(2004). National Initiatives within the UN Decade for Human Rights Education: The Implementation of Human Rights Education Policy Reforms in Schools. Educational Research for Policy and Practice, v3 n2 p167-182 Jan. As the ubiquitous force of globalization further erodes the nation-state and political activity increasingly focuses on global issues, there is renewed attention to models of global education. Within this global context, human rights education emerges as a response to the demands of global education. One of the main objectives of the United Nations Decade for Human Rights Education (1995-2004) is the building and strengthening of programs and capacities for human rights education at the national and local levels. In this essay, an overview of human rights education and the policy guidelines for national plans of action for human rights education developed by the Office of the High Commissioner of Human Rights (OHCHR) are presented. Further, the essay focuses on comprehensive national initiatives within the Decade that are being undertaken in Japan, Austria, and the United States, with particular attention to the implementation of human rights education in formal secondary school… [Direct]
(2007). Unveiling a Role for the EU? The "Headscarf Controversy" in European Schools. Education and the Law, v19 n2 p111-130 Jun. Many European countries have introduced laws and policies which proscribe religious clothing in public educational institutions. The European Convention on Human Rights has been deployed to uphold such actions, the European Court of Human Rights recognising that States should be able to limit the manifestation of religious beliefs. National courts considering the matter in terms of religious freedom (as opposed to discrimination) have reached similar conclusions. Most affected States are members of the European Union as well as the Council of Europe. This article will argue that it is more likely that European Union law could be engaged by an aggrieved teacher to challenge national law. (Contains 116 notes.)… [Direct]
(2010). Canada's Implementation of the Right to Education for Students with Disabilities. International Journal of Disability, Development and Education, v57 n1 p5-20 Mar. This article analyses the content and legal implementation of the right to education as a human right in Canada. It seeks to expose the extent to which Canadian legislative mechanisms have succeeded in protecting the right to education of students with disabilities by using students with epilepsy as a test case. To that end, the article examines the barriers faced by students with epilepsy in realising their right to education. It explores the content of the right to education in international law so as to provide an ideal against which the legal implementation of the right to education in Canada can be measured. In examining the degree to which legal implementation of the right to education for students with disabilities lives up to the ideals espoused in international law, the article analyses the effectiveness of the legal mechanisms that implement the right to education for students with epilepsy in addressing the three types of barriers faced by these students. The revelation of… [Direct]
(2009). Challenging Racist Nativist Framing: Acknowledging the Community Cultural Wealth of Undocumented Chicana College Students to Reframe the Immigration Debate. Harvard Educational Review, v79 n4 p704-729 Win. Using the critical race \testimonios\ of ten Chicana undergraduate students at a top-tier research university, Lindsay Perez Huber interrogates and challenges the racist nativist framing of undocumented Latina/o immigrants as problematic, burdensome, and \illegal.\ Specifically, a community cultural wealth framework (Yosso, 2005) is utilized and expanded to highlight the rich forms of capital existing within the families and communities of these young women that have allowed them to survive, resist, and navigate higher education while simultaneously challenging racist nativist discourses. Reflecting on her data and analysis, Perez Huber ends with a call for a human rights framework that demands the right of all students–and particularly Latinas/os–to live full and free lives. (Contains 4 figures and 9 notes.)… [Direct]
(1996). The Human Rights Challenge. World reaction to the 1995 release from house arrest of Aung San Suu Kyi, leader and founder of the major opposition party in Burma (now Myanmar), indicates significant change in international relations, specifically in the international political system. The total sovereign states today (249) have increased, as have system "rules" relating to human rights. The concept of human rights was introduced in the 17th century; until World War II, citizens' liberties were considered the bailiwick only of their respective nations; no nation was to interfere with another's administration of rights. The United Nations (UN), created in 1945, was the first manifestation of the idea that a nation's treatment of its citizens should concern the rest of the world. The original member states agreed that "human rights and fundamental freedoms" should be a high priority. The UN, regional human rights regimes, and nongovernmental organizations primarily have been responsible for… [PDF]
(1988). Human Rights and the United Nations. Journal of the Middle States Council for the Social Studies, v10 p18-23 Fall. Describes past and present United Nations activities relative to human rights. Examines legislative accomplishments; supervisory activities for existing conventions; and overall monitoring of the human rights situation throughout the world. Calls for strict implementation of standards and full use of existing mechanisms as a means of ensuring human rights. (KO)…
(2000). Race and Human Rights Violations in the United States: Considerations for Human Rights and Moral Educators. Journal of Moral Education, v29 n2 p183-201 Jun. States that moral educators can learn from North Americans who have challenged U.S. human rights violations, especially violations within the United States. Uses race as an analytical tool to illustrate human rights abuses. Concludes by discussing the implications for crossing boundaries between human rights work and moral education. (CMK)…
(2005). Human Rights and Citizenship: an Unjustifiable Conflation?. Journal of Philosophy of Education, v39 n1 p37-50 Feb. Human rights discourses are increasingly being coupled to discourses on citizenship and citizenship education. In this paper, I consider the premise that human rights might provide a theoretical underpinning for citizenship. I categorise citizenship into five main categories — moral, legal, identity-based, participatory and cosmopolitan. Bringing together theoretical and documentary evidence, I argue that human rights cannot logically be a theoretical underpinning for citizenship, regardless of how citizenship may be conceptualised. This is because human rights discourses are located within a universalist frame of reference, in contrast to that of citizenship, which is located within a more particularist frame. Human rights are conceptually distinct from citizenship, and the conflating of human rights with citizenship not only is conceptually incoherent, but may actually obstruct the empowerment and active participation of individual citizens in the context of a political community…. [Direct]
(1982). International Human Rights, Society, and the Schools. National Council for the Social Studies Bulletin No. 68. Important issues, concepts, and research related to international human rights are discussed, and instructional guidelines and creative teaching strategies are presented in this resource for K-12 and college social studies/social science teachers. The bulletin consists of an introduction and seven chapters. The introduction discusses three basic approaches to the study of human rights–national, comparative, and international–and examines reasons for teaching human rights education. Chapter 1 presents answers to 15 questions often asked about international human rights. The second chapter urges the linking of education for civic cohesion and cultural pluralism with education for global interdependence. The implications for teachers of socialization and human rights is the topic of chapter 3. How to teach human rights in K-12 schools and in colleges and universities is the focus of chapters 4 through 6. Chapter 7 is an annotated listing of books about human rights for children and…
(2000). Human Rights: Lesson Plan for SDAIE (Sheltered) Class. This lesson plan on human rights uses the Specially Designed Academic Instruction in English (SDAIE) methodology used in California to teach academic content to intermediate, threshold level limited-English-proficient (LEP) students. It sets forth three educational goals for students to reach; asks students to examine definitions of human rights using two sources, the Universal Declaration of Human Rights and the Bill of Rights; engages students in researching human rights as defined and practiced in China, one Latin American country (El Salvador, Guatemala, Brazil), or a country where the student has lived; calls for students to report their research findings and compare them to the definition of human rights outlined in the sources they have read; and gives students a writing assignment to answer four opinion questions: (1) Is the country you selected observing human rights as defined in part 1? (2) Why or why not? (3) What do you believe can be done to protect human rights in… [PDF]
(2009). Islam, Western Education and the Riddle of Human Rights. College Quarterly, v12 n4 Fall. Relations between Islam and the West have seldom been easy. Enmities and resentments date back centuries. So do cultural contacts, economic ties and periods of relative cooperation. Today, however, nothing symbolizes that unsteady and often tense relationship more than the events of 11 September, 2001 and the bloodshed that has followed in Palestine, Iraq and Afghanistan as well as the cities of London, Madrid and elsewhere. The attitudes and actions of both sides have important consequences for citizens not only in Islamic countries but also in the West. They present especially serious trials for educators, both in principle and in practice. For other citizens, the purported clash of civilizations brings up questions concerning the very Western values that are said to be in jeopardy. This article is intended to describe some of the background to the riddle of human rights as it affects Islam and the West, and to open the discussion of political principles to a consideration of the… [PDF]
(1998). The Provision of Non-Formal Education for Human Rights in Zimbabwe. This book provides insight into human rights activities of organizations in Zimbabwe, placing the need for human rights education in legal, political, social, and economic contexts. Data come from a research project on human rights education in Zimbabwe. The book criticizes the objectives and programs of people in the field from legal and educational perspectives, arguing that emphasis has been on civil and political rights rather than economic, social, and cultural rights and what the law should be. It states that people must be educated on knowing their rights and knowing when their rights are abused. It suggests that human rights education programs in Zimbabwe do not reflect the principles of universality, integration participation, and interdisciplinarity. There are seven chapters: (1) "Introduction"; (2) "Theoretical Aspects of Non-Formal Human Rights Education"; (3) "The Legal, Political, Economic, Social and Cultural Environment"; (4)…
(1998). Human Rights in These United States. Update on Law-Related Education, v22 n3 p18-21 Fall. Discusses the results from a survey commissioned by Human Rights USA that investigated what individuals know and think about human rights issues in the United States. Asserts that the survey gives community activists, educators, and decision makers the means to analyze local and national human-rights problems and move toward solutions. (CMK)…
(1988). Human Rights and the Statistician. Statisticians can help to improve human rights reporting. The statistician's approach to measurement, summary, and interpretation is needed to understand and help reduce human rights violations. Statistical problems in the measurement and analysis of human rights violations include: lack of agreement on the definition; great difficulties in collecting basic data; lack of knowledge of the subject among statisticians; lack of knowledge of statistics among other human rights practitioners; and the need for appropriate methodology. The statistical problems are analogous to other measurement problems, and can be similarly resolved, but a continuing need for interdisciplinary teams is seen. (Author)…
(1981). Bibliography of Human Rights: Middle Schools. This annotated bibliography on human rights is targeted toward middle school students and emphasizes works that document the influence of specific events on human rights development, the political, social, and cultural histories of various ethnic groups in the United States, and the biographies of eminent human rights advocates. There are 170 citations included. (JCD)…