Forbes-Mewett, Helen; Nyland, Chris (2008). Cultural Diversity, Relocation, and the Security of International Students at an Internationalised University. Journal of Studies in International Education, v12 n2 p181-203. The notion of "security" is an elusive concept that attracts varying interpretations. In this article, the authors adopt a definition that views security as a broadly applicable term that encompasses physical, social, and economic dimensions that relate to human rights, cultural difference, and relocation. The approach embraces the complexities of the security needs of international students in the context of a competitive and volatile education market. As Australia's largest international education provider, Monash University is an ideal setting within which to explore the security issues that arise for international students. Fifty-five interviewees including student representatives, frontline staff, and senior management share their experiences of working closely with Monash international students. The data is used to show that there are complex cultural differences in the notion of "security" and that being in an unfamiliar culture affects students' sense and… [Direct]

Mills, Andrew (2008). Censorship and Security Agents Pervade Egypt's Universities. Chronicle of Higher Education, v54 n38 pA1 May. This article offers a glimpse into one of the many ways in which the Egyptian government and the campus administrators it appoints are slowly and persistently squeezing the life out of universities in Cairo, Egypt. Classroom discussions are monitored, faculty appointments and academic research are scrutinized, and faculty participation in outside activities is vetted by government authorities and their appointees. The government's goal, academics and human-rights activists say, is to stifle anything that could challenge the status quo in Egypt, which has been ruled by President Hosni Mubarak since 1981. Fearful of inflaming the growing ranks of Islamists in Cairo, Mr. Mubarak's quasi-military regime has also reined in any campus activities that might offend religious conservatives. Professors are banned from teaching a wide range of books and discussing controversial topics like sex and religion, and are often prevented as well from conducting research projects that might be… [Direct]

Romano, Carlin (2008). Dishonorary Degrees. Chronicle of Higher Education, v54 n44 pB5 Jul. If an honorary degree lacks values to begin with, does withdrawing it deliver a rebuke to the recipient? Is whatever honor that comes with the distinction embedded in the fancy paper, or is it wholly in the eye of the degree holder? Are honorary degrees really such silly things that individuals should mock their bestowal or withdrawal? The case of Robert Mugabe gets one thinking about this most peculiar of academic nods. In June the University of Massachusetts at Amherst rescinded the honorary doctorate it had bestowed on Zimbabwe's longtime president in 1986. Last year the University of Edinburgh similarly withdrew its 1984 degree to Mugabe. And on June 25, in the same spirit, Queen Elizabeth II canceled the 1994 knighthood Britain had bestowed on Mugabe–Britain's Foreign Office described the decision as a "mark of revulsion" at Mugabe's human-rights abuses and "abject disregard" for democracy. In this article, the author examines the academic significance of… [Direct]

Axelrod, Paul (2008). African Journal: Schooling and Politics in Rural Kenya. Education Canada, v48 n3 p16-19 Sum. In 2003, York University awarded an honorary doctorate to Phoebe Asiyo, a former Kenyan member of Parliament, in recognition of her impressive human rights work. The author learned at the time that Ms. Asiyo's family provided major support to Wikondiek School (located near their home in western Kenya), many of whose students were AIDS orphans. Through York's new international internship program, the Faculty of Education sent several students on three-month assignments to Wikondiek. They returned with compelling, life-altering stories about their experiences with the students and families in the Wikondiek community. Determined to see the setting for himself, the author embarked on a "working" trip to an educational site just inside the Masai Mara in Kenya. In this article, he shares his harrowing "voluntourist" experience and provides a fascinating glimpse of the quest for learning among Kenyans, who have been able to overcome overwhelming cultural and… [Direct]

Belanger, Paul; Duke, Chris; Hinzen, Heribert (2007). Policy, Legislation and Financing for Adult Education. Convergence, v40 n3-4 p245-252. Adult learning is now widely seen as a basic human right (the right to learn) and lifelong learning is similarly recognised. Adult learning within a lifelong learning concept has an agenda far wider than just employability skills. Yet educational inequalities between and within nations remain stark, as does the gap between rhetoric and practice in terms of policies and structures, legislation and finances for adult education. Renewed commitment and effective action in line with lifelong learning policies are required from all parties, to achieve the progress urgently needed across formal, non-formal and informal dimensions of adult learning. [Abstract presented in English, Spanish, and French.]… [Direct]

Frantzi, Katerina K. (2004). Human Rights Education: The United Nations Endeavour and the Importance of Childhood and Intelligent Sympathy. International Education Journal, v5 n1 p1-8. School is the major vehicle for humanism, which is, in essence, respect on human nature. Human Rights Education is important for the existence of human society in the modern globalising era. Education can function as a unifying factor and produce informed and active citizens of an interdependent world. It can provide the tools for advocacy and resolution of conflict that are necessary for the maintenance of peace between nations and people. United Nations initiated in human rights and peace pedagogy. Social and individual amelioration may start from elementary school, taking advantage of children's pro-social behaviour as the agent of change. John Dewey introduced the concept of \intelligent sympathy\ in a democratic classroom aiming at personal growth, for considering new ways of thought, and creating a peaceful society…. [PDF] [PDF]

Spring, Joel (2008). Research on Globalization and Education. Review of Educational Research, v78 n2 p330-363. Research on globalization and education involves the study of intertwined worldwide discourses, processes, and institutions affecting local educational practices and policies. The four major theoretical perspectives concerning globalization and education are world culture, world systems, postcolonial, and culturalist. The major global educational discourses are about the knowledge economy and technology, lifelong learning, global migration or brain circulation, and neoliberalism. The major institutions contributing to global educational discourses and actions are the World Bank, the Organization for Economic Cooperation and Development, the World Trade Organization, the United Nations, and UNESCO. International testing, in particular the Trends in Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA), and instruction in English as the language of commerce are contributing to global uniformity of national curricula. Critics of current global… [Direct]

Ogundare, Samuel Folorunso (1993). Human Rights Orientation of Prospective Social Studies Teachers in Nigeria. Social Studies, v84 n6 p267-70 Nov-Dec. Reports on a study of 236 prospective social studies teachers at a Nigerian university about their attitudes toward human rights and civil liberties. Finds that most prospective teachers were aware of rights included in the Nigerian Constitution and were generally supportive of them. Includes two tabular presentations of data. (CFR)…

Flaster, Lea; And Others (1988). Human Rights Education: A Context for Teaching about Women's Lives. Feminist Teacher, v3 n3 p14-18 Fall-Win. Describes a program that teaches about women and issues of gender in the context of a broader human rights education program. Identifies key principles of the program that focus on building teacher awareness, the classroom process, and the importance of being aware of the interplay of various forms of discrimination. (KO)…

Arredondo-Trapero, Florina Guadalupe; Camacho-de la Parra, Sara; Guerra-Leal, Eva Mar√≠a; V√°zquez-Parra, Jos√© Carlos (2023). Anthropocentrism and Ethics of Care in Environmental Ethics Based on Gender Variable. Journal of Applied Research in Higher Education, v15 n5 p1454-1466. Purpose: This article aims to analyze the anthropocentrism vs ethics of care positions of a group of undergraduate students at a private university in Mexico to test gender variable differences in their perspectives. There are two hypotheses: (1) there is a statistically significant difference between male and female genders related to anthropocentrism vs ethics of care positions, and if so, (2) the differences are attributable to women having a more ethics of care position than men. Participants were 561 undergraduate students from a private university in Mexico (257 female, 304 male). The findings demonstrated that both hypotheses were supported by the ethics of care, where the individual rights perspective is set aside to seek collective and holistic well-being. Design/methodology/approach: T-tests were performed to test gender differences in anthropocentrism and ethics of care. Findings: The results showed statistical differences based on gender (sig.000) and that women are less… [Direct]

Wade, Rahima C. (1994). Conceptual Change in Elementary Social Studies: A Case Study of Fourth Graders' Understanding of Human Rights. Theory and Research in Social Education, v22 n1 p74-95 Win. Focuses on the conceptual change processes of 17 fourth-grade students as they grapple with the abstract concept of human rights. Discusses limitations and successes in students' learning within the framework of conceptual change and motivation research. (CFR)…

Seiter, David M. (1989). Report from ERIC/CHESS: Curricula on Human Rights and Civil Liberties. Moral Education Forum, v14 n2 p25-27 Sum. Describes nine entries from the ERIC database that deal with civil liberties. Topics include the teaching of the morality of citizenship, censorship in schools, classroom research in the humanities, development of human-rights laws in the international community, and the addition of peace education to the curriculum. (KO)…

Samaroo, Noel K. (1991). The Political Economy of Education in Guyana: Implications for Human Rights. Journal of Negro Education, v60 n4 p512-23 Fall. Examines human rights violations in education in Guyana, and identifies the socioeconomic factors that produced the current condition. Findings indicate that, although education is highly valued in the culture, the state has abandoned the educational needs of the nation to ensure the survival of the elite political regime. (JB)…

Bond, Gwenda (1994). Honesty and Hope: Presenting Human Rights Issues to Teenagers through Fiction. Children's Literature in Education, v25 n1 p41-53 Mar. Provides description and analysis of numerous adolescent novels that all deal with human rights issues in a variety of cultures and national settings. Focuses on works by James Watson and Rachel Anderson. Claims that using such works honestly will foster in students a hopeful sense of motivation. (HB)…

Le Grange, Lesley; Newmark, Rona; van Rooyen, Brenda (2004). (De)constructions of Radical Humanist Discourses in South Africa's Education White Paper 6. Perspectives in Education, v22 n1 p1-16 Mar. In this article we (de)construct radical humanist discourses in South Africa's recently published White Paper on Special Needs Education. In particular, we (de)construct objects, agents, actions and binaries constituted by democracy, human rights and social justice discourses as well as the voices these discourses marginalise. We discuss the implications that democracy, human rights and social justice discourses have for inclusion/exclusion, as we deconstruct them in White Paper 6: Special Needs Education (hereafter White Paper 6)…. [Direct]

Brakman, Carl (1985). A Human Rights Committee in a Public School for Severely and Profoundly Retarded Students. Education and Training of the Mentally Retarded, v20 n2 p139-47 Jun. The paper considers issues regarding behavior modification practices that are addressed by a human rights committee which advocates databased methodology for all behavior modification interventions. Such an approach delineates a hierarchy of punishment procedures which places ethical safeguards on the procedures. (CL)…

(1977). Eighteenth Strategy for Peace Conference Report, October 13-16, 1977. The document presents a report of a conference to stimulate study, research, and education in the field of foreign relations. The report contains summaries of small group discussions of peace and security, economic order, development, resource/population balance, the environment, and human rights. It is presented in six sections. Section I summarizes discussion of non-proliferation strategy for the late 1970s. One major proposal was to create multinational nuclear power centers. Section II focuses on long-term strategies for human rights, action by the United States and international organizations to preserve human rights, and consideration of priorities for action in the field of human rights. Section III identifies problems of international security in outer space, including unavailability of scientific data, and the absence of an international space monitoring agency. Section IV examines ways to encourage social and economic development through technology. Section V describes… [PDF]

Vigil-Hayes, Morgan Ashlee (2017). Community-Based Networks for Challenged Environments. ProQuest LLC, Ph.D. Dissertation, University of California, Santa Barbara. The Internet as a networked system has been rendered more complex than ever before as human endpoints are grafted into the system via increasingly pervasive and personalized networked devices. According to the United Nations, the Internet is a transnational enabler of a number of human rights, and as such, access to the Internet has been proclaimed to be a basic right unto itself. Unfortunately, even as networked devices have become ubiquitous, access to the Internet has not. In many cases, the reasons behind this digital divide involve contextual challenges such as limited infrastructure, limited economic viability, and rugged terrain. In this dissertation, we seek to ameliorate these challenges by designing data-driven, community-based network infrastructure. In order to extend Internet connectivity to communities located in some of the most challenging contexts, we start by understanding how Internet connectivity is used when communities receive initial Internet access. We do this… [Direct]

English, Raymond (1986). A Realistic Perspective on Human Rights in the School Curriculum. Educational Leadership, v43 n8 p65-67 May. Human rights issues need to be taught in the context of Western civilization values, using literature and history sources, and not as separate courses based on newsworthy events. Students need to appreciate the desirability of democratic governments and the complexities of introducing democracy to nations lacking political and legal traditions. (9 references) (MLH)…

Gundara, Jagdish (2008). Complex Societies, Common Schools and Curriculum: Separate Is Not Equal. International Review of Education, v54 n3-4 p337-352 Jul. This paper focuses on the issue of separate schooling. Diverse societies use schools to develop shared value systems, strengthen democratic engagements and provide better educational outcomes. However, in Europe, the United States, Australia and elsewhere groups of parents and communities have been invoking human rights claims to challenge the state, often successfully, to demand separate schools for their children or the right to send their children to a school of their choosing, irrespective of the consequences for society at large. Yet do such separate schools reflect an increased respect for the rights of minorities and a commitment to help them reach their full potential? Do they help remove marginalization and can they ever lead to the establishment of stable and peaceable communities? Or do they undermine societal commitments to intergroup harmony and perpetuate stereotypes, racism and ethnocentric thinking? Do they keep existing inequalities in place and deny young people the… [Direct]

Paulo Freire (2000). Cultural Action for Freedom. HER Reprint Series. Harvard Education Press In this volume, we have chosen to highlight the importance of education to human rights by reprinting two articles written by Paulo Freire (1921-1997) in 1970 for the "Harvard Educational Review." These articles contain many of Freire's original ideas on human rights and education–issues that are central to his work. Freire was a pioneer in promoting the universal right to education and literacy as part of a commitment to people's struggle against oppression. As Jerome Bruner recognized after Freire's death in May 1997, Freire left as a legacy his commitment to basic human rights: "He was a brave man as well as a far-sighted one. He made us aware of our mindless cruelties, and now the challenge to all of us is to do something about those cruelties." [Introduction written by Marta Soler-Gallart and B√°rbara M. Brizuela.]… [Direct]

Kemp, Donna R. (1983). Assessing Human Rights Committees: A Mechanism for Protecting the Rights of Institutionalized Mentally Retarded Persons. Mental Retardation, v21 n1 p13-16 Feb. Information on the establishment, makeup, functions, and performance of Human Rights Committees (HRCs) was obtained through a 1981 survey of officials in 74 state residential facilities (for the mentally retarded) in 36 states. The most commonly reported HRC activity involved behavior modification programs and psychotropic medication. (Author/SEW)…

Reese, R. Matthew (1984). Ensuring the Right to Minimally Adequate Habilitation: A Proposed Role for Human Rights Committees. Mental Retardation, v22 n3 p142-46 Jun. The article suggests a role for Human Rights Committees in monitoring programs for mentally retarded persons in terms of whether the goals and objectives are adequate and whether the habilitation procedures represent a reasonable balance between intrusiveness and effectiveness and are being employed as indicated in the habilitation plan. (Author/CL)…

Richards, David L. (1999). Perilous Proxy: Human Rights and the Presence of National Elections. Social Science Quarterly, v80 n4 p648-65 Dec. Examines the effect that the presence of national elections has on government respect for a category of human rights known as physical integrity rights. Analyzes 74 countries at three points in time (1981, 1984, and 1987). Finds that the presence of national elections has no effect on government respect for physical integrity rights. (CMK)…

Mihailov, Nikolaj (1984). Higher Education in Bulgaria and Education for Peace, Disarmament, and the Observance of Human Rights and Freedoms. Higher Education in Europe, v9 n2 p57-60 Apr-Jun. Education for peace and human rights in Bulgaria is approached through interdisciplinary study and not as a separate discipline in higher education, emphasizing the broad social and cultural growth of the individual student at all levels of the university curriculum. (MSE)…

Shariff, Shaheen (2009). Confronting Cyber-Bullying: What Schools Need to Know to Control Misconduct and Avoid Legal Consequences. Cambridge University Press This book is directed to academics, educators, and government policy-makers who are concerned about addressing emerging cyber-bullying and anti-authority student expressions through the use of cell phone and Internet technologies. There is a current policy vacuum relating to the extent of educators' legal responsibilities to intervene when such expression takes place outside of school hours and school grounds on home computers and personal cell phones. Students, teachers, and school officials are often targets of such expression. The author analyzes government and school responses by reviewing positivist paradigms. Her review of a range of legal frameworks and judicial decisions from constitutional, human rights, child protection, and tort law perspectives redirects attention to legally substantive and pluralistic approaches that can help schools balance student free expression, supervision, safety, and learning. Contents include: (1) Cyber-misconduct: who is lord of the bullies?;… [Direct]

Thomson, Rachel (2009). Towards a Digital Future. Adults Learning, v21 n1 p8-11 Sep. A month ago, a French court ruled that internet access is a basic human right. Gordon Brown has said it is as crucial for people as electricity and water. Yet, 17 million Britons are still excluded from digital technology and an estimated 13 per cent of the population–some six million people–are both socially and digitally excluded. There are varying degrees of engagement across different media, with over one-third (36 per cent) of adults not having access to a computer and over two-fifths (42 per cent) lacking access to the internet, according to NIACE's most recent Annual Media Literacy Survey, published in November 2008. Lord Stephen Carter's Digital Britain report, published in June, aims to set that straight. Lord Carter sets out a raft of measures to address these problems–and to sustain Britain's position as a leading digital economy and society–including: (1) a three-year national plan to improve digital participation; (2) universal access to today's broadband services by… [Direct]

Goodwin-Gill, Guy S. (1989). International Law and Human Rights: Trends concerning International Migrants and Refugees. International Migration Review, v23 n3 p526-46 Fall. Places migrants and refugees within the human rights context, contrasting inalienable rights with the demands of sovereignty, and juxtaposing the two in a context of existing and developing international standards. Shows how the law must evolve, responding coherently to contemporary problems, if the structure of rights is to be maintained. (Author/JS)…

Selby, David (1994). Humane Education: The Ultima Thule of Global Education. Green Teacher, n39 p9-17 Jun-Sep. Surveys the field of humane education and explores its connection with human rights and environmental education. (MKR)…

(1981). Bibliography of Human Rights: High Schools. This annotated bibliography targeted toward high school students includes entries that reflect a variety of social, political and cultural issues in the history of human rights in the United States. Among the major topics represented are the changing roles and opportunities of women, the immigration and acculturation of various ethnic groups, and energy and economic problems of the twentieth century. The 193 entries are arranged by classification number. (JCD)…