Feller, Gordon, Ed.; And Others (1981). Peace and World Order Studies: A Curriculum Guide. Third Edition. The third edition of this guide will help college and university educators design and update courses and learn about new resources in world order studies. The guide begins with three essays that set forth the rationale, methodology, and content of world order studies. The opening essay critiques traditional social science and argues for a more human-centered, transdisciplinary, and value explicit approach of study and research. The second essay deals with the principal objections to world order studies and depicts the scope of the field today. The final essay explores the methodology and content of world order studies. The second part of the guide, which comprises the major portion of the document, contains 64 course syllabi. Brief course descriptions, schedules of class sessions, and lists of books used are provided. The syllabi cover a broad range of world order concerns from general introductory courses to more topically focused ones on war and peace, international organization…

(1972). Activities of the ILO, 1971. Report of the Director-General (Part 2) to the International Labour Conference, Fifty-seventh Session, 1972. Despite unprecedented political and financial difficulties, the International Labour Organization's Director-General reported significant progress in all fields at the Fifty-seventh Session of the International Labour Conference, convened in Switzerland in 1972. An action research program in world employment problems is in progress, with a mission to Ceylon already completed and missions in Iran, Kenya, Latin America, and Asia under way. Labor standards were adopted to protect against industrial poisonings and occupational cancer. In addition, work has been done concerning paid educational leave, freedom of association, and collective bargaining. Operational activities have increased by 25 percent, including work with various aid-giving agencies and the United Nations Development Programme. The ten topical chapters of this report discuss: (1) Trade, Development, Cooperation, Employment and Labour, (2) World Employment Programme, (3) Development of Human Resources, (4) Conditions of… [PDF]

Meier, Marci (2000). Activities Using the "State of the World Atlas" for Grades 6-12. 6th Edition. The activities in this book have been completely revised to reflect changes in the sixth edition of the "State of the World Atlas" (Atlas). Each activity in the book is aligned closely with the National Geography Standards, "Geography for Life." Standards are clearly identified at the beginning of each lesson. Activities in the book reinforce the five geographic themes of location, place, region, movement, and human/environment interaction. Rather than using the Atlas to locate a set of isolated facts, students are encouraged to compare, analyze, and to ask questions that may lead to further study or research using other sources. The book's two introductory activities seek to familiarize the students with the features of the Atlas and highlight recent international economic and political changes. The book's other activities are divided into three sections. The first section uses an area studies approach, a variety of activities focusing on geopolitical and…

Clarke, Paul (1999). Toward an Inclusive Community: Protecting the Human and Constitutional Rights of Homosexual Educators in Public Schools. Journal of Educational Administration and Foundations, v14 n1 p58-100 Jul. Canadian public school boards still discriminate against homosexual educators. In British Columbia and Manitoba, recent court challenges raise questions about disciplining educators on the basis of sexual orientation and discussion of homosexuality in the classroom. Employment sanctions based on sexual orientation alone violate basic human and constitutional rights. (Contains 56 references.) (MLH)…

(1983). Native American Rights Fund: 1982 Annual Report. The 1982 annual report of the Native American Rights Fund (NARF), a non-profit organization specializing in the protection of Indian rights, explains the organization, its structure, its priorities, its activities, and its financial status. Opening statements by the chairman, Roger Jim, and the executive director, John Echohawk, note that despite $270,000 less in federal funds in fiscal 1982, NARF achieved significant decisions in major legal cases involving Indian treaty fishing rights in the Great Lakes and prevention of flooding of the Fort McDowell Mohave-Apache Reservation. The report continues with a description of the founding and development of NARF and an explanation of its priorities: preservation of tribal existence, protection of tribal natural resources, promotion of human rights, accountability of governments, and development of Indian law. Following descriptions of NARF's organization, administration, financial accountability, and national support committee, the…

May, Stephen (2003). Rearticulating the Case for Minority Language Rights. Current Issues in Language Planning, v4 n2 p95-125 Apr. While advocacy of minority language rights (MLR) has become well established in sociolinguistics, language policy and planning and the wider human rights literature, it has also come under increased criticism in recent times for a number of key limitations. In this paper, I address directly three current key criticisms of the MLR movement. The first is a perceived tendency towards \essentialism\ in articulations of language rights. The second is the apparent \utopianism\ and \artificiality\ of \reversing language shift\ in the face of wider social and political \realities\. And the third is that the individual \mobility\ of minority-language speakers is far better served by shifting to a majority language. While acknowledging the perspicacity of some of these arguments, I aim to rearticulate a defence of minority language rights that effectively addresses these key concerns. This requires, however, a sociohistorical/sociopolitical rather than a biological/ecological analysis of MLR…. [Direct]

Ermenc, Klara Skubic, Ed.; Hilton, Gillian, Ed.; Niemczyk, Ewelina, Ed.; Ogunleye, James, Ed.; Popov, Nikolay, Ed.; Wolhuter, Charl, Ed. (2015). Quality, Social Justice and Accountability in Education Worldwide. BCES Conference Books, Volume 13. Number 1. Bulgarian Comparative Education Society The Annual International Conference of the Bulgarian Comparative Education Society is now running in its thirteenth year. From its modest beginnings thirteen years ago, to its impressive size today, a tradition has been the production of a conference book, consistently launched on the first day of the conference each year. This year, Volume 13 of BCES Conference Books is published in 2 parts. Number 1 of the volume contains papers submitted to the XIII Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia, Bulgaria, 10-13 June 2015. Number 2 of the volume includes papers submitted to the III International Partner Conference of the International Research Centre (IRC) "Scientific cooperation," Rostov-on-Don, Russia. Such a partner conference has been organized as part of the BCES Conferences for the past three years. The XIII BCES Conference theme is Quality, Social Justice and Accountability in Education Worldwide. The book… [PDF]

Turner, John D., Ed. (1996). The State and the School: An International Perspective. This book discusses the controversy over the extent to which a nation's government has the right to determine the nature of the educational system, and the limits on that right. In Great Britain, the government has established a series of Education Acts and a National Curriculum. The concepts of accountability and cost effectiveness are commonly used in discussions about education. Contributors to the book–from Africa, Asia, South America, Australia, and the United States–examine issues such as school effectiveness, government control of the curriculum, the nature of academic freedom, parental rights to information about schools and to involvement in them, and the private provision of education. Chapters include: (1) "The State and the Teacher in England and Wales" (Richard Pring); (2) "The State, Human Rights and Academic Freedom in Africa" (Thandike Mkandawire); (3) "Educational Contestability and the Role of the State" (Geoffrey Partington); (4)… [PDF]

Castelle, Kay, Ed.; Nurkse, Dennis, Ed. (1990). Children's Rights: Crisis and Challenge. A Global Report on the Situation of Children in View of the United Nations Convention on the Rights of the Child. The global situation of children is reported in light of the U.N. General Assembly's November, 1989 adoption of the United Nations Convention on the Rights of the Child, an international treaty for the protection of children. The report is divided into three parts, the first of which includes an overview of the U.N. Convention, and essays on the debt crisis and its effect on children; children and human rights in the 1990s; and children's rights advocate Janusz Korczak. Part 2 presents excerpts from international law, including the U.N. Declaration of the Rights of the Child; Convention on the Civil Aspects of International Child Abduction; Standard Minimum Rules for the Administration of Juvenile Justice; and principles related to foster placement and adoption. The third and by far the longest part of the document consists of a series of database abstracts organized in the following categories: abuse; adoption; armed conflict; child labor; detention; disappearance; discrimination;…

Kirby, Michael D. (1986). The Ten Information Commandments. Transnational Data and Communications Report, v9 n6 p19-22 Jun. In response to fears that current institutions and laws may not adapt to rapid technological change with the necessary alacrity, a justice of the Supreme Court of New South Wales presents and briefly discusses ten information commandmants, summarized as follows: (1) contemporary technological developments endanger human rights and civil liberties and require responses from society, including the legal system; (2) the common law system is insufficient to provide adequate responses to the challenges of technology–legislation is needed; (3) in some cases the technology itself demands or even produces legal reform; (4) the people are not always the best judges of their own interests–informed observers have a duty to identify dangers to freedom; (5) the costs of the right to information must be counted, but so must the intangible benefits; (6) information laws must be developed flexibly because of changing technology and the rapidly changing perceptions of the problems; (7) information…

Behnam Soltani; Jasvir Kaur Nachatar Singh; Thanh Pham (2024). Employability Capitals as Essential Resources for Employment Obtainment and Career Sustainability of International Graduates. Journal of Further and Higher Education, v48 n4 p436-448. This study deployed a mixed-method approach to explore how international graduates identified and strategically utilised their resources to negotiate employability in the host country. One hundred and eighty international graduates from Australian universities participated in a survey and in-depth interviews. Findings revealed that employability was determined by various forms of capital including human, cultural social, identity and psychological. More importantly, the graduates had to develop 'agentic capital' to decide how to utilise these forms of capital appropriately. Social and cultural capitals emerged as the crucially important elements when the graduates looked for opportunities to get a foot into the labour market. These forms of capital enabled the graduates to mobilise their human capital. However, to navigate barriers in the workplace, the articulation of a sound understanding about the working culture became a 'must' because the graduates found it hard to understand… [Direct]

Kim, Jung Hoon; Kwon, Jongkyum; Ryoo, Ji Hoon (2023). Investigating the Association of School Type and Gender with Adolescent's Mindsets. Psychology in the Schools, v60 n10 p3770-3786 Oct. Mindset is a key factor affecting personality and learning for adolescents, especially those living in countries focusing heavily on human resources, such as Korea, Singapore, and Hong Kong. We examined associations of fixed intelligence mindset, fixed creative mindset, students' gender and school type via a structural equation modeling. The sample included 301 Korean adolescents: students in their second year at a gifted high school, general high school students, and vocational high school students. To confirm construct validity and examine the associations of gender and school type with both fixed intelligent and creative mindsets, we fit a two-factor model within the structural equation model. We found significant associations of school type and gender with students' fixed intelligence mindset and fixed creative mindset. Three paths–"gender" [right arrow] "fixed intelligence mindset, school type" [right arrow] "fixed intelligence mindset," and… [Direct]

Hicks, David W. (1986). Studying Peace: The Educational Rationale. Occasional Paper No. 4. Revised Edition. This paper seeks to clarify the current debate about studying peace in schools and classroom by exploring: (1) the breadth of concern encompassed by peace education; (2) the educational legitimation for studying peace and conflict in the classroom, and (3) curriculum implications of peace education. The problems of peace encompass violence and war, inequality, injustice, environmental damage, and alienation. At its 18th session held in Paris (1974), the United Nations Educational, Scientific, and Cultural Organization General Conference issued its "Recommendations Concerning Education for International Understanding, Co-operation and Peace." These recommendations listed the following major problems of humankind that students should study: (1) the equality of rights; (2) the maintenance of peace; (3) the insurance of human rights; (4) economic growth and social development; (5) the conservation of natural resources; (6) the preservation of human cultural heritage; and (7)…

McEldowney, Mary Ellen (1973). Where We'Re At . . . Statistical Report on Status of Minorities and Women in South Dakota. The Commission on Human Rights enforces the South Dakota Human Relations Act of 1972 which prohibits discrimination because of race, color, creed, religion, sex, national origin or ancestry in employment, labor unions, housing, property rights, education, public accomodations and public services in the state. The purpose of this paper was to draw together statistical data on women and minorities in areas such as labor force, education, income and occupations. The Commission plans to utilize it for a variety of purposes. Primary among these is to identify those practices which have a disparate effect on a particular group. The data will be used also in the educational forum. The Commission is attempting to give more attention to work directed at halting discriminatory practices prior to the filing of a formal complaint. Further it can be used to disprove some myths about women and Indians. Several agencies and departments of state government were contacted to compile this data. The… [PDF]

Kosonen, Liisa (1990). The CDCC Teacher Bursaries Scheme. A European Teachers' Seminar on the Teaching of Linguistic and Cultural Minorities (Vaaksy, Finland, August 7-11, 1989). The European Teachers' Seminar held in Vaaksy, Finland in August 1989 was attended by 29 participants from 12 European countries representing elementary and secondary school teachers, adult educators, teacher trainers, and national school board officials responsible for minority education. The theme was instruction of linguistic and cultural minorities and increased international understanding in Europe, with emphasis on integration of linguistic and cultural minorities into the school and society in a way that would retain the minority language and culture. The report contains an overview of proceedings, texts of presentations on bilingual and minority identity and the Lappish language as a medium of instruction, summaries of presentations on intercultural education and human rights and on language and culture from the minority viewpoint, and a summary of working group reports. Working groups concluded that bilingual education should support equal rights to education, acknowledge…

Wright, Helen M. (1979). The Rights of Women in Church and Society. The document examines the rights of women in the church and in society, with emphasis on attitudes of the American Catholic Church. Christian educators should acknowledge the issue as a reality in today's world, and examine it with the following question in mind; "What is God's call for women at this moment in the history of the American Church and American society?" Historically, the Church and society were in opposing camps. Women were criticized by the clergy for speaking publicly on abolition and suffrage. Before and during World War I, militarization made the women's movements difficult, as many of the women were pacifists. Catholic women did not identify with the pacifist stance, reflecting Church attitudes of the time. The founding of the United Nations in 1946 saw women's rights become a global issue with increased gains in political rights by law. By the 1960s, women discovered that equal rights by law did not insure equality in fact. Factors still needing…

Landa, Laura Garcia; Moore, Pauline; Terborg, Roland (2006). The Language Situation in Mexico. Current Issues in Language Planning, v7 n4 p415-518 Nov. This monograph will cover the language situation in Mexico; a linguistically very complex country with 62 recognised indigenous languages, the "de facto" official language, Spanish, and some immigrant languages of lesser importance. Throughout the monograph, we will concentrate on three distinct challenges which we consider relevant for Mexican language policy. The first area of interest is the challenge of the multilingual situation where there is conflict between Spanish and the indigenous languages, most of which are in danger of shift. This situation has many consequences both for education and for linguistic human rights. The second challenge that is discussed is that of foreign language teaching, which is a growing need in the Mexican education system, just as it is for any economically developing nation. In particular, English is in high demand at all levels of education; in turn, this development creates new demands for teaching staff. The third challenge dealt with… [Direct]

Donovan, Cathy (1998). Family Structure & Social Change: A Preparation for Further Study Course. This instructional unit, which is intended for Australians working toward a Certificate in General Education for Adults, contains activities to help learners develop the skills and knowledge to read and write complex texts while examining human relationships and the family. Aimed at both native and nonnative English speakers, the unit contains texts focusing on sex roles, marriage, and motherhood for women in Australian society and issues of social concern regarding children. The texts also include some abstract concepts or technical details. After reading the texts, students are expected to produce reflective journals and texts incorporating a range of ideas, information, beliefs, or processes and to demonstrate control of the language skills appropriate for each reading and writing task. The unit, which also incorporates the learning outcomes of the family studies module from a children's services certificate program, is structured as follows: family structure (essay writing for… [PDF]

Hines, Terence (1985). Left Brain, Right Brain: Who's on First?. Training and Development Journal, v39 n11 p32-34 Nov. The author states that none of the left-brain/right brain \mythology\ is supported by the actual research on the differences between the left and right human cerebral hemispheres. In fact, he states, the research literature flatly contradicts most of the mythology. (CT)…

Kutzner, Patricia L.; And Others (1995). Who's Involved with Hunger: An Organization Guide for Education and Advocacy. Sixth Edition. This directory provides key information on agencies and organizations instrumental in the fight against hunger. The guide is divided into three parts. Part 1, \Governmental Organizations and Agencies,\ lists: (1) \U.S. Congress\; (2) \U.S. Federal Government Agencies\; and (3) \United Nations Intergovernmental Organizations.\ Part 2, \World Hunger/Development Issues: Non-Governmental Organizations,\ contains: (1) \U.S. Citizen Advocacy\; (2) \Hunger & Development – Multi-Issue Education\; (3) \Women and Development – Information/Education\; (4) \Developing Regions – Information/Education\; (5) \Nutrition and Health – Information/Education\; (6) \Environment and Sustainable Development – Information/Education\; (7) \Population – Information/Education\; (8) \Human Rights and Refugees – Information/Education\; (9) \U.S. Religious Education/Action Programs\; (10) \U.S. Voluntary Development Aid\; (11) \Development Policy Research in the U.S.\; and (12) \Canadian Development…

Croddy, Marshall; Maxey, Phyllis (1982). International Law in a Global Age. Student Materials. This global approach to teaching high school students about international law uses existing curriculum materials from a variety of social studies disciplines to present five major perspectives. Perspective I "Global Links," focuses on the meaning of citizenship in a global age and the interconnectedness between individuals and the international system. Perspective II, "Cultural Contrasts," examines custom and law, including cultural perspectives on family law, decision making in another culture, and international human rights. Perspective III, "Actors and Relationships," examines actors on the international stage including nation-states, multi-national corporations, regional organizations, and non-governmental organizations. Focusing on "International Order," perspective IV presents an historic view of various models of world order, law, and government. The final perspective provides an introduction to international conflict; lessons on… [PDF]

Savicevic, Dusan M. (1999). Adult Education: From Practice to Theory Building. Studies in Pedagogy, Andragogy, and Gerontagogy 37. This book summarizes the practical experiences and theoretical insights gained by the author during the past 30 years. The following are among the topics discussed: (1) literacy as a factor of social and individual development and basic human right (Yugoslavia's experience with correlation of primary and work-oriented professional education of young people; cooperation among nonaligned and other developing countries in the field of literacy; international cooperation in the struggle against functional illiteracy among young people); (2) relationship between work and adult education (role of knowledge in modern economic development, middle management and the revolution in adult education, significance of lifelong learning of engineers and technicians, recurrent education, adult education and social change, adult education and long-term unemployment); (3) universities and adult education (development trends and diversification of higher education, continuing professional education at…

Albala-Bertrand, Luis (1995). What Education for What Citizenship?. Educational Innovation and Information, n82 May. The International Project \What Education for What Citizenship?\, covering about 40 countries, is the first project ever conceived on such a scale and having a truly cross-cultural character. This publication discusses methods used to address some major questions related to increasing the relevance and efficiency of citizenship education. Discussion throughout is placed in the context of two major universalizing global trends: (1) the generalization of the free market economy, together with policies aimed at fast development; and (2) political transitions towards the establishment of democratic regimes. After describing the activities of the project and the need for citizenship education, a framework for building the concept of citizenship and the nature of citizenship education is presented. Four main content dimensions of citizenship education are reviewed: human rights, democracy, development, and peace. Five main criteria to approach citizenship education are identified:… [PDF]

Moseley, Christopher (1995). Mapping the Future of the World's Languages. The future of endangered languages is discussed, drawing on experiences in development of an atlas of language. Issues in the debate over language maintenance are examined, including the emotion-laden concept of ethnicity and relative youth of the concepts of human rights and linguistic geography. The fact that the atlas in question indicates only indigenous language use is also discussed, and cartographic reasons are noted. Description of the process used to create the atlas' first edition exemplifies the difficulty of indicating languages with small or widely dispersed populations. The case of Canada is used for illustration of the occasional conflict between synchronic and diachronic perspectives in atlas development, including the French/English situation in Quebec, shrinking indigenous language groups, widely varying population densities and composition, difficulties in gathering accurate and timely information, and extralinguistic factors outside the researcher's expertise or… [PDF]

Mosher, Darlean A.; Sia, Archibald P. (1993). Culturally Responsive Classrooms. The ethnic and cultural makeup of classrooms is changing rapidly, the percentage of school children of color is increasing, and the percentage of teachers of color is declining. This paper examines the challenge of preparing primarily white, middle-class teachers to create culturally responsive classrooms for all children. Teacher education programs should help teachers understand the broad concept of multicultural education, acquire basic cultural knowledge about ethnic pluralism, learn how to analyze their own and their students' ethnic attitudes and values, and develop a variety of culturally responsive methodological skills. Teacher educators can prepare culturally responsive teachers by helping them develop a clear understanding of the aims and goals of multicultural education and create a philosophical context from which to view ways in which multicultural education addresses cultural diversity. It is a commitment to basic human rights which implies that teachers in a… [PDF]

(1993). Assessing Your School Climate for Integration and Developing Strategies for Change [and] From Vision to Commitment. Kaleidoscopes: Project Change. Two papers address integration of students with disabilities and the implementation of change in special education services in Winnipeg (Manitoba, Canada) schools. The first paper briefly describes such Winnipeg programs as Project CHAMPS, which focuses on establishing enabling learning environments; the furtherance of human rights and accessibility in the schools; the Discover project, an active learning program on disability awareness; the Banner Project in which students create banners around the theme of integrating individuals with exceptionalities, which are then hung in community businesses; the Circle of Friends project, in which students commit to helping another student with special needs; the Yes I Can awards for students with disabilities; certificates of recognition for students who have assisted special needs students); and Project Learn, which promotes use of enabling technology in special education and employment. The second paper describes the overall goals and… [PDF]

Cassara, Beverly Benner (1993). Adult Educators with a Global Perspective. The profession of adult education provides many excellent opportunities to enhance global understanding. One way for adult educators to become involved in international activities is through the International Council for Adult Education (ICAE). As a federation of adult education organizations that are organized in seven regions throughout the world, the ICAE maintains a series of international networks that are currently focusing on four high priority issues: the education of women, the environment, literacy, and peace and human rights. Adult educators can participate in ICAE activities through its institutional members, including the American Association of Adult and Continuing Education (AAACE) and Coalition of Adult Education Organizations. Among the many ways in which adult educators can become involved in international activities are the following: reading information on international programs available in publications of the ICAE, United Nations, and adult educational… [PDF]

Stavely, Homer (1993). Working in a Wired World. The revolution in digital communication is bringing about profound changes in the ways people live, learn, and work. Three topics that address these changes are discussed. First is a set of ideas about the nature of information and information processing. Second is an Australian National Framework for competence in language, literacy, and numeracy that has recently been developed; and third is a set of ideas about productive diversity that are the focus of some recent explorations for the Australian Human Rights Commission and the Office of Multicultural Affairs. Nine elements of information processing are identified and discussed as follows: (1) configuration; (2) location; (3) concentration; (4) organization; (5) replication; (6) representation; (7) distribution; (8) scale; and (9) transformation. The newly developed framework offers a complex picture of competence as something occurring at three stages of skill (assisted competence, independent competence, and collaborative… [PDF]

Bhola, H. S. (1991). Evaluation Implications of "Education for All": Focus on Adult Literacy. The evaluative implications of adult literacy for all, as delineated by the World Conference on Education for All (held in Jomtien, Thailand, on March 5-9, 1990), are examined. These implications are presented in four interrelated sets related to different stakeholders at different parts of the system. The Education for All (EFA) initiatives encompass progressive concepts of development and education. Education is seen as a fundamental human right, and basic education for all is recognized as a historical moral imperative. The structure of an overall evaluation of the EFA initiatives should have two important aspects: (1) meta-purposes of developing and reinforcing a culture of information and building institutional capacity; and (2) focus on combining institutional accreditation with program evaluation. The evaluation system should incorporate the following principles: internal evaluation; macro-evaluation and micro-evaluation; necessary and sufficient data; quantitative and… [PDF]

Falkenstein, Lynda Carl (1983). Global Education: State of the Art. Research Summary Report. While American schools have long offered some kind of international education, the approach to this topic has been characterized by a Western orientation, a nationalistic perspective that conveys the superiority of the United States, an omission of information about other cultures, a message that all people are the same, and an elitist focus. Such approaches to international education are no longer consistent with the needs of an interdependent world. Global education, the effort to foster a world view and a realization of the interconnectedness of people, is a necessity, given the context of changes in social, economic, and political structure of the world. This approach emphasizes interdependence, diversity, empathy, multiple loyalties, cooperation, human rights, participation, change, and conflict management. Some significant models have been developed for teaching global education, among them the curricula developed by Minnesota, Florida, Chicago, and the Longview Foundation… [PDF]