(2004). McEducation Marginalized: Multiverse of Learning-Living in Grassroots Commons. Educational Studies: Journal of the American Educational Studies Association, v36 n1 p58-73 Aug. Fast food explored both as metaphor and social reality help us challenge the assumptions about education as a universal good transformed into a universal human right. Relations between education, development, and \one world\ discourses expose the incommensurability of Western liberal ideals with diverse cosmo-visions now flourishing among innumerable grassroots cultures. Initiatives for learning and living that now marginalize markets, thereby regenerating common peoples' commons, are also explored in this article….
(2005). Navigating Unchartered Waters: Peace within Hearts, Hands & Minds. Higher Education Policy, v18 n4 p341-351. This paper is motivated by a need to foster worldwide institutional collaboration and to reconsider conceptualizations of teaching, learning and researching education, encompassing a concern with human rights and a culture of peace. Education is a fundamental element in all processes that aim to build a culture of peace and human rights (UNESCO, 2000). It is more than the provision of information, it is a lifelong, value-based process of improving knowledge and action within the framework of the principles of the international instruments of human rights. My paper is underpinned by the underlying principle of Mahatma Gandhi's philosophy of non-violence, Satyagraha and Ahimsa. In this paper, I articulate that in the context of deep human crisis in the 21st century, the education of future citizens need to be redressed so that a better balance is achieved between academic excellence and human values and moral perceptions. The making of moral citizens must mean persons with "human… [Direct]
(2010). Improving Aid Effectiveness or Transforming the Global Capitalist System. Current Issues in Comparative Education, v13 n1 p37-43 Fall. In the introduction to his article, \Aid, Development, and Education,\ Klees (2010) poses the question, has the \hundreds of billions of dollars in international aid… loaned to [or otherwise targeted to \assist\] developing countries through bilateral and multilateral mechanisms… helped?\ He then posits the question to be \too complicated to be well specified\ for empirical study, in part because \there are a myriad of interactive factors that affect poverty and economic growth besides aid\ and \international aid serves many [other] purposes.\ After reviewing a set of recent books on aid (Dichter, 2003; Easterly, 2008; Moyo, 2009; Riddell, 2007) framed mainly by authors subscribing to a neoliberal capitalist perspective, Klees concludes by stating that \the best anyone can say is that the situation could have been a lot worse than it is now without aid.\ Ironically, though, this conclusion may apply to: (1) the quality of life for all human beings; and/or (2) the compensatory… [PDF]
(1992). Selection of Least Restrictive Behavioral Interventions for Use with Students with Disabilities. Appendix H to the Utah State Board of Education Special Education Rules. The purpose of these Utah behavioral intervention policies and procedures is to provide state-of-the-art guidelines for educators dealing with the behavior problems of students with disabilities. The standards serve to assure that students have access to effective education procedures and due process, and that school districts minimize their risk of being involved in due process hearings and litigation. The guidebook describes the functions, composition, and responsibilities of the Utah State Office of Education Human Rights Committee, the Professional Peer Review Committee, local human rights committees, and the Individualized Education Program Team. It provides sample forms for summarizing interventions, acquiring parental consent, summarizing committee actions, and implementing emergency procedures. Behavioral interventions are then discussed, including: (1) preliminary strategies such as environmental engineering, pacing, home notes, precision commands, and parent conferences;… [PDF]
(1977). INTERdependence Curriculum Aid. Stressing global interdependence, this guide suggests resources, materials, and activities related to major world problems. Global interdependence is interpreted as connections between and among nations in areas of war and peace, human rights, environmental use, economics, and international law. The major objective is to help students understand the international moral, political, economic, and geophysical dimensions of world problems. Following a discussion of the concept of interdependence and a listing of resources, the document presents eight units related to global concerns: food and nutrition, global economy, human rights, oceans, peace, resource scarcity, science and technology, and international institutions. Each unit includes objectives, background, discussion questions, bibliography, resource materials, audiovisual aids, classroom activities, field trips, and references. Learning activities involve students in educational games, group discussion and role playing, reading…
(1977). Consultation on the Extension of the Associated Schools Project to the University Level: Report. Focusing on ways of extending UNESCO's 1974 recommendation concerning international education to the university level, educators from India, Mexico, Sweden, Nigeria, and the United States convened in Paris, August 22-26, 1977. The 1974 recommendation reaffirmed the responsibility of UNESCO nations to pursue educational opportunity, and advancement of justice, freedom, human rights, and peace. The document presents a four-part outline of the conference discussion. Part I considers the role and responsibility of universities in international education. Topics include the fragmentary nature of existing programs; contributions of university departments of peace studies, political science, and nuclear physics; program developments in elementary and secondary schools; and international themes which should be included in university curricula. Part II suggests how to implement education relating to world problems, human rights, peace, area studies, foreign languages, international…
(2007). Managing Democracy in the Workplace for Sustainable Productivity in Nigeria. Convergence, v40 n1-2 p67-80. Democracy engenders freedom for all, human rights, participation based on equality, shared values, the rule of law, due process, good governance and transparency. In the workplace, it would include freedom of expression, association, participation, access to available information and the right of workers to understand what goes on where they work. In Nigeria, where democracy is being vigorously entrenched both by the government and the population, with the assistance of some foreign countries, notably Britain and the United States, having the appropriate skills to instil democratic management in an emerging capitalist system such as we have in Nigeria is necessary and timely, in order to put in place an effective management that will improve productivity of workers in Nigeria. This article therefore examines the adoption of democracy in the workplace in recognition of the significance of shared roles in decision making between management and workers, and indeed all stakeholders in… [Direct]
(1986). Statement of Facts for 1986 City-Wide Mock Trial Competitions. United States Department of Justice Executive Office for Immigration Review in the Matter of Toni Radcliffe. No. MT-86. Prepared by the District of Columbia Street Law Project for its 15th annual city-wide mock trial competition, this instructional handout provides the material for a deportation hearing. The Immigration and Naturalization Service denied political asylum to Toni Radcliffe and seeks authority to deport him. Radcliffe claims that the articles that he wrote criticizing his government's policies would result in persecution if he were forced to return. The handout clarifies the laws and explains the legal precedents. As evidence, the handout provides Radcliffe's petition for asylum; the opinion against asylum by the U.S. Department of State; a press statement from Radcliffe's home government; and witness statements from Toni Radcliffe, his uncle and father, the director of Global Human Rights Organization, the Under Secretary at the State Department's Bureau of Human Rights and Humanitarian Affairs, and a psychologist. Through participation in mock trials and analysis of the activity,…
(1989). "A New Foreign Policy": President Jimmy Carter's Speech at Notre Dame, May 22, 1977. A Paper Presented in Honor of Everett Lee Hunt. An analysis of the content and a critique of the significance of President Jimmy Carter's 1977 commencement speech at the University of Notre Dame, show that technical weaknesses such as poor organization, inconsistent style, and overbreadth limited its intended effect. Carter had hoped that this speech would dispel confusion over some of his foreign policy decisions and would change the motivating principle of United States foreign policy from a negative one (anti-communism) to a positive one (supporting human rights). Instead, the news media found the speech to be ambiguous as to Carter's foreign policy intentions and questioned how his commitment to human rights–which they found praiseworthy–could be transformed from theory into practice. The speech differed from others by Carter in that it was a broad statement of policy rather than an addresss on specific measures, and Carter worked more closely with his speech writers and gave more attention to the effectiveness of the…
(1985). Latin America: Curriculum Materials for the Middle Grades. Self-contained activities that will help social studies or Spanish foreign language students in grades 6-8 learn about the history and culture of Latin America are provided. Following an introductory unit, the activities, ranging from easy to complex, are organized by the following countries and areas: Mexico, Central America and the Caribbean, Venezuela, Peru, Brazil, and Argentina. Summary units conclude the document. Activity themes and concepts are many and varied and include agriculture, art, colonization/colonialism, economics, education, exploration/conquest, family, flora and fauna, folklore, food, games/leisure, geography, holidays, human rights, interdependence, language, life style, migration, natural resources, politics/government, poverty, race/ethnicity, religion, revolution, slavery, social class, transportation, United States/Latin American relations, urbanization, urban/rural issues, women, and work. Information provided for each activity includes concept, activity…
(2000). China: Tradition and Transformation Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2000. This collection of curriculum projects considers the change and modernization of China. The following 15 projects are in the collection: "Globalization in China" (Allan Cooper); "Religion and Identity in Contemporary China" (Wade H. Dazey); "China and the West: A Global Context for Chinese Immigration to the United States" (Jennifer de Forest); "How Ping Pong Helped Open 'Windows' in China: Images Depicting the History of United States-China Relations since 1970" (Kenneth B. Ebert); "'Regarding the Problem of Newborn Piglets in Winter' by Chen Rong" (Nancy Gannon); "Chinese Impressions" (Michael M. Gunter); "The Opium War: Comparing Competing Historical Narratives" (Pete Hammer); "Human Rights in China" (Ken Hung); "Goals, Objectives, and Assumptions Regarding the Teaching of Intercultural Communication" (Charles Korn); "What's a Person To Think about China?????" (Michael Monley);… [PDF]
(1994). Special Issue (26): Teacher Education and Equal Rights. Educational Review, v46 n2 p107-93. "Focussing on Equal Rights in Teacher Education (TE)" (Davies); "Place of Women in TE" (Maguire, Weiner); "UN Convention on the Rights of the Child" (Osler); "Parents and Entitlement" (Holden et al.); "International Political Development and Democratic TE" (Harber); "Equal Rights in the Classroom?" (Klein); "Equality of Educational Opportunity in Initial TE" (Bousted et al.); "Human Rights and Citizenship" (Spurgeon). (SK)…
(2001). The Status of Equal Opportunity for Minorities in Moorhead, Minnesota. This report contains information received at a public fact finding meeting held in Moorhead, Minnesota, in 1999. The meeting examined equal opportunity conditions for minority residents in Moorhead, noting possible disparities in four areas: income and employment, education, public safety, and housing and public accommodation. To buttress the data collected, researchers administered attitudinal surveys to white and minority residents. After an introduction to the study, data are presented on the four areas, offering background information, survey results, commentary from public and organization officials, and commentary from the minority community. Overall, there were significant differences between white and minority members' perceptions of equal employment opportunity. Whites perceived that there was equal opportunity in employment and earning, while minorities perceived barriers to equal employment opportunity. Minorities were disproportionately under-represented in the public… [PDF]
(1980). European Regional Seminar on Implementation of the UNESCO Recommendation Concerning Education for International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms (Sofia, Bulgaria, 15-20 October 1979). Final Report. This document is the final report of the Unesco seminar on international understanding. The major purposes of the seminar were twofold: (1) to evaluate implementation of human rights and peace-related recommendations within Unesco member nations since 1974 and (2) to suggest how to develop and implement more effective human rights/international understanding approaches in the context of traditional and out-of-school education. The seminar was attended by 21 educational experts from 15 Unesco member nations and by 14 observers from Bulgaria. Presentation of status reports from the 15 nations represented at the seminar indicated that member states had been successful in implementing the 1974 recommendations in various ways, particularly in the areas of promoting the study of world issues and concentrating on helping young people think rationally about social and political issues. Suggestions for making education for international understanding and peace even more effective in the…
(2007). Comparison of Perceptions of Inclusion between University Instructors and Students with Disabilities in Ukraine. Journal of the International Association of Special Education, v8 n1 p43-53 Spr. Ukraine is currently involved in a heated debate about inclusion at all levels of education. This debate has become part of the country's efforts to improve human rights. Prior to independence in 1991, students with disabilities in Ukraine who desired higher education were not permitted to attend universities. How instructors and students with disabilities perceive the process of integration is important for Ukraine's continued movement toward becoming an egalitarian society. This study examined the differences in attitude regarding inclusion and university life between university instructors and students with special needs attending Open International University of Human Development "UKRAINE," the only Ukrainian university that welcomes students with disabilities. Results revealed no significant differences in the attitudes of the two groups. However, when individual questions were analyzed, instructors and students differed in their perception of instructors' willingness… [Direct]