(2007). Social Justice and People of Faith: A Transnational Perspective. Social Work, v52 n2 p139-148 Apr. There is a paucity of literature in social work on the intersection between social justice and religion, even though the profession's code of ethics articulates the need to advocate for social justice and eliminate religious discrimination. Therefore, this article helps equip social workers to challenge social injustice on behalf of people of faith around the world. Toward this end, the author developed a human rights-based social justice ethic based on the United Nations' (1948) "Universal Declaration of Human Rights". The growing problem of religious persecution is discussed, along with strategies to promote religious freedom. It is suggested that social work has a particular duty to advocate for religious freedom because many of the victims of religious persecution are members of marginalized populations with few advocates on the international stage…. [Direct]
(1985). Linking Civil Rights and Human Rights. Social Education, v49 n6 p471-73 Sep. The relationship between civil rights and human rights is clarified. It is inconsistent for the United States to espouse civil rights at home and support undemocratic, fascist, or communist governments abroad that violate human rights. We must insist that our government use its leverage in places like South Africa. (RM)…
(2008). Impact of Health on Education Access and Achievement. Policy Brief Number 3. Online Submission Access to education is recognized as a basic human right and yet projections based on current trends show that more than 50 countries will not achieve universal primary education by 2015. This briefing paper looks at the role of malnutrition and diseases in the failure of countries to meet EFA targets. It is based on the CREATE Pathways to Access Research Monograph, \The Impact of Health on Education Access and Attainment: A Cross-National Review of the Research Evidence\ (Pridmore, 2007) [ED508614]. (Contains 3 figures.)… [PDF]
(1973). A Human Rights Strategy for 1973-76. Journal of Intergroup Relations, 2, 4, 27-32, Sum 73. Proposes four elements of a human rights strategy to achieve an equitable society: (1) strengthen human rights law enforcement and training; (2) stop blaming the victims; (3) work together on mutual concerns; and, (4) support each other. (Author/JM)…
(1981). Selection and Training for Human Rights Counseling. Counselor Education and Supervision, v21 n2 p101-08 Dec. Examines the shortcomings of traditional counselor selection and training procedures, and presents suggestions for improving them vis-a-vis human rights counseling. Discusses recruitment and admission issues in counselor selection and the goals of human rights counseling. (Author/RC)…
(1985). Teaching Human Rights Law. Journal of Legal Education, v35 n3 p428-44 Sep. The international community has developed a system of human rights law relevant to many areas of legal encounter, which American law schools have been slow to incorporate into curricula. Teaching human rights law provides an opportunity for law schools to enrich the learning process and contribute creatively to the respect for rights in society. (MSE)…
(1983). International Human Rights: Politics & Law. A Syllabus. Revised. Designed for first year graduate students in political science, international relations, and law, this course focuses on the contemporary concern with human rights in its international political context. The course is intended to be taught in 14 two-hour sessions; it can also be broken down into single-hour sessions. There are four major parts to the syllabus. Part 1 explores the roots and modern history of the idea of individual rights. In part 2, human rights are considered as the objective of the \International Human Rights\ movement born in 1945. Part 3 addresses the problem of trying to realize human rights in an international political system made up of sovereign states whose policies reflect their national interest. Part 4 deals with human rights and foreign policy. Students are expected to read journal articles and selections from books and participate in classroom discussions. Provided for each session is a brief description of the course content, an outline of major points…
(1996). On Human Dignity: The Need for Human Rights Education. Social Education, v60 n7 p428-31 Nov-Dec. Describes recent developments and resources in the rapidly growing field of human rights education. Explains the importance of teaching this subject with a global perspective. Includes a human rights lesson plan, student exercises, and a list of selected resources. (MJP)…
(1980). On the Study of International Human Rights. Social Education, v44 n5 p398,400-01 May. Education in international human rights needs to develop informed critical judgment for considering human rights principles and applying them in the examination of conditions in any country. The purpose should not be to further nationalistic or imperialistic education. (Author/KC)…
(1974). Report of the Symposium on Population and Human Rights (Amsterdam, January 21-29, 1974). The Symposium on Population and Human Rights drew together 28 experts in various disciplines to formulate scientific opinion on the interrelationships between population and human rights and, more specifically, to provide inputs for the World Population Plan of Action. The symposium devoted its attention to the human rights standards which have a direct influence on the three main demographic variables of fertility, mortality, and migration. The symposium report contains a summary of the main conclusions reached during the week-long meeting. Areas of concensus for each of the demographic variables, including internal and international migration, are spelled out. Other sections present summaries of discussions on the implications of population trends for the formulation and exercise of human rights; on roles of the community, state, and other institutions in safeguarding and promoting human rights in the light of population trends; and on the role of international organizations in… [PDF]
(2016). Honoring and Building on the Rich Literacy Practices of Young Bilingual and Multilingual Learners. Reading Teacher, v70 n3 p263-271 Nov-Dec. In this article, the author invites teachers of children who are bilingual, multilingual, and at promise for bi-/multilingualism to honor and build on their rich literacy practices. To do so, she challenges ideas and labels that continuously disempower bilingual and multilingual learners. Souto-Manning establishes the understanding that education is a human, civil, and legal right and briefly reviews the laws determining the education of bilingual children in the United States. In doing so, she explores issues of access and equity in education, then focuses on Ladson-Billings's concept of culturally relevant teaching and shares examples of culturally relevant teaching in action. These examples come from dual-language and ESOL classrooms in the United States. She concludes by inviting readers to consider ways to honor and build on the language and literacy practices of bilingual and multilingual learners…. [Direct]
(2002). Incorporating Human Rights into the College Curriculum. This paper recounts development of a community college humanities course titled Human Rights/Human Wrongs: The History, Philosophy, Law, Art, and Literature of the Human Rights Movement. The author argues that a special focus, interdisciplinary course provides a broader base for exploring and understanding most of the pressing issues of our time. Following World War II, the United Nations' newly organized Human Rights Commission, chaired by Eleanor Roosevelt, was charged with drafting an international bill of rights. The result was the adoption by the UN of the Universal Declaration of Human Rights. The author uses the document as a textual basis for the class, which explores human rights issues in six units. The first unit explores the early modern period and the struggle for indigenous rights; the second unit examines issues of slavery; the third looks at industrialization and the labor movement and the demands for economic and social rights; the fourth unit takes up the issue of… [PDF]
(2014). Review Article: Facing Two Ways? Reflections on Recent Research on Religious Schools. Journal of Beliefs & Values, v35 n1 p123-126. In this article, author Trevor Cooling presents a review of three books that disseminate recent research on religious schools. The first, "Leadership and Religious Schools: International Perspectives and Challenges," edited by Michael T. Buchanan, is an edited volume of essays about leadership in religious schools. Editor Michael Buchanan explains that the collection has been put together "to encourage leaders and potential leaders in religious schools to think more critically and broadly about their role as leaders." There are eleven chapters, each of which is focused on a topic of interest to the author in question. The topics covered in the chapters are varied, and move from globalisation to issues relating to human identity, a human-rights based curriculum, peace education, loneliness, leading through service, secularity, and finally to the educational thought of Fethullah Gulen. The second book,"Fragmented Catholicity and Social Cohesion: Faith Schools… [Direct]
(2000). Lesbian, Gay, Bisexual, and Transgender Rights: A Human Rights Perspective. Human Rights Education Series, Topic Book. This curriculum is intended to further thoughtful examination and responsible action among high school students about lesbian, gay, bisexual, and transgender (LGBT) issues. Unlike other curricula this discussion is not in the context of civil or political rights but in the broader context of human rights. These rights, as defined in the Universal Declaration of Human Rights, include, among others, the right to education, identity, security, assembly, expression, employment, health, and family–all relevant to the current discussion of LGBT rights. The activities in the curriculum promote appropriate action in addition to reflection and discussion. Students are asked to take responsibility for the homophobia that causes human rights abuses. The curriculum aims to prepare students for responding in meaningful ways to such abuses. It is divided into the following parts: "Part 1: Introduction"; "Part 2: Activities" contains: (1) "Words Really Matter: Examining…
(2010). Revitalization of the Shared Commons: Education for Sustainability and Marginalized Cultures. Cultural Studies of Science Education, v5 n2 p373-381 Jun. Education for sustainability provides a vision for revitalizing the environmental commons while preserving cultural traditions and human rights. What happens if the environmental commons is shared by two politically disparate and conflicting cultures? As in many shared common lands, what happens if one culture is dominant and represents a more affluent society with more resources and educational opportunities? In the case of the Tal and Alkaher study (Cult Stud Sci Edu, "2009"), asymmetric power differences between the dominant Israeli society and the minority Arab population yielded different environmental narratives and perceptions of students involved in learning about a mediated conflict in national park land. Similarly, marginalized indigenous cultures in Malawi, Africa share common lands with the dominant European landowners but have distinctly different environmental narratives. Although indigenous ways of living with nature contribute to the sustainability of the… [Direct]