DuPont, Lori; Foley, Joanne; Gagliardi, Annette (1999). Raising Children with Roots, Rights & Responsibilities: Celebrating the UN Convention on the Rights of the Child. Human Rights Education Series, Topic Book 2. This curriculum resource grew out of a grass roots effort to promote the United Nations Convention on the Rights of the Child through education and political action. Designed primarily for young children and their parents, the curriculum builds on the power of the parent-child relationship to help build a positive self-image for both parent and child. By offering a positive parenting approach, the curriculum has a strong community and societal impact. Based on the idea that by starting with human rights for children, human dignity can be ensured for all, the curriculum resource helps ensure that the youngest members of society and their parents know about children's rights and responsibilities. The curriculum consists of 12 two-hour sessions, each of which follows the same format: the first hour includes parent-child interaction time and a community circle where families gather for songs and information sharing, while the second hour is a planned parent education time where adults…

Bones, Robert; Lambe, Jackie (2008). The Impact of a Special School Placement on Student Teacher Beliefs about Inclusive Education in Northern Ireland. British Journal of Special Education, v35 n2 p108-116 Jun. This article, by Jackie Lambe, lecturer in education, and Robert Bones, lecturer in psychology, both from the University of Ulster, provides a useful review of the current state of policy, practice and teacher education relating to pupils with special educational needs in Northern Ireland. The authors use this review to launch their account of their own investigation into the attitudes towards inclusion of student teachers who had experience of working in special schools. Jackie Lambe and Robert Bones drew data from the transcripts of online discussions involving the student teachers. Using direct quotations from these discussions, the authors here reveal the positive attitudes that the student teachers developed towards practice in the special school settings; the confused or negative responses of the special school staff towards policy on inclusion; and mixed views on the promotion of enhanced collaboration between mainstream and special schools. Interestingly the student teachers,… [Direct]

Kulbaga, Theresa A. (2008). Pleasurable Pedagogies: \Reading Lolita in Tehran\ and the Rhetoric of Empathy. College English, v70 n5 p506-521 May. In her audio essay for the the National Public Radio's series \This I Believe,\ Iranian-American author and professor Azar Nafisi celebrates the affective power of empathy. In the essay, Nafisi refers to actual people in Darfur, Afghanistan, Iraq, Algeria, Rwanda, and North Korea, but she turns to classic nineteenth-century American novel to provide her exemplary hero, Huckleberry Finn, who chooses not to turn in his friend, Jim, a runaway slave, despite social and religious pressure to do. Although Huck Finn does not play a prominent role in her bestselling book, \Reading Lolita in Tehran: A Memoir in Books,\ other famous characters from American and British literature do loom large, as does her argument about the privileged relationship between empathy and fiction. In this article, the author discusses \Reading Lolita in Tehran\ with Nafisi's audio essay in order to highlight the entanglements of consumer culture with self-representational practices and affective and \ethical… [Direct]

Auld, Glenn (2007). Talking Books for Children's Home Use in a Minority Indigenous Australian Language Context. Australasian Journal of Educational Technology, v23 n1 p48-67. Members of the Kunibidji community are the traditional owners of the lands and seas around Maningrida, a remote community in Northern Australia. Most of the 200 members of the Kunibidji Community speak Ndjebbana as their first language. This study reports on the complexities of transforming technology to provide Kunibidji children with access to digital texts at home. The printed Ndjebbana texts that were kept at school were transformed to Ndjebbana talking books displayed on touch screen computers in the children's homes. Some results of the children's interaction around these touch screens are presented as well as some quantitative results of the computer viewing in the homes. The processes of rejecting technological determinism, upholding linguistic human rights of speakers of minority languages and viewing technology as practice rather than a set of artefacts are discussed in this paper. The results of this study highlight the need for speakers of minority Indigenous Australian… [Direct]

Brzakalik, Krystayna; And Others (1993). Life in a Democratic Society: A Primary School Civics Course for Poland. This document summarizes a civics course for primary schools in Poland, grades 6-8. The curriculum was developed as part of the Education for Democratic Citizenship in Poland Project, a cooperative effort of the Polish Ministry of National Education and the Mershon Center, The Ohio State University (United States). The project aims to help schools and teachers educate succeeding generations of Polish youth to be active, competent citizens committed to democratic values. The curriculum includes over 80 detailed lesson plans. The document is divided into two sections. The first consists of unit and lesson titles, and lesson abstracts. The second part is made up of sample lessons. The curriculum has five units: (1) local government, which includes fighting unemployment, different interest groups, water, garbage, influencing decisions, day care, budget decisions, neighborhood, local campaigns and elections, problem solving and responsibilities of local government; (2) principles of… [PDF]

Witenberg, R. T. (2007). The Moral Dimension of Children's and Adolescents' Conceptualisation of Tolerance to Human Diversity. Journal of Moral Education, v36 n4 p433-451 Dec. This study examined the kinds of justifications children and adolescents used to support tolerant and intolerant judgements about human diversity. For the tolerant responses, three main belief categories emerged, based on the beliefs that others should be treated fairly (fairness), empathetically (empathy) and that reason/logic ought to govern judgements (reasonableness). Fairness emerged as the most used belief to support tolerant judgements and the most commonly used combination of beliefs was found to be fairness/empathy, linking tolerance to moral reasoning, rules and values. Specifically noticeable was that 6-7-year-olds appealed to fairness more often in comparison to the 11-12 and 15-16-year-olds. Older students used a larger repertoire of beliefs to support tolerance, indicating developing cognitive maturity. There was also a tendency for females to appeal to fairness/empathy more often than males. The major constraint to positive tolerance was not prejudice toward the target… [Direct]

Bjerstedt, Ake, Ed. (1995). Multicultural Education: Bias Awareness, Empathy, and Transcultural Identities. A Selective Bibliography. Reprints and Miniprints No. 830. The bibliography contains 331 citations of books, dissertations, research reports, and articles on multicultural education, primarily materials in English written in recent years. Topics include cultural awareness, classroom communication and culture, development of ethnic or national identity, classroom processes, curriculum design and evaluation, teacher education, immigrants, adult education, racism, research and research needs, national policy, peer relationships, human rights, and values education at all educational levels. (MSE)… [PDF]

McGraw, Marvin A. (1975). Revenue Sharing and its Impact on Civil Rights. Journal of Intergroup Relations, 4, 3, 48-53, Jul 75. A discussion by the Assistant to the Director, Office of Revenue Sharing, U.S. Treasury Department, of the four part approach of that agency to extending the ability of the federal government to combat discrimination in the state and local sector; human rights workers should focus on the monetary and economic impact these funds have on the capability of local government, it is stated here. (Author/JM)…

Bryce, Herrington (1975). How Far to Equality?. Integrated Education, 13, 3, 32-33, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights, concludes that, although education is important, it clearly is not a panacea for the problems of blacks, it is stated: statistical analyses are interpreted as suggesting that a high school education is more necessary among blacks, than among whites, to escape poverty–but it is not a sufficient condition. (Author/JM)…

Ashenfelter, Orley (1975). Blacks and Trade Unionism. Integrated Education, 13, 3, 53-59, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, focuses on two issues: (1) the effect of the presence of trade unionism on the position of black workers in the labor market relative to white workers; and (2) the effect of federal government efforts to increase the position of black workers relative to white workers. (Author/JM)…

Atkinson, Reilly (1975). Housing Deprivation. Integrated Education, 13, 3, 85-86, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, summarizes the implications of a study done at the Joint Center for Urban Studies of the number and characteristics of families that will buy a house, and what kind of housing problems they have, for the relative status of blacks or whites or other groups. (Author/JM)…

Weinberg, Meyer (1975). School Desegregation and Planned Deprivation. Integrated Education, 13, 3, 112-115, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, notes that what is faced in this country is the dismantling of a system of segregation and planned deprivation, both aspects of which were protected by the U.S. Supreme Court within a period of three years between \Plessy va Madison\ 1896, and the \Cummings\ case, 1899. (Author/JM)…

Jones, nathaniel (1975). Implications of the Weinstein Decision. Integrated Education, 13, 3, 143-146, May-Jun 75. This testimony, by the General Counsel for the National Association Advancement Colored People before the May 1974 public hearings of the New York City Commission on Human Rights, discusses the case entitled "Jeffrey Hart et al Vs The Community School Board of Brooklyn, District 21", which has come to be known as both the Weinstein case and the Coney Island case. (Author/JM)…

Olswang, Steven G. (1978). Trustees, Diverstiture and the Law. AGB Reports, 20, 4, 9-14, Jul/Aug 78. The responsibility of college governing boards to make appropriate investments is discussed in terms of current protests over doing business with South Africa. It is suggested that the "prudent investor" rule is paramount, that divestment has little real effect on policies of companies, and that human rights criteria should be considered but should not be elevated over the requirements of securing economic return. (LBH)…

Razvi, Meena; Roth, Gene L. (2004). Socio-Economic Development and Gender Inequality in India. Online Submission, Paper presented at the Academy of Human Resource Development International Conference (AHRD) (Austin, TX, Mar 3-7, 2004) p168-175 (Symp. 8-2). Gender discrimination in India affects poor women's socio-economic development. This paper describes and interprets recurrent themes indicating that the Indian government, non-governmental organizations (NGOs), and other international human rights organizations show growing concerns regarding gender inequality in India. As it is not within the scope of this paper to cover India's vast continent, only certain states will be highlighted. [For complete proceedings, see ED491481.]… [PDF]

Luebben, Sabine (2003). Testimony Work with Bosnian Refugees: Living in Legal Limbo. British Journal of Guidance & Counselling, v31 n4 p393-402 Nov. Introduces testimony project for traumatized Bosnian refugees in Frankfurt, Germany. Method used in combination with supportive therapy and informed advocacy to reduce survivors' feelings of humiliation and demoralization. Survivors benefited psychologically. Testimony material documented human rights abuse both in country of origin and exile, helped perform informed advocacy refugees, and informed the public on psychological costs of refugee resettlement policies. (Contains 12 references.) (Author/ADT)…

Phillipson, Robert; Skutnabb-Kangas, Tove (2000). The World Came to Sweden–But Did Language Rights?. Current Issues in Language & Society, v7 n1 p70-86. Sets the language policy scene in Sweden in the broader perspective of the ongoing restructuring of global and local linguistic hierarchies. Analyzes myths about global English, the equality of the 11 official languages in the European Union, and the extent to which linguistic human rights are guaranteed. Trends in each of these language policy fields impact the management of multilingualism in Sweden. (Author/VWL)…

Quay, Richard H. (1984). On the American College Presidency: A Bibliography of Theodore M. Hesburgh. Public Administration Series: Bibliography P-1361. A bibliography of about 68 materials authored, coauthored, or edited by Theodore M. Hesburgh on the American college presidency is presented. Specific topics of the publications, which cover 1950-1981, include the following: the future of liberal education, the immigration system, presidential leadership in institutional advancement, science and technology, civil rights, human rights, moral values, racial justice, college presidents and students, changes in academe, and Catholic higher education. (SW)…

A√ßikalin, Mehmet (2014). A Social Studies Education Lesson from Turkey: Human Rights. Journal of Social Science Education, v13 n1 p82-107 Spr. This article provides an example of a social studies lesson from Turkish educational context in order to facilitate comparison with examples of social studies lessons from other parts of the world. This lesson was recorded in a 7th grade class at a middle school in one of the metropolitan neighborhoods in Istanbul. According to the current curriculum in Turkey, social studies education is an interdisciplinary field (TTKB, 2009b; 2009c). The subjects of social studies include history, geography, economics, sociology, anthropology, psychology, philosophy, political science, law, and civics (TTKB, 2009b; 2009c). Social studies courses are taught under two different titles in elementary and middle schools from the first through seventh grades in Turkey. In early grades (grades 1-3), the course is called Life Studies (see TTKB, 2009a) and, from grades four through seven, it is called Social Studies. nation. At the high school level (Grades 9-12), social studies subjects are taught as… [PDF]

Verhellen, Eugeen, Ed. (1997). Understanding Children's Rights: Collected Papers Presented at the International Interdisciplinary Course on Children's Rights (2nd, Ghent, Belgium, June 28-July 5, 1997). Ghent Papers on Children's Rights No. 2. Papers collected in this second annual conference proceedings deal in particular with views and theories on children's rights and provide extensive information on background, motivation, strategies, and main trends in the field of children's rights. Following welcome addresses to the conference, the 53 articles cover a variety of relevant topics, including the following: (1) the United Nations (U.N.) Decade for Human Rights Education; (2) children's rights and modern culture; (3) the U.N. Convention on the Rights of the Child; (4) the history of childhood and youth; (5) cross-national research on children's rights; (6) the Children's Defense Fund; (7) how to monitor children's rights more accurately; (8) networking with the nongovernmental organization community; (9) children and political participation; (10) children's city councils; (11) statistics on childhood; (12) the International Covenant on Civil and Political Rights and Children; (13) balancing traditional values and…

(1991). Choose Life! Unborn Children and the Right to Life. Junior High Level: Grades 7-8. This curriculum is designed to assist Catholic school teachers and parish catechists in their efforts to foster a pro-life attitude in students in grades 7 and 8. Following an introduction is the curriculum which features six lessons. These are: (1) Unique in all the world; (2) The first nine months of human life; (3) The hard facts about abortion; (4) Abortion and human rights; (5) Respect for human life; and (6) Choose Life! Student handouts are included in the lessons, and a series of fetal development visuals are appended. (DB)…

Knyazeva, Elena Y.; Pevtsova, Elena A.; Sapogov, Vladimir M.; Timofeev, Stanislav V. (2016). Ensuring Human Rights and the Development of Legal Awareness of Juvenile Offenders in Closed Institutions. International Journal of Environmental and Science Education, v11 n17 p10435-10444. The relevance of the investigated problem is caused by the need to study the negative effects of juvenile offenders placement in places of social exclusion, violations of their social and legal development and effective methods of formation of socio-legal competence of students of closed type institutions. In this regard, this article aims to identify the causes of distortion of legal concepts, guidelines and settings of this category of children and methods for correcting the components of their legal consciousness. The leading approach to research of this problem is the method of projects allowing to consider this problem in a complex way as a purposeful and organized process of application of a person focused and active techniques of legal training and education for effective implementation of legal educational activity in establishments for minor offenders by a teacher. In this article the reasons of emergence of a distortion of components of legal consciousness of pupils in… [PDF]

Shirley, Lindsey (2012). A Practical Problem Approach to World Hunger: Universities Fighting World Hunger. Journal of Family and Consumer Sciences, v104 n2 p19-23. Throughout the profession's history, family and consumer sciences professionals have worked to consider what should be done about various social issues affecting individuals, families, and communities across the world. Hunger is a global issue pertaining to the right to life, human survival, sustainable communities, and promotion of healthy societies to enhance the quality of life. World hunger can be solved in our lifetime; institutions of higher education are joining the effort. On university campuses across the nation, college students are participating in Universities Fighting World Hunger. The work of today's students and professionals is showcased using Brown and Paolucci's framework for solving practical problems. (Contains 1 figure.)… [Direct]

Barrett, Simone R. (2017). "We Bring Thee Our Laurels Whatever They May Be": A Concise History of Morgan State College Student-Led Protest. ProQuest LLC, Ph.D. Dissertation, Morgan State University. Black students were major contributors in the fight for equality and civil rights. By the mid-1930s black college students were members of the "National Student League and the National Association for the Advancement of Colored People (NAACP) Youth and College division. These black colleges were places primed for a youth movement to develop. These campuses provided a ready-made army of students willing to march, protest, sit-in and in some instances die for the equality of all Americans. Most Americans, black and white, are aware of the student-led protest at the Woolworth's led by North Carolina Agriculture and Technical College students, the Free Speech Movement at University of California-Berkeley and the anti-war (Vietnam) protests at Kent State in Ohio. However, many Americans are unaware of the student-led protests prior to 1960 involving students from Historically Black Colleges and Universities (HBCUs). This dissertation is a study of the various generations of student… [Direct]

Beyani, Chaloka; And Others (1994). Education Rights and Minorities. Report. This report not only examines the role of mass education in the integration of minorities into the society, but also examines the importance to minorities of the cultural transmission of their values and world view recognized by international standards. The general human right to education implies certain duties of the state under the 1948 Universal Declaration of Human Rights of the United Nations. The chapters in this volume present various aspects of the challenge, including: (1) "State Education and Minority Rights" (Crispin Jones); (2) "International Standards" (Patrick Thornberry); (3) "The Prerequisites of Education" (Chaloka Beyani); (4) "Language and Education" (Crispin Jones and Rachel Warner); (5) "Aspects of Religion in Secular Education" (Jagdish Gundara); (6) "The Role of the Curriculum" (Sarah Graham-Brown); and (7) "Directions for the Future." A companion piece profile, entitled "Exchange and…

Wertheimer, Alison (1997). Inclusive Education: A Framework for Change. National and International Perspectives. This booklet reports on the philosophy and demands of the growing international movement for inclusive schools which welcome all children, including those with disabilities or those who have learning difficulties. It maintains that inclusion is not primarily an educational or professional issue but, rather, an issue of basic human rights. It sees educational legislation in the United Kingdom as discriminating against children with disabilities by enforcing compulsory segregation and urges legislative reform to end compulsory segregation. Also discussed is the restructuring of mainstream schools so they are accessible in terms of premises, curriculum, and facilities and the planning of the phased closure of all special schools. Individual sections examine national and international perspectives on inclusion, inclusion's justification in human rights, principles of inclusion, and finding the resources to finance inclusion. An appendix summarizes relevant statements from four…

Wirsing, Marie E. (1978). A Sense of Courage. The history of the United States is one of the contradictory traditions of human rights and intolerance. Although human rights, diversity, and dissidence are inherent concepts in our constitution and in the Supreme Court system, this tendency has been invariably accompanied by intolerant uses of power. The Salem witchcraft trials, the Alien and Sedition Acts, 19th century immigration laws, and the 20th century McCarthy era are the more obvious expressions of intellectual and cultural intolerance. Present manifestations of this tradition in the realm of education are more subtle. Current attitudes in areas of educational accountability, research, policy making, and instruction give priority to empirical research, knowledge objectification, and deterministic theories of human behavior. In one school district which has contracted with a highly structured and sequenced educational program, teachers are required to sign a three-year contract pledging loyalty to the program; if they do…

Grover, Sonja (2004). Secondary Education as a Universal Human Right. Education and the Law, v16 n1 p21-31 Mar. Despite any international declarations to the contrary, basic education comes in practice to be conveniently regarded by governments as being synonymous with the level of schooling that the State stipulates is free and compulsory. Thus the operational definition of basic education is quite variable internationally and often does not include secondary schooling. Exacerbating the situation is the fact that international human rights instruments do not mandate that education be free and compulsory until the end of secondary school. However, these instruments do stipulate that the child's right to education involves the right to develop to their \full potential\. That is unlikely to occur for most children with less than secondary school completion as a \basic education\. It is argued here then that States have an obligation under international law to ensure access to inclusive school systems that facilitate secondary school completion by extending free, compulsory education to the end… [Direct]

Hagesaether, Gunhild; Sandsmark, Signe (2006). Compulsory Education in Religion–The Norwegian Case: An Empirical Evaluation of RE in Norwegian Schools, with a Focus on Human Rights. British Journal of Religious Education, v28 n3 p275-287 Sep. Christian knowledge used to be taught in the Norwegian state school as a compulsory subject for members of Lutheran churches. In 1997 this was replaced by a subject that is compulsory for all pupils, where both Christianity, other religions and secular world views are taught on an equal basis, although more time should be used on Christianity than other views. Some parents took the state to court because they wanted full withdrawal from the subject for their children. Having lost the case, the parents of four pupils then appealed to the UN's Human Rights Committee, which in November 2004 gave a verdict supporting the parents. This article is based on an evaluation project, asking parents, pupils and teachers about their experiences with the new subject, and also asking parents how they would prefer religions and world views to be taught. We focus on what we regard as the subject's most central dilemma: how can the school contribute to giving the pupils and society a common cultural… [Direct]

Louis, Deborah (2009). Adjuncts: Solutions for a Mistreated Majority. Chronicle of Higher Education, v55 n39 pA72 Jun. According to best estimates, some 800,000 faculty members, close to two-thirds of the total nationwide, are adjunct, \contingent,\ or \lecturer.\ The severity of their plight, rapidly worsening in today's economic crisis, intersects the interrelated domains of human rights, fair employment, and the future of higher education. In those areas where neither unionization nor social history presents strategies for significant improvement, adjuncts must rely on the conscience of informed and fair-minded administrators and legislators to act on their behalf. As an adjunct at one of those community colleges seeking to articulate their concerns to salaried faculty members and administrators, the author recently designed and disseminated a comprehensive survey to several hundred adjuncts on her own campus, where they make up what she calculates to be more than 80 percent of the faculty. The survey gathered information on the respondents' sociocultural profiles, how they viewed themselves as… [Direct]