(1980). How Can We Teach Human Rights?. International Journal of Political Education, v3 n2 p177-87 Jun. This discussion of human-rights education suggests that educational goals should include the acceptance of the idea of equal opportunity and inalienable human rights. Course content should instill concern with experiences drawn more from students' immediate social experience than from textbooks. More advanced students need courses in global studies. (AM)…
(2005). Human Rights Education Can Be Integrated throughout the School Day. Childhood Education, v81 n3 p158-D Spr. Research indicates that few state departments of education have actually mandated human rights education in their schools. Clearly, individual teachers will need to take responsibility for the integration of peace education and human rights education. By integrating human rights education and peace education into the daily fabric of the school day, there is a potential in taking first steps toward the integration of human rights education. Here are a few ways to begin: (1) display a poster on the Declaration of the Rights of the Child or the Universal Declaration of Human Rights; (2) find a project that children can participate in–one that would be tangible to them; (3) expand children's global awareness by using a world map; (4) teach conflict resolution, modeling how to use it when a problem becomes evident; (5) clip articles from the newspaper and read them to the children each day; (6) use lesson plans expressly created for human rights education, such as those found in The…
(2009). Getting Better All the Time: Using Music Technology for Learners with Special Needs. Australian Journal of Music Education, n2 p49-57. This paper focuses on the category of electronic musical instruments described as "gestural controllers"–motion sensor technology and specially adapted switches–which are widely used in special education. The therapeutic benefits of this technology in emancipating children from their cognitive or physical limitations are increasingly well-documented, but the educational implications remain relatively unexplored. The underlying premise of this paper is that the opportunity to learn a musical instrument is a basic human right which should be available equally to children attending special schools. But, can this interactive technology–with its emphasis on immediacy and accessibility–offer the challenges and expressivity and provide a real long-term musical learning trajectory in the same way that "real" instruments do? A case study is described charting significant learning and progress through use of the technology over a six-year period…. [PDF]
(2009). Educating against Extremism: Towards a Critical Politicisation of Young People. International Review of Education, v55 n2-3 p183-203 May. This paper is based on a recently published book, \Educating Against Extremism\ (Davies, \Educating Against Extremism,\ 2008), which explores the potential role of schools in averting the more negative and violent forms of extremism in a country. It examines the nature of extremism; identity formation and radicalisation; religious belief, faith schools and the myth of equal value; justice, revenge and honour; and free speech, humour and satire. The paper argues that religious fundamentalism, as well as state terrorism, needs to be addressed in schools. The argument in the book is for a greater politicisation of young people through the forging of critical (dis)respect and the use of a secular basis of human rights. Specific forms of citizenship education are needed, which provide skills to analyse the media and political or religious messages, but also enable critical idealism to be fostered…. [Direct]
(1995). Educating for Human Dignity: Learning about Rights and Responsibilities. Pennsylvania Studies in Human Rights. This book is written for both teachers and teacher educators to use in addressing issues of human rights. The conceptual development approach used throughout the book makes it suitable for a full human rights curriculum; the grade-level discussions and sample lesson plans also can be used in individual classes or to enrich ongoing programs. The book is divided into seven chapters and subdivided by grade level examples. Chapters include: (1) \Introduction: Purposes and Approaches\; (2) \A Developmental Sequence for Presentation of the Core Concepts\; (3) \The Early Grades: Laying the Foundation for an Appreciation of Human Dignity–Kindergarten to Grade Three\; (4) \The Middle Grades: Introducing Standards and Principles–Grades Four to Six\; (5) \Junior High School: Reflecting and Valuing–Grades Seven to Nine\; (6) \Senior High School: Confronting the Problems, Taking Responsibility–Grades Ten to Twelve\; and (7) \Resources for Human Rights Education.\ Flexibility is built in to…
(2002). On the Historical and Ideal Nature of Human Rights: Reading \Human Rights and Human Diversity\ by A. J. M. Milne. Educational Philosophy and Theory, v34 n2 p239-246 May. The foundation of human rights is social history, which is reflected as a kind of moral ideal. The ideal is produced on the historical base, it thus has real meaning, meanwhile the ideal is the ideal of the development of history; therefore, the history has a style of progress. In this paper, the author suggests the following points: (1) Individual rights is the product of social development; (2) Human rights is the ideal force guiding social development; and (3) The relation between human rights and social interest should be adjusted continuously in the interaction between history and ideal. (Contains 3 notes.)… [Direct]
(1989). Civil Liberties and Human Rights in Education. Education Canada, v29 n2 p20-23 Sum. Finds that, among 429 senior education majors, high school teachers, and administrators in Newfoundland (Canada), there was (1) little awareness about human rights, particularly students' rights; (2) no greater awareness among social studies teachers or administrators; and (3) a wide range of opinions on specific human rights issues. (SV)…
(2011). Re-Conceptualization of Scientific Literacy in South Korea for the 21st Century. Journal of Research in Science Teaching, v48 n6 p670-697 Aug. As the context of human life expands from personal to global, a new vision of scientific literacy is needed. Based on a synthesis of the literature and the findings of an online survey of South Korean and US secondary science teachers, we developed a framework for scientific literacy for South Korea that includes five dimensions: content knowledge, habits of mind, character and values, science as a human endeavor, and metacognition, and self-direction. The framework was validated by international science educators. Although the names of these dimensions sound familiar, the framework puts a new perspective on scientific literacy by expanding and refining each dimension, stressing integrated understanding of big idea and the importance of character and values, adding metacognition, and emphasizing global citizenship. Twenty-first century citizens need integrated understanding of the big ideas of science and habits of mind such as systematic thinking and communications. They also need… [Direct]
(1989). Human Rights Education in Pre-Primary Schools: Educating Children to be Receptive to Others and to Diversity in Society! Report. Proceedings of the Teachers' Seminar (40th, Donaueschingen, West Germany, June 20-25, 1988). A seminar was held on the theme of human rights education. The seminar was thought to be the first to cover the theme of human rights in the context of nursery school and pre-primary education. The objective of the seminar was to alert teachers, educators, and teacher trainers to human rights and to ways of introducing the subject of human rights at the pre-elementary level. Participants, who came from eight Council of Europe member countries, included teachers, teacher trainers, advisers, and inspectors. The lectures included in this report cover: (1) a few points designed to stimulate thought on the birth of hatred of others; (2) constituent aspects of stories, the function of the marvelous, and the search for meaning; and (3) human rights education and nonverbal communication among the very young. Workshop discussions are summarized. Concluding remarks focus on human rights education as education, in practice, as education of the person, and recommendations are offered for…
(1996). Teaching about Human Rights and American Indians. Social Studies and the Young Learner, v8 n4 p6-10 Mar-Apr. Presents a flexible lesson plan integrating teaching about human rights into the existing curriculum about American Indians. Asserts that American Indians have the right to maintain their cultural ways and connects that subject to the United Nations Universal Declaration of Human Rights. Includes three lists of resources and references. (MJP)…
(1981). Science, Technology and Human Rights–A View from Congress. Physics Today, v34 n3 p27-29,32-33 Mar. Strongly suggests that scientists must press vigorously for the protection of all human rights, civil, political, economic, social, and cultural, not just for humanitarian reasons, but for self-preservation as well. Highlights recent congressional activities relating human rights to science policy. (Author/SK)…
(1995). The Measurement and Structure of Human Rights Attitudes. Journal of Social Psychology, v135 n3 p313-28 Jun. Reports on a study of the structure of attitudes toward human rights among 619 college-age students and adults. Discusses attitudes related to nationalism, patriotism, internationalism, belief in world government, and support for civil liberties. Discusses findings in light of existing conceptualizations regarding human rights. (CFR)…
(2003). Cooperative Learning to Promote Human Rights. Online Submission When people think about how education at the primary, secondary, and tertiary levels can promote human rights, most people think about the content. For example, they think about lessons on topics such as overcoming discrimination or the right to a fair trial. However, teaching for human rights is not only about the "what," the content of teaching. It also concerns the "how," the methods of teaching. The how of teaching involves what is sometimes called the "hidden curriculum" of education. Bigelow (1999, p. 243) defines hidden curriculum as "the values, habits, and beliefs that are imparted to students through the ways schools are structured and through the routines of school life." For instance, students may study about democracy in their textbooks, but if all the decisions in the school are made at the top–by the principal for the whole school and by the teacher for the whole class–and the people below are supposed to blindly obey, the… [PDF]
(2007). The Human Right to Education as a Right to Literacy in Germany. Convergence, v40 n3-4 p143-156. There are no official data, but it is estimated that four million adults in Germany have little or no reading, writing and numeracy skills, so that they are known as "functionally illiterate". This is a fact which was long ignored. In this contribution, literacy activities and research in Germany are analysed through a human rights-based approach. I argue that illiteracy in a knowledge-based society like Germany has to be understood in terms of a lack of social inclusion and participation. In Germany, the aims of the United Nations Literacy Decade (2003-2012) have not yet been achieved. (Contains 1 table and 2 figures.)… [Direct]
(2021). "Naming the Elephant": Literacy Classism, Human Rights and the Need for a New Conversation. Adult Literacy Education, v3 n3 p41-46 Fall. Adult literacy has been on the margins of postsecondary education for so long that many in our field assume our ongoing struggle for adequate funding and a better image is somehow "normal." It is "not normal" that some 107,000,000 adults across North America are marginalized, with many hidden in society due to low literacy. This article argues it is time to reconsider the position of our field concerning funding and image beginning with a new conversation concerning literacy classism–the "elephant in the room."… [PDF]