Weinberger, JoAnn (1981). Federal Administrative Law–Privacy, Freedom of Information and Protection of Human Subjects–Affecting Educational Research. Since 1972, the issue of human rights protection has grown in complexity and intensity. Congress has passed four laws: Family Educational Rights and Privacy Act of 1974; Freedom of Information Act, as amended; Privacy Act of 1974; and National Research Act of 1974. From 1971-1980, the Department of Health, Education and Welfare (DHEW) and then the Department of Education and Department of Health and Human Services (DHHS) required that all prospective grantees of federal funds provide assurances to protect human subjects involved in research activities. Recent amendments to these regulations have exempted broad categories of research which normally present little or no risk of harm to subjects. Researchers have expressed concern over the conflict between the Freedom of Information Act (when the person who paid for a study through taxes believes he or she has a right to the data that was collected), and the Privacy Act and DHEW/HHS regulations (when the person who provides data does… [PDF]

Jacqueline M. Nowicki (2024). K-12 Education: Differences in Student Arrest Rates Widen When Race, Gender, and Disability Status Overlap. Report to Congressional Committees. GAO-24-106294. US Government Accountability Office The Departments of Education and Justice are responsible for enforcing certain federal civil rights laws that prohibit discrimination in K-12 schools based on characteristics such as race, sex, and disability, including regarding police interactions with students. The House committee report for the Departments of Labor, Health and Human Services, Education, and Related Agencies Appropriations Bill, 2023, includes a provision for the Government Accountability Office (GAO) to review the role of policing in schools, including the effect on students of different races. This report addresses (1) what Education's data show about the extent to which different student groups are arrested in K-12 schools; and (2) whether police presence in schools is associated with student arrests. GAO analyzed two federal Education datasets for the two most recent school years before the pandemic (2015-2016 and 2017-2018) and 2019-2020. GAO also visited three school districts, selected for factors such as… [PDF]

Simon, Ken; And Others (1993). WE: Lessons on Equal Worth and Dignity. The United Nations and Human Rights (Grades 7-12). Educating for Peace Project. This curriculum module for students in grades 7-12 focuses on the subject of tolerance. The lessons provide students with opportunities to develop knowledge about issues and events of intergroup relations, increase student awareness of the dynamics of intolerance, and help students build a framework for developing their thinking about these issues. Divided into six sections, section 1, "Teacher to Teacher," provides: (1) "Invitation and Challenge"; (2) "Sample Parent Letter"; and (3) "President Bill Clinton, 'The United Nations and the United States.'" Section 2, "The Power of Language," includes: (1) "Language as Message"; (2) "Symbols as Message"; and (3) "Music as Message." Section 3, "The Tolerance Spectrum," contains: (1) "Measuring Intolerance"; (2) "Dialogue: Teens and Police"; (3) "Retard"; and (4) "Beyond Tolerance." Section 4, "The United… [PDF]

Benton, Jean E., Ed.; Swami, Piyush, Ed. (2007). Creating Cultures of Peace: Pedagogical Thought and Practice. Selected Papers from the 10th Triennial World Conference (September 10-15, 2001, Madrid, Spain). World Council for Curriculum and Instruction The 10th Triennial World Conference of the World Council for Curriculum and Instruction (WCCI) was held September 10-15, 2001 in Madrid, Spain. The theme of the conference was "Cultures of Peace." Thirty-four papers and presentations are divided into nine sections. Part I, Tributes to the Founders of WCCI, includes: (1) Tribute to Alice Miel (Louise Berman); and (2) Tribute to Maxine Dunfee (Norman Overly). Part II, Promoting Dialogue about Cultures of Peace, includes: (3) Counting All, Ignoring None: Problems and Promises for a Culture of Peace (Piyush Swami); and (4) Quality Education: Educational Personalization and Social Pertinence (Ramon Perez Juste). Part III, Reflecting on the Values, Attitudes, and Behaviors that Inspire Peaceful Social Interaction and Sharing, includes: (5) Pedagogy of the Spirit: Creating Pathways to Peace (Diane Lee); (6) Knowledge and Curriculum: Diversity and Stability (Jagdish Gundara); (7) Sources of Values and Their Influence on Teachers'… [Direct]

(2004). Crimes Against Humanity and Civilization: The Genocide of the Armenians. Facing History and Ourselves While focusing on the Armenian Genocide during World War I, this book considers the many legacies of the Armenian Genocide including Turkish denial and the struggle for the recognition of genocide as a "crime against humanity." The book can be integrated into courses dealing with multiple genocides, human rights, as well as history courses covering the late 19th century and World War I as well as U.S. international relations. This book contains six chapters. Chapter one, Identity and History, contains the following readings: (1) What's in a Name?; (2) Multiple Identities; (3) Am I Armenian?; and (4) Generations. Chapter two, We and Why, contains the following readings: (1) The Ottoman Armenians; (2) Iron Ladles for Liberty Stew; (3) Organizing for Change; (4) Humanity on Trial; (5) The Sultan Responds; (6) Seeking Civil Rights; (7) Humanitarian Intervention; (8) Showdown at Bank Ottoman; and (9) The Rise of the Young Turks. Chapter three, The Young Turks in Power, contains… [Direct]

McGrew, Susan S. (1995). Suggestions for a Liberating Education Paradigm within ELT: Concept (Freire), a Model for Ideas (UNPO), Course Descriptions. It is proposed that a paradigm for training English-as-a-Second-Language teachers based on the educational philosophy of Paolo Freire would provide a more humanistic approach to the education of minority language groups. Freire's writings are reviewed, focusing on his plea for greater consciousness about the rights of others and the political aspects of education, particularly English language teaching (ELT). Historical and other possible impediments to adoption of these views within ELT are examined, and it is proposed that the current climate may be receptive to a Freire-based paradigm. The work of an international human rights organization, Unrepresented Nations and Peoples Organization (UNPO), is cited as a model for such a paradigm. Five suggested courses are described briefly, class activities for use with the courses are outlined, and ideas for incorporation of historical and literary perspectives, use of non-governmental organizations as resources, attention to non-violent… [PDF]

Ingram, D. E. (1994). Languages in Primary School Education: Towards Equity for Australia and Australians. The value of foreign language education at the elementary school level for Australia is discussed from two perspectives: its contribution to tolerance of cultural diversity within Australian society and its contribution to Australia's role in the global society. Reference is made to a variety of studies and commission reports. First, the relationship between language and human rights in general is examined, including recent Australian legislative and organizational initiatives and the principles underlying a recently-developed universal declaration of language rights. The role of civics education in a culturally diverse society is also considered. International relations and international trade are then discussed, and it is concluded that if Australia and Australians are to enjoy equity as they compete for world markets, it is essential that many more people attain high skill levels in a variety of languages and better use be made of existing skills in the community. Implications… [PDF]

Jackson, Robin, Ed. (1985). Wessex Studies in Special Education: 4. Six papers examine aspects of special education and rehabilitation of developmentally handicapped persons. The first, \Legal and Human Rights of the Developmentally Handicapped Person\ by N. Marlett examines issues in the protection of legal rights and the nature of competence. R. Davies and P. Johnson follow with an analysis of \Sexuality and the Person with a Mental Handicap.\ M. Clark reviews recent trends and notes approaches to assessing skills and training new ones in \Recreation and Leisure Services for Handicapped Persons: Changing Staff Roles.\ In the fourth paper, \Programme and Management Issues in the Development of Habilitation Programmes\ R. Brown addresses such questions as selection of a broad or advisory committee, cost effectiveness, and program integration. P. Johnson considers \The Role of the Voluntary Society in Canada,\ noting similarities between services in Vancouver, Canada and England, and citing the positive effects of vigorous advocacy efforts. In the…

Ukpokodu, Omiunota N. (2010). Imperatives for Social Justice in Teacher Education. Teacher Education and Practice, v23 n4 p488-491 Fall. Social justice is a concept that means equality and fairness. In education, this means equal access and opportunity for all students to maximize their fullest potential to become productive and contributive members of society. Within the last decade, the notion of teaching for social justice has become popularized in teacher education. Most teacher education programs' conceptual frameworks espouse a social justice goal–to prepare teachers who have the intellectual capabilities to analyze the nature of injustice in society, advocate, work for social equality, and change agency. The author's goal in this article is to respond to the question: what are the imperatives for social justice in teacher education, and to what extent are they realized, whether in theory or practice? The imperatives for social justice in teacher education include the urgency to (1) foster the human and civil rights of disenfranchised students from diverse racial, gender, social, language, and sexual… [Direct]

Hilberman, Elaine; Russo, Nancy Felipe (1978). ERA: Psychological, Social and Ethical Implications for Psychology. The mental health implications of sex discrimination as considered by the Subpanel on the Mental Health of Women of the President's Commission of Mental Health are discussed. The status of women's mental health and the problems of women in the mental health delivery system are considered in relation to the larger societal context. Prevention of mental health problems through attention to the societal institutions and norms that reinforce women's powerlessness and second-class status is emphasized. Carefully conceived national strategies for the promotion of mental health and the prevention of mental illness are reviewed in terms of basic goals, including eradication of sexism and racism of the larger society. The devastating consequences of women's disadvantaged status are presented as a powerful argument for ERA ratification, and are considered to serve as an ethical mandate for mental health professionals to work actively for the passage of the ERA. The affirmative duty of…

Axelrod, Paul (2005). Public Money for Private Schools? Revisiting an Old Debate. Education Canada, v45 n1 p17-19 Win. Current debates on the extent, if any, to which private or independent schools should be supported by public funding, focus on the appropriate role of the state in the governance and regulation of schooling, with proponents on the ideological right and left reaching very different conclusions. Advocates of public funding for private schools deplore the state monopoly over education. Competition on a level playing field between the public and private sectors would, from this perspective, improve the quality and accountability of public schooling, which allegedly fails to meet the diverse and legitimate educational aspirations of many families and communities. Opponents of state aid to independent schools believe that equity, integration and social cohesion can only be achieved through public education and that private schooling generally serves the interests of the privileged or of those with overly narrow, sectarian educational agendas. But these arguments become murkier and less… [Direct]

Barrett, Junelle P.; And Others (1981). Teaching Global Awareness: An Approach for Grades 1-6. Global Awareness Series. The activities on global awareness in this guide are designed for use in elementary grades in social studies, reading, language arts, and creative arts courses. The activities are organized into four major sections each of which addresses a specific goal. The four goals are: (1) to learn to recognize the interconnection between one's own life, one's society, and major global concerns such as environment, population, resources, and human rights; (2) to develop an understanding of basic human commonalities while recognizing the importance of individual and cultural differences; (3) to develop an awareness of how perceptions, values, and priorities differ among various individuals, groups, and cultures; and (4) to develop the skills that will enable students to respond creatively to local, national, and international events and to participate effectively at those levels. Examples of activities include having students collect pictures from magazines that depict the global effects and…

Mobley, Pamela Rios (2010). A Report on the Status of Women in Education: Achieving Gender Equity for Women and Girls. National Education Association In 2005, the National Education Association (NEA) began publishing a series of reports on the status of underserved groups in education. This report on the status of women and girls is based on the principle that every student has the human and civil right to a quality public education. America's public schools are expected to serve the needs of an increasingly diverse student body. Gender equity and the achievement of high standards for all students are fundamentally linked. All students can benefit from programs and strategies that build on their strengths and encourage them to explore meaningful possibilities for their futures. On April 4, 2009, the National Education Association hosted its first "National Summit on the Status of Women in Education." The Summit brought together advocates from the community, women's organizations, academia, and NEA to discuss what can be done to address critical issues facing women and girls. Through a series of moderated discussions,… [PDF]

(1973). Closing the Ethnic Gap. In this report, the Vermont State Advisory Committee to the U.S. Commission on Civil Rights argues that at all levels of the educational system in Vermont, there is need for increased awareness and sensitivity to the need for education on human relations. Educators must become aware of the importance of this need even though Vermont has a recial and ethnic minority of less than one-half of one percent. State Advisory Committee members who met with representatives of the State Department of Education left with the impression that the Department had good intentions, but no authority or funds to plan or implement programs in the area of human relations. Since 50 percent of Vermont's teachers are trained in Vermont colleges, there is obvious need for instruction in the area of human relations and minority groups. The Burlington branch of the NAACP is the only one of the three organizations interviewed by the State Committee that is actively working with schools on the need for… [PDF]

(1987). America's Conscience: The Constitution in Our Daily Life. An Educational Program on the Constitutional Guarantees Provided to Every American. Twenty activities and seven educational objectives help teachers inform students of their rights as citizens. Each objective is demonstrated through the use of one or more activities that help students experience the learning for themselves. Each activity consists of teaching procedures and student handouts. Section 1 is an examination of the Bill of Rights. Activities 1 through 3 define rights and give an overview of the Bill of Rights. Activity 4 discusses important U.S. Supreme Court decisions supporting constitutionally guaranteed rights. Religious freedom is the focus of activities 5 and 6, and activity 7 explores the rights of free speech. Activity 8 examines the balance between the public's right to know and other interests through a discussion of court cases pertaining to freedom of the press. The rights of peaceful assembly and demonstration are discussed in activity 9. Activities 10 and 11 look at the rights of the accused, emphasizing the protection against…

Babbili, Anantha Sudhaker (1983). The Problem of International Discourse: Search for Cultural, Moral and Ethical Imperatives. The flow of news and information across national boundaries has been, for the last decade, a major issue in United Nations international policy debates. These debates have highlighted the need for new legal instruments to govern world communications. In the current debate on information rights, Article 19 of the Universal Declaration of Human Rights establishes one world for the purpose of receiving and imparting information as an individual right. Although many nations accept in principle the right to receive and impart information across national boundaries, there is a substantial disagreement about the responsibilities of individuals, groups, and nations. The concept of the right to communicate has thus arisen, with two perspectives prominent in its formulation: a comprehensive perspective on morals and ethics, the content of culture, and implicit right to communicate; and a multi-tiered perspective based on the assumption that communication needs in any democratic society must…

Robin Lake; Travis Pillow (2023). How State Leaders Can Stand Up for the COVID Generation of High Schoolers. State Education Standard, v23 n3 p29-32. With billions of dollars in lost economic activity and untold squandered human potential, COVID-19 threatens to leave an enduring legacy. Especially at risk are students who have been least visible in the discourse about learning recovery and have the least amount of time to catch up: those currently enrolled in high school. In this article, the authors discuss how state education leaders can highlight these students' needs, restore opportunities the pandemic stole from them, and design a system that does right by future generations…. [PDF]

(1971). Human Dignity Through the American Experience. (Government). Grade 12. The curriculum guide for twelfth grade pupils aims at helping students to understand and accept people who are different, develop a satisfactory self image, learn to think critically in the decision making process, and become familiar with the valuing process. Information on foundations in American government serves as a base for human rights and dignity. Teaching is process oriented rather than content oriented. Activity units, designed to foster community involvement, are outlined and arranged into three parts. The first unit focuses on the study of the structure and function of the Federal Government, the responsibilities and rights implied in the Bill of Rights, and democratic concepts. Unit II helps the student understand the concept of conflict and dissent, the political party system, the way in which majority rule necessitates minority role, and the structure and function of state and local government. Topics dealing with international relations as applied to current affairs,… [PDF]

Gilham, Chris (2011). Beyond the Monster's Wanting and Doing: Special Education as a Barrier and Diacritical Hermeneutics as Possibility. Canadian Journal of Education, v34 n3 p103-118. This hermeneutic, interpretive case study reflects on an experience with the placement of a student in a specialized classroom who did not want to be there and had informed educators around her of this prior to her placement. She claimed she would \do anything to get kicked out of the placement\ and ultimately, this happened. Through this case study I argue that Special Education policy and its infusion into psychology, especially through the Diagnostic and Statistical Manual, conceals or limits the possible ways for such students to be because of how we use that language to frame them. Special Education diagnosis and coding are more than labels, I suggest: they are constitutive and we play a role in that constituting action, I argue. Richard Kearney's Diacritical Hermeneutic approach reveals possibilities for seeing differences outside of the binary of normal / abnormal. Such an approach could allow us to value such students outside the exteriority of Special Education's framing. We… [PDF] [Direct]

Wright, Wayne E. (2010). Khmer as a Heritage Language in the United States: Historical Sketch, Current Realities, and Future Prospects. Heritage Language Journal, v7 n1 p117-147 Win. Cambodian Americans are a fairly recent language minority group in the United States; most families arrived in the United States as refugees during the 1980s. Over the past 30 years, there has been great concern in the community regarding the maintenance loss of their native Khmer language. This article provides an historical and contemporary sketch of the Khmer language in the United States, and discusses implications for its future survival. Data are drawn and analyzed from the U.S. Census, the 2007 American Community Survey, and other statistical sources, in addition to research conducted in Cambodian American communities, and the author's experiences and observations as a (non-native) Khmer speaker. The findings indicate that the Khmer language is alive and well in the United States, and most school-age youth continue to speak Khmer, although few speak it with high levels of proficiency and few have literacy skills in the language given the lack of opportunities for Khmer HL… [PDF]

(2002). Shutting Out the Poorest: Discrimination against the Most Disadvantaged Migrant Children in City Schools. This report, based on official Chinese publications and interviews, examines the barriers official policies present to the realization of the right to education for migrant children in China, at a time when Beijing and other cities are employing large numbers of migrants in urban construction projects in preparation for the 2008 Olympic Games. The report focuses on the 9 years of compulsory education in primary and junior middle school. The first section introduces the subject, highlighting some of China's major cities that attract large numbers of migrants. The second section outlines regulations concerning the education available to migrant children. The third section assesses the major barriers faced by migrant families in obtaining education for their children. The fourth section analyzes these barriers in terms of China's obligations under international human rights law, including treaties to which the People's Republic of China is a state party. The final section presents… [PDF]

(1981). Civil Rights Issues of Handicapped Americans: Public Policy Implications. A Consultation Sponsored by the United States Commission on Civil Rights (Washington, DC, May 13-14, 1980). This volume contains the texts of 40 statements, 22 exhibits, and 5 unsolicited papers presented at a consultation dealing with the public policy implications of various civil rights issues affecting handicapped Americans. Among those issues addressed in the statements are the following: the nature and scope of civil rights issues affecting the handicapped; federal initiatives that address these issues; employment and the handicapped in the public sector; the employment of disabled people in the private sector; social services, constituency and advocacy, and state action for handicapped persons; physical facilities and handicapped individuals; and transportation for handicapped persons. Various public and private sector agencies and organizations were represented at the hearing, including the American Coalition of Citizens with Disabilities, Inc.; the Department of Justice; American Telephone and Telegraph Company; Mainstream, Inc.; the Department of Labor; the Department of Health… [PDF]

(1978). The Emergence of Civil Rights in Wyoming. Local, state, and federal government representatives and private citizens participated in a two-day consultation on civil rights in Wyoming. Panel discussions focused on the difficulties of civil rights enforcement in the areas of housing and economic opportunity, medical care, education, the handicapped, employment discrimination, and women's rights. The conference found civil rights enforcement in Wyoming to be fragmented and uneven; among the problems discussed were the lack of a state fair housing law, overly restrictive eligibility guidelines for medicaid services, and confusion about the implementation of affirmative action to end sex discrimination in education. Based on the findings of the conference, the Advisory Committee recommended the following actions: (1) creation by statute of a state human rights commission with powers to rectify discrimination in housing, public accommodations, and employment; (2) appropriation of funds to increase staffing of the Wyoming Fair…

Agezo, Clement Kwadzo; Davenport, Elizabeth K.; Sutton, Lenford (2006). Girls' Education in the United States and Ghana. International Journal of Educational Reform, v15 n2 p255-265 Spr. UN Secretary-General Kofi Annan (2000) delivered a speech at the World Education Forum in Dakar, Senegal, stating that, of the 110 million children in the world who should be in school but are not, two-thirds are girls. The lack of equality is contrary to the Universal Declaration of Human Rights, adopted in 1948, in which governments committed to the right to a free education to everyone at the elementary level. For the worldwide female population, the denial of the right to a free education is a double blow. In their daily lives, girls are often denied the equal rights of men and women as proclaimed in the UN Charter, which means, for most of the world's women, a life of poverty. Today, as Ghana attempts to educate its female population, it is important to remember that just 50 years ago, as this nation struggled to make educational opportunities a reality for all children, American girls as well as Blacks and other minorities were also disenfranchised groups demanding educational… [Direct]

Varner, Edward (2023). SEL, Mindfulness, and the Art of General Music Education. Journal of General Music Education, v36 n2 p34-37 Jan. General music education, if practiced with intentionality, has the potential to be a passionate act of hope with tremendous implications for the academic, social, and emotional needs of students. General music specialists have the capacity to expose students to the very best parts of life itself: joy, playfulness, respect, gratitude, creativity, persistence, resilience, curiosity, and so much more. The general music teacher is well positioned to help students develop relationships with long-held human insights and best practices in living an art filled, meaningful life. A few key skills students can learn in the general music classroom include cooperation, communication, positive peer interactions, recognition and support of the rights of others, dependability, responsibility, focus of personal attention, impulse control, delayed gratification, and acceptance of consequences. All 21st-century life skills that are integral to education and human development…. [Direct]

(1998). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (81st, Baltimore, Maryland, August 5-8, 1998). International–Part II. The International–Part II section of the Proceedings contains the following 20 papers: "An Economic Imperative: Privatization as Reflected in Business Reporting in the Middle East. Egypt as a Case Study" (Leonard Ray Teel, Hussein Amin, Shirley Biagi, and Carolyn Crimmins); "Broadcasting in South Africa: The Politics of Educational Radio" (Paul R. van der Veur); "Why Beijingers Read Newspapers?" (Tao Sun, Xinshu Zhao, and Guoming Yu); "News about Korea and Japan in American Network Television Evening News: A Content Analysis of Coverage in 1996" (Jowon Park); "Political Parties and Changes in Taiwanese Electronic Media in the 1990s" (Wei-Kuo Lin); "State Control on Television News in Post-War Lebanon" (Marwan M. Kraidy); "American News Coverage of International Crisis Negotiations: Elite Sources of Media Framing and Effects on Public Opinion" (Dhavan V. Shah, Kent D. Kedl, and David P. Fan); "Press Finance… [PDF]

Tsuneyoshi, Ryoko (2007). The Portrayal of "Foreigners" in Japanese Social Studies Textbooks: Self-Images of Mono-Ethnic Pluralism. Educational Studies in Japan: International Yearbook, n2 p31-44 Dec. History and social studies textbooks have often been the object of heated political debate in various countries, since they relate directly to issues of national identity and citizenship. This article analyzes how "foreigners" are portrayed in two versions (the 2000 and 2006 versions, date of issue) of the best-selling elementary social studies textbook in Japan. How "foreigners" are portrayed, reflects how non-foreigners, in other words, "Japanese," are understood. The study categorized the sections containing key terms and themes that were relevant to foreign/foreigners. Based on a content analysis, the results were broken down into 8 themes (plus "Other"), and their patterns were analyzed. The major findings were that (1) despite the image of Japanese as having a monocultural image of themselves, the image of ethnic Japanese and Japanese society in the textbooks was actually very diverse in terms of region, climate, landscape, occupation,… [PDF] [Direct]

Hilal, Randa (2012). Vocational Education and Training for Women and Youth in Palestine: Poverty Reduction and Gender Equality under Occupation. International Journal of Educational Development, v32 n5 p686-695 Sep. This article explores the possibilities and limitations of attempts to improve economic and human development of marginalised groups Women and Youth, within the overall political and economic context of the Occupied Palestinian Territories (oPt). This is carried through the particular cases of two successful models of Vocational Education and Training (VET) provided by Non-Governmental Organisations (NGO), both of which come from explicitly Christian traditions of thinking about social justice and the role of a holistic approach to VET placing human well-being at its heart. The article draws on human development approaches, from a rights based approach and a capability approach. This article draws attention to the challenges related to the overall economic and political context, and its limitations at overcoming marginalisation, reducing poverty and enhancing wellbeing. It illustrates the effect of the human development approach on expanding the effects of VET within such context,… [Direct]

Anderson, Gail, Ed.; Hill, Marcia, Ed. (1997). Children's Rights, Therapists' Responsibilities: Feminist Commentaries. One of the murkier areas of feminist therapy ethics involves decisions about children and adolescents within mental health settings. Some of those ethical dilemmas are covered in this text, which provides a feminist focus on the mental health rights and needs of children. The book addresses specific practices intended to help therapists organize and resolve conflicts about working with children, adolescents, and their families in therapy. The topics include: children, adolescents, and their powerholders in therapy settings; the congruence of international children's rights and feminist principles as a foundation for therapy; the human rights of children with disabilities; children of lesbian parents; the rights of children and adolescents of color in mental health systems; a soulful approach to working with adolescent girls; a feminist look at exclusionary practices in family therapy and child psychotherapy; feminist approaches to working with adolescents; the effect of domestic…

Parker-Jenkins, Marie (1997). Sparing the Rod: Schools, Discipline and Children's Rights in Multicultural Britain. How should schools treat unruly children? Answers to this question are offered, with a focus on children's rights and the abolition of corporal punishment in Britain. The case for children's rights in isolation is not promoted, but rather within the context of the rights and the responsibilities of pupils, teachers, and parents. The discussion provides an historical perspective on physical chastisement in the home and at school, an analysis of the impact of the European Court of Human Rights on the abolition of physical punishment in Britain, and a review of alternative sanctions currently being explored. The debates surrounding corporal punishment in schools are considered, particularly the efforts to reintroduce the practice despite the Court's condemnation of the practice. The emphasis throughout is on the dignity and integrity of the person, based on the international dissemination of legal norms that can serve as a mechanism of social control. But with the greater valuing of… [PDF]