(1995). If Kids Ruled the World: ICONS. Educational Leadership, v53 n2 p51-53 Oct. Project ICONS (International Communication and Negotiation Simulation) is a computer-assisted simulation that casts students in diplomat and policymaker roles. Thrust into a laboratory of high-powered negotiations, they grapple with solutions to real and urgent international issues: world health, human rights, and the spread of nuclear technology. (MLH)…
(1995). Toward Global Content Analysis and Media Criticism. Electronic Journal of Communication/La Revue Electronique de Communication, v5 n2-3 Jul. Presents the background, rationale, and implementation prospects for an international system of monitoring media coverage of global problems such as peace and war, human rights, and the environment. Outlines the monitoring project carried out in January 1995 concerning the representation and portrayal of women in news media. (SR)…
(1992). Ethnoviolence at Work. Journal of Intergroup Relations, v18 n4 p21-33 Win 1991-92. The National Victimization Project of the National Institute Against Prejudice and Violence attempted to understand violence motivated by prejudice in the United States. Interviews with 1,372 employed people confirmed the prevalence and costliness of ethnoviolence in the workplace. Human rights agencies need to address this problem. (SLD)…
(1993). Les questions de migrations internationales (Questions of International Migrations). International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de Pedagogie, v39 n1-2 p63-73 Mar. Education about international migration should (1) utilize a framework of historical evolution; (2) stress the growing interdependence of nations; (3) emphasize universal moral values and the role of the individual in human rights; and (4) consider the complementary or competing portraits of international migration presented by the media. (DMM)…
(1993). Ethos for Equality: A Massachusetts High School Works toward Harmony. Teaching Tolerance, v2 n1 p23 Spr. Describes the Ethos for Equality program of Newton North High School (Massachusetts), a program that combats prejudice and works for harmony. With the Human Rights Committee of faculty, the group has sponsored leadership retreats, forums, an enrichment program of cultural awareness, mediation, faculty workshops, and student videotapes. (SLD)…
(1996). Ethics, National Sovereignty and the Control of Immigration. International Migration Review, v30 n1 p171-97 Spr. Examines the debate as to whether migration is a basic human right or whether the claims of outsiders are superseded by the principle of national sovereignty and the moral obligation of the state to do the best for its own citizens. Neither approach provides a clear answer. (SLD)…
(2000). World Crisis as "Teachable Moment": Joining Global Issues, International Law, and the Internet in the Classroom. History Teacher, v33 n3 p321-33 May. Describes a mock judicial proceeding that incorporated computers in the classroom and questioned international law. Explains that students were divided into interested parties in the Kosovo conflict (NATO members, the Yugoslavian government, Kosovo Albanians, Russians, and Chinese), a delegation of human-rights groups, and a panel of judges. (CMK)…
(1997). Indigenous Affairs = Asuntos Indigenas, 1997. Indigenous Affairs, n1-4. This document contains the three 1997 English-language issues of Indigenous Affairs and the three corresponding issues in Spanish. (The last two quarterly issues were combined.) These periodicals provide a resource on the history, current conditions, and struggles for self-determination and human rights of indigenous peoples around the world. Articles on Canada discuss regional agreements that protect land rights and promote indigenous self-determination; opposition of the Innu Nation to Canadian military training flights that are adversely affecting their health, cultural revival, and environment; and the defeat of a Nunavut plebiscite that would have guaranteed equal numbers of male and female legislators in the new territory. Articles on Latin America discuss the presentation of the 1996 Bartolome de las Casas Award to the Federation of Natives of Madre de Dios (FENAMAD) for the defense of isolated and "noncontacted" indigenous peoples in the Peruvian Amazon;…
(2007). Exploring African Life and Literature: Novel Guides to Promote Socially Responsive Learning. International Reading Association (NJ3) In today's interconnected and global society, socially responsive learning is an integral part of educational excellence. This book encourages socially responsive learning by showing the reader how to use traditional African folk tales and quality children's books, young adult novels, classic literature, and film media about Africa as the mode for examining diversity, equity, and human rights issues in high school and university classrooms. Each Novel Guide chapter in this unique and remarkable resource offers the following features to provoke critical thinking and challenge students to become socially responsive learners: (1) An overview of the novels and activities how those activities are aligned with standards; (2) An exploration of each novel's social and historical context; (3) About the author descriptions and plot summaries; (4) "Making Connections" question sets; (5) A critical exploration of themes; (6) "Teacher Talk" questioning strategies; (7)… [Direct]
(1986). Case Studies: Persecution/Genocide. The Human Rights Series. Volume III. A continuation of the study of those factors that lead to persecutions and acts of genocide is presented. As students read the materials included in the case studies, they should be referred to the organizing concepts discussed in "Teaching about the Holocaust and Genocide: Introduction. The Human Rights Series, Volume I." Unit 1 in that volume defines the following five concepts as they apply to the roots of intolerance and persecution: denial of reality, indifference, prejudicial attitudes, conformity, and obedience to authority. Students reapply these concepts as they study about the forced famine in the Ukraine and the actions of the Khymer Rouge in Cambodia. (Author/BZ)…
(1975). Blacks and the Political Process. Integrated Education, 13, 3, 14-15, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, asserts that black political participation is a new cutting edge of the civil rights movement, but which cannot and should not be divorced from other aspects of the struggle–educational, economic, legal, social. (Author/JM)…
(1978). Legislative Discrimination: Civil Rights and the Registered Indian. Northian, 13, 1, 29-32, Spr 78. The article first examines the basic ideology of civil liberties and human rights groups. Then it examines some concrete cases involving aboriginal people in Canada that illustrate the basic differences in ideology between registered Indians (Treaty and Non-Treaty Indians registered under provisions of the Indian Act) and the civil rights movement. (NQ)…
(1988). Teacher Strategies for Non-Biased Student Evaluation and Program Delivery: A Multicultural Perspective. Canadian Modern Language Review, v45 n1 p65-75 Oct. It is proposed that with increased immigration and resulting concern for minority rights and the preservation of cultural and language prerogatives, educators must be both committed and trained to support human rights and the implementation of non-biased educational programs. Strategies, techniques, and professional development topics for teachers are presented. 29 references. (MSE)…
(2017). Culturally- And Naturally-Relevant Special Education: The Intersectionality of Nature, Cognition, Human Rights, and Special Education. Insights into Learning Disabilities, v14 n2 p115-119. Having been away from his native Ghana for nearly thirty years, author Charles Hutchinson spent some time visiting several schools there on a home visit. He was especially interested in learning how Special Education as an area of discipline and practice was progressing there. He writes here that he was pleased to see that Ghana was making some progress in that area, especially in practice. More children were being treated with the full humanity that all children deserve and were receiving formal education. Here he reflects on memories of former classmates, and wonders, if the present concept of Special Education in Ghana had existed then, how many of his former classmates would have been referred to such a system for their education. In the light of the benefits of mainstreaming, he wonders if that would have been a good or a bad thing for them…. [PDF]
(1992). The Forgotten People: The Relocation and Internment of Aleuts during World War II. American Indian Culture and Research Journal, v16 n4 p55-76. In a "forgotten" episode of World War II, the Native residents (but not white residents) of the Aleutian Islands were evacuated to southeastern Alaska and were compelled to live for three years in internment camps unfit for human habitation without proper medical treatment, adequate food, or basic human rights. (SV)…