed to blindly obey, the… [PDF]

Motakef, Mona (2007). The Human Right to Education as a Right to Literacy in Germany. Convergence, v40 n3-4 p143-156. There are no official data, but it is estimated that four million adults in Germany have little or no reading, writing and numeracy skills, so that they are known as "functionally illiterate". This is a fact which was long ignored. In this contribution, literacy activities and research in Germany are analysed through a human rights-based approach. I argue that illiteracy in a knowledge-based society like Germany has to be understood in terms of a lack of social inclusion and participation. In Germany, the aims of the United Nations Literacy Decade (2003-2012) have not yet been achieved. (Contains 1 table and 2 figures.)… [Direct]

Quigley, B. Allan (2021). "Naming the Elephant": Literacy Classism, Human Rights and the Need for a New Conversation. Adult Literacy Education, v3 n3 p41-46 Fall. Adult literacy has been on the margins of postsecondary education for so long that many in our field assume our ongoing struggle for adequate funding and a better image is somehow "normal." It is "not normal" that some 107,000,000 adults across North America are marginalized, with many hidden in society due to low literacy. This article argues it is time to reconsider the position of our field concerning funding and image beginning with a new conversation concerning literacy classism–the "elephant in the room."… [PDF]