Kumashiro, Kevin K. (2008). The Seduction of Common Sense: How the Right Has Framed the Debate on America's Schools. Teaching for Social Justice. Teachers College Press Just in time for the 2008 elections, \The Seduction of Common Sense\ offers a powerful examination of current education policy initiatives as framed by the rhetoric of the political Right and the political Left. Critical of both sides, Kumashiro first provides a searching look at the Right and shows why it has succeeded so well in winning the debate about the purposes and possibilities of education. Here he brilliantly illuminates how the Right uses particular \frames\–appeals to conservative notions of the traditional family, free enterprise, goodness, and fear–to shape the public's common sense ideas about schooling and build support for its attacks on public education and social justice reforms. Turning then to the Left he shows how it has failed to win support for its initiatives and goals, especially regarding racial disparities in schools. More importantly, he argues that the Left must \reframe\ common sense about education to embrace a commitment to human rights, a belief in… [Direct]

Bietau, Lisa Artman (2011). Measuring Civic Knowledge: Using the Delphi Method to Construct a Civic Knowledge Inventory for Elementary Teachers. ProQuest LLC, Ph.D. Dissertation, Kansas State University. A foundational mission of our public schools is dedicated to preserving a democratic republic dependent on a literate and actively engaged citizenry. Civic literacy is essential to supporting the rights and responsibilities of all citizens in a democratic society. Civic knowledge is the foundation of our citizens' civic literacy. National Standards for Civics and Government (Center for Civic Education, 1994) promote civic literacy for all students including elementary children. Therefore, understanding important civic concepts is essential knowledge for elementary educators. Civic knowledge has not been required or monitored in teacher preparation or licensing. At the time of this study, there were no comprehensive measures of elementary teachers' civic knowledge. The purpose of this study was to investigate a project funded by the Center for Civic Education that developed a Civic Knowledge Inventory (CKI) for elementary teachers using a Delphi technique. Specifically, this study… [Direct]

McGee, Michael Calvin (1987). Power to the "People.". Critical Studies in Mass Communication, v4 n4 p432-37 Dec. Argues that in both the United States and the Soviet Union, tensions exist between the theory and practice of human rights. (JK)…

Watson, Keith (2007). Language, Education and Ethnicity: Whose Rights Will Prevail in an Age of Globalisation?. International Journal of Educational Development, v27 n3 p252-265 May. Education and ethnicity cannot be discussed without taking language into account. This paper will argue that any discussion of ethnic minorities cannot ignore the question of language, nor can any discussion of human rights ignore the question of language rights. Unfortunately, in today's globalised world, governments and minorities are faced with conflicting pressures: on the one hand, for the development and use of education in a global/international language; on the other for the use and development of mother tongue, local or indigenous languages in education. Language complexity and ethnic plurality were largely brought about as a result of the creation of nation-states, which were spread around the world as a result of European colonialism. European languages and formal education systems were used as a means of political and economic control. The legacy that was left by the colonial powers has complicated ethnic relations and has frequently led to conflict. While there is now… [Direct]

Hall, Chris; Rief, Linda (1999). Flowers on the Wall: Human Rights, One Story at a Time. Voices from the Middle, v6 n4 p19-26 May. Describes how, after studying the Holocaust and other human-rights issues in their eighth-grade language-arts classes, students felt compelled to create a permanent memorial and reminder. Discusses how the project unfolded from finding and shaping an idea, collecting stories from around the nation, crafting the mosaic and the flower garden, and finding words for the experience in their writing. (SR)…

Sugiyama, Takashi (2006). Gay and Lesbian Youth Research: An East Asian Perspective. Journal of Gay & Lesbian Issues in Education, v3 n2-3 p119-120. As globalization proceeded, the rights of sexual minority groups have become one of the human rights that cannot be ignored. However, recognizing sexuality as a human right and promoting educational practices which affect human rights policies, have been implemented mainly in the United States, Australia, New Zealand, and Europe. For example, the establishment of Gay and Straight Alliances is uncommon in East Asia. What about research on LGBT youth and implementation of sexuality education in East Asian countries? D'Augelli and Grossman describe the current limitations on doing research on queer youth–even in countries where there has been a relatively long history of such work. The authors' point that educators must work to reduce the stigma of sexual orientation, paying greater attention to gender identity, is as important as the need for more types of research into their lives. People certainly need to do a better job thinking about their methodologies as they engage in this… [Direct]

Holtman, Tasha (2014). "A Covert from the Tempest": Responsibility, Love and Politics in Britain's "Kindertransport". History Teacher, v48 n1 p107-126 Nov. The success of Britain's "Kindertransport," the British child rescue scheme, required legal negotiations, multifaceted organizational efforts, hands-on, spontaneous work of individuals and fierce determination of desperate parents. While moral responsibility motivated some of these actors, a sense of religious, cultural or familial duty as well as political incentives and parental love were the compelling forces that drove others. For nearly 10,000 children, the resulting effort eased the suffering that significant rights violations and violence together inflicted and proved that successful humanitarian response can find its source in a fusion of motivations. The "Kindertransport" legacy, which is presented in this article, is a new sense of social responsibility that includes a commitment to individual rights, directly challenges and rejects the disregard for rights and human well-being that characterized the Nazi era. It suggests that a mix of actors and… [PDF]

Wee, Lionel (2005). Intra-Language Discrimination and Linguistic Human Rights: The Case of Singlish. Applied Linguistics, v26 n1 p48-69. Although studies involving linguistic human rights (LHRs) have focused at length on cases of inter-language discrimination, much less attention has been given to intra-language discrimination (Blommaert 2001a; Skutnabb-Kangas et al. 2001). This paper highlights a number of theoretical issues that the LHRs framework needs to deal with once intra-language discrimination is seriously considered. It does this by analysing the case of English in Singapore, and in particular, debates surrounding the colloquial variety of Singapore English (known as Singlish). Supporters of Singlish are concerned with negotiating a space for the variety, especially in response to the Singapore government's Speak Good English Movement, which seems intent on eliminating Singlish. The implications of the Singlish case raise some very fundamental questions about LHRs, such as whether LHRs can be coherently attributed to groups (rather than just individuals), and whether LHRs can, in fact, be waived. The latter…

Robinson, Donald W. (1974). Is This the Right Approach to Student Rights?. Phi Delta Kappan, 56, 4, 234-236, Dec 74. Reports administrator reactions to a sample student code prepared by the Phi Delta Kappan Commission on Administrative Behaviors Supportive of Human Rights. (DW)…

Mongeon, Rebecca, Ed.; Tambascio, Donna, Ed. (2007). Research & Action Report. Volume 29, Number 1, Fall/Winter 2007. 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) Adolescent Literacy and Achievement: Widening the Path to Success (Commentary by Michelle Porche and Stephanie Harris); (2) Squeeze Play: Why Title IX Is Not Enough (Q&A with Laura Pappano); and (3) Women and Children: The Human Rights Relationship (Asia Regional Conference). [This publication was produced by the Wellesley Centers for Women, Wellesley College.]… [PDF]

Evans, Rosalind (2008). The Two Faces of Empowerment in Conflict. Research in Comparative and International Education, v3 n1 p50-64. This article problematises Bush & Saltarelli's call for a new and comprehensive peace building education which empowers children through demonstrating that alternatives to conflict exist, that they have choices and the capacity to change their own and their society's situation. It does so by exploring the various possibilities for empowerment available to young Bhutanese refugees living in Nepal, which are advanced by agencies administering services in the refugee camps and promoted by refugee political groups. Fieldwork demonstrates that some children simultaneously engage in humanitarian agency projects, which promote human rights and peaceful values, and with political groups advocating violence. Through their participation in agency projects, children learn awareness-raising methods, such as poetry and street theatre, which they also employ in their work with political groups. This article will consider the relationship between children's empowerment through their involvement… [Direct]

Mongeon, Rebecca, Ed.; Tambascio, Donna, Ed. (2008). Research & Action Report. Volume 30, Number 1, Fall/Winter 2008. Wellesley Centers for Women The \Research & Action Report,\ published twice a year, describes the latest activities and initiatives at the Wellesley Centers for Women (WCW). Typically featured are: 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) Examining Mixed-Ancestry Identity in Adolescents; (2) Commentary: Dual-Trauma Couples: Why Do We Need to Study Them? (Pamela Alexander); (3) Q&A: Exploring Transnational Issues of Human Rights and Gender (Sally Engle Merry); (4) NICHD Postdoctoral Research Trainee Program; (5) Update on Recent Postdoctoral Research Scholars: Alice Frye, Ph.D, Jennifer Grossman, Ph.D., and Linda Charmaraman, Ph.D.; (6) SEED Project Moves Educational Equity and Diversity Forward; (7) Update on Work to Empower Children for Life; (8) Short Takes; (9) New and Notable Publications; (10) Spotlight on New Research; and (11)… [PDF]

van Oord, Lodewijk (2008). Peace Education: An International Baccalaureate Perspective. Journal of Peace Education, v5 n1 p49-62 Mar. The International Baccalaureate (IB) Diploma programme, an internationally recognised pre-university curriculum, is currently offered by approximately 1500 schools in 120 countries. This article will analyse various dimensions of peace education in the IB Diploma programme, with particular reference to its peace and conflict studies course. This course has been a success in qualitative terms but has not managed to draw in large numbers of students. Ian Harris' typology of peace education will be used to demonstrate how elements of peace education have found their way into the Diploma programme in other ways as well. It is argued that the IB Diploma programme's commitment to peace education is mostly achieved through international education, but that the four other types of peace education (human rights education, development education, environmental education and conflict resolution education) are also available. By way of conclusion this article suggests how the peace education… [Direct]

(2006). Report [of the] Expert Meeting on Intercultural Education, Section of Education for Peace and Human Rights (UNESCO Headquarters, Paris, March 20-22, 2006). United Nations Educational, Scientific and Cultural Organization (UNESCO) The Section of Education for Peace and Human Rights of the Division for the Promotion of Quality Education held an expert meeting on Intercultural Education from March 20-22, 2006 at UNESCO Headquarters, bringing together international experts from Australia, Bolivia, Egypt, Finland, Hungary, Korea, Lebanon, Mexico, Nigeria, South Africa and the United Kingdom, including UNESCO Chairs and academics, as well as representatives of NGO's, National Commissions and UNESCO staff from various sectors. The meeting was organized as part of the Section's activities on intercultural education, which are placed more broadly within the framework of UNESCO's activities on the Dialogue among Civilizations, the Rabat Commitment and the concerns of document 33 C/5, which requests the Director-General to continue to "strengthen initiative in the development of materials for education and intercultural and interfaith understanding." Further context was provided by the World Programme for… [PDF]

Keating, Ted (1997). A Christian Response to Violence. Momentum, v28 n3 p44-46 Aug-Sep. Portrays the church's emphases on human rights and educating for human dignity as critical dimensions of violence reduction. Stresses that instilling Catholic values helps prevent violence and can also help people deal with its negative repercussions. (EMH)…

Skutnabb-Kangas, Tove (2009). What Can TESOL Do in Order Not to Participate in Crimes against Humanity?. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v43 n2 p340-344 Jun. Subtractive education through the medium of a dominant language often transfers Indigenous and minority (IM) children to the dominant group linguistically and culturally within one or two generations. It may lead to the extinction of Indigenous languages, thus contributing to the disappearance of the world's linguistic diversity. A partial result of this extinction can be the disappearance of the knowledge about biodiversity and its maintenance and, through this, diminishing prerequisites for human life on earth. Linguistic diversity and biodiversity are correlationally and causally related. Most of the world's megabiodiversity is in areas under the management or guardianship of Indigenous peoples. Most of the world's linguistic diversity resides in the small languages of Indigenous peoples. Much of the detailed knowledge of how to maintain biodiversity is encoded in their languages. Through killing them people kill the prerequisites for maintaining biodiversity. If people continue… [Direct]

Hwang, Kwang-Kuo (2001). Introducing Human Rights Education in the Confucian Society of Taiwan: Its Implications for Ethical Leadership in Education. International Journal of Leadership in Education, v4 n4 p321-32 Oct-Dec. Discusses recent introduction of human-rights education in Taiwan. Describes essential characteristics of Confucian ethics; compares Confucianism with ethical leadership in education. Discusses relationship between findings on the use of corporal punishment in Taiwanese schools and ethical leadership. Describes worldwide use of corporal punishment in schools. (Contains 32 references.) (PKP)…

Carter, Charlotte; Osler, Audrey (2000). Human Rights, Identities and Conflict Management: A Study of School Culture as Experienced through Classroom Relationships. Cambridge Journal of Education, v30 n3 p335-56 Nov. Explores how students in a boy's English secondary school display aggressive traits. Devises an intervention program centered on human rights. Concludes that the school fails to build meaningful relationships among its members, students, and staff; offers little opportunity to shape the institutions rules; and that rigid discipline reduces positive relations and responses. (DAJ)…

Velloso, Agustin (1998). Peace and Human Rights Education in the Middle East: Comparing Jewish and Palestinian Experiences. International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education, v44 n4 p357-78. The author asks to what extent peace and human-rights education programs for Israeli and Palestinian children have fostered peaceful solutions to the differences between the Israeli and Palestinian people. He concludes that the programs are very limited and have made little impact in reversing the long educational legacy of mutual distrust and hostility. Contains 25 references. (AMA)…

Sharma, Parul (2005). Mental Health Aspects of Victims of Crime with Special Reference to Children. Journal of Indian Association for Child and Adolescent Mental Health, v1 n4 Oct. Every woman, man, youth and child has the human right to the highest attainable standard of physical and mental health, without discrimination of any kind. This is enshrined in the Indian Constitution and the Universal Declaration on Human Rights. Enjoyment of the human right to health is vital to all aspects of a person's life and well-being, and is crucial to the realization of many other fundamental human rights and freedoms. Furthermore, the social rights of victims of crime and their sensitive needs for mental health support is based on the Declaration of Basic Principles of Justice for Victims of Crime and Abuse of Power, 1985 (Resolution adopted by the UN General Assembly, non-binding principles upon member nations). Remarkable developments have taken place both internationally and nationally when it comes to prioritising child rights, but the links between child abuse, child labour and the care for a child's mental health are still absent. The role of mental health of… [PDF]

Falardeau-Ramsay, Michelle (1989). The Canadian Human Rights Commission and Issues of Concern for Aboriginal Women. Notes for Remarks, by the Deputy Chief Commissioner. This speech by the deputy chief commissioner of the Canadian Human Rights Commission discusses human rights, employment security, and pay-equity issues for Native Canadian women. The speech, offered in both English and French, calls the inequality of opportunity for Native Canadians a "national tragedy." It describes efforts to bring improvement in aboriginal people's political, social, cultural, and economic condition. The speaker describes discrimination inherent in Canadian laws and steps to correct them. The 1986 passage of the Employment Equality Act is called a "major step forward." The act requires employers to gather employment data and to take steps to correct discrimination. The act has provided a substantial information base, showing that aboriginal people represented only 0.7% of the industrial workforce and that their salaries were generally lower than those of other workers. Women were not adequately represented in the job categories. Employment…

Chigisheva, Oksana, Ed.; Hilton, Gillian, Ed.; Kalin, Jana, Ed.; Niemczyk, Ewelina, Ed.; Ogunleye, James, Ed.; Popov, Nikolay, Ed.; Wolhuter, Charl, Ed. (2017). Current Business and Economics Driven Discourse and Education: Perspectives from around the World. BCES Conference Books, Volume 15. Bulgarian Comparative Education Society This volume contains selected papers submitted to the 15th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in June 2017 in Borovets, Bulgaria, and papers submitted to the 5th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia, organized as part of the BCES Conference. The 15th BCES conference theme is "Current Business and Economics Driven Discourse and Education: Perspectives from Around the World." The 5th International Partner Conference theme is "Science and Education in Modern Social, Economic and Humanitarian Discourse." This volume consists of 38 papers written by 69 authors. Following a Preface entitled BCES: A Fifteen-Year Conference Tradition, the following papers are included in this volume: (1) Introduction: The Current Business and Economics Driven Discourse and Education–Perspectives from Around the World (Johannes L. van… [PDF]

Agostino, Ana (2007). Poverty, Education and Work: Some Introductory Thoughts. Convergence, v40 n3-4 p225-229. The article argues that poverty must be understood within a human rights approach, moving beyond a narrow economic definition. Recognising the multidimensional character of poverty also leads to acknowledge that there are no universal answers. Solutions must be culturally determined and this poses one of the major challenges for adult education and work in relation to poverty eradication: to promote processes of self-determination and self-discovery rather than being oriented towards efficiency and economic growth. The article analyses this dimension looking at different possible approaches to education and work, distinguishing an instrumental one and one that will facilitate the integration of human beings not only into the economic sphere but into the social, cultural and political dimensions as well. [Abstract presented in English, Spanish, and French.]… [Direct]

Snow, Roberta; And Others (1985). Teaching about Human Conflict: What Are the Possibilities?. Social Education, v49 n6 p488-92 Sep. Key psychological considerations that teachers should weigh when teaching children and adolescents about human rights are discussed. Specific examples of classroom practices are provided. (RM)…

Eubanks, Jackie (1970). Confessions of a Middle-of-the-Road Militant. American Libraries, 1, 5, 437-439, May '70. Provides new insights into the revolution in cybernetics, human rights and weaponry and the continuum of change affecting all Americans from yippies to librarians. (AB)…

Schissel, Bernard; Schissel, Wendy (2008). Rethinking the Place of Children and Youth. Education Canada, v48 n3 p62-67 Sum. According to the annual United Nations declarations based on the Human Development Index (HDI), Canada remains one of the best places in the world in which to live. Ironically, this declaration of socio-economic superiority does not extend to the young people in the society. Although post-industrial societies like Canada and the United States may be outstanding in terms of human development, they may also be violating the human rights of their children and youth by neglecting their basic needs. In this article, the author discusses how society and the government allow mass media to portray a dim political/cultural view of youth. These dim views of youth have multiple specific consequences. Instead of working to solve the sources of youth and child suffering, society and the government remain punishing and parochial in their objectives for and care of children. The authors suggest that a new paradigm shift of education that is committed to enfranchising children and youth is needed…. [Direct]

Kruss, Glenda (2001). Towards Human Rights in South African Schools: An Agenda for Research and Practice. Race, Ethnicity and Education, v4 n1 p45-62 Mar. Develops a taxonomy of four kinds of situations in which race and other grounds for discrimination become the focus of school-level controversy surrounding equality and equity. Examines the kinds of responses and discourses South African schools use to engage with the policy discourse of desegregation and human rights and establishes an agenda for research to inform anti-discrimination policy and programs. (SM)…

Karenga, M. Ron (1979). The Socio-Political Philosophy of Malcom X. Western Journal of Black Studies, v3 n4 p251-62 Win. Presents a profile of Malcolm X and of his sociopolitical philosophy. Reviews factors which influenced his beliefs about Blacks, society at large, and human rights. (JLF)…

(1990). Youth Attitudes on Racism. High School Students' Attitudes on Human Rights, Community Activity, and Steps that Might Be Taken To Ease Racial, Ethnic, and Religious Prejudice. This report presents the findings of a Harris survey of high school students' attitudes on human rights and racial relations, with special emphasis on minority group athletes. The following findings are included: (1) a majority have seen or heard about violent racial confrontations; (2) 30 percent would intervene to stop or condemn the incident; (3) one-fourth report having been the target of bias; (4) slightly more than half would report an incident to their parents, but only one in four would report the incident to a teacher; (5) most believe that human rights extend far beyond what is guaranteed by law; (6) students exhibited a high awareness of discrimination against a number of minority groups; (7) students are well-informed about human rights; (8) more than half report being involved in some form of community activity; (9) students regard athletes as role models; (10) one in five say they would join a school group to discuss racial differences with visiting athletes and…

Goodey, Chris; Jordan, Linda (2002). Human Rights and School Change: The Newham Story. New Edition. This report recounts the process of desegregation of the education service in the London (England) borough of Newham. It shows how inclusion in the borough began and was sustained by an understanding of inclusion as a human rights issue. It charts the steps which brought about the closure of most of the authority's separate special schools and units over an 18-year period (1984-2002). This publication covers the early days of council policy making, the consultations and compromises, and how those seeking change responded to concerns while keeping their vision in focus. Individual sections address key points, achievements and constraints, history and origins, the arrival of the policy, implementation of the policy, moving onwards, comments and concerns, and a 1996-2002 update. The authors conclude that, if there had been a stronger national strategy to counter deeply embedded prejudices and fears about disability, progress toward inclusion in Newham and elsewhere would have been… [PDF]