(1985). Resources for Teaching about Human Rights: An Annotated List. Social Education, v49 n6 p518-24,526,528-32,534,536-38 Sep. The following resources are cited in this annotated bibliography dealing with human rights: general references (background readings for teachers and students); classroom materials; fiction; audiovisuals; periodicals; and organizations and associations dedicated to the investigation of human rights infractions or education and communication on human rights. (RM)…
(2010). Home Education: Constructions of Choice. International Electronic Journal of Elementary Education, v3 n1 p45-56 Oct. Families who choose to home educate generally do so due to dissatisfaction with school-based education. Common perceptions of home educators oscillate between images of the "tree-hugging hippy" and the "religious fanatic". Whilst attempting to go beyond such stereotypical dichotomies, this paper will examine three very different groupings of home educators and their varying constructions of childhood and the social world, demonstrating the spectrum between home education as an expression of human rights and of fundamentalism. The first grouping construct home education as a "natural" choice, often presented in political opposition to existing social structures. For the second grouping home education is predominantly a "social" choice relating to the conscious transmission of various forms of capital. Finally there are "last resort" home educators for whom home education is not perceived as a choice. Based on qualitative research, this… [PDF]
(2010). Teachers and Parents Play to Learn: Play-Based Instruction in Computer Technology. Exchange: The Early Childhood Leaders' Magazine Since 1978, n194 p78-80 Jul-Aug. Play is so important that it is declared as one of the human rights by the United Nations. Although it is focused on children, play does "not" stop there. In the 1990s the author designed and facilitated a blended curriculum for a Head Start Program. The instructional goal was to introduce and get the children to effectively and independently use computers. This opportunity arose out of a grant from The Children's Museum (TCM) of Indianapolis. The grant focused on computer literacy and technical training for Head Start program staff. In keeping with the Head Start philosophy, it stipulated training for the instructional staff, volunteers, custodial parents, and legal guardians so they could play an active role in participating in the children's learning process. In this article, the author describes how she conducted the four-hour in-service Technical Training through play. The in-service Technical Training was intended to engage, educate, and motivate the adult learners… [Direct]
(2010). Safety and Security of Older Persons in Tehran, Iran: A Sociological Appraisal of Elder Abuse. International Journal of Aging and Human Development, v71 n2 p139-152. The article explores and evaluates the quality of life, safety, and security of elderly people in Tehran City in Iran. In that, different dimensions of material and social well-being, and abuse of people of the age 65 and above, are assessed. Besides the human rights, the dignity, and the gradual decline of the elderly's social security are reflected. The research also aims to study the elder age-groups in order to find out how these people gradually lose their physical and mental reliance, and as a result, how their dependence on others and various services enhances. The method of research mainly being empirical, it is preceded by theoretical and literature review. Five hundred elderly people were randomly selected for the study. Findings suggest that the aging pyramid shrinks and narrows at the age of 65 or even before in the present study. Research reached the conclusion that the young elderly with new needs and expectations are highly different from those of their previous… [Direct]
(1985). The Nature of Human Rights. Social Education, v49 n6 p446-47 Sep. What is meant by human rights is discussed, and the historical and economic reasons why Western and third world nations embrace different philosophies of international human rights are examined. (RM)…
(2005). Citizenship and Human Rights Education: A Comparison of Textbooks in Turkey and the United States. International Journal of Educational Reform, v14 n1 p73-88 Win. Textbooks are major educational tools for students. A United Nations Educational, Scientific, and Cultural Organization (UNESCO) project titled "Basic Learning Material" claims that textbooks provide the main resource for teachers, enabling them to animate the curricula and giving life to the subjects taught in the classroom. As Power and Allison indicate (2000), textbooks should support the full development of the human personality and promote respect for human rights and fundamental freedoms. In order to actualize citizenship and human rights education apart from basic knowledge, educational activities that develop participation skills, critical-thinking skills, collaboration skills, problem-solving skills, and communication skills are also needed. That is why civics and human rights textbooks especially should include both texts and instructions for educational activities consistent with the text that help to develop these skills of the students. A number of studies were… [Direct]
(2009). Research Ethics in Sign Language Communities. Sign Language Studies, v9 n2 p104-131 Win. Codes of ethics exist for most professional associations whose members do research on, for, or with sign language communities. However, these ethical codes are silent regarding the need to frame research ethics from a cultural standpoint, an issue of particular salience for sign language communities. Scholars who write from the perspective of feminists, indigenous peoples, and human rights advocates have commonly expressed dissatisfaction with their lack of representation in conversations about research ethics. Members of sign language communities and their advocates can learn from others who share in this struggle and contribute much to this topic. We propose the development of sign language communities' terms of reference (SLCTR) as a means to research by, for, and with sign language communities. (Contains 2 tables and 7 notes.)… [Direct]
(2009). In Their Shoes. Adults Learning, v20 n10 p32-34 Jun. "Protective presence," "advocacy" and "solidarity" are the three key elements in the work of ecumenical accompaniment. In this article, the author focuses on the third, "solidarity," and explores what it has to do with undertaking and promoting adult learning. The author shares her experience when she traveled to Palestine to take part in a church programme called the Ecumenical Accompaniment Programme in Palestine and Israel (EAPPI), run by the World Council of Churches, to monitor human rights abuses and support peace efforts in the region. Nearing the end of her three-month stay, she reflects on the role adult learning can play in increasing understanding and promoting justice. (Contains 4 resources and 7 online resources.)… [Direct]
(2008). Language Rights: A Framework for Ensuring Social Equity in Planning and Implementing National-Education Policies. New Horizons in Education, v56 n3 p63-74 Dec. Background: An important issue in the discourse on language rights is the degree to which they influence the development and implementation of language policies or perpetuate inequalities in many language situations. Skutnabb-Kangas (1996, 2002a, 2002b) and May (2000), for example, have argued that language rights offer a reasonable framework for protecting minority languages. In contrast, Brutt-Griffler (2002a) argues that a focus on language rights is neither theoretically justified nor realistic as a means for protecting the interests of linguistic minorities. This article uses the antithetical views expressed by Brutt-Griffler, a critic of language rights, and by Skutnabb-Kangas, an advocate of those rights, as a point of departure in marshaling arguments to advocate human rights as both a mechanism for ensuring social equity, for expanding educational offerings particularly to school-age children, and, in turn, for fostering national development. Focus of Discussion:… [PDF] [PDF]
(1994). Tensions and Dilemmas about Education in Human Rights in Democracy. Journal of Moral Education, v23 n3 p251-59. Asserts that incorporating human rights issues into the curriculum causes tensions, especially in nations with histories of military dictatorships. Describes human rights education in Chile and other Latin American nations. Discusses whether human rights should be a separate curriculum subject or integrated into all courses. (CFR)…
(1980). The Social Studies Should Include More Discussion of International Human Rights. Social Education, v44 n5 p399,402-03 May. Students need more exposure to the concept of human rights. They need to know The Universal Declaration of Human Rights and the subsequent covenants. Also, they need to know that substantial agreement exists in the international community about what constitutes human rights. (Author/KC)…
(1984). The Growth of Individual Rights: Ideas and Politics. International Human Rights Syllabi No. 1. Designed for teachers of undergraduate students with some familiarity with political theory, moral philosophy, and social history, this course outline focuses on individual rights and their realization in the United States and the world at large. The syllabus, arranged in 3 major parts, is subdivided into 16 sections that outline major course topics, usually in the form of 2-8 thought provoking questions, and lists required and recommended readings. Part 1 lists questions and resources concerning the growth of human rights in the modern world, the background of human rights in classical thought, the birth of the modern concept of human rights, the spread of human rights in the 19th and 20th centuries, the British doctrine of rights and the Marxist critique, self-determination and human rights, and human rights in international practice. Part 2 lists additional questions and resources about human rights in the U.S.S.R., Latin America, South Africa, and American foreign policy, and…
(2002). Marvelous Human Rights Rhetoric and Grim Realities: Language Rights in Education. Journal of Language, Identity, and Education, v1 n3 p179-205. Examines whether the human rights approach to language planning and policy promotes equity for diverse students populations. Assesses to what extent governments show respect for human rights by ratifying human rights' documents, discusses aspects of implementation and assesses government claims on national and immigrant minority education, and presents examples. (Author/VWL)…
(2012). Educating about Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography. Research in Curriculum and Instruction. Volume 1. IAP – Information Age Publishing, Inc. Educating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, is comprised of critical essays accompanied by annotated bibliographies on a host of programs, models, strategies and concerns vis-a-vis teaching and learning about social issues facing society. The primary goal of the book is to provide undergraduate and graduate students in the field of education, professors of education, and teachers with a valuable resource as they engage in research and practice in relation to teaching about social issues. In the introductory essays, authors present an overview of their respective topics (e.g., The Hunt/Metcalf Model, Science/Technology/Science, Genocide Education). In doing so, they address, among other concerns, the following: key theories, goals, objectives, and the research base. Many also provide a set of recommendations for adapting and/or strengthening a particular model, program or the study of a specific social issue. In the annotated… [Direct]
(2023). "That Felt Weird": International Graduate Students' Emerging Critical Awareness of Their Experiences with Microaggression. ProQuest LLC, Ph.D. Dissertation, The University of New Mexico. The purpose of this phenomenological study was to uncover and understand international graduate students' experiences with "microaggressions" that stem from "native speaker fallacy;" microaggressions are the subtle discriminatory behaviors executed toward marginalized groups and native speaker fallacy is the false belief that only some "native" English speakers are effective teachers and users of the language. Put simply, this research aimed at unveiling the subtle language-based discriminations that international graduate students experience in their day-to-day lives in U.S. educational settings. To collect data for the study, the Critical Incident Technique (CIT) was utilized. CIT is a method that allows the researcher to systematically obtain rich and rare qualitative data from participants by encouraging them to reflect and report on "critical incidents" that they have experienced. Data was collected through online demographic survey,… [Direct]