(2011). Global Partnerships in Jesuit Higher Education. Catholic Education: A Journal of Inquiry and Practice, v14 n3 p334-337 Mar. The Roman Catholic Church sponsors the largest worldwide family of educational institutions–135,000 elementary and secondary schools and 1,800 colleges and universities. Catholic identity provides a matchless opportunity for networking in an increasingly globalized world; it is sad "Ex corde Ecclesiae's" exhortation to collaborate is often unheeded. Last April at the Universidad Iberoamericana in Mexico City, the Society of Jesus initiated new steps to counter that sad trend. The conference brought together some 300 educational leaders from over 200 institutions around the globe for 3 days of presentations and discussions on such topics as regional challenges facing Jesuit higher education; Catholic identity and mission; theology, science, and culture; markets, inequality, and poverty; ecology and sustainability; and human rights and the university…. [PDF]
(2011). Sexuality Education Policy and the Educative Potentials of Risk and Rights. Policy Futures in Education, v9 n3 p406-415. This article argues that institutions need to take more risks to improve sexuality education. Understanding how risk structures sexuality may help make sexuality education more attuned to the needs of diverse students. Situating sexuality in the context of human rights can help to demonstrate the kinds of social and institutional risks that are created by limiting sexuality education. In addition to contributing to high rates of HIV and unwanted pregnancy, insufficient sexuality education augments conditions for expressions of gender-based violence that harm young people in general but also more specifically impede young women's educational attainment. By limiting information and deliberation on desire, risk and culturally based gender inequities, sexuality education in its current state continues to limit health and life options for all people…. [Direct]
(2011). Bringing Mission to Practice: It's a Matter of Ethics. NCSSSMST Journal, v16 n2 p12-14 Spr. In an evening seminar held in the Illinois Math and Science Academy (IMSA) auditorium, Lisa Anderson-Shaw, Director of Clinical Ethics Consulting Service at the University of Illinois Medial Center, posed a scenario that inspired a thirty-minute discussion of contemporary bioethics, during which speaker and students untangled issues of patient autonomy, utilitarianism, and the Kantian notion of a human's right to unconditional truth. The rich discussion was part of IMSA's "Considerations in Ethics (CinE)" program–a series of nine lectures and small-group discussions designed to advance the ethics component of IMSA's mission. In this article, the author provides background on and describes the Considerations in Ethics course taught at the Illinois Math and Science Academy…. [PDF]
(2008). The Role of Open and Distance Learning in the Implementation of the Right to Education in Zambia. International Review of Research in Open and Distance Learning, v9 n1 p1-12 Feb. As a member of the United Nations, Zambia is committed to the observance of human rights enshrined in the Universal Declaration of Human Rights of 1948. This is evidenced, among others, by the fact that Zambia is a signatory to the Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child. Zambia has a permanent Human Rights Commission that includes a subcommittee on child rights whose focus is on child abuse and education. Zambia also has a National Child Policy and National Youth Policy whose main objectives are to holistically address problems affecting children and youth. This paper focuses on the progress and challenges currently facing Zambia and the role of open and distance learning in addressing those challenges. (Contains 1 table.)… [PDF]
(2015). The Right to Appropriate and Meaningful Education for Children with ASD. Journal of Autism and Developmental Disorders, v45 n10 p3159-3167 Oct. This paper will explore from a "child's rights perspective" the "right" of children with autistic spectrum disorder (ASD) to appropriate and meaningful education. Human "rights" principles within international law will be evaluated in relation to how they have been interpreted and applied in relation to achieving this "right". The International Convention of the Rights of the Child (United Nations in Convention on the rights of the child, office of the high commissioner, United Nations, Geneva, 1989) and the convention on the rights of the person with disability (United Nations in Convention on the rights of person's with disabilities and optional protocol, office of the high commissioner, United Nations, Geneva, 2006) amongst others will be utilised to argue the case for "inclusive" educational opportunities to be a "right" of every child on the autistic spectrum. The efficacy of mainstream inclusion is explored,… [Direct]
(2011). Understanding the Shift in Personal Identity: A Phenomenological Analysis of Literacy. ProQuest LLC, D.Ed. Dissertation, Capella University. At the 1978 United Nations Educational, Scientific, and Cultural Organization conference, literacy was determined as a right as expressed in the foundation of learning and the vital first step to the achievement of other human rights. However, in the state of Georgia, many high school students enter the working environment without minimum literacy skills and are unable to fully participate in society. This phenomenological analysis of literacy sought to understand the shift in personal identity for adult literacy students and how the theories of andragogy assisted in their identity change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…… [Direct]
(2009). Civic Responsibility and Human Rights Education: A Pan-Educational Alliance for Social Justice. Intercultural Education, v20 n2 p151-159 Apr. Educating global citizens to have knowledge of world political and economic systems and conditions is imperative as the notion of the "citizen" is constantly evolving. This type of civic education needs to involve critical thinking skills that are pan-educational and allow for cross-cultural discussion that span all public spheres and encourage empathetic and socially just minded discourses. As such, there are universal and national elements that should be incorporated in all systems of civically responsible education. One such element is human rights education (HRE)…. [Direct]
(2022). From STEM to PAVAM: A Unified Arts Strategy for Innovation, Industrial and Regional Policy. Industry and Higher Education, v36 n5 p525-538 Oct. The potential of the arts and sciences for economic and social development is under conceptualized. However, the recent development of STEM (science, technology, engineering, and mathematics), justifying increased support for training in the sciences, shows a parallel pathway forward for the arts. The arts are increasingly relevant to the economy, amenable to policy influence as well as an area of human activity in their own right. The authors posit a unified arts framework: PAVAM (performing arts, visual arts, and music), complementing STEM as the basis for a strategy of arts-based interdisciplinary "industrial" policy making. The growing salience of the arts as an industrial sector in the UK and USA is shown. By identifying sources and pathways of value creation from the arts, clear entry points for policy action become identifiable to promote innovation, entrepreneurship, and economic development. Comparative case studies suggest a typology of the arts' potential as… [Direct]
(2012). Preparing Global Citizens through the Study of Human Rights. Social Education, v76 n5 p244-246 Oct. The preparation of students for global citizenship represents a central challenge to social studies educators in the twenty-first century. Two-thirds of the world's poor are steeped in abject poverty and its grim consequences. The world refugee problem has reached staggering proportions. There is an international epidemic of human trafficking, and a global crisis of abuse of children through child labor and forced recruitment into militias and armies. Many governments deny their citizens basic human and political rights. At times, the human condition appears to have reached the depths of despair. The author believes that teachers bear a \moral\ responsibility to provide future generations with the knowledge, attitudes, and skills that are essential for competent citizenship in a global age. Since teachers are the ultimate curricular and instructional gatekeepers of what is being taught in the classroom, they have the opportunity to \infuse\ or \posthole\ prevailing global issues into… [Direct]
(2013). Entitlement to Education: Fairness Analysis. Education and Society, v31 n3 p41-61. Entitlement to education is the foundation of freedom, justice and peace in the world. The Universal Declaration of Human Rights acknowledges education as a fundamental right stating that everyone has the right to education. The question of financing this right mainly focuses on the "governmental" allocation of resources to the educational system, as public schools are in the main financed by the government. However, in recent years, there is an incremental trend of supplements to government resources allocated to schools by non-governmental actors. This paper aims to investigate the question of entitlement focusing on the "local authorities'" allocation to schools, using Israel as a case study. The "fairness" analysis conducted using various statistical measurements, developed in the school finance policy literature, reveals that the level of equity at both the input and output sides of the educational process is rather low. Additionally, comparing… [Direct]
(2007). A Local Response to the Global Human Rights Standard: The "Ubuntu" Perspective on Human Dignity. Globalisation, Societies and Education, v5 n3 p277-286 Nov. Some African leaders have made the argument that the promotion of an international human rights standard is a strategy that is used and abused by hypocritical Western governments to justify their intervention into the affairs of African countries. The tacit objective behind this articulation is the desire to avoid an external evaluation or monitoring of the internal affairs of their countries. The leaders who complain the most about the hidden agenda behind the advocacy and promotion of human rights standards in Africa do not necessarily adhere to these same standards. Such leaders seem to be proposing that the notion of human rights is alien to Africa. If such an assumption is admitted and accepted, then the logical conclusion is that there are no indigenous notions of human rights within the African continent. This paper will argue that there are rich traditions on the African continent founded on the notion of human dignity and "humanness". What is true is that the… [Direct]
(2024). Experiences of People with Intellectual Disabilities and Caregivers in Kenya: An Inclusive Research Study. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. Voices of people with disabilities in Kenya have yet to influence disability services and the issues affecting their lives. This is in part due to the dominance of disability discourses from Global North contexts from which international policies on disability such as the United Nations Convention on the Rights of People with Disabilities borrow their guiding frameworks. People with intellectual disabilities face a much greater problem as they do not enjoy human and disability rights in much the same way their disabled and non-disabled counterparts. It is therefore critical to create knowledge about intellectual disabilities that is informed by perspectives from embodied experiences and reimagine discourses on intellectual disabilities. The aim of this dissertation was to determine support needs and services of people with intellectual disabilities and caregivers in Laikipia County in Kenya. This was done through exploring their lived experiences, determining the barriers and… [Direct]
(2015). An Examination of Pre-Service History Teachers' Metaphors Regarding the Concept of "Freedom". Educational Research and Reviews, v10 n8 p1261-1266 Apr. The purpose of this research study is to examine the metaphors generated by pre-service history teachers regarding the concept of freedom. Qualitative method is used in the research study and phenomenology is utilized as a research design. Semi-structured forms are used as a data collection tool in the study. Each pre-service history teacher is asked to complete the sentence in the forms beginning as "Freedom is like/ freedom is compared to …… because …….." in order to examine their metaphors regarding the concept of freedom. The study group is composed of 34 students studying in History Teaching Department in Kazim Karabekir Education Faculty in Ataturk University during the spring term of 2013-2014 academic year and taking the course "Human Rights and Democracy II". There is no sampling in the study as a result of being in contact with all of the students. Thirty-four forms obtained from the pre-service history teachers are examined carefully and four students'… [Direct]
(2015). Capturing Quality, Equity & Sustainability: An Actionable Vision with Powerful Indicators for a Broad and Bold Education Agenda Post-2015. Open Society Foundations The World Conference on Education for All in Jomtien in 1990 marked the first concerted effort to prioritize educational development around the world, and subsequent meetings continue to advance the global agenda for what education–and the world–could become. In 2000, the Education for All (EFA) and Millennium Development Goals laid out the first set of concrete and actionable goals to increase development and improve access to education for all children. In 2015, development goals have shifted to Sustainable Development Goals, and the education promoted must follow suit. The main aim of the post-2015 goals is to cultivate life-long learners and develop Global Citizens who are committed to eradicating poverty and ensuring dignity, human rights, and social justice in their homes, communities, and countries. This report translates the commitments held out by the Education for All Steering Committee (EFA-SC) and Sustainable Development Open Working Group (OWG) into a framework for… [PDF]
(2008). Bullying: A Human Rights and Social Studies Issue. Childhood Education, v84 n6 p383 Aug. Bullying and victimization in schools have become major concerns for parents, teachers, and school psychologists. Elementary and middle school teachers likely have seen students bully each other, so it is important that they notice the characteristics associated with being bullied and recognize bullying in all its forms: physical, verbal, and psychological. This knowledge will help teachers take action in bullying situations and resolve these conflicts. Bullying can be addressed in many forums, but some researchers believe that social studies classes are an excellent venue for addressing bullying as a human rights issue. Social studies curricula are designed to familiarize students with the core values and principles of one's country. Through the social studies, students acquire the requisite knowledge and strategies to become citizens who effectively exercise their constitutional rights and privileges. The social studies also can build students' understanding of community, justice,… [Direct]