(1978). Human Rights and Foreign Policy. Headline Series 241. A discussion is presented of the meaning of human rights, implications of human rights for foreign policy, and obstacles to its realization on a global scale. Chapter I identifies human rights as a critical issue, commends President Carter's initiative in this area, and points out difficulties of implementing a human rights policy. Chapter II raises questions about the (1) intellectual background of the human rights concept, (2) concrete meaning of human rights, (3) ability of an American human rights policy to be consistent and principled, and (4) global implications of a human rights policy declared by a world power such as the United States. A historical analysis of the human rights concept is presented in chapter III. The author compares its role in the Judeo-Christian tradition, Roman stoicism, the writings of John Locke, and contemporary philosophy. Chapter IV explores a philosophical rationale for human rights based on religious, metaphysical, utilitarian, and social-contract…
(2002). Toward a Postmodern Notion of Human Rights. Educational Philosophy and Theory, v34 n2 p171-183 May. The idea of human rights has increasingly been playing a very important part in people's contemporary life, the political in particular, the cultural in general. This explains why Dr. Griffin in \Beyond Anarchy and Plutocracy: the need for global democracy\ includes a chapter on human rights. \My contention,\ Dr. Griffin writes, \is that now, in the light of globalization, the idea of human rights should inspire a movement for global democracy.\ According to Griffin, global democratic government needs the notion of human rights as at least one of its starting points. In turn, the full implementation of human rights relies on global democratic government. Griffin mentions several obstacles to realizing the idea of human rights. The idea of state sovereignty is regarded as a major obstacle on the way to the full implementation of human rights. According to Griffin, \As long as this doctrine of Sovereignty is retained, therefore, the idea of human rights, with its moral universalism,… [Direct]
(1981). Human Rights: Descriptions of Classroom Activities. Twenty-seven classroom activities to help elementary and secondary students learn about human rights are described. The three major objectives of human rights education and teaching are: (1) to foster the attitudes of tolerance, respect, and solidarity inherent in human rights; (2) to provide knowledge about human rights, in both their national and international dimensions, and the institutions established for their implementation; and (3) to develop the student's awareness of the ways and means by which human rights can be translated into social and political reality at both the national and the international levels. Because research has indicated the importance of the years before adolescence in human rights education, activities have been included for this age group as well as for advanced students. The majority of activities are more suitable for classrooms where teachers are used to engaging in open discussions with their students. However, many of the activities can also be… [PDF]
(2017). The Globalized "Whole Child": Cultural Understandings of Children and Childhood in Multilateral Aid Development Policy, 1946-2010. Comparative Education Review, v61 n2 p298-326 May. Current global conceptions of childhood dictate that all children are entitled to a childhood that provides protection, preparation, and child development for the whole child. We analyze 65 years of policy documents from the influential multilateral agency UNICEF focusing on how cultural ideas have changed over time and how they have blended into the contemporary idea of the child and childhood that is distinctly different from the period immediately following World War II. The results present a rich description of these trends including the greater elaboration of educational development during childhood, movement from an image of the simple unidimensional child to greater complexity and multiple dimensions, the whole child, and a shift away from imagining children as creations of particular local cultural contexts to a global, one-size-fits-all child with universal requirements and rights to human development, the globalized whole child…. [Direct]
(1998). Teaching Strategy: Human Rights Around the World and at Home. Update on Law-Related Education, v22 n3 p41-42 Fall. Presents a lesson on human rights for middle and secondary school students in which they identify human rights, cite examples of human-rights abuses and affirmations, and relate actions to the articles of the Universal Declaration of Human Rights (UDHR). Explains that students identify human-rights issues globally and at home. (CMK)…
(2008). Tough, but Where's the Love?. Adults Learning, v20 n4 p10-11 Dec. Every government wants to appear to be tough on asylum seekers. But in failing to offer newcomers immediate access to English language learning one runs the risk of missing out on significant economic and social cohesion benefits. In this article, the author argues that asylum seekers need to get English language support in their first six months in the UK and be provided with immediate access to language training. She contends that language is key to social integration and, while she believes language learning cannot be called a human right, it is the means by which newcomers access their basic human rights and "become effective" in a country. It is particularly important for asylum seekers, since they are denied the opportunity to take up any other forms of gainful activity and are "among the most vulnerable sections of society". There is research that shows that those who have English language training in the early phases are much more likely to carry on… [Direct]
(2009). Reaching for the Dream: Quality Education for All. Educational Studies, v35 n4 p425-435 Oct. Quality and equality in education is the dream of many. In South Africa hope was pinned onto the transformation that was to follow the major political changes of the 1990s. The promotion of inclusive education is rooted in a philosophical and principled position that all children should have educational rights and opportunities as encased in the Bill of Rights. Therefore, inclusive education became part of a greater initiative to establish and support a culture of human rights in our society. This article reports on factors educators, as instruments of change, perceive as problematic to them in rendering quality and effective teaching. This is followed by a critical reflection against a backdrop of their qualifications, attitudes and commitment…. [Direct]
(2009). Pedagogy of the Living Dead: Using Students' Prior Knowledge to Explore Perspective. English Journal, v98 n6 p49-55 Jul. One reason zombie films are so frightening, and perhaps so popular, is because zombies represent a unique type of monster. Rather than frightening people because they are so alien to the world as people understand it, zombies are horrifying in how closely they resemble people. Zombies are people and represent the potential of zombie characteristics in everyone, which is simultaneously scary and revealing. Zombies and other undead denizens can provide for meaningful scaffolding onto knowledge that students already possess. In this article, the author describes how he incorporated zombies into his classroom to liven up his students' study of cultural knowledge, debates about human rights, and literary analysis. (Contains 1 note.)… [Direct]
(2006). Combining Conflict Resolution Education and Human Rights Education: Thoughts for School-Based Peace Education. Journal of Peace Education, v3 n2 p187-208 Sep. Peace education embraces a wide range of programs and initiatives. Two of those subfields, human rights education and conflict resolution education, are often considered too different in goals, models and content to be seen as partners in the same educational effort. A review of recent literature confirms that few conflict resolution education programs include a strong human rights emphasis. And many human rights education programs contain little in the way of conflict resolution education. In this article, I suggest that these types of peace education may be more productively combined than originally thought, especially in school-based and youth-based programs in the United States. (Contains 1 figure and 2 tables.)… [Direct]
(2013). Nothing about Us without Us! The Failure of the Modern Juvenile Justice System and a Call for Community-Based Justice. Journal of Applied Research on Children, v4 n1 Article 11. The modern juvenile justice system is failing our society. A literature review reveals resounding criticism of the system at all points–arrest, court processing, and incarceration. The current system does not effectively reduce recidivism, is wrought with racial disparities, operates with a minimal degree of cultural competence, violates human rights norms, and fails to empower and reform individuals who are directly affected. The current system shatters social bonds and does not hold governmental agencies accountable for wrongdoing or ineffectiveness. Community-based approaches more effectively reduce crime, cost less, are more empowering and culturally competent, help ameliorative civic fragmentation, and are more socially responsible. The definition of community-based approaches to juvenile justice entails any, and ideally all, of the following: 1) Empowerment of communities and youth who grapple with mass over-incarceration, poverty, violence, under-performing schools, a lack of… [PDF]
(1973). Population and Human Rights, Education and Information. A background paper for the Symposium on Population and Human Rights reviews the proceedings and resolutions of the United Nations Internal Conference on Human Rights of 1968, General Assembly resolutions, and relevant supporting statistics concerned with the relations of population and human rights. This information is organized into the following sections: 1) Human Rights and Law; 2) Rights and Duties; 3) Population Growth and Human Rights; 4) Effects of Rapid Population Growth on Education; 5) Education and Population Growth; 6) Communication Media and Population; and 7) Action to Promote Human Rights in the Light of Population Trends. (KSM)… [PDF]
(2009). The Norwegian "Christianity, Religion and Philosophy" Subject "KRL" in Strasbourg. British Journal of Religious Education, v31 n3 p263-275 Sep. This article presents the judgement and dissent of the European Court of Human Rights in the "Case of Folgero and others v. Norway" regarding the subject "Christianity, Religion and Philosophy (KRL)" in Norwegian state schools. The verdict, reached with dissenting votes of 9-8, states that parents' freedom of ensuring their children an education in conformity with their own religious and philosophical convictions is violated in "KRL". The article also discusses a possible way of thinking in the process of creating a common, unifying subject for teaching about religions and beliefs in the Norwegian state school system. (Contains 4 notes.)… [Direct]
(2009). An Interdisciplinary Approach to Teaching International Law: Using the Tools of the Law School Classroom in Political Science. PS: Political Science and Politics, v42 n1 p189-195 Jan. As the world has grown more interconnected, many political science programs have added courses on international law, international organizations, the laws of war and peace, international human rights, and comparative judicial politics. While in many cases these are relatively new offerings within international studies, all of these subjects have long been part of the law school curriculum. There is, therefore, a long pedagogical history to be examined in terms of the techniques and content used in law schools to teach these courses. This paper examines a number of these techniques and discusses how they may be used in political science courses to enhance student learning opportunities…. [Direct]
(2009). \May We Please Have Sex Tonight?\–People with Learning Difficulties Pursuing Privacy in Residential Group Settings. British Journal of Learning Disabilities, v37 n2 p91-97 Jun. Many residential group settings for people with learning difficulties do not provide individuals with the private space in which they can explore their sexual relationships in a safe and dignified manner. Lack of agreed private spaces seriously infringes the individual's human rights. Many people with learning difficulties who lack privacy have no other option but to escape to isolated public or semi-private spaces to be sexually active. This places individuals at risk. It is suggested that self-advocacy driven policy guidance must be developed which must require residential services to review their practice to ensure that they accommodate residents' need for privacy, whilst supporting them to lead safe sexual relationships…. [Direct]
(2011). An Overview of Peace Education in Turkey: Definitions, Difficulties, and Suggestions–A Qualitative Analysis. Educational Sciences: Theory and Practice, v11 n4 p1739-1745 Aut. In modern world, advances and changes experienced in social, political, and economic domains cannot be effective in diminishing the unwanted behaviors displayed by individuals in a society. This underpins the need for creating a peace culture based on equality, justice, democracy, human rights, tolerance, and solidarity in a society. The purpose of this study is to examine the opinions of classroom teachers in Turkey about different aspects of peace as a concept and peace education in terms of problems, expectations, and suggestions. This research has been designed in accordance with qualitative research paradigm, and semi-structured interview technique has been employed as the data collection tool. 13 teachers have voluntarily participated in this study. Findings have revealed that participating teachers have similar definitions regarding not only global and national peace, but also individual peace. Predominantly test-oriented and exam-based education system have been found to be… [PDF]