(1989). Civic Education and Human Rights. In order to understand the context of the role that human rights should play in civic education in the United States, the era in which those rights were first debated (1789-1790's) must be examined, as well as contemporary political and education trends in the United States and the world. Human rights were at the heart of the democratic revolutions in the late 18th century. For a contemporary understanding of human rights education in the United States, the role that the United States has played in world affairs since the end of World War II must be examined. The organization of the United Nations and the formulation of its charter brought considerable enthusiasm for human rights to the United States. The rise of international studies as a basic component of civic education in the schools was always beset in the United States by Cold War ideology and McCarthyism. The Helsinki Final Act of 1975 and the Carter administration's focus on human rights brought concern for human rights…
(2013). Intercultural Education in Detroit, 1943-1954. Paedagogica Historica: International Journal of the History of Education, v49 n3 p361-381. In the World War II era, many United States educators recognised that the claims of racial superiority underlying German anti-Semitism and Japanese imperialism challenged the fundamental democratic idea of human equality that is the bedrock of US political ideals. At the same time, these educators realised the importance of national social cohesion for political unity and strength. Their response to this challenge was to develop school programmes that emphasised the principles of equality of opportunity and inalienable human rights, that promoted respect for diverse races and cultures, that warned against the dangers of race-based totalitarianism and that taught all students to fulfil their responsibilities as US citizens. These programmes, generally referred to as "intercultural education", enjoyed their greatest success from the late 1930s to the early 1950s. In practice, most intercultural education programmes, as implemented in schools, did not live up to the ideals… [Direct]
(2009). Creating LGBTQ-Friendly Campuses. Academe, v95 n5 p39-42 Sep-Oct. It may seem as if colleges and universities across the United States support lesbian, gay, bisexual, transgender, and queer (LGBTQ) faculty, staff, and students. After all, the employer database of the Human Rights Campaign, using self-reported data, identifies 567 colleges and universities offering protection against discrimination, including 96 that protect against discrimination based on gender identity or expression and 309 that provide healthcare benefits to same-sex domestic partners. Other institutions offer nondiscrimination in admissions and university-sponsored housing and protection from harassment as well as \soft benefits,\ such as library and exercise facility use, ID cards, health-insurance coverage, and reduced tuition for partners; inclusive tenure and family leave policies; student programming; and gender-neutral bathrooms. But the institutions listed by the Human Rights Campaign make up less than 8 percent of the more than four thousand accredited institutions of… [Direct]
(1993). Learning To Live in Harmony and Diversity: Focus on Human Rights Education. ASPBAE Courier, n57 Dec. This special issue centers around the theme of education for peace and human rights. It contains materials concerning the practice of adult education in the Asian-South Pacific region. The journal contains 15 papers. The following papers provide regional perspectives: "Learning to Live in Harmony and Diversity" (editorial) (Rajesh Tandon); "Human Rights Education as a Human Right" (workshop report); "Human Rights Teaching Programmes: Specific Problems and Scope" (Anand Swaroop Verma); "Human Rights Education and Social Awareness Raising Programme" (Sushil Pyakural); "Legal Literacy, Human Rights Education, and Paralegal Training in Sri Lanka" (Kalyananda Tiranagama); "Human Rights and the Third World" (Deepika Udagama); "Peace and Human Rights Education: A South Pacific Perspective" (Joseph C. Veramu). The following papers are classified from an international perspective: "IMF [International Monetary Fund],… [PDF]
(2010). A Comparative Study of the Positioning of Children with Special Educational Needs in the Legislation of Britain, New Zealand and the Republic of Ireland. International Journal of Inclusive Education, v14 n8 p755-776 Dec. This paper uses Positioning Theory, a theoretical framework within Discursive Psychology, to explore the positioning of children with special educational needs in the legislation of Britain, New Zealand and the Republic of Ireland. In terms of positioning the child with special educational needs as a person, the human rights legislation in all three countries ascribes person status, as does, in general, their Child Welfare legislation. Influenced by the Warnock Report of 1978, the education legislation positions the child first as a person having a special need, thus conferring person status. In terms of positioning the child as having a voice, all three countries affirm such positioning within their general legislation, but Ireland positions the child most strongly as an active partner with a voice within its recent education legislation. Finally, in terms of positioning with the right to appropriate education, all three countries confer strong rights to education and have now moved… [Direct]
(1978). Special Section: Human Rights. Forum: Council of Europe, 1/2, 13-32, 78. Eleven articles examine human rights in Europe. Topics include unemployment, human rights legislation, role of the Council of Europe in promoting human rights, labor unions, migrant workers, human dignity in industralized societies, and international violence. Journal available from Council of Europe, Directorate of Press and Information, 67006 Strasbourg CEDEX, France. (Author/DB)…
(2014). Cultivating "Convivencia": Youth and Democratic Education in Southeast Spain. ProQuest LLC, Ph.D. Dissertation, The University of Arizona. "Convivencia", or conviviality/coexistence, represents a pivotal node in Spanish ideologies of multiculturalism. Touted as the legacy of interreligious harmony in Al-Andalus (A.D. 711-1492), contemporary pedagogical "convivencia" involves policies, curricula, and activities which idealize distinct ways of communicating and enacting egalitarianism across differences. This has become important as Spain struggles with increased cultural pluralism as a result of foreign immigration. Drawing on twelve months' fieldwork at three secondary schools in the municipality of El Ejido (Almeria), I approach education as a focal sphere in which to examine the daily construction and maintenance of this ideal. Specifically, I argue that the universalist bent of contemporary "convivencia" pedagogies tends to obscure and invalidate minority student perspectives. Moroccan youth, who are stereotypically associated with patriarchy, piety, and cultural traditionalism, found… [Direct]
(1998). Human Rights Educational Resources. Update on Law-Related Education, v22 n3 p59-60 Fall. Gives a variety of educational resources on human rights that include videos, resource notebooks, books, publications, and websites along with short descriptions of the materials. Provides the contact information for a list of human-rights organizations, such as the Center for Human Rights Education and the Franklin and Eleanor Roosevelt Institute. (CMK)…
(1969). A Guide to Human Rights Education. Bulletin 43. Background information and teaching suggestions are offered in this guide for implementing human rights ideas in existing social studies curriculum at the elementary and secondary grade levels in the United States. Emphasis is upon equal universal rights for every person as a concern of education and action. The introduction presents an address by Chief Justice Warren entitled \Continuing Action for Human Rights.\ The remainder of the guide is arranged into four chapters. Chapter one briefly traces the history of human rights from Hammurabi's Code up to 1945. Chapters two and three deal with man's continuing struggle for human rights after 1945 through agencies of the United Nations. These chapters focus on discussion of specific human rights documents; formation of human rights documents; conventions; the basis of, implementation problems of, and future development of human rights. In chapter four twenty strategies are suggested, ranging in scope from role playing activities to… [PDF]
(2015). Educators on the Edge: Big Ideas for Change and Innovation. Australian College of Educators (ACE) National Conference Proceedings (Brisbane, Australia, September 24-25, 2015). Australian College of Educators The 2015 Australian College of Educators (ACE) National Conference theme is "Educators on the Edge: Big Ideas for Change and Innovation." ACE presented an opportunity for all education professionals to gather, discuss, and share cutting-edge, creative and innovative practices, nationally and globally at the conference held on September 24-25, 2015, in Brisbane, Australia. These ACE 2015 National Conference Proceedings include high quality Keynote Addresses, Paper Presentations, Interactive Workshop Session Papers, a Provocation Paper, and the winning Paper from the ACE | ASG Student Educator "Writing the future" National Award. Australian educators were invited to submit an Abstract for either a Paper Presentation, or for an Interactive Workshop Session consistent with the conference theme. Some of these submissions share practices related to the following: (1) Educators adapting to changes and challenges (including technological, economic, and social); (2)… [PDF]
(2023). Schoolwide Positive Behavioural Interventions and Supports and Human Rights: Transforming Our Educational Systems into Levers for Social Justice. International Journal of Developmental Disabilities, v69 n1 p5-12. Positive behaviour support and schoolwide positive behavioural interventions and supports (PBIS) emerged in response to the misuse of behavioural theory and ableism in educational systems. Yet even with these advances, inequitable outcomes based on ability and race persist. The purpose of this article is to describe an equity-centred schoolwide PBIS approach that harnesses behavioural theory and the PBIS framework to focus specifically on systems change to lead to equitable outcomes. There is emerging evidence of promise for increasing racial equity in student outcomes, and implications and suggestions are provided to increase equity by disability status. In providing practitioners with clear steps to reduce ableism and racism in educational systems, this line of research stands to benefit all students and families…. [Direct] [Direct]
(1998). A Human Rights Glossary. Update on Law-Related Education, v22 n3 p61-63 Fall. Presents a human rights glossary that includes definitions of basic terms, treaties, charters, and groups/organizations that have been featured in previous articles in this edition of "Update on Law-Related Education"; the human rights terms have been compiled as part of the celebration of the Universal Declaration of Human Rights (UDHR). (CMK)…
(2002). The Universal Declaration of Human Rights – Only a Foundation. Journal of Intergroup Relations, v29 n1 p34-49 Spr. Explains provisions contained within the Universal Declaration of Human Rights, tracing historical beginnings of human rights to 1945, detailing events after 1945 up to the adoption of the Universal Declaration of Human Rights by the United Nations, and explaining essential terminology used in describing human rights instruments that have been drafted after the declaration. (SM)…
(1978). Human Rights and Children. Educational Theory, 28, 2, 102-10, Spr 78. Categorizing human rights into two classes, welfare rights and option rights, this article seeks to use the argument for ascribing and/or denying human rights to children as a vehicle for exploring the concepts involved with formulating an adequate theory of human rights, and further seeks to resolve some apparent contradictions within the child's rights movement. (DS)…
(1994). Human Rights Education, Constitutionalism and Their Interrelations in Slovakia. European Journal of Education, v29 n4 p377-89. This paper reviews national and cultural traditions that inform human rights consciousness in Slovakia and examines the role of constitutionalism in human rights protection and education on human rights. A prospering civil society is possible only in the context of a well-functioning civil state, making education in human rights and constitutionalism connected and complementary. (JDD)…