(2000). The Tibet Question. [10th Grade Lesson]. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World. In this interdisciplinary curriculum unit, students examine and debate the relationship between China and Tibet. Students are expected to produce a mock television report covering topics related to the Tibet question, such as historical issues, the policies of the U.S., Chinese, and Tibetan governments, and human rights concerns. Students are provided with background information, detailed instructions, on-line resources, and reflection questions. The teacher's notes describe the unit's purpose, its correlation to history/social science and language arts standards, and how to conduct the lesson, including management and assessment tips. (RJC)… [PDF]
(1998). The Preliminary Development of a Vocabulary List for Osaka Jogakuin Junior College's First Year English Program. Journal of Osaka Jogakuin Junior College, p97-108 March. A project to develop word lists for first-year English as a second language instruction at Osaka Jogakuin Junior College (Japan) is described. The lists were drawn from high-frequency vocabulary lists, with word selection based on course unit themes and rhetorical patterns. These include: introduction/people and places; women's issues; internationalization; human rights; media and consumer society; and social responsibility. Some additional words, not based on unit content, were also included. The final selections are presented. Future steps to be taken in developing appropriate vocabulary lists are discussed. (Contains 13 references.) (MSE)… [PDF]
(2000). Emerging Themes: National Inquiry into Rural and Remote Education. Public consultations had revealed that access to education was a significant concern in rural and remote areas of Australia, particularly in relation to ongoing economic decline. In response, the Australian Human Rights and Equal Opportunity Commission initiated the National Inquiry into Rural and Remote Education. The inquiry took evidence at formal public hearings in the capital cities of every state and territory and at less formal meetings with parents, students, educators, and community members in rural and remote areas of every state and the Northern Territory. The inquiry received 300 written and e-mailed submissions, including one from the government or education department in every state, the Northern Territory, and the Commonwealth. The inquiry also commissioned a survey from the Youth Research Centre at Melbourne University to which 3,128 individuals responded. This report summarizes major concerns raised by the public, drawing on selected quotes that are broadly… [PDF]
(1983). Free Speech Yearbook 1982. Volume 21. The six articles in this collection deal with theoretical and practical freedom of speech issues. Topics covered are (1) freedom of expression and the Mormons for the Equal Rights Amendment (R. J. Jensen); (2) the U.S. Supreme Court and the First Amendment (W. A. Linsley); (3) antipornography campaigns (R. McGaffey); (4) the human rights advocacy of El Salvador's Archbishop Oscar Romero (J. E. Schuetz); (5) foreign travel as a First Amendment right (R. S. Rodgers); and (6) 19th century speaker bans (J. A. Samosky). A bibliography of materials pertaining to freedom of speech is also included. (JL)…
(1978). Fostering a Pluralistic Society through Multi-Ethnic Education. Fastback 107. The purpose of multiethnic education is to prepare all students to live harmoniously in a multiethnic society. Multiethnic education pursues these goals by reflecting ethnic diversity in the curriculum, dealing directly with ethnic group similarities and differences, and helping students understand their uniqueness in a pluralistic milieu. Although most teachers do not intentionally discriminate against minority students, they generally reflect majority attitudes as a result of having been reared in middle- or lower-middle-class homes and communities away from concentrations of minority and lower-socioeconomic groups. Also, teachers are generally not prepared professionally to recognize and deal positively with ethnic differences as educational tools. Although great impetus to equal education was given by the 1954 Supreme Court decision in Brown v. Topeka Board of Education and by the Civil Rights Act of 1964, progress toward school desegregation has been slow. Teaching and… [PDF]
(1993). Academic Freedom 2–A Human Rights Report. The ten essays in this book examine issues related to academic freedom and university autonomy. Chapter 1 serves as an introduction, providing an overview of the situation in universities worldwide, including national and international initiatives to promote academic freedom. It also discusses the role of the World University Service in this endeavor. Chapter 2, "The Right to Education: Its Significance and Limitations" (Manfred Nowak), reviews international initiatives to guarantee a right to education for all peoples, discussing the significance and limitations of such initiatives. Chapters 3 through 10 survey academic freedom and university autonomy in various nations: "Burma (Myanmar)" (Martin Smith); "Lebanon" (Anonymous); "Malawi" (Richard Carver); "Palestine (the Occupied Territories)" (Penny Johnson and Mark Taylor); "Paraguay" (Jorge Lara Castro); "Sri Lanka" (Hema Goonatilake); "Sudan" (Leah…
(2007). National and European Identities: Notions of Reconcilability and Inclusiveness in a Case Study of German Trainee Teachers. Compare: A Journal of Comparative Education, v37 n1 p89-104 Jan. The link between formal education and national identities is widely acknowledged. Empirical research on national and supranational identities of teachers, however, is still relatively rare. Whilst a number of studies consider the special population of teachers, these contributions do not consistently focus on national and supranational identities. Based on a case study of 72 trainee teachers from Baden-Wurttemberg (Germany), the present paper looks at the reconcilability of national and European identities and explores notions of the European Union in terms of cultural and geographical inclusiveness. Findings on the case study level are considered in their own right, but also compared to findings on the regional, national and European level, using relevant Eurobarometer survey data. The article shows that high levels of attachment to nation and high levels of attachment to Europe do not have to be mutually exclusive. It also demonstrates that, for most trainee teachers, the European… [Direct]
(1979). A Sense of History: The Relationship of Social Awareness to Human Relations in the Classroom. The results of two class surveys of students in a course addressing racism and discrimination in educational and social service systems are analyzed. The course objective was to help students develop the personal insight and analytical skills needed to synthesize information on human rights issues. The study indicated that the students were not very knowledgeable about issues affecting people culturally different from themselves. It is suggested that development of the cognitive skills necessary to improve human relations and create social change may be an abstract exercise for socially unaware students with little affective learning occurring. (JD)…
(1975). Title IX: Human Rights in School Sport. This paper focuses on Title IX, a part of the Federal Education Amendments of 1972, and its effect upon human rights in school sport. The paper is divided into three sections. The first section reviews the purpose of Title IX and the historical developments which led to its establishment. It states that Title IX was enacted to eliminate sexual discrimination in educational programs and activities, since until recent years few opportunities for women to engage in sport and athletics had been provided by society. The next section deals with the implications of Title IX as it relates to educational institutions. It states that application of Title IX to secondary school sport will take time, continued effort, and patience. The paper mentions that the generalities of the law, the lack of specific guidelines, and the hesitancy of many administrators to respond to the need for change will undoubtedly contribute to its slow implementation. In the final section Title IX is reviewed from a… [PDF]
(1967). Poverty, Education and Race Relations: Studies and Proposals. The 14 papers in this book discuss and suggest ways of dealing with the effect of poverty and discriminatory race relations on education. The bulk of them were developed for a series of 28 television programs, which later served as the basic unit for the 1966 institute for teachers on the disadvantaged at Tufts University. The subjects treated are social services and social change; education, employment, and civil rights for Negroes; human relations in urban and suburban settings; the Negro in American history; the importance of an interracial learning experience; wasted talent as a result of low motivation and achievement; educational change; methods and materials in intergroup education; political socialization and race relations; employment opportunities for members of minority groups; and human rights in world affairs. A selected annotated bibliography follows the papers. (EF)…
(2004). Diversity in BC Schools: A Framework. British Columbia Ministry of Education Diversity in BC schools is an overarching concept that reflects a philosophy of equitable participation and an appreciation of the contributions of all people. It is a concept that refers both to our uniqueness as individuals and to our sense of belonging or identification within a group or groups. Diversity refers to the ways in which we differ from each other. Some of these differences may be visible (e.g. Race, ethnicity, gender, age, ability), while others are less visible (e.g. Culture, ancestry, language, religious beliefs, sexual orientation, socio-economic background). The purpose of this document is to: (1) assist the school system in meeting its obligations under the Constitution Act, the Canadian Charter of Rights and Freedoms, the BC Human Rights Code, the Multiculturalism Act, the Official Languages Act, the Employment Equity Act, and the School Act; and (2) assist the school system in its ongoing efforts to create and maintain learning and working environments that are… [Direct]
(2008). Arts and Cultural Education at School in Europe. Slovenia 2007/08. Eurydice This paper focuses on Slovenia's arts and cultural education. The Ministry of Education and Sport is responsible for laying down the aims for cultural and creative dimensions of education. Concerning the creation of the curriculum related to culture and creativity (both within education) and the arts curriculum, most curricular decisions are made at the national/central level. The cultural and creative aims laid down by the Basic School Act include: (1) To educate for a continuous development and an active role in the democratic society, including self-awareness and responsibility towards oneself, personal health, other people, personal and other peoples' cultures, natural and social environment; (2) To develop pupils' awareness of their national background and national identity, their knowledge about the history of Slovene nation, their cultural and natural heritage; and to promote responsible citizenship; (3) To educate for common cultural and civilisation values, which originate… [Direct]
(1982). Education for International Understanding. Report of Regional Seminar on the Development of Unesco Associated Schools Project in Asia and the Pacific (Seoul, Republic of Korea, October 27-31, 1981). This report on an Asian Regional Seminar is presented in two parts. In part one, a review of the reports of the countries participating in the seminar shows that there is continuity in adherence to the objectives of the Unesco Associated Schools Project set forth in 1953, which were: (1) to increase knowledge of world problems and global cooperation, (2) to develop international understanding through the study of other cultures, (3) to increase knowledge and observe the principles of human rights, and (4) to appreciate the workings of the United Nations system in trying to achieve universal peace, friendship, and progress. A summary of the seminar discussion, a synthesis of difficulties, problems, and issues, and recommendations are presented. The country reports in part two illustrate variance in approaches to education for international understanding and human rights and obstacles inherent in the realities of global politics and nationalism. Country reports for Bangladesh,…
(1994). Civic Education in Former Communist Countries of Central and Eastern Europe. This paper discusses the efforts of educators in the former communist nations of central and eastern Europe, particularly those of Estonia and Poland. In spite of diverse histories and cultures, each of these nations has shared a legacy of totalitarian communism imposed by the former Soviet Union. This inheritance has afflicted all former communist countries of this region with handicaps that fundamentally obstruct their march toward authentic constitutional democracy. This paper discusses three common problems in the way of reconstructed civic education for liberal constitutional democracy: (1) conceptual confusion or different meanings, often subtle shades of difference, attached to key words by civic educators from the West and their counterparts from former communist countries; (2) constitutional cynicism or an undervaluing or skepticism about constitutions as effective instruments for the rule of law and protection of human rights; and (3) democratic ethnocentrism or a blend of… [PDF]
(1991). Proclaiming Migrants Rights. The New International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families. Churches' Committee for Migrants in Europe Briefing Papers No. 3. In December 1990, the United Nations General Assembly approved the new International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families. This international agreement broadly defines the rights of migrant workers and their families and offers some means to review the compliance of nations in upholding these rights. This illustrated booklet contains three articles about the agreement and is intended to stimulate the campaign for adoption by 20 member nations necessary for ratification. "The Origins and Importance of the Convention," by Shirley Hune, describes migrants as an unprotected, frequently exploited population; reviews the compromises and dilemmas of the drafting process; and outlines highlights of the agreement. In "A Brief Guide to the Text," Patrick Taran presents an abstract of the agreement's preamble and each of its 93 articles. These include scope and definitions of the convention; the extension of…