(2010). (Re)Imagining Gender. Journal of LGBT Youth, v7 n1 p1-5. Briden Cole Schueren, a 21-year-old Columbus State University visual art student, was born female-bodied. His recent artworks have explored the transitions he is experiencing and confronts the transphobic and heteronormative violence experienced in a state that denies equal protection and human rights to LGBT youth. This profile of Briden Cole Schueren looks at his art works, visual explorations, and experiences of transitioning genders. (Contains 3 figures.)… [Direct]
(2011). The Educational Program "Zajedno Jaci" (Stronger Together) in Croatia. Intercultural Education, v22 n4 p351-353. In this paper, we explore intercultural learning undertaken through the educational program "Stronger Together." The program "Stronger Together" was created in 1998 in order to support and educate teachers working with children in post-war regions of Croatia using intercultural education and cooperative learning as tools for addressing problems among school children as well as teachers and parents relating to such issues as intolerance, nationalism, and discrimination. These were magnified by the devastating civil war which took place in the Republic of Croatia from 1991 to 1995. The program focused on communication and conflict-resolution methodologies based on the principles of interculturalism, as well as human rights and children's rights to education…. [Direct]
(2013). Education for Wholeness in an Age of Global Citizenship: Staying with the Problem of Value(s). Irish Educational Studies, v32 n3 p275-289. Education for wholeness continues to remain a contentious issue within a liberal and progressively democratic culture. McLaughlin's work can help us conceptualise wholeness as it has been understood in traditional and progressive education, what he describes as "wholeness as comprehensiveness" and "wholeness as integration". Yet within more recent educational discourse the language of wholeness appears fraught and ill-fitted to the changing requirements of global citizenship. Exploring how such a significant concept for traditional child-centred education can come under pressure and can even appear "false" in recent critical educational circles, this paper examines the place of education for wholeness in liberal discourse today. It argues that despite some philosophical challenges to wholeness, the concept has not so much lost its relevance but rather has become articulated within a new universalist model of human rights education. By looking at two… [Direct]
(2012). Religious Education and Freedom of Religion and Belief. Religion Education and Values. Volume 2. Peter Lang Oxford What opportunities and challenges are presented to religious education across the globe by the basic human right of freedom of religion and belief? To what extent does religious education facilitate or inhibit "freedom of religion" in schools? What contribution can religious education make to freedom in the modern world? This volume provides answers to these and related questions by drawing together a selection of the papers delivered at the seventeenth session of the International Seminar on Religious Education and Values held in Ottawa in 2010. These reflections from international scholars, drawing upon historical, theoretical and empirical perspectives, provide insights into the development of religious education in a range of national contexts, from Europe to Canada and South Africa, as well as illuminating possible future directions for the subject. Contents include: (1) Preface (Julian Stern); (2) Introduction (Stephen Parker, Rob Freathy, and Leslie Francis); (3)… [Direct]
(2007). Why Do Countries Commit to Human Rights Treaties?. Journal of Conflict Resolution, v51 n4 p588-621. This article examines states' decisions to commit to human rights treaties. It argues that the effect of a treaty on a state–and hence the state's willingness to commit to it–is largely determined by the domestic enforcement of the treaty and the treaty's collateral consequences. These broad claims give rise to several specific predictions. For example, states with less democratic institutions will be no less likely to commit to human rights treaties if they have poor human rights records, because there is little prospect that the treaties will be enforced. Conversely, states with more democratic institutions will be less likely to commit to human rights treaties if they have poor human rights records–precisely because treaties are likely to lead to changes in behavior. These predictions are tested by examining the practices of more than 160 countries over several decades. (Contains 6 tables, 15 figures and 45 notes.)… [Direct]
(2017). Integrating an Awareness of Selfhood and Society into Virtual Learning. IGI Global Recent technological advances have opened new platforms for learning and teaching. By utilizing virtual spaces, more educational opportunities are created for students who cannot attend a physical classroom environment. "Integrating an Awareness of Selfhood and Society into Virtual Learning" is a pivotal reference source that discusses the latest scholarly perspectives on creating meaningful learning and sensory engagement in virtual learning spaces, and examines how selfhood is expressed in these environments. Highlighting emerging topics in education, such as gender considerations, leadership development, and situated learning, this book is ideally designed for professionals, practitioners, graduate students, and academics interested in the role of virtual reality in learning contexts. Following a foreword by Arthur M. Langer, this book contains the following chapters: (1) Transformation of Self and Society with Virtual Learning (Andrew Gerald Stricker); (2)… [Direct]
(2009). The Trajectory of Perpetrators' Trauma: Mnemonic Politics around the Asia-Pacific War in Japan. Social Forces, v87 n3 p1389-1422 Mar. This study proposes a theoretical framework to understand how nations deal with collective memories of perpetration of severe human rights violations, which do not ft comfortably in any national master narrative but have become increasingly difficult to ignore. Building on studies of collective memory, the framework explicates how initial historical conditions of the nation, domestic social movements, and the degree of international pressures move the national discourse along two key dimensions–(1. acceptance of guilt and (2. international orientation of the discourse–which map out seven possible responses to collective trauma of perpetration. Through examination of the history of post-war Japan and content analyses of newspaper editorials and prime ministers' speeches from 1945 through 2004, the empirical analysis applies the framework to the Japanese case. The analysis reveals that arguments for apologies to Asian victims have gained ground due to the intensification of domestic… [Direct]
(2007). Best Practice in Human Rights Education: The SHR Sport and Human Rights Olympics. Intercultural Education, v18 n3 p265-268 Aug. Effective teachers differentiate their instruction to ensure that content is delivered to students in a way that is accessible and engaging. The differentiation of instruction in core classes such as math and English is becoming commonplace in education faculties across the United States. But what does "differentiated" human rights education look like? This summary of a good practice describes the School for Human Rights Olympics that were held at the school in 2006. It was a unique activity–a new approach to teaching youth about human rights and a welcome move away from violation-centered lessons. (Contains 2 notes.)… [Direct]
(2010). LGBT Educators' Perceptions of School Climate. Phi Delta Kappan, v91 n8 p49-53 May. A national survey of lesbian, gay, bisexual, and transgender (LGBT) educators examined differences of perceptions within seven identified factors: homophobia, principal support, policies of bullying language, policies of human rights, job safety, personal safety, and outness. It found that safety is best understood in two dimensions: personal safety and job safety and that, for LGBT educators to feel safe within their schools, they need the support of administrators and policies to ensure equal rights and protection…. [Direct]
(2010). Transformative Mixed Methods Research. Qualitative Inquiry, v16 n6 p469-474. Paradigms serve as metaphysical frameworks that guide researchers in the identification and clarification of their beliefs with regard to ethics, reality, knowledge, and methodology. The transformative paradigm is explained and illustrated as a framework for researchers who place a priority on social justice and the furtherance of human rights. The basic belief systems associated with this paradigm are explained and illustrated by examples of research that is commensurate with the transformative paradigm…. [Direct]
(2018). We Are Victorious: Educator Activism as a Shared Struggle for Human Being. Educational Forum, v82 n3 p244-258. This article shares national models of educational activism that center the experiences of People of Color but are diverse in that they serve students, parents, preservice teachers, teachers, and/or community educators and meet frequently in small groups or annually/biannually. Included narratives embody the humanization process, and situate that in the purpose of each project. Our aim is to complicate and extend the definition of activism as a shared struggle for the right to feel human…. [Direct]
(2012). Citizenship Education in Turkey: Inclusive or Exclusive. Oxford Review of Education, v38 n2 p115-131. This paper scrutinises citizenship education in Turkey from the foundation of the Turkish Republic (1923) to the present and explores the extent to which it encourages inclusive or exclusive concepts of national identity and citizenship. In Turkey, where there are citizens belonging to ethnic and religious minorities, civic education plays a prominent role for promoting tolerance among citizens. Using framing questions from phase one of the International Association for the Educational Achievement's (IEA) research of Civic Education Across Countries, the civic education textbooks of Turkey are examined to determine the extent to which they promote democracy and human rights, make positive references to ethnic and religious minorities, and promote social cohesion. As Turkey was not included in phase one of the IEA study, the paper provides original information for comparative studies, reconsideration of citizenship education in multicultural societies and promoting an active national… [Direct]
(2012). Defying Borders: Transforming Learning Through Collaborative Feminist Organizing and Interdisciplinary, Transnational Pedagogy. Journal on Excellence in College Teaching, v23 n4 p127-144. The authors provide a case study of how a group of faculty members was able to initiate transformation in student learning and institutional structures at a small university in the Midwestern U.S. through the introduction of collaborative feminist organizing and pedagogy. It details faculty-led initiatives that set the stage for innovative teaching and learning, and it describes the authors' experience in the face of resistance when introducing a global women's human rights course into the university's new core curriculum. Because of its diverse, interdisciplinary and transnational content, this course challenged deeply ingrained disciplinary and pedagogical borders of both traditional area studies and the field of history. The authors argue that progress toward diverse curricula can be made when colleagues work collaboratively and apply innovative pedagogical models to the classroom. Although specific to one university, these challenges to and strategies for transformation have… [Direct]
(2012). The Educational Achievement Gap as a Social Justice Issue for Teacher Educators. Catholic Education: A Journal of Inquiry and Practice, v16 n1 p4-25 Sep. The educational achievement gap is a critical social justice issue. Catholic and Marianist conceptions of social justice in particular call people to work with others in their spheres of life to transform institutions in order to further human rights while promoting the common good. Drawing on key elements of Catholic teaching on social justice, we argue that the achievement gap constitutes a social injustice. We then offer a case illustrating collaboration between university-based teacher educators and school faculty to address the achievement gap through transforming the institutions of school and of teacher preparation. The Dayton Early College Academy (DECA), founded on the University of Dayton's campus to prepare seventh through 12th graders to become first-generation college graduates, has become an essential site for preparing University of Dayton teacher candidates to become effective teachers of traditionally underachieving students. Our collaboration has resulted in the… [PDF]
(2012). Teaching about the Korean Comfort Women. Social Education, v76 n5 p251-252 Oct. During World War II, human rights violations against women took on gargantuan proportions of indescribable horror. The Japanese military engaged in the systematic abduction of women from China, Indonesia, Japan, Korea, the Philippines, Taiwan, and other nations and confined them to military installations in Japanese-occupied territories to serve as sexual slaves. The Korean "We Ahn Boo" or "Comfort Women" were mostly uneducated, sexually inexperienced teenagers from rural areas who were taken from families, schools, and rice fields either by force or on the promise of work in factories. In order to educate future generations about crimes against humanity, for effective global citizenship, the topic of comfort women in both Korea and Japan has been addressed intermittently in history textbooks since the beginning of the 1990s. This topic can be presented in social education social education classes whose students are of an appropriate age for discussion and… [Direct]