(2001). Understanding and Responding to Youth Substance Use: The Contribution of a Health and Human Rights Framework. American Journal of Public Health, v91 n12 p1954-63 Dec. Describes a health and human rights framework for conceptualizing and responding to the causes and consequences of youth substance use, reviewing international and national efforts to address youth substance use and discussing the intersection between health and human rights. A methodology for modeling vulnerability in relation to harmful substance use is introduced, discussing contemporary national and international responses. (Contains references.) (SM)…
(1971). Human Rights: A High Priority in Teacher Education. Phi Delta Kappan, 53, 3, 172-173, Nov 71. Describes the activities of the Phi Delta Kappan Commission on Education and Human Rights and Responsibilities. (JF)…
(1985). Human Rights and Classroom Life. Social Education, v49 n6 p498-99 Sep. The potential dangers teachers face when their classes begin to study human rights are discussed and advice on how to minimize the dangers are offered. (RM)…
(2009). The Differentiation and Promotion of Students' Rights in Portugal. School Psychology International, v30 n4 p421-436. This investigation includes a differential study (Study 1) and a quasi-experimental research (Study 2). In Study 1, the objective was to establish to what extent students' rights existed and analyse the differentiation between students' rights with Portuguese and immigrant mothers, throughout school years. The sample consisted of 537 students with Portuguese and immigrant mothers, distributed by different school years (7th, 9th and 11th grades). The Children's Rights Scale (Hart et al., 1996; Veiga, 2001) was used. In Study 2, the purpose was to analyse the effects on students' rights of the use by teachers of a communicational intervention program, supervised by school psychologists. The sample involved 7th and 9th grade students, in a total of four classes, two forming the experimental groups (n = 36) and two the control groups (n = 43); as in Study 1, the Children's Rights Scale was used. The results indicated the effectiveness of the communicational intervention program on… [Direct]
(2008). Sexual Trafficking in the United States: A Domestic Problem with Transnational Dimensions. Social Work, v53 n2 p143-152. The trafficking of young women and children for prostitution and other forms of sexual exploitation is one of the most significant human rights abuses in contemporary society. In keeping with the social work profession's commitment to social justice, this article examines the issue of sexual trafficking in the United States. The transnational scope of the problem is discussed along with the means that traffickers use to recruit, transport, and initiate victims from around the world into the sex industry in the United States. Some legislative responses to the problem are discussed, and a number of suggestions are offered to help social workers advocate on behalf of some of the most vulnerable and oppressed people in the global community…. [Direct]
(2008). The WCCES and Intercultural Dialogue: Historical Perspectives and Continuing Challenges. International Review of Education, v54 n3-4 p299-317 Jul. The World Council of Comparative Education Societies (WCCES) has been strongly concerned with intercultural dialogue since the Council was created in 1970. Indeed advancement of education \for international understanding in the interests of peace, intercultural cooperation, mutual respect among peoples and observance of human rights\ is one of the goals built into the WCCES Statutes. This paper begins with a focus on the origins and goals of the WCCES, noting in particular links with the mission of UNESCO. The paper then considers dimensions of evolution in the work of the WCCES in the domain of intercultural dialogue. It underlines the growth of the WCCES and the continuing challenges for securing balanced representation of voices and perspectives…. [Direct]
(2003). Teaching about Child Labor and International Human Rights. ERIC Digest. An estimated 246 million children between the ages of 5 and 17 work in the agricultural, industrial, and craft sectors worldwide. Approximately 180 million of these children work under the worst forms of child labor as defined by the International Labor Organization (2002). In spite of conventions and protocols designed to eradicate the worst forms of child labor, international human rights violations concerning children persist in the workplace. This Digest defines child labor and its worst forms within the context of international human rights, describes several key protocols and conventions aimed at eliminating these worst forms, proposes a rationale for teaching about certain issues in child labor, and offers parameters for choosing instructional strategies that teach about the worst forms of child labor. Lists six Web sites which contain resources and information on teaching human rights and child labor. (Contains 11 references.) (BT)… [PDF]
(1982). Social Studies: Appendix for Elementary, Middle, and High School Guides for Teaching about Human Rights. Seventy documents including primary source materials, simulations, mock trials, short stories, vignettes, and statistical data are provided for the implementation of the elementary, middle, and high school human rights curriculum. Original documents include: (1) the Universal Declaration of Human Rights; (2) the Declaration of the Rights of the Child; and (3) the Charter of the United Nations. "Thermal Pollution: Background Material for a Mock Trial," highlights an unusual case of thermal pollution that occurred when cold water was introduced into an artificially-warmed tidewater stream in New Jersey. "The 100% American" is a vignette designed to initiate discussion on the many contributions of other cultures to the U.S. way of life. The list of "65 Ways To Say That's a Job Well Done," shows how self-esteem can be engendered in students. "Body Ritual Among the Nacerima: A Study in Ethnocentrism" is a parody that describes some "strange…
(1981). Justice Around the World: A Student Packet for Elementary Schools. Foreign Area Materials Center Occasional Publication 25. This learning packet consists of 10 exercises which can be used independently by students or as class activities. The activities in the packet were developed to foster awareness of international human rights issues. The objectives are stated at the top of each exercise, with vocabulary words listed under the objectives. Materials from the "Handbook on Human Rights and Citizenship" are meant to be used with these activities. Exercise 1 is designed to help students understand that every human being has basic rights. The Universal Declaration of Human Rights is examined in exercise 2. Understanding human rights in different cultures in the focus of exercise 3 and the role of dissidents is analyzed in exercise 4. The role of the United Nations in protecting human rights is the focus of exercise 5. Understanding the use of poetry and political cartoons as a means of expressing ideas and feelings about human rights is the goal of exercises 6 and 7. Investigating incidents of… [PDF]
(1972). Equal Educational Opportunity Workshop for Human Rights Workers at the Annual Meeting of the National Association of Human Rights Workers, Seattle, Washington, October 3-7, 1971. Special Report. NCRIEEO Newsletter, v3 n1 February. The Equal Educational Opportunity Workshop for Human Rights Workers focused on the theme \Equal Educational Opportunity–What Does It Mean to the Human Rights Worker? A Deep Examination of Professional Commitment.\ Most school systems and educational institutions have human rights specialists devoting staff time and resources to race and culture-related problems; yet progress towards equal educational opportunity is slow. Professionals at this workshop examined the progress and the necessary commitment of the professional human rights worker in the desegregation program setting. Several general sessions were held, and following them were simultaneous small group workshop sessions. This report contains excerpts from the small group workshops and covers topics such as: (1) strengthening personal skills in recognizing culturally based bias impediments to optimum professional function in desegregation programs; (2) an exploration of major intergroup relations issues in desegregation… [PDF]
(1974). A Unit on Human Rights. Social Science Record, 2, 2, 17-18, W 74. A unit surveys human rights in history and the present day, outlines case studies and class activities, and suggests source materials for teachers and students. (Author/KM)…
(2009). Negotiating the Global and National: Immigrant and Dominant-Culture Adolescents' Vocabularies of Citizenship in a Transnational World. Teachers College Record, v111 n11 p2589-2625. Background/Context: The current national debate over the purposes of civic education is largely tied to outdated notions of citizenship that overlook its changing nature under globalization. Civic education is based on a legalistic understanding of citizenship that emphasizes patriotism and the structures and functions of government. This study examined adolescents' civic beliefs and affiliations, drawing on theories of transnational and global citizenship. Purpose/Objective/Research Question/Focus of Study: The purpose was to examine diverse adolescents' vocabularies of citizenship, a concept that captures the tensions in their civic beliefs and affiliations. Their vocabularies were explored in terms of two topics at the intersection of national and global affiliations: universal human rights and global citizenship. The central question asked was: How do adolescents from immigrant backgrounds understand the tensions between national and global civic affiliations, and do they differ… [Direct]
(2013). How the Air Felt on My Cheeks: Using Avatars to Access History. History Teacher, v46 n2 p193-214 Feb. For the author, teaching history has become a double challenge: to help students understand both "History" (the narrative crafted by the historian, based on documentation, supported by previous scholarship, and bound together through logical argument) and "history" (the real events that occupied real lives that are largely hidden from the documentation). He was pondering this challenge when he came across a short article by Edith Sheffer, a Stanford historian. She described how, in a course on German history, she allowed students to create unique characters, born in 1900, who, on the basis of student journal entries, would live through Germany's difficult twentieth-century history. Students would create avatars based on the few demographic characteristics she gave them. They would be governed by a set of just three rules: the avatars couldn't leave Germany permanently, die, or change the course of history. Students would post weekly entries on a course website… [Direct]
(1989). The Teaching of Human Rights. Report of an international Seminar. (Geneva, Switzerland, December 5-9, 1988). The agenda for a seminar on teaching human rights for the seminar centered on presentations of three background papers. Topics covered at the seminar: (1) teaching of human rights through the training of law enforcement personnel, lawyers, judges, and consideration of international standards vs. actual institutional practice; (2) teaching of human rights to teachers at all levels, including those at police academies with attention focused on questions of discipline(s), contents and methods; and (3) non-formal education and methods and their target groups–parents, religious leaders, labor union leaders, professional associations, and village councils, addressing the questions of individual and collective rights vs. duties, and inductive teaching (real-life situations). Discussions followed the presentations and are reflected in this report. A roster of participants is listed. (LAP)… [PDF]
(2011). Learning from the Past: Leadership Philosophies of Pioneer Presidents of Historically Black Colleges. Online Submission At the close of the Civil War the United States was forced to grapple with the tremendous challenge of what to do with the millions of newly freed men, women, and children who, for more than three centuries, had been denied basic human rights, including learning how to read and write. During Reconstruction, several educational institutions were founded for the purpose of teaching basic literacy to former slaves. With few exceptions, white missionaries and former soldiers initially administered these schools. However, by the beginning of the 19th century black men and women took on the task of developing and guiding these institutions through the arduous journey of becoming fully accredited, degree-granting colleges during an era of extreme racial tension exacerbated by the rise of the Ku Klux Klan, race riots, political propaganda, and limited governmental protection. This article examines writings and speeches of five of these leaders to determine the philosophical tenets that… [PDF]