(1999). Cultural Citizenship in the 21st Century: Adult Learning and Indigenous Peoples. Adult Learning and the Challenges of the 21st Century. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education. (Hamburg, Germany, July 14-18, 1997). This booklet, which was produced as a follow-up to the Fifth International Conference on Adult Education, examines cultural citizenship in the 21st century: adult learning, and indigenous peoples. The booklet begins with an introduction and overview of the current situation of indigenous peoples throughout the world, including recent changes in thinking with regard to indigenous peoples. Three approaches to human rights for indigenous peoples are considered: the concept of universal human rights; the system of protection of minorities within existing states; and peoples' rights to self-determination. The following four pillars of learning with regard to indigenous peoples are explored: (1) learning to be (the right to self-identification and self-definition); (2) learning to know (the right to self-knowledge); (3) learning to do (the right to self-development); and (4) learning to live together (the right to self-determination). The six recommendations for follow-up that conclude… [PDF]
(2006). Language, Education and the Rights of the Child. World Englishes, v25 n1 p155-166 Feb. In this paper, the author aims to explore the connections between the right to basic education through the medium of the mother tongue and the right to education. She concentrates on child labor in India in general, and in Maharashtra, a state in Western India, in particular. She draws her data mainly from Pune (population 3,000,000), one of the larger cities in Maharashtra, but one may extrapolate from Pune to the rest of the state. An examination of the two rights as they apply to child laborers suggests that there is no necessary link between the two that would imply failure to provide mother tongue education results in deprivation and an infringement of basic human rights. Implications of this study for social workers, educators, linguistic rights researchers, and bilingual studies are discussed…. [Direct]
(2008). A Comparative Study on Children's Perceptions of the Child Rights in the Turkish Community of Turkey and Northern Cyprus. Education, v129 n2 p224-234 Win. Developed communities make the children's right education a major part of the primary education, relating it with the human rights education. There are two sides with respect to the children's rights: the children themselves and their family and the school that have rights and interests in them and that determine the radius of action of children in terms of the social life. Both sides should know their rights and responsibilities to exercise these rights. The objective of this study is to determine the extent of children's awareness of their rights and the variables that are effective in it, and to provide data for a study that will make a comparison in this matter in terms of the efficiency of the new citizenship education program to be implemented in the future. This study was planned, aiming at determination of the situation, to consist of open-ended questions, application consisting of minimum 2 teaching periods, a test to be given for the purpose to reveal the change in… [Direct]
(2008). Frequency and Correlates of Spouse Abuse by Type: Physical, Sexual and Psychological Battering among a Sample of Iranian Women. International Journal of Mental Health and Addiction, v6 n3 p432-441 Jul. Introduction: Violence against women is one of the main, yet neglected, social problem in many countries. Unpublished reports and other anecdotes suggest a high rate of violence against women in Iran. This preliminary study was developed to examine the frequency and correlates of physical, sexual, and psychological violence against women in this country. Materials and Methods: The study undertook structured interviews to identify the women who were abused by their spouse. This study was performed in two phases. The first phase involved the clarification of the concept of spouse abuse, designing a survey instrument, and fine-tuning the survey instrument through validity and reliability testing. The second phase consisted of the recruitment process through a multistage sampling method and administration of the survey instrument. Results: In total, 650 women consented to participate in this study. Thirty nine percent of women were victims of physical violence. Thirty percent of… [Direct]
(1992). CSCE and Information: Proceedings of a Seminar of Experts (Tampere, Finland, April 24-27, 1992). Publications Series B 36/1992. This report provides the proceedings of an expert seminar, held during the preparatory meeting of the Conference on Security and Co-operation in Europe (CSCE) summit, which was designed to contribute to the new media orientation of the CSCE. The proceedings notes that the main media issue in the 1990s is no longer to legitimize freedom over censorship but to guarantee that the mass media will actually serve the citizen's right to communicate as prescribed by Article 19 of the Universal Declaration of Human Rights. Papers in the proceedings are: (1) "The Human Right to Communicate in a Civil Society" (Cees Hamelink); (2) "From Governmental Regulation to Market Regulation: Press Law and the Meaning of Article 10 of the European Human Rights Convention" (Dirk Vorhoof); (3) "Old Problems in a New Environment: Broadcasting Legislation in Eastern Europe and the Republics of the Former Soviet Union" (Wolfgang Kleinwachter); (4) "New Freedoms–Old… [PDF]
(1990). The Essential Theory of Literacy and Its Implications for Programming and Evaluation. Anecdotal evidence from literacy educators sometimes suggests that many people can do well despite being illiterate; however, this perspective ignores the essential theory of literacy. This theory rests on the premise that the most essential difference between human beings and other creatures is the human ability to make \symbolic transformations.\ Today the capacity to deal with symbolic transformations (writing) is almost universal. Literacy then can be justified in terms of its essential nature. So construed, literacy is self-justified: literacy for the sake of literacy, as a fulfillment of the human biosocial destiny, and therefore, as a human right. Literacy is \potential added\ to newly literate people. The essential theory of literacy is linked with the concept of\symbolic capital.\ This refers to the body of knowledge made possible by literacy that can be owned by individuals, groups, and cultures. An equitable distribution of societal knowledge capital is part of the… [PDF]
(2008). New Public Management and Public Services for People with an Intellectual Disability: A Review of the Implementation of "Valuing People" in England. Journal of Policy and Practice in Intellectual Disabilities, v5 n3 p178-186 Sep. Public policy for people with an intellectual disability has been shaped since 1945 by universalistic ideas of human rights and social inclusion. These universalistic ideas are increasingly under challenge from consumerist ideas, which is reflected in public policy in the New Public Management (NPM). NPM involves a critique of poor coordination and quality in public services, and proposes the enhancement of consumer choice through a greater diversity of providers and market mechanisms to allow consumers to select between them, partnership arrangements to improve coordination, and target-setting and monitoring by governments. NPM has been widely applied internationally in the reform of public services, and has been implemented for services for people with an intellectual disability in England, following the white paper "Valuing People" in 2002. There is limited research data on the outcome of this policy, but it indicates that: (1) enhanced choice to be achieved by… [Direct]
(1975). Examining the Desegregation Process. Integrated Education, 13, 3, 127-130, May-Jun 75. This testimony, by a research associate at Brookings Institute before a public hearing of the New York City Commission on Human Rights in May 1974, reviews the controversy that has been raging for the last couple of years about whether or not school desegregation does any good for the education of children-including the 1972 article by David Armor called \The Evidence on Busing\, in a 1972 issue of \The Public Interest\. (Author/JM)…
(1977). Creative Arts for the Severely Handicapped. The monograph on creative arts for severely handicapped persons presents 18 papers on program development and implementation. Among topics addressed are personnel preparation, self expression as a human right, mainstreaming severely and profoundly handicapped children in creative arts, square dancing, adapting wheelchair dance, arts for the visually handicapped, theatre for the deaf, drama for the mentally retarded, research in creative arts for the handicapped, music and rhythms, motor creativity, and motion photography. (CL)…
(1974). Making Public Employment a Model of Equal Opportunity. A Report of the Proceedings of Regional Civil Rights Conference sponsored by the U.S. Commission on Civil Rights (2nd, Boston, Massachusetts, September 22 – 24, 1974). Separate papers address the following topics in the proceedings of this Regional Civil Rights Conference: impacting equal opportunity in public employment; strengthening state and local agencies, and improving relationships among those agencies and between them, the U. S. Commission on Civil Rights, and other federal agencies; strengthening the local human rights agency, and the growth of civil rights agencies. The proceedings contain brief summaries of workshops and several state caucus reports (Vermont, New Hampshire, Maine, Massachusetts, Rhode Island, Connecticut). (JM)… [PDF]
(1979). Civil Rights in Maine. Proceedings of a consultation sponsored by the Maine Advisory Committee to the U.S. Commission on Civil Rights (Augusta, Maine, November 16-17, 1978). This publication records statements made by representatives of some 20 organizations at a Consultation on the Status of Civil Rights in Maine. Following the chairperson's introductory remarks, presentations on the following five sets of issues are offered: (1) general and multiple civil rights issues (the Maine Human Rights Commission, the Pine Tree Legal Assistance, Inc., and the Maine Division of Community Services); (2) racial, ethnic, and national origin discrimination issues, specifically the experiences of Blacks, Franco-Americans, and Native Americans in the State (the National Association for the Advancement of Colored People, the Central Maine Indian Association, the Association of Aroostook Indians, and a professor of sociology at the University of Southern Maine); (3) sex discrimination issues (the Maine Commission for Women, the National Organization for Women, the Maine Women's Lobby, the Maine Teachers Association, the Portland Family Crisis Shelter, and the American… [PDF]
(1997). Equity and Excellence in Education for Development. Education and Development: Tradition and Innovation, Volume Two. This volume focuses on the exclusion of two major populations, girls and those with special educational needs, from their human right to primary education. Contributions address the entitlement to primary education in a context broader than that of education alone, including health and nutritional dimensions, and exposing infringements of human rights in special populations. The following are included: (1) \In the Name of Tradition: Human Rights Abuses of Women\ (Eva Gamarnikow and Monika Reinfelder); (2) \Where Women Are Respected, Gods Roam There\ (Jean Anderson); (3) \Developing a Gender-Based Approach to Planning\ (Diane VanBelle-Prouty and Shirley Miske); (4) \Education and Training for Work: A Gender Perspective\ (Fiona Leach); (5) \Curricular Interventions: A Means To Promote Girls' Education\ (Momtaz Jahan); (6) \Access and Empowerment through Distance Learning: Women into Technological Education\ (Karen Evans); (7) \Helping Teachers To Respond to Student Diversity in…
(2000). Recommendations: National Inquiry into Rural and Remote Education. In February 1999, the Australian Human Rights and Equal Opportunity Commission initiated the National Inquiry into Rural and Remote Education, which investigated the provision of education for children in rural and remote Australia. The inquiry took evidence at formal public hearings in 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 287 written and e-mailed submissions. The inquiry also commissioned a survey from Melbourne University to which 3,128 individuals responded. This report presents the inquiry findings related to rural education outcomes, responsibility for education, the policy context, and the human rights context. It offers 73 recommendations organized by five necessary features of school education: availability, accessibility, affordability, acceptability, and adaptability. The report makes the adoption of these five… [PDF]
(1973). Employer's Manual on Affirmative Action in Employment. The express purpose of this manual is for its use by business and industry in Kentucky as an aid to eliminate discrimination. Affirmative action is defined here as a comprehensive effort by an employer designed to: employ women and minority persons where they are under-utilized; include minority persons and women in all facets of the company's operations–from management to maintenance; increase company awareness of an interest in the whole of its community; and, insure that company policy toward equal opportunity is not negative, and not neutral–but positive. A model plan is detailed. It is asserted that the manual should be used by a company in developing its own affirmative action policy; that it incorporates quite specific and comprehensive policies and procedures, which, if adopted and followed, should help a company move toward the goal of equal employment opportunity. Testing and other employee selection criteria are discussed. Several lists of Kentucky-based organizations… [PDF]
(2006). Universalizing Nine-Year Compulsory Education for Poverty Reduction in Rural China. International Review of Education, v52 n3-4 p261-286 May. Lack of access to basic education leads to diminished individual and national capabilities, therewith furthering cycles of poverty. An equitable education system meeting basic learning needs represents not only a human right, but also a means for reducing poverty, promoting productivity, and sustaining development. The Government of China–the most populous developing nation, the majority of whose citizens live in rural areas–has been committed to universalizing nine-year compulsory education among school-aged children and eliminating illiteracy among youths and adults aged 15-45. This study examines lessons learned from China's efforts in these areas. It also reports on current challenges and trends in a new national initiative for achieving high-quality universal basic education by the year 2007…. [Direct]