(1988). Peace Education: Peace–Liberty–Development–Human Rights. Western European Education, v20 n3 p76-94 Fall. Presents a Swedish booklet which addresses the reasons for highlighting peace education. Examines the current content and syllabi, and presents suggestions for organizing peace education, with reference to the concepts of knowledge, feeling, and action. Stresses the importance of teaching international affairs in the compulsory and upper-secondary school curricula. (GEA)…
(1992). Children Can Be Human Rights Activists Too!. Social Education, v56 n4 p217-18 Apr-May. Describes the Amnesty International USA's Urgent Action letter writing program for schoolchildren. Discusses monthly cases, preparation material for parents and teachers, opportunities for classroom discussion, and a sample letter. Suggests that the program can be an action component in social studies, civics, religion, ethics, and English classes. (DK)…
(1999). Human Rights for Children: The Unfinished Agenda. Social Education, v63 n4 p234-40 May-Jun. Discusses children's rights and the UN (United Nations) Convention on the Rights of the Child. Examines trends that relate to three rights of children (access to education, children and violence, and child health) and evidence of progress in establishing each right. Provides two model units that are linked to the NCSS (National Council for the Social Studies) curriculum standards. (CMK)…
(2016). Secondary School Students' Environmental Concerns and Attitudes toward Forest Ecosystem Services: Implications for Biodiversity Education. International Journal of Environmental and Science Education, v11 n18 p11019-11031. Alarming declines in biodiversity have encouraged scientists to begin promoting the idea of the services ecosystems offer to humans in order to gain support for conservation. The concept of ecosystem services is designed to communicate societal dependence on various natural ecosystems. Schools play an important role in educating students to be active and responsible towards the environment. A questionnaire testing for the influence of different types of environmental concern on attitudes to forest ecosystem services was completed by 410 Slovenian secondary school students in north-western Slovenia. The students' attitudes to forest ecosystem services were investigated via 15 statements about provisioning, regulating, supporting and cultural services. The student's environmental concern was investigated using a questionnaire of 12 items. Results from the survey provide evidence that students' concerns for the consequences of environmental damage formed three correlated factors centred… [PDF]
(2016). Graduate Student Research in the Classroom–Understanding the Role of Research Ethics. College Student Journal, v50 n3 p361-368 Fall. As universities continue to grow their undergraduate programs, graduate students are increasingly called upon to teach first and second year classes, often without feeling adequately prepared for the task. These teaching opportunities, however, can provide novice instructors with a chance to engage in the Scholarship of Teaching and Learning (SoTL) by collecting empirical data, analyzing it, using it to improve their pedagogical practices, and disseminating the results to spur innovation. To engage in SoTL research, students must be well versed in research ethics requirements: while graduate students need to be familiar with ethics policy to undertake research involving their students, it is imperative that undergraduate students know their rights as research participants. In Canada, ethics requirements are set forth within the second edition of the "Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans" (TCPS 2). Ensuring that graduate students are… [Direct]
(2016). Native Plants and Seeds, Oh My! Fifth Graders Explore an Unfamiliar Subject While Learning Plant Basics. Science and Children, v53 n9 p32-38 Jul. Native plants are not typically the kinds of plants that are used in elementary classroom studies of plant biology. More commonly, students sprout beans or investigate with fast plants. At the time the authors started their plant unit (November), the school-yard garden had an abundance of native plants that had just started seeding, including whorled milkweed ("Asclepias verticillata"). The authors thought this would not only be a free resource but also an opportunity to introduce students to the plants growing right under their noses. Unfortunately, native plants are disappearing at an alarming rate due to human activities such as urban development, agriculture, and the introduction of invasive species. The loss of native plants and native plant communities decreases the amount of genetic diversity within a community and reduces the habitat for wildlife. This article presents a four-day unit for upper elementary students includes lessons on extreme plants in extreme… [Direct]
(2007). Observations on the State of Indigenous Human Rights in Light of the UN Declaration on the Rights of Indigenous Peoples: Morocco. Cultural Survival Since the ascent of King Mohammed VI in 1999, Morocco has made strides to recognize the rights of its Amazigh (Berber) population. But the pace of progress is far too slow. One significant problem is the government's unwillingness to recognize the Amazigh as an indigenous people, which in turn undermines the Amazigh's ability to participate in government or to determine their own futures in accordance with their customs and traditions. Although Amazigh land rights have received some legal recognition, the government tends to respect these rights only in cases where there is no competing outside interest, and ignores them completely when they compete with such activities as oil exploration. Discriminatory governmental attitudes further impede the Amazigh from taking effective action to protest violations of their rights. Despite promises to the contrary, the government has yet to ensure that all Amazigh primary school-age children receive adequate education in their language, or that… [PDF]
(2020). Inclusive Vision versus Special Education Reality. Education Sciences, v10 Article 258. The reasons are examined for the disparity between the inclusive vision espoused by Article 24 of the United Nations Convention on the Rights of Persons with Disabilities and the reality of the limited extent of inclusion in education systems worldwide. First, the leadership of key senior academics in the field of special education is considered to have been misguided in promoting a vision of full inclusion despite the lack of research evidence for the benefits of inclusive education over traditional special education provision. Second, attitudes toward and the treatment of people with disabilities have a long and complex history, and in this, many proponents of inclusion have been critical of 20th century special education. In particular, they claim that the sorting, labelling and categorizing required by special education have negative implications. Third, educators have been encouraged to imagine a system of education that is limitless, in the sense that "all" children… [PDF]
(2012). Leadership Lessons for New Professionals. College and University, v87 n4 p25-26, 28 Spr. Forty years ago, the author arrived in Boston with an associate's degree and two years' experience in the corporate world. The idea of working at a college appealed, so she boarded the B line trolley to Boston College. She arrived on campus, found the human resources office, took a typing test, interviewed with the director of freshman financial aid, and received an offer of employment the following week. She has been there ever since. Over the years, she admittedly has been in the right place at the right time. Not only was she in the right place at the right time, but she also had the privilege of working with leaders and mentors who went on to become nationally recognized experts in enrollment management, information technology, and testing and measurement. In this article, the author shares some of the lessons she learned from these leaders…. [Direct]
(2016). "Spoilsport" in Drama in Education vs. Dialogic Pedagogy. Dialogic Pedagogy, v4 pA45-A80. In this paper I compare and contrast two educational paradigms that both attempt to overcome alienation often experienced by students in the conventional education. These two educational paradigms are embodied in different educational practices: First, Drama in Education in its widest definition, is based on the Vygotskian views that human cognitive, semantic (meaning-making), and social-emotional development happens in or through play and/or imagination, thus within the imagined worlds. Second, Critical Ontological Dialogic Pedagogy, is based in the Bakhtin inspired approach to critical dialogue among the "consciousnesses of equal rights" (Bakhtin, 1999), where education is assumed to be a practice of examination of the world, the others and the self. I reveal implicit and explicit conceptual similarities and differences between these two educational paradigms regarding their understanding the nature of learning; social values that they promote; the group dynamics, social… [PDF]
(2023). Ordinary Solidarities: Re-Reading Refugee Education Response through an Anticolonial Discursive Framework. International Journal of Human Rights Education, v7 n1 Article 3. Growing attention to longstanding issues linked to racism and coloniality in humanitarian assistance has impelled important conversations about power inequities in global education spaces and their related scholarly fields. This paper contributes to these conversations by advancing an anticolonial discursive framework for rights-based interventions in and through education. Drawing on a three-year case study of one faith-based school in Lebanon, this paper explores how one ordinary school in a refugee hostile transit country secured and protected the right to education for refugee children from Syria, within a significant broader context of multiple compounding crises. The notion of "ordinary solidarities" is used to describe how this refugee education response sustained engagement in learning, despite tremendous community opposition and against a deteriorating sociopolitical, economic, and pandemic backdrop. Through organic responsiveness, upholding of equitable… [PDF]
(2016). Did Tanzania Achieve the Second Millennium Development Goal? Statistical Analysis. Journal of Education and Practice, v7 n8 p58-69. Development Goal "Achieve universal primary education", the challenges faced, along with the way forward towards achieving the fourth Sustainable Development Goal "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". Statistics show that Tanzania has made very promising steps towards achieving this goal. Gross Enrollment Ratio decreased from 106.4% in 2010 to 96.16% in 2013 with Net Enrollment Ratio averaging 93.7%. However, Gross and Net Enrollment ratio for pre-primary pupil was not promising, the figures stood at 33.5% and 33.3% respectively. The most notable challenges were dropouts, inadequate teaching and learning materials, shortage of teachers and unconducive learning atmosphere in some places, especially in rural areas. For effective and successful implementation of the 2030 Sustainable development agenda on education, this paper suggest; Enrolling Primary School pupils at right age; Providing education… [PDF]
(2016). Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?. International Journal of Educational Psychology, v5 n2 p112-139 Jun. Inclusive education is a complex field of study and practice that requires good communication and dialogue between all involved. Psychology has to some extent been marginalised in these educational dialogues. This is, in part, due to psychology's perceived heritage in the standardised testing that has been used to support the educational segregation of certain individuals and groups of students. Some have also expressed fundamental doubts about the prospects of investigating human experience and education through "scientific" method in psychology. In this paper I discuss the relationship between inclusive education, dialogue and psychology, with a focus on the dialogic aspects of inclusive classroom pedagogy. I analyse how a group of eight early career primary (elementary) school teachers in England talk about inclusive pedagogy at the start their involvement in a one-year research project on this topic. Their conversation suggests the strong presence of psychological… [PDF]
(2019). Opinions of Social Studies Candidate Teachers on "Democracy and Citizenship". International Journal of Progressive Education, v15 n4 p96-107. When considered the basis of social studies, it can be seen that citizenship and citizenship-related issues are of vital importance. After the industrial revolution and immigration, education was considered as a solution to keep people together healthily who have serious problems with each other and are from different cultures. Within the context of this solution, raising citizens capable of living in society was aimed and this duty was given to social studies education programs. During the time, different forms and perceptions of citizenship have emerged and expectations of countries/governments from their citizens have changed. In the course of globalization, perceptions and expectations of citizens also have been transformed. In past, raising citizens obeying the state was the aim, today the expectation is to raise citizens who can carry their states, nations and even the world to higher levels and who can criticize, explore, solve problems and develop themselves at a national and… [PDF]
(2019). The Challenges of Learning to Live Together: Navigating the Global, National, and Local. Asia Pacific Education Review, v20 n2 p249-257 Jun. How people are to live together well in society, and learn to live together, have been continuously debated. These are challenging tasks, as the world changes over time, while educators aim to prepare young people for a dynamic, undetermined future. Although models and practices of civic education vary around the world, they typically have one thing in common. They tend to employ what can be described as the "concentric circles" model of human relations. In the concentric circles model, people live in spheres of local, national, and global. In academic work, the concentric circles model is associated with Nussbaum, whose political theories have inspired ongoing debates about one challenge of thinking through living in concentric circles. The major question she and many others have focused on is how to prioritise rights and responsibilities, and develop a sense of self, amidst the "competing contexts" of the circles–as part of local, national, and global life. I… [Direct]