Tamatea, Laurence (2005). The \Dakar Framework\: Constructing and Deconstructing the Global Neo-Liberal Matrix. Globalisation, Societies and Education, v3 n3 p311-334 Nov. The paper's focus is \The Dakar framework for action–education for all: meeting our collective commitments\, which presents the UNESCO, G8, World Bank and International Monetary Fund's blueprint for the \development\ of education globally by 2015. Taking a discourse analytic approach, discussion of the \Dakar framework\ make two claims. The first is that the \Framework\ has a Matrix-like effect in that it potentially closes out other ways of thinking about and practicing education. The second argument is that the apparent contradiction between its deployment of a human rights centered discourse and neo-liberal discourse that establishes this Matrix-like effect, must be understood as something more than simply an exercise in lies, deception and rhetoric. Rather, the Matrix-like effect of the \Framework\ succeeds not because the \Framework\ lies, but because it doubly exploits the very same ambivalence in liberal-humanism that facilitated the European control of \Others\ in an earlier… [Direct]

Veerman, Philip E. (1985). The Rights of the Child Today and in the Time of Janusz Korczak. The United Nations' Convention on the Rights of the Child is a major achievement in the struggle to extend human rights to children. Its antecedents include the efforts of Dan Mulock Houwer, Eglantyne Jebb, Gustave Ador, and the work and words of Janusz Korczak (pioneer in residential care and director of an orphanage in Warsaw between 1912 and 1942), whose writings can be of great help in understanding children's emotional lives. Of historical importance is Korczak's fresh look at the concept of childhood in which the similarity of children, particularly adolescents, and adults is emphasized. In contrast, children today as a whole are seen as having unique characteristics. A broad historical view suggests that, whereas economic prosperity freed Western youth from the duty to participate as adults in society, but now Western youth, sometimes for economic reasons, are excluded completely from participation in society. Today many children and adolescents want to participate more in…

Eisner, Kathy, Ed.; Theilheimer, Ish, Ed. (1995). Keeping the Doctor Away: Changing Views on Family and Community Health = Tenir le medecin a distance: Evolution des perspectives sur la famille et la sante communautaire. Transition, v25 n2 Jun. This quarterly newsletter issue, in English and French language editions, examines changing perspectives on family and community health, with a specific focus on activities, trends, and research dealing with Canada. Five feature articles include: (1) "New Rules: The Canadian Health Care System in Flux" (Lawrence J. Nestman), which comments on the changing Canadian health care system and the implications for Canadian families; (2) "Help at Your Doorstep," which provides excerpts from a new booklet on home health care; (3) "Health Promotion–A Family Affair" (Louise Potvin and Kathy Eisner), which looks at the role of health promotion and prevention in maintaining healthy families; (4) "Canada's Children and Their Families" (Denise Avard), which provides demographic information on child health and poverty and suggestions for improving the health of Canada's children; (5) Palliative Care Focuses on Families, which deals with providing comfort not…

Kisembo, Paul (1993). A Popular Version of Yash Tandon's Militarism and Peace Education in Africa. This book is a briefer, simpler popular edition of "Militarism and Peace Education in Africa." It is intended to interest the African peoples in the problems of peace and allow them to discuss and debate the issues of militarism and peace for Africa and to suggest solutions. It is also intended to interest leading organizations and people working at the grassroots level in urban and rural areas in problems of militarism and peace education. The first two chapters show how, in former times, militarism was brought to Africa by the Europeans through slave trade and colonialism. Chapter 3 shows how militarism continued after independence under neocolonialism in these forms: state terrorism, militarism based on ethnic nationality/conflicts, militarism resulting from "pastoralist conflicts," militarism resulting from cultural and religious conflicts, and militarism based on ideological conflicts. Chapter 4 explores how militarism is still connected to the exploitation… [PDF]

Hurwitz, Emanuel, Jr.; Tesconi, Charles A., Jr. (1974). Education for Whom? The Question of Equal Educational Opportunity. Basic research findings, concepts, ideas, and insights are explored in considering what is believed to be an old yet still crucial issue today–equality of educational opportunities. This document is said to serve seven purposes; introduction to the issue, analysis and illustration of major elements in the issue, illumination of the major role played by courts, clarification of the emerging and increasingly favored interpretation of the issue among social scientists, illustration of the ways in which concerned citizens and professionals believe that equal educational opportunity can occur, and identification of arenas in which certain interpretations of the issue might raise new educational issues. Each chapter is said to serve a particular function within a four-sided analytical framework. The functions are that of description, illustration, analysis, and projection. Chapters deal with: a description of the educational opportunity conflict, desegregation, and school finance;…

(1974). Future Think Program, San Jose City College, Spring Semester, 1974: Final Report of Evaluation. San Jose City College's Future Think Program consists of the following courses: Language, Culture, and Change; Third World Since 1945; Marriage and Family; Ecology and Man; Science Fiction; Introduction to Literature: Science Fiction; Introduction to Sociology; and Sociology/Fiction of the Future. An evaluation by an independent consulting firm was based on student responses to a comprehensive course and program evaluation instrument and on classroom observations. The 367 students completing the survey gave a favorable assessment of the program, courses, and instructors. They believed futuristics to be an important curriculum topic, felt their study had favorably affected their own thinking and planning for the future, and felt more responsible for the future of society. In-class observations showed that instructors were creative in melding instructional strategies to the requirements of the topic. To determine the integration of program materials with the general field of… [PDF]

(1968). World Assembly 1968. Overviewing the proceedings of the July 1968 World Assembly of the International Council on Education for Teaching (ICET) at Dublin, Ireland, the major portion of this pamphlet is composed of speeches on developments and needs in teacher education. Included are a discussion of the background and future activities of ICET ("The International Council on Education for Teaching: Action for the Future"), a presentation of problems and changes in teacher education in Ireland ("Persistence and Change: The Evolution of Teacher Education in Contemporary Ireland"), a consideration of the changes in the role of the teacher in today's society ("The Personal Development of the Prospective Teacher"), and a discussion of Australian views on the need for change in teacher education ("Education and Teacher Education in Australia"). Also presented are reports on the World Confederation of Organizations of the Teaching Profession (WCOTP) conference on education… [PDF]

Anderson, David J.; Ertenberg, Samantha; Kraft, Michael; Starbird, Caroline (2005). Teaching American Diplomacy Using Primary Sources: Cuba. Center for Teaching International Relations The purpose of this book is to allow high school students to examine the relationship between Cuba and the United States by studying a rich collection of primary materials and classroom-ready lessons which incorporate those materials. This book contains materials from 27 primary sources, including texts of speeches before the House and Senate, articles, legislation, and presidential speeches. Teaching American Diplomacy: Cuba is especially helpful in preparing students for Advanced Placement document-based questions. The sections of the book are: Section 1: U.S.-Cuba Relations ? A Brief History; Section 2: History Activities with Lesson 1: Historical Background of U.S.-Cuba Relations, Lesson 2: Re-writing History ? Missed Opportunities or Disaster Averted?, Lesson 3: Cuba, Castro, and the Cold War, Lesson 4: Using Economic Pressure to Influence Other Nations, Lesson 5: What is Next for U.S. Policy Toward Cuba?, Lesson 6: Shifting Foreign Policy: Carter vs. Bush; Section 3: Civics… [Direct]

(2000). Symposium on Girls' Education: Evidence, Issues, Actions. Proceedings. (Washington, DC, May 17-18, 2000). This symposium highlighted core issues of controversy in girls' education and developed implications for policy and practice. Its evidence-based discussion forum encouraged dialogue, debate, and increased interaction and developed partnerships among academic institutions, nongovernmental organizations, multilateral development agencies, and other policymaking institutions. The symposium was organized around six thematic panels: "Increasing Girls' Educational Participation and Closing the Gender Gap: Basic Education or Girls' Education?"; "Can We Effectively Balance Efforts to Improve Both Access and Quality?"; "Multisectoral Support for Girls' Education: Help or Hindrance?"; "Educating Girls or Educating Women: Debating the Resource Investment Dilemma"; "Creating Girl-Friendly Schools While Respecting Conventional Practices: Does Innovation Increase the Potential for Local Resistance?"; and "Partners, Adversaries, or Watchdogs:… [PDF]

(2000). Simposio sobre Educacion de Ninas: Evidencias, Temas, Acciones. Actas de sesiones. (Symposium on Girls Education: Evidence, Issues, Actions. Proceedings). (Washington, DC, May 17-18, 2000). This symposium highlighted core issues of controversy in girls' education and developed implications for policy and practice. Its evidence-based discussion forum encouraged dialogue, debate, and increased interaction and developed partnerships among academic institutions, nongovernmental organizations, multilateral development agencies, and other policymaking institutions. The symposium was organized around six thematic panels: "Increasing Girls' Educational Participation and Closing the Gender Gap: Basic Education or Girls' Education?"; "Can We Effectively Balance Efforts to Improve Both Access and Quality?"; "Multisectoral Support for Girls' Education: Help or Hindrance?"; "Educating Girls or Educating Women: Debating the Resource Investment Dilemma"; "Creating Girl-Friendly Schools While Respecting Conventional Practices: Does Innovation Increase the Potential for Local Resistance?"; and "Partners, Adversaries, or Watchdogs:… [PDF]

(2000). Symposium sur l'education des filles. Faits, Problemes, Actions. (Symposium on Girls' Education: Evidence, Issues, Actions. Proceedings). (Washington, DC, May 17-18, 2000). This symposium highlighted core issues of controversy in girls' education and explored implications for policy and practice. Its evidence-based discussion forum encouraged dialogue, debate, and increased interaction and developed partnerships among academic institutions, nongovernmental organizations, multilateral development agencies, and other policymaking institutions. The symposium was organized around six thematic panels: "Increasing Girls' Educational Participation and Closing the Gender Gap: Basic Education or Girls' Education?"; "Can We Effectively Balance Efforts to Improve Both Access and Quality?"; "Multisectoral Support for Girls' Education: Help or Hindrance?"; "Educating Girls or Educating Women: Debating the Resource Investment Dilemma"; "Creating Girl-Friendly Schools While Respecting Conventional Practices: Does Innovation Increase the Potential for Local Resistance?"; and "Partners, Adversaries, or Watchdogs:… [PDF]

Cone, Alicia A. (1997). Self-Reported Training Needs and Training Issues of Advisors to Self-Advocacy Groups for People with Mental Retardation. This report describes the self-reported training needs of advisors to self-advocacy groups for people with mental retardation in the United States. The results of a telephone survey of 90 advisors indicate that because of time, financial, and interest issues, training opportunities for advisors need to be time sensitive, inexpensive, and interactive. Training development should focus on formats such as on-the-job training, site visits, conference/workshops, role playing, video packages, and internships. This is especially true of advisors who are paid by service provider agencies because the data in this study have shown that the employing agency is not likely to participate in training opportunities that are time consuming and expensive. Computer based training placed in the lower half of a list of preferred training formats. Further, because of the ever evolving nature of the advisor's training needs, training opportunities for advisors also need to be flexible in content and… [PDF]

Vavrus, Michael (2002). Connecting Teacher Identity Formation to Culturally Responsive Teaching. This study hypothesized that discourses incorporating critical reflection on multicultural texts, lectures, and workshops in combination with autobiographical research on one's own teacher identity formation would deepen teacher candidates' realization of the importance of transformative multicultural education in teaching and learning and help move teacher candidates toward an anti-racist teacher identity. The study also hypothesized that teacher candidates, based on their teacher identify investigations, would be more receptive to notions of culturally responsive teaching and the importance of closing the achievement gap. Data were collected on 44 predominantly white, post-baccalaureate teacher candidates in the form of an autobiographical research project. Participants were given discrete autobiographical assignments that related to their identity formation as future teachers. Data from students' reflections confirmed both parts of the first hypothesis. Students embraced the… [PDF]

(1999). Health Promotion and Health Education for Adults. Adult Learning in the Context of Environment, Health and Population. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997). This booklet addresses the growing importance of health in adult learning and the interest in joint action. Section 1 describes the context, one in which substantial, but unevenly spread, progress has been made in improving global health. Section 2 examines the social aspects of health and explains how what is defined as health or sickness depends not only on individuals and biological factors but on the social and cultural environment within which individuals live, work, and interact. Section 3 defines health promotion, which builds on a social and cultural understanding of health and illness, as the process of enabling people to increase control over their health through advocacy and intersectoral action; health education as a component of health promotion; and community action as a key component of health promotion policies. Section 4 discusses the closeness between health education and adult learning as reflected in the similarity of goals and principles that characterize both… [PDF]

Engiles, Anita; Fromme, Cathy; LeResche, Diane; Moses, Philip (1999). Keys to Access: Encouraging the Use of Mediation by Families from Diverse Backgrounds. This document is intended to provide educators with guidance and strategies to increase the participation of families from diverse backgrounds in mediation programs to settle differences about educational programs for children with disabilities. Introductory information discusses what mediation is, who mediators are, a typical mediation process, and the relationship of education to culture. The document then presents 52 specific strategies organized into four categories: (1) policies and systems (e.g., adopt a policy that mediation services must be sensitive to cultural, linguistic and class differences); (2) education and outreach (e.g., involve families, parent training centers and advocacy groups in the development and distribution of education and outreach materials); (3) mediation procedures and processes (e.g., give preference to multilingual and culturally competent intake coordinators); and (4) mediators and practitioners (e.g., ensure that mediators and educators are aware… [PDF]

(1973). Due Process and Tenure in Institutions of Higher Education. Today's Education, 62, 2, 60-2, Feb 73. Draft statement developed by a joint task force of the National Society of Professors and the National Faculty Association of Community and Junior Colleges in consultation with the NEA office of General Counsel, NEA Higher Education, and NEA Programs for Human and Civil Rights. (Editor/CB)…

Krug, Mark M. (1970). Freedom and Racial Equality: A Study of "Revised" High School History Texts. Sch Rev, 78, 3, 297-354, May '70. A number of history textbooks that are widely used in secondary schools in the United States show bias in their treatment of the Negro fight for human and civil rights. Evidence of Negro courage is ignored, and many facts concerning the Civil War are blurred. (CK)…

Ferit Ba√ßa (2023). The Importance of Education for Democracy. International Society for Technology, Education, and Science, Paper presented at the International Conference on Research in Education and Science (ICRES) (Cappadocia, Turkey, May 18-21, 2023). A democratic government, whose power belongs to the people, serves all its citizens equally and protects their natural rights. Its highest priority is to treat and serve its citizens properly and fulfill their interests. In democratic regimes, conflicts and other social issues can be resolved through dialogue, compromise, and consensus between the government and people of a given country to have a better future. In a democratic society, civic education plays an important role in shaping people's values and behaviors, and it cannot be achieved without a stable and developed economy. However, the interest of the human society in education dates back to the dawn of civilization in ancient Greece, when Plato spoke about the importance of education in the development of the state. And, based on his initiative, he wrote at the entrance of the Academy, "Do not go inside unless you are a geometer." Plato's concept of geometry is used to understand a man with a high cultural and… [PDF]

Mejia, Fernando; Schonveld, Ben (1997). Rights of the Child in Ethiopia. This report to the United Nations Committee on the Rights of the Child contains observations of the World Organisation Against Torture (OMCT) concerning the application of the U.N. Convention on the Rights of the Child by the nation of Ethiopia. The report's introduction asserts that despite the considerable lip service being paid by Ethiopia's government to children's rights, OMCT is concerned that the needs of the Ethiopian child with regard to gross violations of human rights are being overlooked. The report then presents observations and recommendations in the following areas: (1) the age of criminal responsibility; (2) torture, ill treatment, or other cruel or degrading treatment: the absence of protection; (3) draft legislation concerning torture; (4) current legislation concerning torture; (5) the right to redress; (6) corporal punishment as a punitive measure; (7) physical chastisement in institutions; (8) general protection from violence for children; (9) children in… [PDF]

Palmerton, Patricia R. (1982). The Rhetoric of Opposing Constructions of Reality: Gay Rights in St. Paul. Fantasy Theme Analysis was used to examine the rhetorical clash of incongruent world views during the 1978 controversy over a gay rights ordinance in St. Paul, Minnesota. Fantasy Theme Analysis considers the individual and collective dramatizations of a group's goals, scope, and activities–the group's conceptualized reality, or fantasy theme–in evaluating the rhetorical effectiveness of the group. The three groups examined in this study and involved in the issue of gay rights in St. Paul were Citizens Alert for Morality (CAM), an antigay-rights group; St. Paul Citizens for Human Rights (SPCHR), a moderate group arguing in favor of gay rights; and the Target City Coalition, a "militant" gay rights group. Analysis of newspaper accounts, brochures, newsletters, broadcast materials, and advertisements during the controversies revealed the success of CAM over the other two groups. One of the strengths of the CAM rhetoric was the extent to which positions were justified within… [PDF]

(1996). UNICEF Annual Report, 1996. At this time, the United Nations Children Fund (UNICEF) is commemorating its 50th anniversary, under the slogan "children first." This annual UNICEF report reviews the organization's activities during 1995. An introduction by the executive director states that the report will give readers a sense of what UNICEF is doing with partners to rise to the program's challenges. Topics in the report include: (1) the U.N. Convention on the Rights of the Child–a powerful and wide-ranging legal instrument to promote and protect the human rights of children; (2) regional developments; (3) emergency countries (those suffering recent natural disasters or war); (4) child protection; (5) health; (6) nutrition; (7) safe environment; (8) urban issues; (9) basic education; (10) girls and women; (11) communication; (12) working together (national committees, non-governmental organizations, and inter-agency cooperation; (13) resources and management; (14) UNICEF income, donors, and… [PDF]

Aparicio, Teresa, Comp.; Dahl, Jens, Comp. (1990). IWGIA Yearbook 1989. Based on various international sources, this publication gives an overview of events affecting the indigenous peoples of the world during 1898. Part I, the International Work Group for Indigenous Affairs (IWGIA) Annual Report, describes the programs and activities of IWGIA during 1989. Part II addresses issues of political problems and progress, genocide, land disputes, health, and human rights. After an obituary for George Manuel, a great North American Indian leader, the yearbook focuses on particular geographic locations. A map for each section shows the names and locations of the indigenous people, as well as the population of the area. The report discusses the following areas: (1) the Arctic; (2) North America; (3) Central America and Mexico; (4) South America; (5) the Pacific; (6) Australia and Aotearoa (New Zealand); (7) East Asia; (8) Southeast Asia; (9) South Asia; (10) West and Central Asia; (11) Europe and North Asia; (12) Northern Africa; (13) West Africa; (14) the Horn…

Somach, Susan D., Comp. (1995). Issues of War Trauma and Working with Refugees. A Compilation of Resources. The Center for Applied Linguistics has compiled these resources on the subjects of war trauma and working with refugees to guide refugee service providers and classroom teachers. The materials include background information about trauma and posttraumatic stress disorder and specific information about problems of refugees and victims of war trauma. The selections in the compilation are designated Appendixes. The United Nations, through its High Commissioner for Refugees and its statement on the rights of the child (Appendix A) has recognized the problems children, especially those from Bosnia, face. Two appendixes (B and C) discuss trauma, posttraumatic stress disorder, and refugees. Two selections focus on children and trauma and consider general developmental issues and coping with grief and the aftermath of disaster. "War Trauma and Refugee Children" contains a description of a film about the effects of torture on children, a discussion of traumatic human rights abuse,… [PDF]

Lamb, Mary R. (1998). Passing as Teacher: Constructing a Lesbian Feminist Pedagogy. This paper describes some problems one teacher has had trying to develop a feminist pedagogy for a composition class that does not elide sexual orientation as an identity facet in the classroom. The paper focuses on two essays, Mary Elliot's "Coming Out in the Classroom: A Return to the Hard Place" (1996) and Susan Jarratt's "Feminism and Composition: The Case for Conflict" (1991). Seeking to combine both these approaches, the paper invokes Donna Qualley's argument that teachers should consider students' developmental stages when teaching critical thinking and theoretical concepts. It contends that coming out in the classroom is essential–for gay and lesbian civil rights, for human rights, for individual and social improvement–and it offers suggestions for working through problems associated with personal disclosures. According to the paper, the context of the composition classroom varies with the content, the thematic focus, the institution, the instructor,… [PDF]

Thomas, Franklin A. (1985). Race Relations and Ethnicity. This presentation focuses on the state of race relations in South Africa and the United States as viewed against the backdrop of threats to world peace. It is argued that pluralism is likely to persist within most societies and should be recognized as both a potential threat and a potential benefit. As a strategy for peaceful pluralism in both South Africa and the United States, three key principles are articulated: (1) respect for the inherent equality of individuals and protection of their civil liberties; (2) equitable access to political and economic power; and (3) encouragement of society's peacemakers. Americans, it is argued, should feel especially responsible for human rights in South Africa because: (1) it is morally right; (2) it is the obligation of the free world's leading power; (3) the people of South Africa want the understanding of the United States; and (4) the United States has extensive interests in South Africa. In the United States itself, although blacks,…

Cahn, Steven M., Ed. (1990). Morality, Responsibility, and the University. Studies in Academic Ethics. This book presents 14 essays from American philosophers who critically investigate the moral issues generated by academic life. Topics addressed include free speech on campus, justifications for tenure, faculty appointment and evaluation procedures, the differing demands of research and teaching, sexual harassment, parietal rules, business/university partnerships, and the ideal of institutional neutrality. Essays and their authors are as follows: "Human Rights and Academic Freedom" (Alan Gewirth); "Free Speech on Campus" (Judith Wagner DeCew); "Tenure: Academe's Peculiar Institution" (Andrew Oldenquist); "Ethics in Academic Personnel Processes: The Tenure Decision" (Rudolph H. Weingartner); "The Research Demands of Teaching in Modern Higher Education" (Theodore M. Benditt); "The Truth, the Whole Truth, and Nothing but the Truth" (Paul D. Eisenberg); "The Ethics of Graduate Teaching" (Robert Audi);…

Cogan, John (1988). Dateline. AIDS: A Global Test for Democratic Principles?. Social Education, v52 n2 p129-30 Feb. States that social studies teachers should present the available factual information about Acquired Immune Deficiency Syndrome (AIDS) in terms of what is happening globally and examine questions of human and civil rights raised by the disease. Provides a list of facts and discussion questions for classroom teachers. (GEA)…

Lacroix, Anne-Laurence; Mejia, Fernando (1995). Rights of the Child in Senegal. This report to the United Nations Committee on the Rights of the Child contains observations of the World Organisation Against Torture (OMCT) concerning the application of the U.N. Convention on the Rights of the Child by the Republic of Senegal. Part 1 of the report, "Preliminary Observations," discusses Senegal's ratification of the Convention on the Rights of the Child and its participation in other international instruments relating to human rights which condemn the practice of torture. Part 2, "General Observations," discusses in detail Senegal's legislation regarding torture and crimes against children and points out perceived inadequacies in policy and practice. Part 3, "Children in Conflict with the Law," details Senegal's Penal Code with regard to minors, pointing out areas for improvement. Part 4, "Conclusions," asserts that the International Secretariat of OMCT/SOS-Torture laments the excessively condensed manner in which Senegal… [PDF]

Gray, Andrew (1989). Yearbook 1988. IWGIA: 20 Years. The theme of this yearbook is the work of the International Work Group for Indigenous Affairs (IWGIA) during the 20 years of its existence and the enormous growth of the indigenous movement in that time. Section 1 traces IWGIA's history and includes the annual report for 1988. Section 2 is a global view of the main events in the indigenous world during 1988, presenting a comprehensive panorama with facts, texts, maps, and population figures. In 1988 atrocities against indigenous peoples continued on a huge scale and included mass killings, land alienation, and cultural destruction. Section 3 looks at developments in the International Labour Organization's (ILO) Revision of Convention 107 and the formation of the Declaration of Indigenous Rights at the United Nations. This section includes interviews and statements from five indigenous participants at ILO and UN meetings. Papers in section 4, the "focus" section include "Funding Deforestation: Conservation Woes at the…

Schoolland, Ken (1986). Ijime: The Bullying of Japanese Youth. International Education, v15 n2 p5-28 Spr. "Ijime," which means the intimidation of the weakest people in a social group, has become prevalent in the Japanese educational system. Between April and October of 1985, 155,066 cases of bullying were reported in Japan's schools. The education council cites the rigorous discipline measures undertaken by teachers as the cause of rising violence by students. Reports of student deaths and abuse at the hands of teachers have been made. The young people of Japan are subjected to a system of strict regimentation in which school becomes all-consuming. Seventy-three percent of Japan's voters are dissatisfied with the current educational system. Former Prime Minister Nakasone instructed the Ministry of Education to initiate a sweeping investigation of the causes of violence and possible solutions. Some believe that fostering morality and patriotism in the schools can avert the crisis. The education council has said that the most important reform is to eliminate the uniformity and…