(1987). Human Rights: Are We Turning Back the Clock?. Journal of Intergroup Relations, v15 n2 p3-10 Sep. Deep divisions in public opinion on human rights goals are transforming the American population into two societies that are separate and unequal. Halting the transformation requires long-term programs that educate the public about racism, communicate to increase dialogue about human rights goals, advocate changes in legislation, and celebrate cultural and racial diversity. (PS)…
(1973). Palestine Refugees Today. Human Rights Day: Twenty-Fifth Anniversary. Newsletter Number 76. A special issue of the United Nations Relief and Works Agency (UNRWA) newsletter relates the ideals of human rights as carried out for the Palestine refugees. An overview of the publication and its contents is followed by a copy of the Universal Declaration of Human Rights. Three articles–The Right to Education, An Adequate Standard of Living, and Motherhood and Childhood–review generally the events of the past 25 years in the Near East and specifically the refugee problems since 1948. A teacher's guide, accompanying the newsletter, explains the focus of human rights for use by children aged 9-12 years and offers suggestions for classroom applications. Specific projects related to human rights are described, including plays, murals, maps, and fairs. Ways in which the themes of racial discrimination and minority rights may be drawn into this unit of study are also noted. (KSM)… [PDF]
(1991). Let's Talk about Human Rights. Students' Books 1-3. Teacher's Guides, Books 1-2. These documents are designed to introduce students to some of the fundamental concepts, principles, and values of human rights and to a basic knowledge of human rights legal instruments as they apply to daily lives. Student handbook 1 is a series of lessons and activities that stimulate reading and discussion around the following ideas: What is a human being? What is a human right? Rights and Responsibilities; A Canadian human rights story: Nellie McClung; The Diary of Anne Frank; and The Universal Declaration of Human Rights: Background and Application. Student handbook 2 features five case studies, each of which presents a situation where an individual's rights have been denied or infringed upon. The case studies raise the issues of discrimination based upon a disability, age, HIV status, religion, and race. Student handbook 3 invites students to write some of their own thoughts and ideas concerning how some of the human rights principles raised by the curriculum may apply to…
(2007). Between Efficiency, Capability and Recognition: Competing Epistemes in Global Governance Reforms. Comparative Education, v43 n3 p359-376 Aug. This article examines global governance reforms as a site of contestation between three different \truths\/epistemes (the market, human rights principles, and cultural identity) in terms of the competing principles of efficiency, capability, and recognition. Nancy Fraser's conceptions of participation parity and a dialogical approach of recognition to examine diverse global governance reform proposals are used to argue that a neo-liberal developmentalist approach (Washington Consensus at the core and development on the edges) and a human developmentalist approach (human rights on top without challenging a neo-liberal core)–both built upon a paradigm of redistribution–fall short of addressing the crisis of recognition. What is needed is more than a question of more funds, but rather a fundamental recognition and representation of the majority developing world as equal partners in global governance. Education in postdevelopmentalism takes on the broader significance of cultural… [Direct]
(2009). Leadership for Safe and Inclusive Schools: An Examination of Lesbian, Gay, Bisexual and Transgender Educators' Perceptions of School Climate. ProQuest LLC, Ed.D. Dissertation, The Johns Hopkins University. Effective school leaders work to assist students and staff alike in feeling safe within the school environment. Educators need to feel safe in order to successfully carry out their professional responsibilities. Historically and presently, lesbian, gay, bisexual, and transgender (LGBT) educators have felt unsafe in school settings, even though being honest about their sexuality has been shown to increase their effectiveness in the classroom. While LGBT issues have been increasingly included in the scope of teaching and learning over the past decade, schools continue to struggle to provide safe environments for LGBT staff. This study examined national data collected through the 2007 National Lesbian, Gay, Bisexual and Transgender (LGBT) K-12 Educators Survey (Smith, Esposito, Wright, & Reilly, 2006) to determine which factors impact feelings of safety and outness for LGBT educators. Seven factors (homophobia, principal support, policies of human rights, policies of bullying… [Direct]
(1983). Network Television Coverage of Human Rights in Central America during the Carter Administration, 1977-1980. A study examined the United States television networks' news coverage of human rights in Central America during the administration of President Jimmy Carter to determine whether the President's hopes for greater media coverage of human rights issues were acknowledged by network newscasts. A content analysis of "Television News Index and Abstracts" was conducted for weeknight reports of the three major network newscasts. The results showed that the number of news stories related to Central America in Carter's first year was surprisingly low, given the amount of political unrest in Nicaragua and Panama. In 1978, the number of stories related to human rights increased considerably. The number of reports from the field decreased in 1979, probably due to the events in Nicaragua as American journalists tried to leave the country. By 1980, all of the NBC and CBS newscasts covering Central America referred to some aspect of human rights. The analysis showed that the number of…
(1993). Teaching Human Rights: Grades 7 through Adult. This curriculum resource on human rights is rooted in the United Nations Universal Declaration of Human Rights and seeks to help students understand the issues involved. Using the rights categories suggested by the Universal Declaration, this book offers new ways of teaching about familiar themes. The book contains activities to encourage students to compare across cultures and to challenge them to examine their own society and to reflect on their own lives. There are generic human rights activities that can be used for any part of the world to be studied, as well as those dealing specifically with examples from Chile, the Peoples Republic of China, Kenya, South Africa, and the former Soviet Union. (EH)…
(2008). Preservice Teachers' Discriminatory Judgments. Alberta Journal of Educational Research, v54 n4 p378-387 Win. Having pursued policies of human rights and multiculturalism, Canadians regard themselves as tolerant. Yet some critics say that when it comes to Aboriginals, Canadians seem xenophobic and discriminatory. This study is the first empirical test of whether Canadian preservice teachers' judgments about the performance of Aboriginal students are discriminatory. Fifty preservice teachers were asked to assess the records of 24 students and recommend their placement in remedial, conventional, or advanced programs. Preservice teachers systemically devalued the performance of students whom they were led to believe were of Aboriginal ancestry in comparison with their non-Aboriginal counterparts with identical student records…. [Direct]
(2008). Dimensions of Genocide: The Circumplex Model Meets Violentization Theory. Qualitative Report, v13 n4 p605-629 Dec. The purpose of this study is to examine the use of Olson's (1995, 2000) family therapy based circumplex model and Athens' (1992, 1997, 2003) violentization theory in explaining genocide. The Rwandan genocide of 1994 is used as a case study. Published texts, including interviews with perpetrators, research reports, human rights reports, and court transcripts were analyzed. The use of both theories was consistent with the data and resulted in a greater understanding of the genocide. Rwanda moved to a rigidly enmeshed society during the genocide with the perpetrators going through the violentization process. Suggestions for further research are provided…. [Direct]
(2008). Diversity and Citizenship in the Curriculum. London Review of Education, v6 n1 p5-10 Mar. This article comments on keynote speeches given by Keith Ajegbo and Audrey Osler. The programme of study for citizenship derived from the Crick report and did not emphasise race equality and national unity for security. Osler argues that the Ajegbo review addressed teaching of ethnic, religious and cultural diversity but did not confront the inadequacies of British democracy or reassert social justice, a sense of shared humanity and a commitment to human rights. Proposing, let alone imposing, a definition of Britishness is futile, but it is possible to promote cosmopolitan patriotism supported by explicit principles, concepts and values…. [Direct]
(2012). Evolution of Education for International Mindedness. Journal of Research in International Education, v11 n3 p245-261 Dec. This article attempts to trace the evolution of the concept of international mindedness from the 17th century until the present, using four aspects to focus the discussion: education and other trends, ease of interaction across frontiers, determinants of international mindedness, and international mindedness in practice. Education trends start with the lack of any reading and writing instruction for the masses in the 17th century through compulsory schooling much later–based principally on the drilling of facts and memorization–and then progressive education ideas including critical thinking skills and intercultural understanding. Trade/slave routes and discovery voyages by land and sea were the initial impetus for crossing frontiers, and it was not until the latter half of the 20th century that international telephone calls and airline travel started to be within the reach of larger parts of the world's populations. From the beginning of the 21st century, the Internet and free… [Direct]
(1998). Evolution of Human Rights in the Age of Biotechnology. Update on Law-Related Education, v22 n3 p14-17 Fall. Considers how biotechnology affects human-rights issues; in particular, the need for reexamining concerns about reproductive technology, the rights of indigenous peoples, and the rights of future generations. Maintains that the new areas for human-rights discussions, such as germ-line manipulation and genetic screening, are unprecedented concerns for the future. (CMK)…
(2013). Teaching Efficacy and Context: Integrating Social Justice Content into Social Work Education. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Social work education programs accredited by the Council on Social Work Education (CSWE) are expected to cultivate the knowledge and skills students require to competently challenge social injustices and advance social and economic justice in their professional practice (CSWE, 2008a). Because social work educators play a key role in this effort (Gil, 1998; Van Soest & Garcia, 2003), this study explored educators' beliefs have about their ability to fulfill this role. This exploration integrated teacher efficacy theory (Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998) and ecological systems theory (Bronfenbrenner, 1979, 1994) to determine to what extent the educational context as well as the personal and professional characteristics of educators affected these beliefs. Over 500 full-time social work educators responded to a request to complete a 56-item online survey instrument regarding their efficacy beliefs about their ability to integrate social justice content into their… [Direct]
(1999). Linguistic Human Rights–Are You Naive, or What?. TESOL Journal, v8 n3 p6-12 Aut. Suggests that the education of most minorities, particularly in the West, is organized in ways that counteract sound scientific evidence and violate linguistic human rights, especially in relation to the wrong choice of medium of education. Substantiates this claim with recent developments in linguistic human rights in education, with special focus on the United States. (Author/VWL)…
(1994). Human Rights Violations in the Inner City: Implications for Moral Educators. Journal of Moral Education, v23 n3 p315-32. Contends that urban violence involves not only acts against individuals but also systemic violence perpetrated against the ethnic-minority poor. Argues that this systemic violence is a form of human rights violation. Maintains that moral educators should utilize a human rights perspective in curriculum planning. (CFR)…