SchWeber, Claudine (2008). Determined to Learn: Accessing Education despite Life-Threatening Disasters. Journal of Asynchronous Learning Networks, v12 n1 p37-43 Feb. The "right to education" proclaimed by the 1948 Universal Declaration of Human Rights requires access to learning as well as the support systems. Since access can be interrupted by various circumstances, the possibility of providing continuity despite external dangers by using online distance education, offers an intriguing and valuable option. For example, life-threatening disasters, such as war or hurricanes, can interrupt or halt ongoing higher education coursework. Despite that reality, some students remain determined to continue the learning. How can institutions respond to this determination fast enough to be of use and effective enough to maintain their educational reputations? Empire State College's (New York) activities in its Lebanon Residence Program after the 2006 war and Xavier University in New Orleans' actions in the aftermath of Hurricane Katrina provide valuable answers. Together with the unique "Sloan Semester"–created to temporarily provide… [PDF] [Direct]

Makieda, Motofumi (1981). What Can Teachers Do To Protect Human Rights?. Today's Education: Social Studies Edition, v70 n2 p15-16 Apr-May. Defines the teacher's role in influencing students to stand up against intolerance in the classroom and in society. Suggests that teachers can become catalysts of needed social change by encouraging questions, sharing information, rebutting preconceived ideas, and generally championing the case of human rights in all its forms. (DB)…

Yoshida, Shoya (1992). A Struggle for Human Rights: The Japanese Spinners' 106-Day Strike of 1954. Labour Education, n87 p28-34. Inhumane working conditions led to a strike of Japanese silk spinners and formation of a union. Company repression provoked public opinion, resulting in acceptance of worker demands for recognition of human rights in the workplace. (SK)…

Merali, Noorfarah (2008). Theoretical Frameworks for Studying Female Marriage Migrants. Psychology of Women Quarterly, v32 n3 p281-289 Sep. Transnational marriages account for a significant proportion of family-based immigration to North America. An increasing number of immigrant men are choosing to marry women from their countries of origin, and an increasing number of nonimmigrant men are choosing to marry women from other countries. Existing studies on the experiences of foreign brides entering North America have highlighted their vulnerability to spousal maltreatment, including unique forms of immigration abuse (e.g., threats of deportation). Their vulnerability to maltreatment has been attributed to the gender-insensitive nature of family immigration policies, the women's lack of awareness of their rights and immigration status, and their husbands' cultural beliefs about women's roles. This article describes three interrelated theoretical frameworks that can inform further research, practice, and policy development related to female marriage migrants. The frameworks draw on cross-cultural models of gender-based… [Direct]

Gluhovic, Milija (2008). Too Distant Shores: The Strait of Gibraltar and the Space of Exception. Research in Drama Education, v13 n2 p147-158 Jun. Focusing on "The Sheep and the Whale" ("Le mouton et la baleine," 2001) by Moroccan-Canadian playwright Ahmed Ghazali, this essay examines political and ethical issues concerning human migration from Africa to Europe. The play's representation of human rights abuses in the Strait of Gibraltar and the dilemmas facing illegal migrants, refugees and asylum seekers will be situated in relation to current debates about the state of exception and the new forms of neo-liberal governmentality employed under the conditions of globalisation. In one way, Ghazali's drama pays homage to those trying to enter Fortress Europe–and specifically to the nameless young African bodies washed up on the shores of southern Spain. It attempts, in part, to exorcise the unspoken violence of these people's deaths in what has become a vast African cemetery, while prompting us to ask what can be done in order to reduce the death toll in the Gibraltar Strait. (Contains 11 notes.)… [Direct]

McCoy, Martha (1997). Democratic Work Stations: An Image for Human Rights Today. Journal of Intergroup Relations, v24 n1 p3-7 Spr. Proposes \democratic work stations\ as central hubs of activity within a community where human rights workers share information and resources with community leaders from all sectors and offers some examples of this type of collaboration in action. Suggestions for creating these work stations are outlined. (SLD)…

Ohlhaver, Dorothy (2002). Children's Rights Are Human Rights. Spotlight: Cosmic Education. Montessori Life, v14 n2 p33-35 Spr. Discusses the state of children's rights in the United States in the wake of U.S. Senate refusal to ratify the U.N. Convention on the Rights of the Child. Examines the discrepancy between the U.S. leadership role in human rights and child advocacy and the legal system's treatment of children strictly according to law. (JPB)…

Hitchcock, Robert K. (1993). Africa and Discovery: Human Rights, Environment, and Development. American Indian Culture and Research Journal, v17 n1 p129-52. Contends that, in the past 30 years, a dramatic upsurge has taken place in activities designed to promote human rights for indigenous peoples around the world. Asserts that, in the case of Africa, attention generally has been concentrated on socioeconomic rights, such as health care, sufficient water, food, and shelter. (CFR)…

Tankard, Alice Doumanian (1973). The Human Family, Human Rights, and Peace. A Sourcebook for the Study and Discussion of the Universal Declaration of Human Rights, A Lay Version for the Common Man, Woman, and Child. Human rights issues are brought to the attention of a larger lay public in this source book of questions, topics for discussion, and study of the United Nations Universal Declaration of Human Rights. The original declaration consists of a preamble, introduction, and 30 articles. These are all retained in this lay version which closely follows the original in format and syntax. The vocabulary has been changed to make it more comprehensible to people in a wider range of ages and reading abilities. To facilitate understanding, the preamble in the lay version is numbered and referred to as \Seven Sinces\, and the thirty articles are called the \Thirty Goals.\ The introduction links the \sinces\ with the \goals.\ The essential structure of the document is that \since\ we believe in certain human rights it is now time to set \goals\ for ourselves. Goals 1-21 deal with civil and political rights or a commitment to a life of greater freedom. Goals 22-30 deal with economic, social, and…

Aps, Will; Blair, Ann (2005). What Not to Wear and Other Stories: Addressing Religious Diversity in Schools. Education and the Law, v17 n1-2 p1-22 Mar. This article considers the position of religion in schools in England and Wales in light of the recent decision in "The Queen on the application of SB v Headteacher and Governors of Denbigh High School". This held that the refusal to allow a pupil to wear the jilbab was a breach of her rights under the European Convention for the Protection of Human Rights and Fundamental Freedoms 1950 and the Human Rights Act 1998. It contrasts approaches based on human rights principles with those based on discrimination law principles, highlighting overlap and inconsistency between both the definitions applicable to different forms of discrimination and the position of teachers and pupils. It concludes that the law is in urgent need of rationalisation to provide consistency. (Contains 76 notes.)… [Direct]

Hahn, Carole L. (1985). Human Rights: An Essential Part of the Social Studies Curriculum. Social Education, v49 n6 p480-84 Sep. A human rights thread is an essential part of the social studies curriculum for (1) developing citizens with a global perspective; (2) fostering social studies goals in the areas of knowledge, abilities, valuing, and social participation; and (3) contributing to the development of democratic attitudes. (RM)…

Franco, Beatriz; Ray, Douglas (1986). Human Rights in Education: Recently Published Canadian Sources and an Index. Canadian Journal of Education, v11 n3 p364-82 Sum. Bibliographies of 180 recent studies of Canadian themes or by Canadian authors on human rights in Canadian education are alphabetically listed. The studies are also indexed by the following topics: children's rights; education; ethnicity; financial; language; migration; multiculturalism; racism; sexism; special education; and theory. (SLD)…

van Doorn-Harder, Nelly (2007). Teaching Religion in the USA: Bridging the Gaps. British Journal of Religious Education, v29 n1 p101-113 Jan. This article argues that, considering the current trends of polarization between adherents of different religions, courses on world religions should no longer focus only on the transmission of knowledge, but include material from human rights studies, inter-religious dialogue, and peace studies as well. According to the author, due to their specific charters, confessional educational institutions (including institutions of higher education) in particular are well placed to use this interdisciplinary approach, since it changes academic learning about other religions and can lead to profound transformations, connecting the learning process with the core teachings of religions. (Contains 2 notes.)… [Direct]

(1998). Human Rights and the Law-Terms to Know. Update on Law-Related Education, v22 n3 p27 Fall. Identifies 10 terms on human rights and the law that have been introduced and discussed throughout this issue of \Update on Law-Related Education.\ Offers students a chance to match each item to its definition by writing the letter of the terms on the line next to the number of the definition. (CMK)…

(1979). Scientific Cooperation and Human Rights: An East-West Exchange of Views. Chemical and Engineering News, v57 n35 p30-32 Aug. Presents a translation of an article written by five members of the Soviet Academy of Sciences on the US-Soviet scientific cooperation and human rights. An open letter written by five American Nobel laureates as a rebuttal to this article is also presented. (HM)…

Rodriguez, Roberto Cintli (2010). "Greco-Roman Knowledge Only" in Arizona Schools: Indigenous Wisdom Outlawed Once Again. Rethinking Schools, v24 n4 p49-51 Sum. Students at Tucson High School in Arizona, part of Tucson Unified School District's highly successful Mexican American Studies (MAS) K-12 program, the largest in the nation, are taught Indigenous concepts, including Panche Be (seek the root of the truth), and the Aztec and Maya calendars. The author speaks to the students about the relationship among In Lak Ech, Panche Be, and Hunab Ku. Hunab Ku is a beautiful Maya philosophy and human rights ethos based on maize. It affirms, contrary to what is taught in most schools, that the ancient peoples of this continent were not savage, that they clearly understood how the universe functions and what it means to be a human being. Not coincidentally, MAS students, many of whom were doing poorly in school prior to entering this program, consistently outperform their peers academically. The program claims a high rate of college-bound graduates. However, Arizona's State Superintendent of Schools Tom Horne has declared, via the passage of HB 2281,… [Direct]

Brabeck, Mary; And Others (1994). Human Rights Education through the "Facing History and Ourselves" Program. Journal of Moral Education, v23 n3 p333-47. Reports on a study that examined the effects of the "Facing History and Ourselves" program on moral development and psychological functioning. Asserts that this study adds to the literature suggesting that human rights education positively affects students' moral development. (CFR)…

Spreen, Carol Anne; Vally, Salim (2006). Education Rights, Education Policies and Inequality in South Africa. International Journal of Educational Development, v26 n4 p352-362 Jul. In this article we explore education policy changes in South Africa through a rights-based framework. We situate our analysis in the context of deepening poverty and inequality arguing that progress (or the lack thereof) in schools cannot be divorced from poverty and its consequences. We show that education reform in South Africa has been situated within a policy frame that results in a tension between cost recovery and redressing historical backlogs. We argue that the introduction of user fees and the burden of other costs have rendered abstract the idea of education as a "right." The definition of rights is extended to include the quality of education and educational opportunities. We question the constitutional and legislative romanticism surrounding a rights-based discourse and encourage a re-conceptualisation of human rights in education. Finally, we examine the resurgence of education social movements in relation to democratisation, educational transformation and… [Direct]

Rone, Jemera (1994). Problems in Teaching Human Rights to Practitioners. European Journal of Education, v29 n4 p391-97. Teaching the rules of war to human rights practitioners calls for emphasis on not taking sides; applying existing law rather than inventing standards for the occasion; applying the Geneva Conventions; recognizing that ends do not justify means; determining legitimate military targets; and realizing that \good guys\ should be held to the same standards as \bad guys.\ (JDD)…

Asano, Makoto (2000). School Reform, Human Rights, and Global Education. Theory into Practice, v39 n2 p104-10 Spr. Discusses school reform in Japan, examining issues of school organization and regulation, curriculum development, and parent-teacher-student relationships and participation from two perspectives: human rights and global education. The relevant issues are explored under five dimensions: student self-government, interpersonal relationships, student self-esteem and view of the future, participatory decision making, and teaching and learning methods. (SM)…

Marzouki, Moncef (1997). Thoughts from the Human Rights Perspective. Child Abuse & Neglect: The International Journal, v21 n2 p117-23 Feb. This lecture examines problems of global child abuse from a human rights perspective, balancing the \good news\ of the international concern for children's welfare against the scale of the crisis it reflects. The author recommends that child advocates embrace a \pessioptimistic\ attitude, acknowledging these extremes by disallowing both naivete and despair and setting difficult objectives against a realistic perspective. (PB)…

Hoeber, Elizabeth (1975). Open Housing Through Legal Action. Integrated Education, 13, 3, 105-106, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, by the director of the Open Housing Center of the New York Urban League, notes that the federal government, the City of New York and the State of New York, in both the Division of Human Rights and the Licensing Bureau of the Secretary of State's Office, have power which are seldom used. (Author/JM)…

Ellis, Sonja J. (2004). Rights-Based Reasoning in Discussions about Lesbian and Gay Issues: Implications for Moral Educators. Journal of Moral Education, v33 n1 p71-86 Mar. Despite a paucity of psychological research exploring the interface between lesbian and gay issues and human rights, a human rights framework has been widely adopted in debates to gain equality for lesbians and gay men. Given this prominence within political discourse of human rights as a framework for the promotion of positive social change for lesbians and gay men, the aim of this study was to explore the extent to which rights-based arguments are employed when talking about lesbian and gay issues in a social context. An analysis of six focus group discussions with students showed that when lesbian and gay issues are discussed, rights-based reasoning is employed intermittently, and in relation to certain issues more so than others. The implications of these findings for moral education aimed at promoting positive social change for lesbians and gay men are discussed…. [Direct]

Jordan, Bojana (1985). Teaching about South African Laws and Deprivation of Human Rights. Social Science Record, v22 n1 p14-16 Spr. Social studies teachers must help students understand how key institutions in South Africa, especially the law, help perpetuate racial discrimination and the denial of human rights. Students should be made aware of the legislation and resultant practices of the major components of the apartheid policy in South Africa. (RM)…

Montandon, Edmee, Ed. (1983). Education for International Understanding, Peace, and Human Rights. Educational Documentation and Information, n226 p5-83. This 294-item annotated bibliography dealing with international education focuses on: general world problems and the new international economic order; education for peace, human rights, international cooperation, and comprehension; the system of associated schools; and reference works and teaching materials for teacher and classroom. Suggestions for activities recommended by various conferences are noted. (EJS)…

Mock, Karen (1996). Amending and Defending Our Codes and Commissions. Focus on Human Rights. Canadian Social Studies, v31 n1 p12-13,15 Fall. Provides a concise overview of Canada's many provincial and federal human rights codes. The codes address issues of discrimination and harassment based on race, religion, creed, color, national origin, and/or gender. Discusses the commissions that oversee these codes and gives examples of specific provisions. (MJP)…

Magsino, Romulo F. (1986). Human Rights, Fair Treatment, and Funding of Private Schools in Canada. Canadian Journal of Education, v11 n3 p245-63 Sum. Private schools receive differential treatment in Canada because of the dominant viewpoint that parents sending their children to private schools do not deserve government assistance. Examination of entitlement to human rights can contribute to developing a more sympathetic view of the funding of private schools. (Author/JAZ)…

Tarrow, Norma (1990). Human Rights Education: A Comparison of Canadian and U.S. Approaches. Educational Research Quarterly, spec iss v12 n4 p12-22. Efforts by Canada and the United States to implement human rights education programs in schools are described, with attention to legal and administrative structural influences. The rationale for inclusion of such programs is provided. Recently developed programs and hindrances to program implementation are also considered. (TJH)…

Brabeck, Mary M.; Ting, Kathleen (1997). Context, Politics and Moral Education: Comments on the Misgeld/Magendzo Conversation about Human Rights Education. Journal of Moral Education, v26 n2 p147-49 Jun. Introduces a conversation between Dieter Misgeld and Abraham Magendzo on the topic of human rights education. Provides a brief background on the two discussants, describes the tone of the conversations, and outlines points of agreement and disagreement. (DSK)…

Asgharzadeh, Alireza (2008). The Return of the Subaltern: International Education and Politics of Voice. Journal of Studies in International Education, v12 n4 p334-363. In a rapidly globalizing world, it is becoming a major task of international education to study a variety of sociopolitical, economic, developmental, and intercultural relations, at the heart of which lie issues around subalternity, diversity, language, and dialogue. In its current state, how well prepared is the field of international education to deal with these complex issues? Through an exploration of narratives from various intellectual, cultural, and linguistic traditions, this article maintains that (a) concerns around critical dialogue and freedom of expression are universal concerns applicable in/to different environments and cultures; (b) such concerns need to be situated within the wider issues around diversity, multiculturalism, multilingualism, human rights, peace, and social justice; and (c) international and global education can take on this challenge by critically engaging various issues emerging from conditions of subalternity, politics of voice, and multiple… [Direct]