(2010). Fundamental Elements in Examining a Child's Right to Education: A Study of Home Education Research and Regulation in Australia. International Electronic Journal of Elementary Education, v2 n3 p349-364 Jul. Home education provides valuable educational and developmental opportunities for children. An examination of Australia's research indicates many best educational practices, including more informed mediation, contextualised learning, and opportunities to exercise autonomy. Key features include learning embedded in communities and program modification in response to students' needs. Current state and territory legal requirements are examined within the context of this research and Australia's obligations to international human rights treaties. All jurisdictions accept home education as one way to meet compulsory education requirements. The extent to which respective laws then reflect understanding of home education research and practice varies. Most jurisdictions allow for a variety of educational approaches. Some oversight regulation could however be modified to reflect a better understanding of home education. Consultation with home educators and reference to research would assist… [PDF]
(2010). Social Responsibility and Community Development: Lessons from the Sistema de Aprendizaje Tutorial in Honduras. International Journal of Educational Development, v30 n6 p599-613 Nov. This article extends understanding of the connections between education, social capital, and development through a mixed-methods case study of the Sistema de Aprendizaje Tutorial, or SAT, an innovative secondary-level education system. The quantitative dimension of the research used survey measures of social responsibility to compare 93 SAT students to 88 other students in conventional Honduran schools, with samples based on the naturally occurring (non-random) presence of one of these two different educational programs in each of nine nearby Honduran communities. Preliminary findings suggest that students in the SAT program held a greater sense of social responsibility than their peers in conventional schools. Students' statements about their own educational experiences were analyzed in order to identify some of the characteristics of the SAT program that may have led to this difference. The SAT approach to developing social responsibility is contrasted to a human rights focused… [Direct]
(2012). Teaching Strategies: The Convention on the Rights of the Child–Suggestions for Educator Action. Childhood Education, v88 n6 p394-397. The Convention on the Rights of the Child (CRC) is the most widely ratified human rights treaty in history, yet the United States has failed to ratify it, despite the efforts of countless supporters. Opponents of ratification in the United States have been effective at preventing ratification by asserting that the CRC will damage family relationships and undermine parental authority, among other things (Fagan, Sauders, & Fragoso, 2009; Farris, 2005; Schlafly, 1993). The author believes–as do many in the pro-ratification community–that these concerns are unwarranted for a number of reasons. First, the language of the CRC is clear with regard to the important role of parents. Second, the author believes that most of the rights contained in the CRC are already granted to children under U.S. law. Third, the CRC can be ratified with statements that can address parental rights and other issues in a manner sufficient to satisfy opponents (Smolin, 2006). Fourth, treaties in the United… [Direct]
(2007). Psychologists' Advocacy for the Legal Recognition of Same-Sex Relationships. American Psychologist, v62 n7 p713 Oct. Comments on the article by G. Herek, "Legal recognition of same-sex relationships in the United States: A social science perspective." Herek provided a useful overview of psychological research relevant to the legal recognition of same-sex marriages. Another avenue of advocacy that the American Psychological Association could undertake would be to take advantage of its status as an accredited nongovernmental organization at the United Nations and aim to amend the United Nations' Universal Declaration of Human Rights, originally approved in 1948. This document, noble in many respects, contains standards that limit the rights of gays and lesbians to legally marry. It is troubling that the very United Nations that advocates for human rights around the globe perpetuates these hetero-normative standards. Amending the United Nations' Declaration of Human Rights would be a positive step toward providing a legal rationale and international precedent for equal civil rights for gays… [Direct]
(2010). Multicultural Education and the Rights to Education of Migrant Children in South Korea. Educational Review, v62 n3 p287-300 Aug. This study reviews the current state of multicultural education for migrant children in South Korea and calls for a critical reorientation of multicultural education for all. Racism was deepened during the colonial period in Korea, and continues to this day. Thus I argue that the ambivalent, dualistic ethnic prejudice distorted by colonialism can be resolved only through a decolonization of thinking. Currently South Korea is moving from being a homogeneous and mono-cultural community into a heterogeneous and multicultural society. In this context, immigrants are subject to discrimination and excluded from ethnocentric Korean society, and abused in terms of universal human rights. This is the environment for the urgently needed multicultural education. Multicultural education is one of the avenues through which we are able to confront racism today throughout the world. Multicultural education in Korea needs to be reconsidered in accordance with the rights to education for all children… [Direct]
(1977). International Human Rights Kit. Designed for students, educators, and citizens interested in human rights, the booklet presents resources for learning about the facts, perspectives, and existing procedures and institutions to promote human rights. Chapter one explores the relationship between human rights and war. Chapter two presents a self-survey to help readers clarify personal values; a discussion of 49 common questions about human rights; and an examination of the compatibility of social and cultural rights with civil and political rights. In chapter three, transcripts of speeches by government representatives from the United States, Communist world, Third World, and the United Nations offer various perspectives on foreign policy goals and attitudes toward human rights. A detailed analysis of the International Bill of Rights comprises chapter four. Chapter five indicates the international human rights instruments which have been ratified by various countries, and reveals the limited relationship between…
(1978). Human Rights/Human Needs. Momentum, v9 n4 p4-7 Dec. The faculty of Holy Names High School developed an interdisciplinary human rights program with school-wide activities focusing on three selected themes: the United Nations Universal Declaration of Human Rights, in conjunction with Human Rights Week; Food; and Women. This article outlines major program activities. (SJL)…
(2010). Education after and about Auschwitz in Germany: Towards a Theory of Remembrance in the European Context. Prospects: Quarterly Review of Comparative Education, v40 n1 p133-152 Mar. This article provides an overview of education after and about Auschwitz (Holocaust education) in Germany in both theory and practice, with particular attention to three critical areas. The first is the status of research in, as Adorno famously phrased it, "education after Auschwitz" within the context of contemporary Germany. German society is pluralistic, and is built on the third and fourth generations of young Germans since the National Socialist Era. These Germans cannot and do not want to be identified as perpetrators, but they must deal with a strong and growing right-wing extremist movement. The second area, given these challenges, is the fact that Holocaust education can fail. And finally, the European dimension of Holocaust remembrance means teaching about Auschwitz in the context of a general effort to resist inhumanity, as well as attempts to identify the connections between learning after and about Auschwitz, on the one hand, and learning and understanding… [Direct]
(2014). Academic Mobility. International Perspectives on Higher Education Research. Volume 11. International Perspectives on Higher Education Research Academic mobility promotes the development of joint research activities, broadens the horizons of researchers, lecturers and professors, and promotes knowledge flows between institutions. This book offers a contemporary perspective on the mobility of academics across the globe with contributions by authors based in Australia, Germany, Ireland, Israel, South Africa, Spain, Turkey, the United Arab Emirates, the United Kingdom and the United States. With a focus on the context for and experience of academic mobility in Africa, Australia, Europe, the Gulf and the United States, issues such as historical perspectives and contemporary reflections, the impact of English as the 'lingua franca' of academe in South Africa, the motivations and experiences of international academics working in the United Arab Emirates, the integration of foreign-born faculty within Israeli academia, academic mobility within the US, and, the legal status of academic mobility, this volume is both comprehensive and… [Direct]
(2010). Democratic Approaches in Education and Language Teaching. Interchange: A Quarterly Review of Education, v41 n2 p123-132 Apr. In this paper the author asserts that as post- conflict Kosovo has emerged from the stage of emergency rehabilitation towards long-term development planning to independence, its peaceful and successful development largely depends on the development of a strong education system based on tolerance and human rights values. This paper looks at ways to promote an education system which accessible to all and also builds on the human potential of Kosovo by encouraging democratic behavior amongst the younger generation. The author asserts that traditional teaching in schools is no longer appropriate and looks at efforts to introduce new approaches to teaching. She suggests that a transformation is needed in order to have effective reforms. Part of this transformation suggests that educators in Kosovo will need to better understand that, while the country may be undergoing a transformation, teaching is a changing and dynamic profession with continuing demands and that education and… [Direct]
(1999). Human Rights: The Essential Reference. This reference work documents the history of human rights theory, explains each article of the Universal Declaration of Human Rights, explores the contemporary human rights movement, and examines the major human rights issues facing the world today. This book is the first to combine historical and contemporary perspectives on these critical issues. The book is organized into four distinct parts. Part 1 traces the evolution of our modern concept of human rights from the classical world to the 1948 adoption of the Universal Declaration of Human Rights, the document that defines our modern understanding of human rights. Part 2 provides a detailed explanation of all 30 articles of the Universal Declaration. Part 3 offers an overview of the post-1948 human rights movement and its key players, including descriptions of United Nations governmental and nongovernmental organizations throughout the world and biographical sketches of individuals who have had a significant impact on the human…
(1997). Whose Human Rights?. During the last 50 years, principles, institutions, and policies of human rights have been developed worldwide. This book brings together European and international conventions on human rights, the rights of women, and the users and uses of education, and places them in their wider context. It examines issues in how human rights work, the ways in which women have benefited, and the role of education in human rights. Chapter 1 offers an account of how human-rights legislation has been brought to fruition, with a focus on the process in Great Britain. Chapter 2 examines the international development of human rights, and chapter 3 describes the various ways in which education can be used to advance human rights. Chapter 4 examines the ways in which education appears in human-rights instruments. How do the provisions meet women's needs? The fifth chapter considers how these rights are globally and regionally implemented and enforced. Chapter 6 assesses the right to education in England…
(2012). "Los Papeles No Trabajan": The Papers Don't Do the Work. Multicultural Education, v20 n1 p2-8 Fall. Schools across the United States serve children from families that have crossed the U.S. border without documents. Some of these children have crossed the border themselves. For teachers and other educators, the Supreme Court decision of "Plyler v. Doe" (1982) has set the precedent that all children in the United States are entitled to a public education, regardless of their immigration status. Nevertheless, undocumented immigration remains a highly polarizing issue, and the struggles of immigrant children and their families often takes a back seat to political posturing. The authors of this article believe that it is an act of both courage and solidarity for teachers to provide support for undocumented children and their families. They also assert that it is a moral duty supported by international human rights agreements signed by the United States. The following research study raises questions about how the United States serves and supports the children and families who… [PDF]
(2000). Human Rights as a Moral Issue: Lessons for Moral Educators from Human Rights Work. Journal of Moral Education, v29 n2 p167-82 Jun. Proposes a cross over between moral education and human rights work, suggesting that human rights documents allow moral educators to learn from human rights activists and educators. Argues that Latin Americans and other marginalized groups can inform moral education work. Includes five suggestions for incorporating human rights into moral education programs. (CMK)…
(2012). "Europe" as an Alibi: An Overview of Twenty Years of Policy, Curricula and Textbooks in the Republic of Cyprus–and Their Review. European Educational Research Journal, v11 n3 p428-445. This article compares discourses on "Europe" in Greek-Cypriot policy, curricula and textbooks over approximately the last twenty years, from the early 1990s, when Cyprus applied for European Union (EU) membership, until 2011-12, the school year during which the recently revised curricula were gradually introduced to schools for implementation. This period spans both before and after the accession of the Republic of Cyprus to the EU in 2004, the year when an educational reform was also launched. As this reform has been mainly materialised through curriculum review processes, and as "Europe" has been repeatedly invoked to legitimise and explain its necessity, it renders Cyprus a useful case study, within the "problematique" of this special issue, in terms of exploring the shaping and governing of a European education policy space via "European" curricula. Findings indicate distinct differences and continuities between the two periods; although… [Direct]