Tse, Thomas Kwan-choi (2007). Whose Citizenship Education? Hong Kong from a Spatial and Cultural Politics Perspective. Discourse: Studies in the Cultural Politics of Education, v28 n2 p159-177 Jun. Citizenship (education) is "de facto" a political and spatial concept and should be considered in local, national, and global contexts. Adopting a spatial and cultural politics perspective and with the dynamic formation of Hong Kong's citizenship education as a case study, this article tries to illustrate the politics at three different levels. It shows how citizenship and identity are hotly contested, with the result that, while the official civic education programme is oriented towards "national education", a pluralistic and vibrant civil society allows the hybridization and cross-fertilization of multiple discourses and practices to run parallel with the state project, either in a complementary or competitive way. Civic education launched by the democratic camp in civil society may be viewed as empowerment struggles for human rights and democracy vis-a-vis the domestication efforts made by the government and the pro-Beijing camp, as well as the tyranny of… [Direct]

Coutourier, Jean (1975). Civil Service Systems and Job Discrimination. Integrated Education, 13, 3, 68-72, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, focuses on the National Civil Service League: essential elements of the League's program for achieving equal employment opportunity include outreach recruitment, accurate job descriptions, valid job-related examinations, and aggressive upward-mobility programs. (Author/JM)…

Dodson, Dan (1975). Is Desegregation Possible for New York City?. Integrated Education, 13, 3, 156-159, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, cites a study done in 1965 of the junior high schools of Brooklyn in which it was demonstrated that this segment of the system could be desegregated without a great amount of dislocation. (Author/JM)…

Avery, Patricia G. (1988). Political Tolerance among Adolescents. Theory and Research in Social Education, v16 n3 p183-201 Sum. Reviews the findings from previous studies of adolescent political tolerance, reconceptualizing the traditional view of political tolerance as the willingness to extend human rights to everyone. Presents the results of a recent study, reporting statistically significant differences of tolerance in terms of gender, political experiences, cognitive moral reasoning, and perceived threat. (GEA)…

(1986). International Consultation on Peace Education and Research in Higher Education. Higher Education in Europe, v11 n2 p64-68. A January 1986 UNESCO international conference on the role of higher education in promoting international understanding, cooperation, peace, and respect for human rights focused on the nuclear threat and conventional warfare, the role of international governmental and nongovernmental organizations, research and education for peace, and interdisciplinarity and the diffusion of knowledge. (MSE)…

Francis, Sybil E. (1985). World Assembly on Aging First Global Focus on Action and Strategies for the Future. Convergence: An International Journal of Adult Education, v18 n1-2 p9-19. The author interprets the diversity of humanitarian and development issues behind "the age of aging" as highlighted by the United Nations World Assembly on Aging. She examines education as a basic human right of the elderly, continuous adult education, access to education and culture, and funding for these programs. (CT)…

(1984). Emerging Issues in Women's Rights. Journal of Intergroup Relations, v12 n3 p24-43 Fall. Provides a summary of discussion at an international conference of human rights professionsls in 1982. Covers a wide range of subjects, from women's access to positions of economic power, to day care facilities as a means of expanding choices of both women and men who work in or out of the home. (KH)…

(1982). Education and Aging: A Unesco Study. UNESCO Courier, n9 p28-31 Oct. This study argues that education should be a fundamental aspect of any public policy related to aging and elderly persons. Education should not be conceived of as a process limited to the formal transmission of knowledge and techniques but rather as a fundamental human right. (UNESCO, Place de Fontenoy, 75700 Paris) (SSH)…

Pompa, Gilbert G. (1982). Rebuilding Bridges of Understanding in a Climate of Racial Hatred. Journal of Intergroup Relations, v9 n4 p11-18 Win. This speech, given by the director of the Community Relations Service of the U.S. Department of Justice at the annual meeting of the National Association of Human Rights Workers, urges community groups to continue their efforts in the area of intergroup relations in order to battle recent upsurges of racism. (Author/GPM)…

Calabia, Tino (1982). Reflections on Hearings and Task Forces and a Status Report on the National Project on Violence and Bigotry of the U.S. Commission on Civil Rights. Journal of Intergroup Relations, v9 n4 p32-45 Win. This speech before the annual meeting of the National Association of Human Rights Workers describes objectives and current work of the National Project on Violence and Bigotry. Four factfinding meetings are described; the histories of five state level task forces are given; and suggestions for improvement in task forces are made. (GPM)…

Roberts, Clark G. (1981). Questioning the New Right's Diagnosis of Social Ills. Journal of Intergroup Relations, v9 n3 p24-30 Fall. States that the indifference of public policy to human rights issues is illustrated by severe budget cuts in essential program areas such as the National Institute for Mental Health, the Legal Services Corporation, school lunches, social security, and education for the handicapped. Considers strategies for minimizing destructive effects of current policy changes. (JCD)…

Vesa, Unto (1978). The Contribution of Peace Research to Peace Education. Adult Education in Finland, v15 n4 p7-16. Reviews the United Nations' recommendations for international peace education to cover the problems of war and peace, human rights and development, and cultural and environmental issues, all of which are involved in peace research. Relates peace research to peace education and provides a "teaching packages" plan for peace education. (MF)…

Saunders, Malcolm (1980). The School Curriculum for Ethnic Minority Pupils: A Contribution to a Debate. International Review of Education, v26 n1 p31-47. In discussing the curricular needs of the United Kingdom's immigrant minority children, the author analyzes various social accommodation models (melting post, cultural pluralist, multicultural) and proposes a "human rights" model of education, with curricular adaptation to specific minority problems: identity conflicts, communication problems, and unequal access to community resources. (SJL)…

Nesbit, Wayne; Philpott, David (2001). Legislative Provisions for Special Education in Newfoundland and Labrador. Exceptionality Education Canada, v11 n2-3 p157-77. This article describes legislative provisions supporting educational services for children with disabilities in Newfoundland and Labrador. It begins by providing educational history information and then reviews The Building Accessibility Act (1990), The Child, Youth and Family Services Act (1998), the Schools Act (1997), and the Human Rights Code (1990). (Contains references.) (CR)…

Turk, Judy VanSlyke; And Others (1989). Hispanic Americans in the News in Two Southwestern Cities. Journalism Quarterly, v66 n1 p107-13 Spr. Examines how Hispanic Americans and Hispanic issues were covered by daily newspapers in New Mexico and Texas, two states where complaints relating to media coverage were investigated by state human rights commissions. Reports that Hispanics appear to be receiving ample and fair coverage in San Antonio, Texas, and Albuquerque, New Mexico. (MM)…

Atkins, Bobbie J. (1988). An Asset-Oriented Approach to Cross-Cultural Issues: Blacks in Rehabilitation. Journal of Applied Rehabilitation Counseling, v19 n4 p45-49 Win. An asset-oriented approach to cross-cultural issues for Blacks with disabilities advocates the view that Blacks can flourish despite seemingly overwhelming negative odds. To help rehabilitation personnel embrace an asset orientation, several issues are addressed: human rights, majority attitudes, role models, asset-oriented messages from Blacks, and successful Black outcomes. (Author/JDD)…

Orr, Jeff (1994). "The Valour and the Horror:" A Critical Thinking and Controversial Issue. Canadian Social Studies, v28 n2 p70-74 Win. Proposes ways in which the Canadian Broadcasting Corporation's documentary series, "The Valour and the Horror," can be used to develop students' critical thinking skills. Asserts that the issues of historical accuracy provide excellent opportunities to discuss historiography, the role of the media in society, and human rights during wartime. (CFR)…

Hale, Charles R., Comp. (1993). Indigenous Documents Related to the Quincentenary. American Indian Culture and Research Journal, v17 n1 p229-40. Three documents of the "500 Years of Resistance" movement, which held continental meetings of indigenous peoples in July 1990 and October 1991, reject the celebration of the Columbus Quincentenary and call for true democracy and human rights for the Americas' indigenous peoples and an end to neocolonialism and social inequality. (SV)…

Charny, Israel W. (1991). Genocide Intervention and Prevention. Social Education, v55 n2 p124-27 Feb. In the interest of preventing or intervening in genocidal acts, proposes a World Genocide Early Warning System Foundation that would develop a research databank for human rights information. Presents 10 early warning processes. Explains why even democratic governments have historically not prevented genocide, and cites examples of governmental complicity with genocidical nations. (NL)…

Cosman, J. W. (1993). The Purpose of Criminal Justice. Convergence, v26 n3 p97-103. The draft resolution to be considered by the United Nations states that the purpose of criminal justice systems is to serve, protect, and promote the common good by minimizing harmful encroachments on human rights. It encourages nations to discount the stereotype that punishment is the best way to respond to crime. (SK)…

Gray, Charles D. (1993). Profile in Courage. American Educator: The Professional Journal of the American Federation of Teachers, v17 n3 p16-19 Fall. This article profiles Han Dongfang of China, winner of the 1993 George Meany Human Rights Award given by the AFL-CIO. An organizer of the first democratic labor organization in the People's Republic of China and advocate of individual freedom, Dongfang has faced persecution in China and remains a stateless person. (SLD)…

Coutin, Susan Bibler (1998). From Refugees to Immigrants: The Legalization Strategies of Salvadoran Immigrants and Activists. International Migration Review, v 32 n4 p902-25 Win. Discusses issues of policy redefinition, legal categorization, and immigrants' agency by examining the legalization strategies pursued by Salvadoran immigrants from the 1980s to the present. Demonstrates how arguments were connected to United States . foreign policy, human-rights violations in Central America, and other political legal issues. Contains five pages of references. (MMU)…

Smith, Martha (2001). Global Information Justice: Rights, Responsibilities, and Caring Connections. Library Trends, v49 n3 p519-37 Win. Explains the concept of global information justice and describes it as an ethical ideal, as an organizing principle for a model for analysis, and as a direction for policy making. Discusses the use of new technologies; access to technology; ownership; privacy; security; community; and the Universal Declaration of Human Rights. (Author/LRW)…

Nickel, James W. (1996). The Claims of Immigrants: A Response to Baubock and Parekh. Commentary. International Migration Review, v30 n1 p285-88 Spr. The papers by B. Parekh and R. Baubock try to rebut arguments that immigrants have weaker claims to cultural liberty and preservation than other sorts of minorities. Many such claims, however, are not as vital as basic human rights, and may not pass tests of the good of the entire society. (SLD)…

Mandt, Gunnar (2008). The Quality Framework in Norway. Intercultural Education, v19 n2 p177-182 Apr. The quality framework summarises and elaborates on the provisions in the Education Act and its regulations, including the National Curriculum, and must be considered in light of the legislation and regulations. The quality framework helps to clarify the responsibilities the school owners (the local and county administration authorities in Norwegian public schools) have in providing education pursuant to the legislation and regulations and the principles of human rights, and adapted to local and individual aptitudes, expectations and needs. The quality framework is an integral part of the foundation on which the quality of primary and secondary education and training can be further developed and on which the school and apprenticeship-training enterprise can be systematically assessed. The comprehensive school for all shall be based on and address the diversity of the pupils' backgrounds and aptitudes. The education shall promote the versatile development of the pupils and their… [Direct]

Boersema, Jacob R.; Schimmel, Noam (2008). Challenging Dutch Holocaust Education: Towards a Curriculum Based on Moral Choices and Empathetic Capacity. Ethics and Education, v3 n1 p57-74 Mar. We analyse the way in which the Holocaust is taught in The Netherlands, with an emphasis on critically examining the content of secondary school textbooks used to teach Dutch students about the history of the Holocaust. We also interview Dutch educators, government officials and academics about the state of Dutch Holocaust education. Our findings indicate that Dutch students are underexposed to the Holocaust and lack basic knowledge and conceptual understanding of it. Fundamental concerns regarding the civic obligations of citizens in a democracy and basic principles of human rights that are raised by the history of the Holocaust in The Netherlands are often ignored or examined superficially, sometimes because of ambivalence about the extent of Dutch involvement in the genocide of Dutch Jewry. Little attention is paid to the complex moral choices that Dutch citizens faced during the Second World War and the life-or-death implications such decisions had for Dutch Jews. Finally, Jewish… [Direct]

Mittler, Peter (2008). Planning for the 2040s: Everybody's Business. British Journal of Special Education, v35 n1 p3-10 Mar. As we mark the publication of the 35th issue of the British Journal of Special Education, Peter Mittler, Emeritus Professor of Special Needs Education at the University of Manchester, looks into the future and asks a series of challenging questions: What kind of a future do we want to see for a baby born with a significant disability today? What changes will be needed in society and in our schools both for the child and for the family? What reforms might this year's newly qualified staff bring about in our schools and services and in society as a whole by the time they retire in the 2040s? Professor Mittler proposes that the time is ripe to take advantage of new international and national opportunities to lay the foundations for a society that fully includes disabled people and safeguards their basic human rights. He argues that each one of us can help to determine the values and priorities of the society in which today's baby will grow up and suggests that the Make Poverty History… [Direct]

Beck, Brittney (2017). Intersectionality as Education Policy Reform: Creating Schools That Empower Telling. Penn GSE Perspectives on Urban Education, v13 n2 Win 2016-2017. Brittney Beck wrote this commentary two days after the act of terror and hate that occurred at Pulse in Orlando, Florida in which Omar Mateen murdered 50 people at a queer night club during a celebration of LatinX cultures and identities. Historians have long observed that social movements are preceded by tragedy. Anyon (2014) argued that schools in general and teachers in particular occupy a practical and theoretical space at the center of community crises. As a result, educators–consciously or not–are irrevocably tethered to the oppression or liberation of their students and share responsibility in responding to and further preventing community atrocities (Anyon, 2014). In the wake of this tragedy, Beck urges educators to not neglect their unique and essential role in the movement for the safety and empowerment of queer identities and identities of color and to be attentive to how these identities intersect to create matrices of oppression in schools and communities. The… [PDF]

Durfee, Arnold; And Others (1975). NEA Bicentennial Ideabook: Programs, Ideas, Resources. The central theme of this ideabook on the Bicentennial is the extension of the human rights of life, liberty, and the pursuit of happiness to the United States and the rest of the world. The ideabook is divided into three sections. Section one describes 17 proposed projects based upon a central Bicentennial program entitled "A Declaration of Interdependence: Education for a Global Community." Each project is dependent upon funding outside the National Association (NEA). Section two offers a sample listing of innovative activities for classroom use. The first part of this section — Heritage — suggests class activities to probe into our nation's development, especially the human rights and cultural diversity qualities. The second part of this section — Horizon — suggests class activities for dealing with problems facing the global community including energy, political action, transportation, population, shared education, a common system of measurement, and communication…. [PDF]

Bickmore, Kathy (2003). Discipline for Democracy? Neutrality and Justice in Schools' Management of Conflict and Social Exclusion. Knowledge and values for good citizenship are communicated through explicit subject-area curriculum, such as social studies, health, and language arts, and through the implicit models and practices embedded in a school's system of human rights protections and discipline practices. This paper presents the conceptual framework, and a few very early and partial results, of a three year research project that investigates policies and programs (implicit and explicit curriculum) that are designed to facilitate the development of safe and/or inclusive schools. The paper explains that the study's focus is on school districts' patterns of practice discipline procedures (regulations and sanctions) and learning expectations (teaching guidelines, resources, and staff support) regarding conflict, violence, human rights, and diversity. It states that the context of the study focuses on a few large Canadian urban school districts with diverse student populations. The paper discusses the methods of… [PDF]