Power, Donald (1983). Using Human Rights Cases to Teach about Prejudice and Discrimination. History and Social Science Teacher, v19 n2 p105-08 Dec. High school students analyze real-life case studies, taken from the files of the Ontario Human Rights Commission, to learn about the effects of prejudice, stereotyping, and discrimination with regard to native people in Canada. (RM)…

Gilbert, Janet M. (1981). Justice Around the World: A Student Packet for Secondary Schools. Foreign Area Materials Center Occasional Publication 26. This learning packet contains seven modules designed to teach about human rights around the world. These activities may be integrated into different subjects within the social studies curriculum. For each module, the case studies are drawn from two of the five countries included in the "Handbook on Human Rights and Citizenship." Each module also contains learning objectives, class activities, and student reference materials. The packet is formatted so that student activities may be reproduced for distribution to the class. Module 1 focuses on developing a broader understanding of the definition of human rights through an in-depth examination of the "Universal Declaration of Human Rights." The activities in module 2 are designed to enhance the understanding of justice as it is observed or ignored at individual, institutional, national, and international levels. Activities in module 3 examine the issue of freedom of conscience and expression. The ways that… [PDF]

(2014). 25 Years of the Convention on the Rights of the Child: Is the World a Better Place for Children?. UNICEF Throughout history, the advance of civilization has been closely tied to the idea that all people have rights: universal, inalienable entitlements to freedom, dignity and security, to be treated fairly and to live free from oppression. The health and soul of all societies depend on how these human rights are recognized–and acted upon. Until the Convention on the Rights of the Child was conceived and adopted 25 years ago, the rights of the world's youngest citizens were not explicitly recognized by any international treaty, nor was there acknowledgement of the fundamental connection between the well-being of children and the strength of their societies. This is why the Convention was such an important milestone–and why the occasion of its twenty-fifth anniversary challenges us all to find new ways of pursuing its universal mandate for every child, as the global community charts its course for the post-Millennium Development Goals period. As the essays in this compendium make clear,… [PDF]

Rivero, Jose H. (1989). Literacy, Human Rights, and Democracy. International Understanding at School, n56-57 p5-9 1988-89. Notes 1990 is UNESCO's International Literacy Year. Presents alternative ways of overcoming illiteracy in Latin America. Suggests major contributing factors concern the region's weak economy. Argues the state's role is decisive in transferring resources to marginal sectors. Views literacy as a basic human right and that it allows for democratic participation. (NL)…

Cloud, Fred (1979). Human Rights: An Approach of Enablement and Empowerment. Journal of Intergroup Relations, v7 n1 p36-44 May. Discussed in this paper are five areas in which human rights advocates can work to insure that all Americans will have equal opportunities in employment, education, housing, and public accomodations. These areas are litigation, enforcement, community organization, education/training, and research. (Author/EB)…

Mackatiani, Caleb Imbova (2017). Influence of Examinations Oriented Approaches on Quality Education in Primary Schools in Kenya. Journal of Education and Practice, v8 n14 p51-58. This paper provides a critical appraisal of the influence of examinations oriented approaches on quality education in primary schools in Kenya. The purpose of the study was to determine effects of examination oriented teaching approaches on learning achievement among primary school pupils in Kakamega County, Kenya. It explored the assumptions underlying pedagogical approaches as well as the negative influences of exam-oriented approaches in Kenyan schools. Examination oriented approaches don't address acquisition of practical skills, values, and attitudes in learners. The approaches merely concentrate on passing of national examinations by pupils. Globally, primary education is recognized as the pillar of any country that is expected to have the stable economy. Due to the role played by education in economic development and promotion of peace development, the United Nations (UN) general assembly in 1948 endorsed education as a fundamental human right. The purpose of the study is to… [PDF]

Horio, Teruhisa (2006). A View of Children in a Global Age: Concerning the Convention of Children's Rights. Educational Studies in Japan: International Yearbook, n1 p91-99 Dec. After the establishment of the Convention of the Rights of the Child, the implementation of the Convention became the obligation of the government of each country and the responsibility of every society. However, in reality, many infringements on the rights of children, both visible and invisible, exist not only due to starvation, insecurity and warfare in developing countries, but also as a result of poverty in many of highly developed countries. In this paper I will first discuss the state of children in the world briefly according to UNICEF reports, and then the situation of children in Japan according to NGO's and Citizens' reports. Secondly, I would like to comment on the development of the ideas of "discovery of childhood", and children's rights from modern age to the Convention. Thirdly, I will construct the contents of the rights of children in the global age, reconsidering the relationship between human rights, children's rights and children's human rights. A Child… [PDF] [Direct]

Glassman, Michael; Patton, Rikki (2014). Capability through Participatory Democracy: Sen, Freire, and Dewey. Educational Philosophy and Theory, v46 n12 p1353-1365. This paper explores possible important relationships and sympathies between Amartya Sen's Capabilities Approach framework for understanding the human condition and the educational ideas of John Dewey and Paolo Freire. All three focus on the importance of democratic values in a fair, well-functioning society, while Sen and Freire especially explore the difficulties and possibilities of oppressed populations. Sen suggests that all humans have a right to choice in determining their life trajectories and should be provided with the tools that allow them to flourish. Both education and democratic values play important roles in creating the types of context that allow individuals and communities to recognize a wide array of human capabilities. We suggest here that the theories of Dewey and Freire offer avenues through educational processes for developing these contexts for expanded human capability. Dewey suggests an educational approach that stresses democratic values and the ability… [Direct]

Flowers, Nancy (1998). The Universal Declaration of Human Rights: 50 Years Old but Still Coming of Age. Update on Law-Related Education, v22 n3 p6-11 Fall. Highlights the events of the past 50 years concerning the Universal Declaration of Human Rights that is the first document in human history to codify rights that apply to every person regardless of citizenship in a particular country. Explains why the United States does not comprehend the value of the declaration. (CMK)…

Kontra, Miklos; Phillipson, Robert; Skutnabb-Kangas, Tove (2006). Getting Linguistic Human Rights Right: A Trio Respond to Wee (2005). Applied Linguistics, v27 n2 p318-324 Jun. It is unfortunate that Wee's commendable effort (2005) to explore the theoretical underpinning of Linguistic Human Rights (LHRs) so as to explore different variants of English in Singapore empirically is marred by a substantial number of misrepresentations of what is stated in our work. We will exemplify this briefly, and otherwise refer the reader to a book that two of us are currently preparing and to Skutnabb-Kangas et al. (2001), in which much of this ground is covered, including comments on intra-linguistic variation and how this relates to the primary concern of LHRs with inter-linguistic discrimination…. [Direct]

Korman, Hailly T. N. (2021). Supporting Youth with the Most Need. State Education Standard, v21 n3 p30-35 Sep. An estimated five million young people were experiencing disruptions to their education through experiences like a placement in foster care, an experience with homelessness, or incarceration. Despite these students' different circumstances, the root causes of their educational challenges are consistent: interrupted learning, barriers to enrollment, and disconnected care. The impact is also the same: inconsistent, disjointed learning experiences. As a result, they are more likely to achieve far below grade level, be excluded from postsecondary opportunities, drop out of high school, become early parents, be employed in low-wage and insecure jobs, grow increasingly reliant on the social safety net over time, and enter (or return to) the criminal justice system. Local efforts to plan and coordinate more intentionally, like collective-impact efforts or cross-agency task forces, are a step in the right direction but often fall short when designed around the "average" or… [PDF]

(1981). Bibliography of Human Rights: Elementary Schools. This annotated bibliography of books and articles targeted toward elementary school students includes both fiction and nonfiction entries representing social, historical, and political perspectives of various issues involved in the study of human rights development in the United States. The 84 entries cover books published between 1944 and 1980. (JCD)…

Dale, Jack (1999). Canadian Human Rights on the Internet. Internet Resources. Canadian Social Studies, v34 n1 p156-57 Fall. Explains that the Internet is a good source of information and misinformation about the rights that Canadians do and do not enjoy. Provides websites that address human rights issues, such as government and non-governmental organizations, and information for locating newsgroups and listservs. (CMK)…

Lefever, Ernest W. (1985). Teaching about Human Rights: The Importance of Realism. Social Education, v49 n6 p484-87 Sep. When teachers raise the subject of human rights, they must do so in a realistic manner that takes into account the complexities involved. To teach this topic sentimentally or superficially is to mislead young citizens about the nature of world politics and foreign policy. (RM)…

Greason, Walter (2009). Blackness and Whiteness as Historical Forces in the 20th Century United States. Multicultural Perspectives, v11 n1 p49-53 Jan. At the core of the epistemology of black identity in the 20th century United States is the assertion that freedom is a human right, not a privilege to be earned. By the late 19th century, an ideology of racial uplift had emerged that revolved around four concepts–compassion, service, education, and a commitment to social and economic justice for all citizens, as Kevin Gaines notes in "Uplifting the Race" (1996). These elements would form the foundation for black identity and the argument for racial integration in the United States. It was the strength of these ideals that ultimately civilized a plurality of American citizens between 1955 and 1965, resulting in the landmarks of the Civil Rights Movement (the "Brown" decision, the Montgomery Bus Boycott, the confrontations in Selma and Birmingham (Alabama), the Civil Rights Act of 1964, and the Voting Rights Act of 1965). For the first time in American history, white Americans publicly rejected the legitimacy of… [Direct]

Cloud, Fred (1993). Economic Justice: Necessary Condition for Human Rights. Journal of Intergroup Relations, v19 n4 p55-64 Win 1992-93. Economic justice means taking the personhood of poor people into account; respecting their needs, personal ambitions, rights, and dignity; and affording equal opportunity and equal access to education, health care, housing, and jobs. Examples of injustice to minority groups are provided, citing the Universal Declaration of Human Rights. (SLD)…

Arauz, Luis (2012). Lessons from Afar: A Review of www.daisakuikeda.org, Official Website of Daisaku Ikeda. Critical Inquiry in Language Studies, v9 n1-2 p157-164. Daisaku Ikeda (1928- ) is a Buddhist leader, peace builder, school founder, and poet. His own biography and lifework provide a model for how one can transform adversity into alternative opportunities for some of the most disenfranchised students. Scrutinizing Ikeda's official website (www.daisakuikeda.org) reveals an extensive collection of his essays, lectures, United Nations proposals, and poems in the areas of Buddhism, peace, culture, and education. The website also includes Ikeda's biography, an Ikeda quote page, a list of Ikeda's books translated into English, and a collection of his photography. Finally, it contains resources for the classroom and links to nongovernmental organizations (NGOs), other human rights and peace-building organizations, and to the official websites of Tsunesaburo Makiguchi and Josei Toda, fellow Soka (value-creating) educators and, respectively, the first and second president of the Soka Gakkai, the Buddhist NGO of which Ikeda is the third president…. [Direct]

Todorov, Karen; And Others (1981). Social Studies: Middle School Guide for Teaching about Human Rights. Implementation of the 10 major goals and various objectives of the Detroit (Michigan) curriculum for teaching middle school students about human rights is done through a number of activities and resources. Each of the lessons is structured around one of the major goals and provides objectives, learner outcomes, activities, and resources. An examination of the finiteness of the earth's resources and the idea that these resources are the heritage of all humanity and generations engenders the idea that people are interdependent. To develop an awareness of the United Nations' Universal Declaration of Human Rights and the Declaration of the Rights of the Child as a goal for world peace and cooperation, students examine the major sections of these documents. Students learn about the impact of government on their lives through engaging in activities discussing civil rights and reviewing major U.S. documents. To understand the development of self-esteem in individuals, students role play…

Foo, Sue Fan, Ed.; Starlin, Clay M., Ed. (2008). Building A Culture Of Peace For A Civil Society. World Council for Curriculum and Instruction, Papers presented at the 12th World Conference on Education of the World Council for Curriculum & Instruction (Manila, Philippines, Aug 6-12, 2006). "Building a Culture of Peace for a Civil Society" consists of papers from scholars from around the world including: Canada, India, Japan, Nigeria, Philippines, Thailand, Turkey and the United States. This volume includes selected papers and lectures delivered at the 12th World Conference on Education of the World Council of Curriculum & Instruction (WCCI) held in Manila, Philippines from August 6-12, 2006. The nineteen papers and presentation outlines describe research and projects from 8 countries, range from preschool through university education and cover 10 topical areas. The topics include: ethics, morals and values in education as an essential strategy to create citizens who embrace a culture of peace; ecology and the environment and its relationship to social justice; language and its relationship to peace and social justice; adult education and its relationship to human rights; an emphasis on assets vs. problem areas in community development work and… [Direct]

Roman, Leslie G. (2009). The Unruly Salon: Unfasten Your Seatbelts, Take No Prisoners, Make No Apologies!. International Journal of Qualitative Studies in Education (QSE), v22 n1 p1-16 Jan. This article examines the multi-faceted contributions of disability studies including the work of artists and scholars inspired by The Unruly Salon, a disability arts, culture and scholarship series held at Green College, the University of British Columbia January-March 2008 to substantive citizenship and cultural politics. The article examines various tropes of normalcy through the new epistemological and methodological lenses and resources posed by disability studies projects. It shows how social, structural, cultural and material barriers construct some as "disabled" and others as non-disabled and puts forward ways to connect social models and human rights' frameworks with a cultural politics of situated disability narratives that have the power to perform back to such normalizing regimes through disability arts, culture and scholarship. In so doing, the article demonstrates how disability cultural politics and scholarship lay claim to specific transformative… [Direct]

Capra, Theresa (2009). Poverty and Its Impact on Education: Today and Tomorrow. Thought & Action, p75-81 Fall. Education is an international must, a veritable human right, yet education–especially higher education–in the land of the free is still remarkably elusive. The author has witnessed the many obstacles associated with preparing students for college. Advanced courses are rarely offered in these schools due to a lack of perceived eligible students, and most instructional time is spent on remediation and preparation for standardized tests. Creativity is not highly valued; instead, obedience and repetition are applauded. Because teacher quality is tantamount to student achievement, the revolving door of teachers in poverty-stricken areas exacerbates the inferior education and also discourages pursuit of higher education. Motivating this population of students means being involved in every aspect of their well-being and, in many cases, monitoring them closely inside and outside of the classroom. This approach is quite different from what these students will experience if they attend… [PDF]

O'Mahony, Conor (2009). State Liability for Abuse in Primary Schools: Systemic Failure and "O'Keeffe" v. "Hickey". Irish Educational Studies, v28 n3 p315-331 Sep. Due to the historical arrangement between Church and State, the Irish State has always discharged its duty to provide for free primary education exclusively through the provision of funding to privately owned and managed schools. Consequently, in "O'Keeffe" v. "Hickey," where a woman sued the State in respect of sex abuse she suffered when in school, the Supreme Court held that on ordinary tort law principles of vicarious liability, primary school teachers are employed by the individual school and not by the State. Consequently, the State bears no liability for torts committed by teachers in the course of their employment. Moreover, the court expressed doubt as to whether such abuse could be considered to occur within the course of employment for the purposes of vicarious liability. This article examines this case from the perspective of the obligations of the State under the Irish Constitution and the European Convention on Human Rights. It argues that viewed… [Direct]

Willis, Paul (2009). From Exclusion to Inclusion: Young Queer Workers' Negotiations of Sexually Exclusive and Inclusive Spaces in Australian Workplaces. Journal of Youth Studies, v12 n6 p629-651 Dec. Equal participation in paid employment is regarded as a basic entitlement within human rights discourse. Recent organizational studies highlight how the workplace can operate as a socially divided space for queer (or non-heterosexual) workers, depicting the workplace as a problematic site of sexuality-based discrimination and abuse. The aim of this paper is to locate the experiences of young queer workers as newcomers to the Australian labour market and to shed light on how young queer people negotiate sexually exclusive and inclusive workspaces. The findings from this qualitative study were developed from a series of interviews with 34 young people (18-26 years old) who primarily identified as lesbian, gay, bisexual or queer (LGBQ) and were employed in a diverse range of industries. Based on their stories, this paper will argue that workplaces can function as both sexually exclusive and inclusive spaces. Within exclusive spaces, young people experienced a series of symbolically and… [Direct]

Morris, Jason Z.; Morris, Marilyn C. (2016). The Importance of Virtue Ethics in the IRB. Research Ethics, v12 n4 p201-216 Oct. Institutional review boards have a dual goal: first, to protect the rights and welfare of human research subjects, and second, to support and facilitate the conduct of valuable research. In striving to achieve these goals, IRBs must often consider conflicting interests. In the discussion below, we characterize research oversight as having three elements: (i) research regulations, which establish a minimum acceptable standard for research conduct; (ii) ethical principles, which help us identify and define relevant ethical issues; and (iii) virtue ethics, which guides the prioritization of relevant issues. We describe specific ways in which the lessons of virtue ethics suggest revisions to the IRB structure and review process, the education and training of IRB members, and the appropriate limits of regulations in research ethics oversight…. [Direct]

Mongeon, Rebecca, Ed.; Tambascio, Donna, Ed. (2008). Research & Action Report. Volume 29, Number 2, Spring/Summer 2008. Wellesley Centers for Women The \Research & Action Report,\ published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more. Articles featured in this issue include: (1) Gen Y Goes to School; (2) Q&A with Erika Kates: A New Staff Partnership Studies Justice for Victims, Justice for Offenders, and Economic Justice; (3) It's Time to Hear from the Youth!; (4) Commentary: Gender Equality Gets a Boost from an Unexpected Corner; (5) Short Takes; (6) Global Connections & Executive Report on Asian Regional Conference–Women and Children: The Human Rights Relationship; (7) New and Notable Publications; and (8) Spotlight on New Research. [Susan Lowry Rardin contributed to this issue. For Volume 29, Number 1 of \Research & Action Report, see ED500770.]… [PDF]

Campbell, Joann; D'Hombres, Beatrice; Hoskins, Bryony (2008). Does Formal Education Have an Impact on Active Citizenship Behaviour?. European Educational Research Journal, v7 n3 p386-402. In the European context Active Citizenship has been promoted within the education and training Lisbon Strategy as a tool to support the continuation of democracy, human rights and greater social inclusion. In this article the authors analyse the impact of education on Active Citizenship and contribute to the existing debates relating to education levels and participation. The results of their analysis uniformly suggest that there is a significant democratic return associated with formal education. Indeed, using a large sample of individuals from the 2006/2007 European Social Survey, it was found that education is positively and significantly correlated with Active Citizenship behaviour. Tertiary education has by far the biggest impact and this impact is the strongest for the domain of Protest. The findings are robust to the introduction of a large set of control variables and to alternative measures of educational attainment. (Contains 14 notes, 8 tables, and 1 figure.)… [Direct]

McLester, Susan (2005). Tackling Human Rights. Technology & Learning, v25 n7 pA13 Feb. In 2003, four high school students from the Tashkent International School in the capital city confronted the issue of their nation's human rights problems head on by researching the topic and publishing their findings on the Web. The site, "Uzbekistan: Opaque Reality," was created as an entry for the non-profit Global SchoolNet's Doors to Diplomacy student competition. In this article, this student-created Web site is described…. [Direct]

Kamasaki, Charles; Yzaguirre, Raul (1992). Hispanic Human Rights Goals for the 1990s. Journal of Intergroup Relations, v19 n2 p3-11 Sum. Describes experiences of Hispanic Americans with respect to the civil rights enforcement system. Suggests some goals to help ameliorate problems that Hispanic Americans face, and explains why human rights professionals should help turn these goals into programs and policies and address the enormous discrimination faced by Hispanic Americans. (SLD)…

(1981). The Role of Social Studies in Education for Peace and Respect for Human Rights in Asia and the Pacific. Report of a Regional Meeting of Experts (Bangkok, Thailand, December 16-22, 1980). UNESCO member states discussed educational efforts undertaken to improve international understanding, peace, and respect for human rights. Chapter 1 summarizes the reports of individual countries. Although the citizens of each of the countries have their rights protected through their respective constitutions, there is some variation in the interpretation of the human rights concepts. It is generally through the area of elementary and secondary social studies that the countries are attempting to educate their citizens concerning peace and human rights. Although teaching methods are not reported on in detail, where reference is made it appears that a variety of strategies is being practiced. Some teacher education is being implemented. The areas that are least reported upon are research and evaluation. Chapter 2 contains a summary of the discussions that followed each country's report; these discussions concerned how to improve social studies/civics/moral education. Suggestions for… [PDF]

Furuta, Jared (2020). Liberal Individualism and the Globalization of Education as a Human Right: The Worldwide Decline of Early Tracking, 1960-2010. Sociology of Education, v93 n1 p1-19 Jan. This article examines global changes in tracking policies over the post-World War II period. Using a newly constructed quantitative panel data set of 139 countries from 1960 to 2010, I show that a majority of countries around the world have shifted away from sharply tracked institutions at the junior secondary level toward more formally "open" and "comprehensive" ones. To explain this trend, I argue that worldwide shifts away from more stratified and corporatist conceptions of the polity toward more liberal models led to the construction of norms of individual egalitarianism in the educational process, and this process delegitimated tracking at early ages. Findings from a series of panel regression models indicate that countries that are more formally committed to individual rights and universalistic conceptions of the educational process are less likely to track students at the junior secondary level; some nation-specific characteristics, such as levels of… [Direct]