Humphreys, Sara (2008). Gendering Corporal Punishment: Beyond the Discourse of Human Rights. Gender and Education, v20 n5 p527-540 Sep. In the last few years the Global Initiative to End All Corporal Punishment of Children has been gathering momentum, with a submission to "The United Nations Secretary General's study on violence against children" the most recent addition to the cause. Nevertheless, corporal punishment in schools is still condoned in many countries and its practice persists even where it is now illegal. However, it is usually discussed within a gender-"neutral" human rights framework rather than being more usefully considered as a gendered practice, pivotal in sustaining the gender regimes of schools. Drawing primarily on an ethnographic study in four junior secondary schools in Botswana, in conjunction with other related studies in Sub-Saharan Africa, it is argued that corporal punishment is gendered at the level of both policy and practice. Female and male students and teachers understand and experience the "giving" and "receiving" of corporal punishment… [Direct]

Baker, Dana Lee (2008). Issue Definition in Rights-Based Policy Focused on the Experiences of Individuals with Disabilities: An Examination of Canadian Parliamentary Discourse. Disability & Society, v23 n6 p571-583 Oct. In issue definition in rights-based policy Canada stereotypically embraces a more positive, human rights-centered approach as compared with the American stereotype associated with the USA's more presumptively negative, civil rights-based tack. Since exclusionary infrastructures violate the core values of democratic governance, a failure to address unnecessarily exclusive infrastructures presents a rights-based public challenge surrounding disability akin to those experienced by other non-elite groups. Analysis of disability policy serves to clarify positive versus negative tendencies in rights-based policy, including whether the expectation of a primarily positive basis in Canada is confirmed. This article examines the definition of public dimensions of the experiences of individuals with autism as a case reflecting the basis of construction of rights in Canada. (Contains 1 table.)… [Direct]

Amado, Liz Ercevik; Ilkkaracan, Pinar (2005). Human Rights Education as a Tool of Grassroots Organizing and Social Transformation: A Case Study from Turkey. Intercultural Education, v16 n2 p115-128 May. Women for Women's Human Rights (WWHR) — New Ways has been carrying out a "Human Rights Education Program for Women" throughout Turkey for over a decade, in cooperation with community centers. The training has a holistic, comprehensive nature, linking several areas of human rights through a critical gender perspective lens. One of the overarching aims of the program is to support women's grassroots organizing in economically disadvantaged areas by equipping women to mobilize around self-identified needs. This article focuses on the impact of the program on women, methodological factors that contribute to its success and its role as a catalyst to promote social transformation at the local level…. [Direct]

Patrick, John J. (1998). A Global Perspective on Human Rights Education. ERIC Digest. This ERIC Digest outlines what is meant by the phrase human rights and the origin of the concept. It also traces the delineation of the concept of human rights from the 17th century antecedent of "natural rights" to its eventual incarnation as inherent political or personal rights, such as freedom of speech, press, assembly, and religion. The theoretical framework which undergirds governments attempts to preserve, protect, and guarantee these rights is identified. Two philosophical approaches: negative rights and positive rights are identified. Negative rights refers to limiting the power of a government to protect the rights of an individual on the basis that this would result in a government too powerful and omnipotent. Positive rights maintains that the power of the government should be enhanced so that it can protect and guarantee certain things for the populace. Proponents of each type have witnessed conflict and consensus between the two as they have been debated…. [PDF]

Lanzi, Frank; Spreat, Scott (1989). Role of Human Rights Committees in the Review of Restrictive/Aversive Behavior Modification Procedures: A National Survey. Mental Retardation, v27 n6 p375-82 Dec. Public residential facilities (N=218) were surveyed to determine the roles played by their Human Rights Committees in reviewing restrictive/aversive behavior modification procedures. The survey found that almost 98 percent reported having an active Human Rights Committee and 95 percent of the committees were responsible for review of restrictive/aversive procedures. (Author/JDD)…

Hill, Wilhelmina; Mackintosh, Helen K. (1951). How Children Learn about Human Rights. Bulletin, 1951, No. 9. Office of Education, Federal Security Agency This particular bulletin is concerned with the concept of human rights, and the interpretation of some of these rights in the classroom, in the school, at home, and in the community. Although the discussion is directed toward the classroom teacher primarily, principals, supervisors, administrators, and parents who want children to succeed in all the activities of everyday living, should find the bulletin profitable reading. The bulletin consists of sections on how the teacher can begin with children in a study of individual rights, in such a way as to lead to an understanding of the Universal Declaration of Human Rights. The teacher understands, of course, that this bulletin deals with the Universal Declaration of Human Rights and not with the Covenant on Human Rights, which is still under consideration by the members of the United Nations. This understanding would also be made clear to children in any instructional situation which deals with these materials. Some Articles of the… [PDF]

Bunch, Charlotte; Carrillo, Roxanna (1991). Gender Violence: A Development and Human Rights Issue. This document includes two articles describing the failure of the international human rights movement to consider or remedy the situation of women outside of the basic demand for political rights of people in general. The first article, "Women's Rights as Human Rights: Toward a Re-Vision of Human Rights" (Charlotte Bunch), emphasizes the responsibility of governments and patriarchy for the perpetuation of violence against women. Little is done to remedy domestic violence, and in many countries females are routinely denied education, health care, and proper nutrition, with the result that they are unable to escape from the subjugated position that is traditional to the culture. The article explores the importance and difficulty of connecting women's rights to human rights. Four basic approaches that have been used to make the connection are: (1) women's rights as political and civil rights, (2) women's rights as socio-economic rights, (3) women's rights and the law, and (4)… [PDF]

Dubroc, Alicia M. (2007). Is the Elimination of Recess in School a Violation of a Child's Basic Human Rights?. Online Submission The elimination of recess in schools across the country is becoming a normal occurrence in many communities, large and small. In each study presented in this content analysis, we find that free time and unstructured play is indeed essential to a child's healthy cognitive development. Article 31 of the United Nations Convention on the Rights of Children, from the Office of High Commissioner for Human Rights guarantees our children the right to play and the right to take breaks, very similar to how the United States Department of Labor ensures workers in this country the right to have breaks in the work day. For school age children, breaks are essential to not only healthy cognitive development, but to help reduce or eliminate stress and the promotion of a sedentary lifestyle, which can lead to depression, obesity, suicide or overall poor mental health…. [PDF]

(1963). TEACHING HUMAN RIGHTS–A HANDBOOK FOR TEACHERS. UNLIKE CLASSROOM INSTRUCTION IN THE TRADITIONAL DISCIPLINES, THE TEACHING OF HUMAN RIGHTS DOES NOT INVOLVE THE MEMORIZING OF TEXTS OR ACQUISITION OF PROBLEM-SOLVING SKILLS, IT IS RATHER A MATTER OF CREATING BASIC ATTITUDES OF TOLERANCE AND GOODWILL IN THE RECEPTIVE MINDS OF CHILDREN. AN UNDERSTANDING OF THE EXPERIENCES AND PROBLEMS ENCOUNTERED BY DEDICATED TEACHERS IN DIFFERENT PARTS OF THE WORLD AS THEY TRY TO TEACH HUMAN RIGHTS WILL HOPEFULLY INSPIRE TEACHERS IN OTHER COUNTRIES TO DEVISE THEIR OWN EXPERIMENTS IN THIS IMPORTANT FIELD OF ENDEAVOR. A 2-YEAR PROJECT WAS ENACTED IN A GIRLS' SECONDARY SCHOOL IN ECUADOR TO DRAW ATTENTION TO THE LOCAL AND NATIONAL SCENE IN THAT COUNTRY AS A MEANS OF DEVELOPING KNOWLEDGE OF HUMAN RIGHTS AND A CONCERN FOR THOSE WHOSE RIGHTS WERE BEING DENIED. THE THEME OF THE PROGRAM WAS "THE RIGHTS OF WOMEN." FIELD WORK AND INQUIRIES WERE MADE AS TO THE STATUS OF WOMEN IN DIFFERENT REGIONS OF THE COUNTRY. EVERY OPPORTUNITY WAS ALSO TAKEN TO STUDY…

Forster, Sheridan (2010). Age-Appropriateness: Enabler or Barrier to a Good Life for People with Profound Intellectual and Multiple Disabilities?. Journal of Intellectual & Developmental Disability, v35 n2 p129-131 Jun. The principle of age-appropriateness is widespread throughout government policy and nongovernment practice guidelines, but the exact meaning of the term is rarely defined. It is commonly assumed to mean activities and approaches commensurate with an individual's chronological age. Dress, furnishing, object selection, and the style of interactions, are all supposed to be age-appropriate, according to many policies. However, when this principle is applied to people with profound intellectual and multiple disabilities (PIMD), the author argues that instead of promoting a good life (Reinders, 2002), the principle contributes to practices that compromise individuals' health, well-being, quality of life, and their human rights. The author believes that consistent with the principles of person-centredness, policies and practice guidelines affecting the lives of people with disability should be built on the needs and priorities of the target people, and in doing so the interests of… [Direct]

Benson, Jeremy; Sonu, Debbie (2016). The Quasi-Human Child: How Normative Conceptions of Childhood Enabled Neoliberal School Reform in the United States. Curriculum Inquiry, v46 n3 p230-247. This paper argues that normative conceptions of the child, as a natural quasi-human being in need of guidance, enable current school reforms in the United States to directly link the child to neoliberal aims and objectives. In using Foucault's concept of governmentality and disciplinary power, we first present how the child is constructed as a subject of the adult world, then trace how such understandings invite school policies and practices that worked on the child, rather than with the child. In order to understand how the child comes to be known and recognized as a learner, both at the intersections of normative conceptions of childhood and material expectations of the student, we use Biesta's three domains of education: socialization, qualification, and subjectification as an organizing framework and draw primarily from Common Core Learning Standards and related policy reports with the aim of reorienting educational work away from economic and political universals and toward a… [Direct]

Jubas, Kaela (2008). Adding Human Rights to the Shopping List: British Women's Abolitionist Boycotts as Radical Learning and Practice. Convergence, v41 n1 p77-94. Working from a feminist/critical cultural studies perspective, which perceives culture and society as imbued with political tensions, I pose two central questions in this article. First, how can community-based, consumer activism be understood as a strategy adopted by marginalised groups to assert rights claims? I focus on British women's eighteenth-and nineteenth-century abolitionist boycotts as a case study of this understanding. These campaigns drew on women's socially defined roles as shoppers and consumers both to mobilise and publicise opposition to slavery, and to agitate further for women's political rights. Second, what are the implications of this case for adult education? The learning from this case study is multifaceted. It historicises the concepts of citizenship, human rights and consumerism so that, today, we can understand them as discourses that have developed to accommodate changing interests, pressures and tensions in civil society. This case also illuminates the… [Direct]

Hilton, Gillian, Ed.; Kalin, Jana, Ed.; Niemczyk, Ewelina, Ed.; Ogunleye, James, Ed.; Popov, Nikolay, Ed.; Wolhuter, Charl, Ed. (2016). Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 1. Bulgarian Comparative Education Society Papers from the proceedings of the 14th Annual Conference of the Bulgarian Comparative Education Society was submitted in two volumes. Volume 1 contains papers submitted at the conference held in Sofia, Bulgaria, June 14-17, 2016. Volume 2 contains papers submitted at the 4th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia. The overall conference theme was "Education Provision to Every One: Comparing Perspectives from Around the World" and included six thematic sections: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education; and (6) Research Education: Developing Globally Competent… [PDF]

Eller, Michael (1992). Human Rights Legislation and the Educational Administrator: An Australian Case Study. This report examines how and why Australia's Human Rights and Equal Opportunity Commission Act (1986) and the Racial Discrimination Act (1975) produced changes in the provision of education services by Queensland and New South Wales for residents of Toomelah. Toomelah is an economically and educationally disadvantaged Aboriginal community in upper New South Wales. The first section describes the events leading to the 1987 "Toomelah Inquiry," conducted by the Human Rights and Equal Opportunity Commission, which found significant educational and economic deprivation in the area. The second section examines the effect of the inquiry on the provision of education to Toomelah. A public outcry led to the provision of educational services and to efforts to abolish racism. The third section examines the significance of those effects for the educational administrator, who needs an awareness of the greater power of human rights laws. The administrator must recognize a system of… [PDF]

Brown, J. Scott; Carr, Dawn; Kinney, Jennifer; Manning, Lydia; Muschert, Glenn W.; Petonito, Gina; Robbins, Emily (2010). Silver Alerts and the Problem of Missing Adults with Dementia. Gerontologist, v50 n2 p149-157 Apr. In the months following the introduction of the National AMBER (America's Missing: Broadcast Emergency Response) Alert plan used to locate missing and abducted children, Silver Alert programs began to emerge. These programs use the same infrastructure and approach to find a different missing population, cognitively impaired older adults. By late 2008, 17 states had enacted Silver Alert policies, and several more planned to take advantage of National Silver Alert grant funding to initiate policies in 2009. To date, however, no research has examined the efficacy of such programs, which have widely varying parameters and criteria to initiate the alerts. In this study, we empirically examine the 17 existing state Silver Alert and related policies. The analysis includes an examination of the varieties of programs: dementia related and AMBER extension, the dates of enactment, the criteria for activation, and the process of activation. We conclude with two salient questions that emerged… [Direct]

Gruskin, Sofia; Plafker, Karen; Smith-Estelle, Allison (2001). Understanding and Responding to Youth Substance Use: The Contribution of a Health and Human Rights Framework. American Journal of Public Health, v91 n12 p1954-63 Dec. Describes a health and human rights framework for conceptualizing and responding to the causes and consequences of youth substance use, reviewing international and national efforts to address youth substance use and discussing the intersection between health and human rights. A methodology for modeling vulnerability in relation to harmful substance use is introduced, discussing contemporary national and international responses. (Contains references.) (SM)…

Snider, Glenn R. (1971). Human Rights: A High Priority in Teacher Education. Phi Delta Kappan, 53, 3, 172-173, Nov 71. Describes the activities of the Phi Delta Kappan Commission on Education and Human Rights and Responsibilities. (JF)…

Kohl, Herbert (1985). Human Rights and Classroom Life. Social Education, v49 n6 p498-99 Sep. The potential dangers teachers face when their classes begin to study human rights are discussed and advice on how to minimize the dangers are offered. (RM)…

Almeida, Leandro; Garcia, Fernando; Neto, Felix; Veiga, Feliciano (2009). The Differentiation and Promotion of Students' Rights in Portugal. School Psychology International, v30 n4 p421-436. This investigation includes a differential study (Study 1) and a quasi-experimental research (Study 2). In Study 1, the objective was to establish to what extent students' rights existed and analyse the differentiation between students' rights with Portuguese and immigrant mothers, throughout school years. The sample consisted of 537 students with Portuguese and immigrant mothers, distributed by different school years (7th, 9th and 11th grades). The Children's Rights Scale (Hart et al., 1996; Veiga, 2001) was used. In Study 2, the purpose was to analyse the effects on students' rights of the use by teachers of a communicational intervention program, supervised by school psychologists. The sample involved 7th and 9th grade students, in a total of four classes, two forming the experimental groups (n = 36) and two the control groups (n = 43); as in Study 1, the Children's Rights Scale was used. The results indicated the effectiveness of the communicational intervention program on… [Direct]

Hodge, David R. (2008). Sexual Trafficking in the United States: A Domestic Problem with Transnational Dimensions. Social Work, v53 n2 p143-152. The trafficking of young women and children for prostitution and other forms of sexual exploitation is one of the most significant human rights abuses in contemporary society. In keeping with the social work profession's commitment to social justice, this article examines the issue of sexual trafficking in the United States. The transnational scope of the problem is discussed along with the means that traffickers use to recruit, transport, and initiate victims from around the world into the sex industry in the United States. Some legislative responses to the problem are discussed, and a number of suggestions are offered to help social workers advocate on behalf of some of the most vulnerable and oppressed people in the global community…. [Direct]

Bray, Mark (2008). The WCCES and Intercultural Dialogue: Historical Perspectives and Continuing Challenges. International Review of Education, v54 n3-4 p299-317 Jul. The World Council of Comparative Education Societies (WCCES) has been strongly concerned with intercultural dialogue since the Council was created in 1970. Indeed advancement of education \for international understanding in the interests of peace, intercultural cooperation, mutual respect among peoples and observance of human rights\ is one of the goals built into the WCCES Statutes. This paper begins with a focus on the origins and goals of the WCCES, noting in particular links with the mission of UNESCO. The paper then considers dimensions of evolution in the work of the WCCES in the domain of intercultural dialogue. It underlines the growth of the WCCES and the continuing challenges for securing balanced representation of voices and perspectives…. [Direct]

Hamot, Gregory E.; Jensen, Elizabeth S. (2003). Teaching about Child Labor and International Human Rights. ERIC Digest. An estimated 246 million children between the ages of 5 and 17 work in the agricultural, industrial, and craft sectors worldwide. Approximately 180 million of these children work under the worst forms of child labor as defined by the International Labor Organization (2002). In spite of conventions and protocols designed to eradicate the worst forms of child labor, international human rights violations concerning children persist in the workplace. This Digest defines child labor and its worst forms within the context of international human rights, describes several key protocols and conventions aimed at eliminating these worst forms, proposes a rationale for teaching about certain issues in child labor, and offers parameters for choosing instructional strategies that teach about the worst forms of child labor. Lists six Web sites which contain resources and information on teaching human rights and child labor. (Contains 11 references.) (BT)… [PDF]

(1982). Social Studies: Appendix for Elementary, Middle, and High School Guides for Teaching about Human Rights. Seventy documents including primary source materials, simulations, mock trials, short stories, vignettes, and statistical data are provided for the implementation of the elementary, middle, and high school human rights curriculum. Original documents include: (1) the Universal Declaration of Human Rights; (2) the Declaration of the Rights of the Child; and (3) the Charter of the United Nations. "Thermal Pollution: Background Material for a Mock Trial," highlights an unusual case of thermal pollution that occurred when cold water was introduced into an artificially-warmed tidewater stream in New Jersey. "The 100% American" is a vignette designed to initiate discussion on the many contributions of other cultures to the U.S. way of life. The list of "65 Ways To Say That's a Job Well Done," shows how self-esteem can be engendered in students. "Body Ritual Among the Nacerima: A Study in Ethnocentrism" is a parody that describes some "strange…

Carelli, Anne O'Brien (1981). Justice Around the World: A Student Packet for Elementary Schools. Foreign Area Materials Center Occasional Publication 25. This learning packet consists of 10 exercises which can be used independently by students or as class activities. The activities in the packet were developed to foster awareness of international human rights issues. The objectives are stated at the top of each exercise, with vocabulary words listed under the objectives. Materials from the "Handbook on Human Rights and Citizenship" are meant to be used with these activities. Exercise 1 is designed to help students understand that every human being has basic rights. The Universal Declaration of Human Rights is examined in exercise 2. Understanding human rights in different cultures in the focus of exercise 3 and the role of dissidents is analyzed in exercise 4. The role of the United Nations in protecting human rights is the focus of exercise 5. Understanding the use of poetry and political cartoons as a means of expressing ideas and feelings about human rights is the goal of exercises 6 and 7. Investigating incidents of… [PDF]

(1972). Equal Educational Opportunity Workshop for Human Rights Workers at the Annual Meeting of the National Association of Human Rights Workers, Seattle, Washington, October 3-7, 1971. Special Report. NCRIEEO Newsletter, v3 n1 February. The Equal Educational Opportunity Workshop for Human Rights Workers focused on the theme \Equal Educational Opportunity–What Does It Mean to the Human Rights Worker? A Deep Examination of Professional Commitment.\ Most school systems and educational institutions have human rights specialists devoting staff time and resources to race and culture-related problems; yet progress towards equal educational opportunity is slow. Professionals at this workshop examined the progress and the necessary commitment of the professional human rights worker in the desegregation program setting. Several general sessions were held, and following them were simultaneous small group workshop sessions. This report contains excerpts from the small group workshops and covers topics such as: (1) strengthening personal skills in recognizing culturally based bias impediments to optimum professional function in desegregation programs; (2) an exploration of major intergroup relations issues in desegregation… [PDF]

Blue, Howard (1974). A Unit on Human Rights. Social Science Record, 2, 2, 17-18, W 74. A unit surveys human rights in history and the present day, outlines case studies and class activities, and suggests source materials for teachers and students. (Author/KM)…

Myers, John P.; Zaman, Husam A. (2009). Negotiating the Global and National: Immigrant and Dominant-Culture Adolescents' Vocabularies of Citizenship in a Transnational World. Teachers College Record, v111 n11 p2589-2625. Background/Context: The current national debate over the purposes of civic education is largely tied to outdated notions of citizenship that overlook its changing nature under globalization. Civic education is based on a legalistic understanding of citizenship that emphasizes patriotism and the structures and functions of government. This study examined adolescents' civic beliefs and affiliations, drawing on theories of transnational and global citizenship. Purpose/Objective/Research Question/Focus of Study: The purpose was to examine diverse adolescents' vocabularies of citizenship, a concept that captures the tensions in their civic beliefs and affiliations. Their vocabularies were explored in terms of two topics at the intersection of national and global affiliations: universal human rights and global citizenship. The central question asked was: How do adolescents from immigrant backgrounds understand the tensions between national and global civic affiliations, and do they differ… [Direct]

Volk, Steven S. (2013). How the Air Felt on My Cheeks: Using Avatars to Access History. History Teacher, v46 n2 p193-214 Feb. For the author, teaching history has become a double challenge: to help students understand both "History" (the narrative crafted by the historian, based on documentation, supported by previous scholarship, and bound together through logical argument) and "history" (the real events that occupied real lives that are largely hidden from the documentation). He was pondering this challenge when he came across a short article by Edith Sheffer, a Stanford historian. She described how, in a course on German history, she allowed students to create unique characters, born in 1900, who, on the basis of student journal entries, would live through Germany's difficult twentieth-century history. Students would create avatars based on the few demographic characteristics she gave them. They would be governed by a set of just three rules: the avatars couldn't leave Germany permanently, die, or change the course of history. Students would post weekly entries on a course website… [Direct]

(1989). The Teaching of Human Rights. Report of an international Seminar. (Geneva, Switzerland, December 5-9, 1988). The agenda for a seminar on teaching human rights for the seminar centered on presentations of three background papers. Topics covered at the seminar: (1) teaching of human rights through the training of law enforcement personnel, lawyers, judges, and consideration of international standards vs. actual institutional practice; (2) teaching of human rights to teachers at all levels, including those at police academies with attention focused on questions of discipline(s), contents and methods; and (3) non-formal education and methods and their target groups–parents, religious leaders, labor union leaders, professional associations, and village councils, addressing the questions of individual and collective rights vs. duties, and inductive teaching (real-life situations). Discussions followed the presentations and are reflected in this report. A roster of participants is listed. (LAP)… [PDF]

Boggs, Olivia M. (2011). Learning from the Past: Leadership Philosophies of Pioneer Presidents of Historically Black Colleges. Online Submission At the close of the Civil War the United States was forced to grapple with the tremendous challenge of what to do with the millions of newly freed men, women, and children who, for more than three centuries, had been denied basic human rights, including learning how to read and write. During Reconstruction, several educational institutions were founded for the purpose of teaching basic literacy to former slaves. With few exceptions, white missionaries and former soldiers initially administered these schools. However, by the beginning of the 19th century black men and women took on the task of developing and guiding these institutions through the arduous journey of becoming fully accredited, degree-granting colleges during an era of extreme racial tension exacerbated by the rise of the Ku Klux Klan, race riots, political propaganda, and limited governmental protection. This article examines writings and speeches of five of these leaders to determine the philosophical tenets that… [PDF]