Oxendine, Joseph B. (1987). Alliance Attitudes Regarding Human Rights. Journal of Physical Education, Recreation & Dance, v58 n2 p80-83 Feb. A questionnaire was sent to more than a thousand members of the American Alliance for Health, Physical Education, Recreation, and Dance in order to solicit views on the status of human rights and equity issues within the Alliance. Results are presented. (MT)…

(1997). Civil and Human Rights. American Educator, v21 n1-2 p38-59 Spr-Sum. In this collection of the writings and speeches of Al Shanker, the focus is on his interest in civil and human rights, for teachers, students, and the citizens of the world. Central to his views was the belief that education is the way to economic equality. (SLD)…

Vandenberg, Donald (1990). Education as a Human Right. A Theory of Curriculum and Pedagogy. Advances in Contemporary Educational Thought, Volume 6. This book develops and presents a theory of the curriculum and pedagogy for common, general education. Part 1 inquires into how people can know values and obligations and how this knowledge should affect education. In an analysis of the moral crisis, the book seeks a resolution by examining the great ethical theories of modern times. Each theory is related to the hidden curriculum because basic value and moral sensibility develop through the way classrooms are run. These perspectives are synthesized in the human-rights ethics of chapter 4. The synthesis is applied in chapter 5 to the curriculum and pedagogy in order to respond educationally to the moral crisis. The synthesis also provides a justification for the claim that education is a human right. Part 2 deconstructs the nihilism of the major Western theories of education in order to ascertain what knowledge belongs in the curriculum when education is considered to be a human right. It extracts the aspects of theories that…

Chagnon, Jacquelyn, Comp.; Rumpf, Roger, Comp. (1976). If You Want Peace, Defend Life. This booklet, prepared for the 1977 World Day of Peace, examines the growing use of torture by governments around the world. It specifically focuses on torture and imprisonment of political prisoners as systematic violations of human rights. The booklet includes: a background essay which discusses human rights in the context of U.S. foreign policy; a paraliturgy section; an essay of the technology of torture; five case studies; a study and action guide; and a resource section. Argentina, Czechosolvakia, Indonesia, Iran, and South Africa are the five countries selected for the case studies. They were chosen with these criteria in mind: severe and persistant human rights violations; geographic distribution; and relationship to the United States aid and trade policies. The study and action guide outlines the procedures for the adoption of a political prisoner and gives suggestions and ideas for ongoing discussion and action related to the prisoner. Organizations, books, periodicals,…

Hovey, Gail; Munson, Sarah (1985). Human Rights Violations in Apartheid South Africa. Social Science Record, v22 n2 p9-12 Fall. Political resistance to apartheid is sweeping South Africa and is being met with brutal government repression. This brief survey of human rights violations demonstrates that the white minority and government continue their commitment to apartheid. (RM)…

Aspy, David (1992). The Right to Human Decency in Education. Journal of Humanistic Education and Development, v31 n2 p93-96 Dec. Every human being has a right to be treated decently. At present, students in U.S. schools are not given conditions that meet the criteria of human decency. This situation should be corrected immediately because it violates human rights and mitigates against human fulfillment. (Author)…

Dukpa, Dawa; Kamenopoulou, Leda (2018). Karma and Human Rights: Bhutanese Teachers' Perspectives on Inclusion and Disability. International Journal of Inclusive Education, v22 n3 p323-338. The Sustainable Development Goals call on countries to ensure that all children, especially the most vulnerable, are included in education. The small kingdom of Bhutan has made attempts to embrace inclusion in education at the policy level. However, research on inclusion and disability in this context is limited, and there are few studies focusing on the perspectives of Bhutanese teachers. The study presented here was led by the question 'how are Inclusion and Disability understood by teachers in Bhutan?' The research aims were to (a) explore the above concepts from the perspective of participants and (b) construct these concepts in a way that is contextually relevant to Bhutan. Data collection comprised qualitative interviews with 15 Bhutanese teachers. Findings revealed that participants saw disability predominantly from a 'medical model' perspective, but at the same time held conflicting views as to what inclusion means. They moreover mentioned lack of teacher training as an… [Direct]

(1984). Emerging Issues in Race, Ethnicity, and Intergroup Relations. Journal of Intergroup Relations, v12 n3 p1-18 Fall. Summarizes discussion at an international conference of human rights professionals in 1982. Addresses such topics as: police-community relations, education and the mass media, the roles of human rights agencies, affirmative action, the impact of new technology, new challenges in dealing with discrimination, and coalition-building. (KH)…

Lewis, Judith A. (2011). Operationalizing Social Justice Counseling: Paradigm to Practice. Journal of Humanistic Counseling, v50 n2 p183-191 Fall. Social justice counseling, like all humanistic models, recognizes the dignity of each human being, affirms the right of all people to choose and work toward their own goals, and asserts the importance of service to community. The social justice paradigm brings a special emphasis on the role of the environment. (Contains 1 figure and 1 table.)… [Direct]

Hildebrandt, Mireille (2017). Learning as a Machine: Crossovers between Humans and Machines. Journal of Learning Analytics, v4 n1 p6-23. This article is a revised version of the keynote presented at LAK '16 in Edinburgh. The article investigates some of the assumptions of learning analytics, notably those related to behaviourism. Building on the work of Ivan Pavlov, Herbert Simon, and James Gibson as ways of "learning as a machine," the article then develops two levels of investigation (processing of personal data and profiling based on machine learning) to assess how data driven education affects privacy, non-discrimination, and the presumption of innocence. Finally, the article discusses how data minimization and profile transparency will contribute to the methodological integrity of learning analytics, while protecting the fundamental rights and freedoms of human learners thus safeguarding the creativity, humour, and contestability of human learning. [Paper presented at the LAK '16–International Conference on Learning Analytics and Knowledge (6th, Edinburgh, United Kingdom, April 25-29, 2016).]… [PDF]

Avery, Patricia (1988). Adolescents, Civic Tolerance, and Human Rights. Social Education, v52 n7 p534-37 Nov-Dec. Investigates the extent to which adolescents are willing to extend basic human rights to their least-liked sociopolitical groups. Suggests that it is critical that teachers refer to specific groups especially those that are viewed negatively in discussing political tolerance. (KO)…

Banks, Pauline; Dagnan, Dave; Jahoda, Andrew; Kemp, Jeremy; Kerr, Wendy; Williams, Victoria (2009). Starting a New Job: The Social and Emotional Experience of People with Intellectual Disabilities. Journal of Applied Research in Intellectual Disabilities, v22 n5 p421-425 Sep. Background: Employment is viewed by policy makers as both a human right and as a means of changing the marginalized status of people with intellectual disabilities, with important social and emotional benefits. However, there has been little longitudinal research examining the experience of people with intellectual disabilities in the workplace. Methods: Thirty-five individuals with mild to borderline intellectual disabilities participated in this study. They were recruited from supported employment agencies in Scotland. A longitudinal approach was adopted, with the participants being interviewed around the time of starting their jobs, and again 9-12 months later. Results: The content analyses of the semi-structured interviews indicated that the participants perceived continuing benefits from entering mainstream employment, including more purposeful lives and increased social status. However, over the follow-up period the participants reported few social opportunities that extended… [Direct]

Dowling, Kathryn (1979). Civil Rights, Human Rights and Terrorism in Northern Ireland. Journal of Intergroup Relations, v7 n4 p3-23 Win 1979-80. Reviews political events of the past decade in Northern Ireland, focusing particularly on national and international legal actions relating to civil and human rights. The roles of England and, more briefly, the United States are discussed. (GC)…

Sauers, Lawrence; And Others (1980). Affirmative Action and Human Rights. Journal of Intergroup Relations, v8 n2 p26-48 Sum. Summarizes a background paper presented and discussion held on affirmative action at a 1978 conference for human rights professionals. Paper focuses on litigation relating to jobs and educational opportunity in the United States, while discussion considers affirmative action in Canada and Western Europe. (GC)…

Harun; Jaedun, Amat; Manaf, Abdul; Sudaryanti (2020). Dimensions of Early Childhood Character Education Based on Multicultural and Community Local Wisdom. International Journal of Instruction, v13 n2 p365-380 Apr. The purpose of this study was to determine the dimensions of early childhood character education based on multicultural and local wisdom. The location of the research is in the Central Java Province, specially the Ex Surakarta Residency and Ex Kedu Residency. Research subjects were 430 children from 24 Early Childhood Education Institutions (PAUD). The research method used is quantitative with the LISREL program tool. The analytical tool used is structural equations modeling to examine the dimensions of early childhood character education, measurement model analysis, and structural model analysis of early childhood character education. The hypothesized dimension of character education has four dimensions with each having four indicators, apparently after being confirmed empirical data there are two indicators that fall, namely indicators of sincerity acting in the dimensions of deity and indicators of discipline in the dimension of oneself. Therefore the dimension of deity only has… [PDF]

Osler, Audrey (2009). Patriotism, Multiculturalism and Belonging: Political Discourse and the Teaching of History. Educational Review, v61 n1 p85-100 Feb. This paper examines the British Labour government's developing political discourse on patriotism, citizenship and multiculturalism since 1997, particularly following the 2001 terrorist attacks in the United States and the 2005 London bombings. It focuses on the speeches of key government figures, notably Prime Ministers Tony Blair and Gordon Brown, and on the ways in which they apply their ideas to the teaching of history and citizenship in schools. It contrasts a broadly cosmopolitan rhetoric about Britain and its role in the world with a narrower focus on British history and "British values". It considers concerns about the radicalisation of Muslim youth and how such concerns are related to a discourse about separation and communication, applied to minorities in general, and to Muslims and to Muslim women in particular. Political discourse is contextualised within the race relations legislation of the period. The author reflects on challenges that arise when history is… [Direct]

Kovach, Jamison V.; Liberale, Andrea Pescina (2017). Reducing the Time for IRB Reviews: A Case Study. Journal of Research Administration, v48 n2 p37-50 Fall. Research activities often involve enrolling human subjects as volunteers to participate in research studies. Federal regulations mandate that research institutions are responsible for protecting the ethical rights and welfare of human subjects from research risks. This is usually accomplished by requiring approval of research protocols by an institutional review board (IRB) through a review process that is often complicated and time-consuming. The aim of this research was to reduce the time to obtain IRB approval/denial decisions for research protocols. Through a case study, this research addressed this issue within a leading public research university using the Lean Six Sigma methodology, a structured, problem-solving approach for improving process performance. Analyzing the IRB review process and implementing solutions to address the root cause(s) of lengthy processing times helped to streamline this process, which enhanced investigators' ability to conduct their research in a… [PDF]

Eldridge, William D. (1983). Affirmative Social Action and the Use of Power in Clinical Counseling. Counseling and Values, v27 n2 p66-73 Jan. A proactive human rights posture in clinical practice connotes a unique value commitment and broad social perspective in which professional influence directs, challenges, and stimulates clientele. Clinical practitioners must examine their values and question allegiance and conformity to human rights standards and social action responsibilities of professional organizations. (PAS)…

Munro, Murray J. (2003). A Primer on Accent Discrimination in the Canadian Context. TESL Canada Journal, v20 n2 p38-51 Spr. Reviews aspects of the Canadian human rights process as they pertain to language and accent, and identifies three types of accent discrimination arising in human rights cases: discrimination in employment due to inappropriate concern with accent; discrimination due to accent stereotyping, and harassment based on accent. (Author/VWL)… [PDF]

Phillipson, Robert; Skutnabb-Kangas, Tove (1989). Wanted! Linguistic Human Rights. ROLIG-papir, No. 44. The language rights of speakers of non-dominant languages are examined. It is argued that language rights are one category of human rights, and the protection of all languages requires a universal declaration, which can serve both to promote dominant languages and to avert the death of others. Linguistic rights are discussed in terms of the six following myths: (1) linguistic human rights are a reality in Europe and westernized countries; (2) overt racism and discrimination have already disappeared, and multiple identities are the new norm; (3) many languages divide a nation; (4) multilingualism is causally connected with poverty; (5) monolingualism in an international language should be the norm; and (6) underdeveloped countries should do as westernized countries do. The first myth is discussed at greatest length, and the ways that minorities have been deprived of their linguistic rights is illustrated with the example of the Sami people of Norway and supporting examples from other…

Gladding, Samuel T. (1990). Poetry and Metaphor as Instruments in Promoting Human Rights in Counseling. Journal of Poetry Therapy, v4 n1 p13-20 Fall. Examines the uses of poetry and metaphor in promoting the human rights of silence/thought; discovery/awareness; communication bridges; being creative; and altering perceptions while promoting hope. (SR)…

Starkey, Hugh (1992). Back to Basic Values: Education for Justice and Peace in the World. Journal of Moral Education, v21 n3 p185-92. Contends that public education has basic, secular texts that include basic human rights common to all the world's peoples. Identifies the Universal Declaration of Human Rights of 1948 as the first of these documents. Argues that schools in all nations should emphasize equality of rights and equality of dignity. (CFR)…

Chung, Rita Chi-Ying (2005). Women, Human Rights, and Counseling: Crossing International Boundaries. Journal of Counseling & Development, v83 n3 p262 Sum. The fast-paced movement of globalization has affected all walks of life including professional counselors. As the world becomes more accessible, increased instances of social injustice on a global scale have become more apparent, with women and children being especially identified as victims of social injustice and human rights violations (World Health Organization [WHO], 2003). Professional counselors in developed industrial countries can no longer ignore this situation but instead must be proactive in addressing social injustices and human rights, both on a national and an international level. The purpose of this article is to examine, from an international perspective, the role of professional counselors in the context of working with women both in the U.S. and internationally. The aim of the article is threefold: (a) to heighten awareness and understanding of the interrelationship of global women's issues within the profession of counseling, especially as it relates to women,…

Fajrina, Suci (2018). Futurism in Education in Indonesia. Online Submission The flow of futurism believes that everything we think about and do today is for the future. So, all the actions we will take must have an impact on the welfare of the future. Therefore, fostering a healthy intellectual and spiritual power through proper education will rebuild human beings with the right values and norms for the sake of the present generation and future generations, \ As an effort to achieve the ultimate goal, futurism seeks agreement among fellow humans in order to regulate the order of human life in an order and the whole environment by preparing themselves for the needs of the times in the future. Then the educational processes and institutions in futurism's viewpoint need to overhaul the old structure and build a new structure of living culture. Then cooperation between humans is needed. Social sciences, such as anthropology, economics, sociology, political science, and psychology are curricular foundations that greatly help futurism to identify the scope of the… [PDF]

BROUDY, HARRY S. (1966). WHAT CAN THE SCHOOL SAY ABOUT HUMAN RIGHTS. THIS ARTICLE DISCUSSES HUMAN RIGHTS AND THE SCHOOLS' EFFORTS TO TEACH STUDENTS ABOUT THEM. \RIGHTS\ ARE WHAT RATIONAL BEINGS PERCEIVE AS PART OF THEIR HUMAN NATURE AND ARE A CONCOMITANT OF THE ABILITY TO THIMK AND IMAGINE. TO BE COMPLETELY HUMAN, MAN MUST STIVE TO ACHIEVE OR MAINTAIN THESE RIGHTS. HOWEVER, SCHOOLS ARE SOMEWHAT HINDERED IN THEIR EFFORTS TO TEACH RIGHTS BY THEIR FEAR OF PHILOSOPHICAL ABSOLUTES AND BY SOCIETY'S OBVIOUS FLOUTING OF THESE RIGHTS. NEVERTHELESS, IN TEACHING ABOUT THEM SCHOOLS MIGHT CAPITALIZE ON THE RESPECT WHICH MANY PEOPLE HOLD FOR HUMAN RIGHTS AND ON A CONSENSUS AMONG SCHOLARS ON THE MEANING OF HUMANITY. THIS ARTICLE WAS PUBLISHED IN THE \PHI DELTA KAPPAN,\ VOLUME 47, NUMBER 9, MAY 1966. (NH)… [PDF]

Bennett, David Llewellyn (1975). Freedom of Expression in Secondary Schools: A Study of Student Newspapers and Journalism Programs in Oklahoma High Schools and Their Relationship to Human Rights and Human Relations. Questionnaires were mailed to 133 Oklahoma high schools to determine whether journalism advisers and principals felt that student newspapers and journalism courses showed a significant concern for human rights and effective human relations in the high school. Ninety-eight principals (73.6%) and 94 journalism advisers (70.7%) responded. Some of the findings were that high school journalism courses dealt primarily with basic skills needed to produce a school newspaper; newspapers appeared to cover the routine student news but avoided controversial issues; respondents from small high schools favored censorship to a greater degree than did respondents from large high schools; respondents from large high schools believed more strongly than did respondents from small high schools that student newspapers should serve a human relations function; and the newspapers, in practice, did not significantly facilitate the service of human rights. It was concluded that school newspapers are not…

O'Brien, Edward L. (1998). Teaching Strategy: A New Planet. Update on Law-Related Education, v22 n3 p46 Fall. Presents a lesson for middle and secondary school students in which they respond to a hypothetical scenario that enables them to develop a list of basic rights. Expounds that students compare their list of rights to the Universal Declaration of Human Rights in order to explore the assumptions about human rights. (CMK)…

Totten, Sam (1984). Teaching a Unit on Human Rights. Georgia Social Science Journal, v15 n3 p12-17 Fall. The seven activities that comprise this unit of study on human rights involve secondary students in studying a subject-related lexicon; reading nonfiction magazine and newspaper articles; discussing key quotes; analyzing literature; listening to guest speakers; and discussing preventive ameliorative measures. (RM)…

Lewis, Denise J. (1974). The Advocacy Role of the Human Rights Commission. Journal of Intergroup Relations, 3, 4, 38-43, F 74. Explores three alternative paths to dealing with racism, and how human rights agencies can relate to each of these, viz., disruptions of institutions, creation of parallel institutions, and, working through established channels within institutions. (Author/JM)…

Totten, Sam (1985). Human Rights: A Unit. Social Studies, v76 n6 p240-43 Nov-Dec. Activities to help senior high students learn about human rights are suggested. The activities include both social studies and language arts skills objectives. Examples of activities include reading and discussing newspapers, magazines, fiction, biographies, and nonfiction; viewing films; conducting research; preparing posters; making maps; writing reports; and listening to speakers. (RM)…