(2017). Meta-Synthesis of Literacy for the Empowerment of Vulnerable Groups. Comunicar: Media Education Research Journal, v25 n53 p9-18. The vulnerability translates in concrete human groups that, although they know what occurs around them in a digital matter, by his own social and cultural condition they are alienated and, in this sense, away of the exercise of the information right. The aim has been to analyze the critical, media and digital literacy for the empowerment of vulnerable groups. The systematic review of the literature (meta-synthesis) covers the period between the years 1996-2016 and launched 202 documents, of which 117 fulfilled the inclusion criteria (105 documentary investigations and 12 qualitative studies). The results indicate that boys, teenagers and adults have been benefited and empowered by this literacy, many of them with low educational levels, in an economical disadvantage situation or have been alienated or excluded socially and culturally. The informal spaces for the media and digital training prevail as well as the reconceptualization reflection of the literacy, the reason why the… [PDF]
(2017). Cultivating the Ethical Imagination in Education: Perspectives from Three Public Intellectuals. Review of Education, Pedagogy & Cultural Studies, v39 n1 p39-59. Because the subject of imagination is both complex and can be conceived of in different ways, the focus of the first part of this article is to engage in a descriptive analysis of this faculty. With the help of Greene's intellectual predecessor and former teacher Hannah Arendt, Hannah Spector draws distinctions between imagination and other faculties to get a better grasp of its machinations. Imagination, as this article aims to illustrate, is different from memory or recollection; it is also not the same as divination or forecasting. However, the faculties of thinking and judging are dependent on the fundamental ability to imagine, and thinking and judging are linked to ethical concerns. Therefore these ancillary faculties are addressed as well. Spector also aims to illustrate that imagination can be a dynamic or a destructive force. As such, imagination on its own terms is not ethical. The second analysis turns to Greene's (1995) pre-eminent writings on imagination found in… [Direct]
(2015). Diasporic Reconciliations of Politics, Love and Trauma: Susan Abulhawa's Quest for Identity in "Mornings in Jenin". Advances in Language and Literary Studies, v6 n2 p127-136 Apr. Negotiating human conditions is an emblematic critical impetus of diaspora informed by multiple cultural possibilities practiced through the creation of multiple spaces that cross the realm of the "self" to that of the "other." It offers a locale to cross from the oppressed "self" to an understanding of an oppressor "other." Yet, diasporic negotiation is politically involved in the most responsible manner; it engages the contextual social realities in order to enable creative possibilities for overcoming the logic of the politics altogether. It invites a kind of political involvement that assures the "situatedness of the ethical" in a framework of moral humanistic realisations. The realisation of diasporic negotiations is dialogically engaged in manners that will give birth to new possibilities for human togetherness. In this essay, I trace the signs of diasporic negotiations of politics, love and trauma in Susan Abulhawa's… [PDF]
(2015). Becoming a High-Fidelity–"Super"–Imitator: What Are the Contributions of Social and Individual Learning?. Developmental Science, v18 n6 p1025-1035 Nov. In contrast to other primates, human children's imitation performance goes from low to high fidelity soon after infancy. Are such changes associated with the development of other forms of learning? We addressed this question by testing 215 children (26-59 months) on two social conditions (imitation, emulation)–involving a demonstration–and two asocial conditions (trial-and-error, recall)–involving individual learning–using two touchscreen tasks. The tasks required responding to either three "different" pictures in a specific "picture" order (Cognitive: Airplane?Ball?Cow) or three "identical" pictures in a specific "spatial" order (Motor-Spatial: Up?Down?Right). There were age-related improvements across all conditions and imitation, emulation and recall performance were significantly better than trial-and-error learning. Generalized linear models demonstrated that motor-spatial imitation fidelity was associated with age and motor-spatial… [Direct]
(1988). Analysis of Research and Lecturing Proposals That Meet Fulbright Quality Standards. Information on how to make an application for a Fulbright Award is presented to assist faculty members, young scholars, and women and minority group members who are often underrepresented in these scholarly opportunities. Ways to help applicants improve their chances of selection in a competitive process are identified. Every year, there are about 1,000 Fulbright awards for research and teaching in over 100 countries; most applications are not successful (e.g., in the 1983-84 program year there were 3,045 applications and 774 grants). Research awards are more competitive than are lecturing awards. In general, the competition is keenest for awards in popular areas such as Western Europe, Israel, Australia, and New Zealand. Some factors which influence the attractiveness of an award are: need for a foreign language; perceived attractiveness of living in a particular place; resources for productive research; personal safety; respect for human and civil rights; and cultural familiarity…. [PDF]
(1990). Literacy for Peace and Human Rights. ASPBAE Courier, n49-50 Dec. This publication contains 11 papers, all of which reflect the emphasis on literacy that continues to dominate adult education at the end of International Literacy Year. The papers include four presentations from conferences related to literacy held in 1990, one on literacy and peace held in Indonesia and one on literacy in China held in Macao. The 11 papers are: "Literacy and Peace Education: A Maori Viewpoint" (Te Ripowai Pauline Higgins); "The Consumer Movement's Efforts in Peace Building" (Joe Selvaretnam); "Fijian Literacy: Visions for a Literate Community" (Joseph Veramu); "Past, Present, and Future of Literacy Education in Korea" (Soon Chul Ko); "Education Is the Answer" (Catherine Tseng); "Why Adult Literacy?" (Inayatullah); "Literacy and Literacy Activities in Japan" (Ken Motoki, Mimoru Mori); "Strategies for Literacy and Functional Literacy" (W. M. K. Wijetunga); "Literacy and Peace… [PDF]
(1978). Science, World Politics, and Human Rights. Chemical and Engineering News, 56, 8, 34-47, Feb 78. Reviews controversies arising over the mistreatment of scientists and political intrusion into the scientific world, particularly via the Soviet Union. (SL)…
(1987). Genocide: The Ultimate Human Rights Problem. Social Science Record, v24 n2 p4-7 Fall. Argues for a more humanistic definition of genocide; one that includes the intentional murder of a group of human beings on the basis of any shared identity. Identifies the Holocaust as the world's major genocidal event but urges recognition of the Armenian, Cambodian, and similar tragedies. Proposes an early-warning organization to monitor and publicize genocidal tendencies. (GEA)…
(1985). Genocide: The Ultimate Human Rights Problem. Social Education, v49 n6 p448-52 Sep. The ongoing debate about what constitutes a genocidal act is analyzed. Discussed is a humanistic definition of genocide, i.e., the wanton murder of a group of human beings on the basis of any identity whatsoever that they share–national, ethnic, racial, religious, political, geographical, or ideological. Examples of genocide are provided. (RM)…
(1973). Women and the Human Rights Worker. Journal of Intergroup Relations, 2, 3, 116-124, Spr 73. Women are just beginning to receive serious attention in the equal opportunity laws in the United States. (DM)…
(1973). International Efforts to Secure Human Rights. High School Journal, 57, 1, 10-23, Oct 73. Article considered agreement as to what individual rights should be secured by international organization and the means of doing so. (Author/RK)…
(1981). Human Rights: \If Not Now, When?\. Today's Education: Social Studies Edition, v70 n2 p12-15 Apr-May. Offers a brief overview of civil rights activism in the United States, with particular regard to civil rights within the realm of education. Suggests that teachers have a responsibility to help young people build good images of themselves and to make them aware that cultural, racial, and sex differences can be viewed in a positive light. (DB)…
(1981). Human Rights in the Southern Cone. Bulletin of the Atomic Scientists, v37 n2 p24-28 Feb. Described are the effects of government intervention in Uruguay's universities, particularly on science teaching and research institutions. Effects include not only dismissal of science teachers and researchers, but also the disappearance of several prominent scientists. The results of these actions include lowered scientific productivity and loss of academic freedom. (Author/DS)…
(1989). Unesco's Practical Action on Human Rights. International Social Science Journal, v122 p585-94 Nov. Explains the purpose and history of United Nations Education, Scientific, and Cultural Organization (UNESCO). Reviews decisions that were made at the 1989 UNESCO Executive Board meeting and lists the number of cases that have been resolved by various UNESCO actions between the years 1978-1988. Concludes that each case is a positive step forward. (GG)…
(1996). On Power. Focus on Human Rights. Canadian Social Studies, v30 n3 p106-07 Spr. Presents a brief meditation on the power of women, the power of words, and the power of faith to enact social change. Discusses the work of Harriet Beecher Stowe, using her 1873 work "Women in Sacred History," to provide examples of women who made a difference. (MJP)…