(2008). Gender, Education, Extremism and Security. Compare: A Journal of Comparative Education, v38 n5 p611-625 Oct. This paper examines the complex relationships between gender, education, extremism and security. After defining extremism and fundamentalism, it looks first at the relationship of gender to violence generally, before looking specifically at how this plays out in more extremist violence and terrorism. Religious fundamentalism is also shown to have gendered concerns. The paper concludes with drawing together the educational implications of these analyses, arguing for a politicised education to promote both national and personal security. Five components are proposed: acceptance of ambiguity rather than absolutism and single truths; a secular basis in human rights; breaking down \otherness\; reconciliation rather than revenge; and free speech and humour. (Contains 1 table.)… [Direct]
(1998). U.S. Newspaper Coverage of Human Rights in Latin America, 1975-1982: Exploring President Carter's Agenda-Building Influence. Journalism and Mass Communication Quarterly, v75 n3 p478-86 Aut. Contributes to scholarship on agency building (how sources influence media agenda). Shows that President Jimmy Carter's elevation of human rights to a major foreign policy concern brought more news coverage to the region, more coverage of human rights, and measurable changes in the caliber of the reporting. (SR)…
(1978). New Reflections on Ethics and Foreign Policy: The Problem of Human Rights. Journal of Politics, v40 n4 p984-1010 Nov. Explores how ethics and power interact in the arena of politics with particular emphasis on foreign policy and human rights issues. Topics discussed include President Carter's human rights stance, the ubiquity of moral choice, perspectives on world politics, traditional diplomatic approaches, the legal perspective, and diplomatic-legal issues. Journal availability: see SO 507 133. (Author/DB)…
(2012). The World Society Perspective: Concepts, Assumptions, and Strategies. Comparative Education, v48 n4 p423-439. For decades the world society perspective has influenced comparative research on a broad range of issues across the social sciences. The perspective emerged to make sense of an empirical puzzle: why did nation-state after nation-state expand mass schooling after World War II? The perspective evolved to address broader issues such as the authority of science and its influence on the environmental movement, the expansion of the scope of citizenship and its impact on women's rights and, more recently, the rise of an international human rights regime on the one hand and the celebration of universities of excellence on the other hand. The world society perspective has motivated research that examines worldwide and regional trends and generates hypotheses to explain these cross-national developments and variations. This paper first clarifies some of the world society perspective's key assumptions and core arguments as applied to comparative education. Next, the paper situates the world… [Direct]
(2012). LGBT Oppression. Multicultural Education, v19 n4 p2-7 Sum. There is no question that Lesbian, Gay, Bisexual, and Transgender (LGBT) students are routinely verbally, emotionally, and physically bullied by their classmates in school contexts. Human Rights Watch (2001) concluded that as many as two million U.S. students have been harassed by peers at school due to their sexual orientation, while the Gay Lesbian Straight Educational Network (GLSEN) National School Climate Survey (NSCS, 2005) results indicated that approximately 75% of students reported hearing anti-gay slurs used by their peers (such as "dyke" and "faggot") regularly in the school setting. One of the prevailing reasons why LGBT students perceive their schools to be unsafe is that many of their teachers do not intervene when they (the teachers) witness peer-on-peer LGBT bullying and harassment, effectively allowing the berating and or violent behaviors to continue. To address this issue, the authors apply Paulo Freire's liberatory strategies from his… [PDF]
(1979). Children's Concepts of Human Rights and Social Cognition. Recent literature on children's conceptions of social institutions is reviewed, and the results of a pilot study on children's concepts of human rights are described. A series of interview questions was developed based on rights specified in the Universal Declaration of Human Rights. Questions in Part I of the interview concerned a presumed violation of each right (\If in another country it was decided that it was all right to buy and sell people like slaves, so that the country had no rules or laws saying that was wrong, would that be right?\). Follow-up questions were asked to assess the child's reasoning. Additional questions were included to determine whether children of different ages made a distinction between transgressions of human rights and of social conventions. In Part II of the interview students were asked about their understanding of the term \human rights,\ and about their knowledge of rights in other countries and of means to enhance human rights. Two different…
(1989). Human Rights through Holocaust and Genocide Studies: Achievement and Challenges. (Daniel Roselle Lecture). Journal of the Middle States Council for the Social Studies, v11 p19-23 Fall. Suggests that special interest groups have disrupted efforts to implement curriculum programs on human rights issues. Argues that history cannot be tailored to allow people to hide from the past. Identifies the challenges of battling those who attempt to revise history and of approaching teaching about the Holocaust. Recommends extensive teacher training regarding human rights. (SG)…
(2012). The Wealth of Nations and the Poverty of Analysts. Academic Questions, v25 n1 p144-152 Mar. Now that Colonel Muammar Gaddafi is dead and his forty-two years as despotic ruler of Libya and fomenter of international disorder has come to a permanent halt, it is a good time for governments–both in and beyond the NATO alliance–to review accommodations and agreements made with his regime. It is also time for the academic social policy community to examine its own behavior, especially during the period in which the Gaddafi family dictatorship drew to a close and sought ways to convince democratic nations such as the United States and the United Kingdom that the Lion of Libya had become a Middle East Angel of Mercy. Social scientists have the same right as any other American citizen or British subject to proclaim and advocate political views. Indeed, the history of specialists, especially in international relations, is of scholars with strong views for or against the full panoply of "isms"–from communism, fascism, and socialism to all sorts of intermediate positions…. [Direct]
(1997). Human Rights on the Internet: A Select Bibliography of Web Resources. RSR: Reference Services Review, v25 n1 p51-60. Presents a cross-section of categories of Internet sites that deal with human rights issues: (1) gateway sites; (2) sites that focus on particular broad groups; (3) international organizations; (4) human rights documents; (5) regional and country sites; and (6) news services and periodicals. For each site, information on the sponsor(s), contents, language, searchability, and usefulness for research is provided. (AEF)…
(1989). The United Nations and Its Critics. Social Education, v53 n5 p291-94 Sep. Provides a brief history of the development of the United Nations. Identifies achievements of the United Nations in the promotion of human rights, the translation of the Universal Declaration of Human Rights into binding international covenants, and the establishment of monitoring mechanisms to ensure the protection of human rights. (KO)…
(2011). The Paradox of Dialogue. Policy Futures in Education, v9 n1 p22-28. The Council of Europe's 2008 "White Paper on Intercultural Dialogue" signalled–with a measure of deep concern–the limits of multiculturalism and its attendant problems of identity politics, communal segregation, and the undermining of rights and freedoms in culturally closed communities. The White Paper proposed the replacement of the policy of multiculturalism with a policy of intercultural dialogue. The article in response reflects on the paradoxical nature of all discursive models of dialogue, including that of the Council of Europe, and suggests in its place a dramaturgical model of dialogue. All forms of dialogue that rely on discursive interaction run into the problem of incommensurable values, principles and ultimate authorities. From Weber and Kelsen to Castoriadis and Lyotard, this problem has been well assayed. It is not surmountable by the length, relative intensity or presumptive civility of a dialogue. Neither "willingness to listen" nor… [Direct]
(1986). \We Hold These Truths to Be Self-Evident . . . \: Human Rights as an Educational Problem. Educational Leadership, v43 n8 p71-72 May. In the last decade, human rights has become a highly visible isssue in United States foreign policy. Schools can't sidestep this controversy, since human rights concerns are an inextricable part of U.S. political heritage. Schools can use a number of teaching approaches to help students understand the complexities and contradictions involved. (2 references) (MLH)…
(2006). Women in History–Sarah Winnemucca: Native Educator and Human Rights Advocate. Journal of Women in Educational Leadership, v4 n4 p213-217 Oct. This article profiles Sarah Winnemucca, a Native educator and dedicated human rights advocate who devoted her life to building communication and creating understanding between the Native and white cultures. On March 1, 2005, Congressman Jon Porter of Nevada addressed Congress on a bill to allow for the placement of a statue of Sarah Winnemucca into the National Statutory Hall. "Sarah led an incredible life," Porter asserted, adding that Winnemucca "has become a part of Nevada history that will never be forgotten" (Porter, 2005). One of only eight women represented in the National Statutory Hall Collection, Winnemucca was a spokesperson and advocate for Indian rights. Her autobiography, "Life Among the Piutes," the first published book by a Native American woman, relates the story of white settlement from the Native American perspective. Although she died at the age of 47, Winnemucca's accomplishments were numerous; she is revered as an educator and… [Direct]
(2008). A President Cites Power of Diversity. Chronicle of Higher Education, v54 n31 pA12 Apr. The Reverend Paul Locatelli has been president of Santa Clara University for 20 years. He was recently appointed as Jesuit secretary for higher education throughout the world and will step down as president of the university later this year. In this interview, Locatelli talks about how Pope Benedict, seeing universities as part of the church's mission to the world, would expect that universities will help in the understanding of the intertwined relationships between knowledge, faith, and culture and how to that end, he would like universities to help address the root cause of problems in today's world, such as poverty, dignity of the human person, international human rights, and the culture of life…. [Direct]
(1980). Human Rights and the Rights of Aliens. Working Paper NB-3. This paper examines the issue of human rights and the rights of aliens. Contemporary ideas of human rights and contractarian alternatives to universal rights are reviewed. The obligations of governments to admit refugees and to honor the rights of aliens within their borders are discussed. The right to political participation and right to welfare are also examined as they apply to aliens. The paper concludes with an analysis of the rights of undocumented aliens. (APM)… [PDF]