(1972). Human Rights Problems in the Soviet Union. Journal of Intergroup Relations, 2, 2, 24-31, Oct 72. Discusses the three categories of the overall Soviet human rights movement: that of the Jewish community, that which is comprised of the numerous Christian sects, and the component comprised of Soviet intellectual dissidents. (JM)…
(1979). A Conceptual Model for Human Rights Education. History and Social Science Teacher, v14 n3 p202-04 Spr. Lists three strategies by which human rights issues can be taught: general perspective–historical and psychological; source of discriminatory practice–individual and institutional; and primary teaching objectives–legal knowledge and behavioral change. (Author/KC)…
(1995). A Project on "Human Rights Education in Romanian Schools.". This student textbook for civic education in Romanian schools revolves around the significance of human rights issues in a democratic state. The guide is divided into the following five chapters: (1) "The Significance of Human Rights Issues in the Context of Civic Education"; (2) "Individual Identity"; (3) "The Individual Person's Relationships to Other People and to Various Social Groups"; (4) "Controlling Social Life through Norms and Laws"; and (5) "The Individual and the Natural Environment." Contains a glossary of terms and a 15-item bibliography. (BT)… [PDF]
(2014). Language Policy, Politics, and Diversity in Education. Review of Research in Education, v38 n1 p7-23 Mar. "Review of Research in Education: Vol. 38, Language Policy, Politics, and Diversity in Education" explores the role of educational language policies in promoting education as a human right. There are an estimated nearly 7,000 living languages in the world. Yet, despite the extent of language diversity, only a small number of the world's languages are used as mediums of instruction. Even in English-dominant countries, such as the United States, it is important to understand the role of educational language policies (ELPs) in promoting educational access through the dominant language, and its impact on educational equity, achievement, and students' sense of identity. A central question of importance taken up by the authors in this volume is whether language minorities should have a right not only to linguistic accommodation but also to the promotion of their languages as a means for developing a positive identification with their languages and cultures. Other… [Direct]
(1984). Proceedings of the Second International Consultation of Selected Human Rights Professionals. Journal of Intergroup Relations, v12 n3 p1-69 Fall. Reports on an international conference of human rights professionals held in 1982. Topics covered include ethnicity, intergroup relations, migration, immigration, emigration, and women's rights. (KH)…
(1998). Children's Human Rights. Update on Law-Related Education, v22 n3 p22-26 Fall. Addresses the issue of children's human rights in relation to the United Nations Convention on Rights of the Child that seeks to give priority to children in the adoption of individual countries' polices. Focuses on U.S. policies concerning children's' rights and introduces two different views of the impact. (CMK)…
(2013). Reframing Public Education as a Public Good. Canadian Teachers' Federation In his 1847 "Report on a System of Public Elementary Instruction for Upper Canada", Egerton Ryerson stated that public education was created in Canada to ensure that youth were prepared for their "appropriate duties and employments of life … as persons of business, and also as members of the civil community in which they live." As beneficiaries of the public education system, Ryerson recognized, that education is much more than the transfer of basic numeracy and literacy skills from teacher to student–an important goal of public education in a democracy is to prepare all students for active participation in society. Public schools look and function like the democratic, civil, pluralist society of which they are an integral part." According to Janet Keeping and David King, the following are among the most valuable characteristics of public education: (1) All children have a right to be included in public education, and the community has a responsibility to be… [PDF]
(1979). The International Human Rights Muddle. Humanist, v39 n3 p11-15 May-Jun. Discusses confusion about the meaning of human rights in the United States. Suggests that welfare rights usurp the more traditional freedom rights of the founding fathers. Contrasts American interpretations with those of the Soviet Union. Journal availability: see SO 507 190. (KC)…
(2012). "Our Shared Values" in Singapore: A Confucian Perspective. Educational Theory, v62 n4 p449-463 Aug. In this essay Charlene Tan offers a philosophical analysis of the Singapore state's vision of shared citizenship by examining it from a Confucian perspective. The state's vision, known formally as "Our Shared Values," consists of communitarian values that reflect the official ideology of multiculturalism. This initiative included a White Paper, entitled Shared Values, which presented pejorative assessments of the ideals of "individual rights" and "individual interests" as antithetical to national interests. Rejecting this characterization, Tan argues that a dominant Confucian perspective recognizes the correlative rights of all human beings that are premised on the inherent right to human dignity, worth, and equality. Furthermore, Confucianism posits that it is in everyone's interest to attain the Confucian ethical ideal of becoming a noble person in society through self-cultivation. Tan concludes by highlighting two key implications for Singapore from a… [Direct]
(2008). Higher Education and the Future of Iraq. United States Institute of Peace Special Report 195. United States Institute of Peace This report examines the past record, current condition, and potential of Iraq's higher education sector. Iraqis have traditionally valued intellectual achievement, but the legacy of Baathist rule and the current tide of instability are crippling the universities' ability to function effectively. The future, however, could see those universities playing a leading role in securing long-term peace. This report argues that if the security environment improves, Iraqi universities could become leading actors in the country's civil society, providing opportunities for faculty and students to resolve social and political conflicts, promote political stability and economic growth, and build an institutional infrastructure able to safeguard human rights. However, if the higher education sector is to play this role, it must first introduce reforms in such areas as curriculum development, faculty education, and administrative procedures. (Contains 22 notes.)… [PDF]
(2008). Education and Empire: Democratic Reform in the Arab World?. International Journal of Educational Reform, v17 n4 p355-374 Fall. Democracy and related concepts–human rights, active learning, civic participation, gender empowerment, and global citizenship–have become the international policy mantras of the post-Cold War era, or what many have labeled a neoimperial order. These bedrock principles of global educational reforms are supposed to contribute to processes of democratization and the forging of a cosmopolitan citizenry that will value pluralism, prosperity, and peace. Yet it is often not evident when these principles are being used to support neoliberal economic reforms, geopolitical aspirations, and security objectives or when they reflect more genuine progressive, universal, and emancipatory methodologies for change. These issues are examined through an interrogation of international development interventions in Egypt since the 1990s, in the spheres of privatization, the growth of educational markets, and curriculum reform for citizenship and moral education…. [Direct]
(2008). Pocket School: Exploring Mobile Technology as a Sustainable Literacy Education Option for Underserved Indigenous Children in Latin America. International Journal of Educational Development, v28 n4 p435-445 Jul. Literacy is a human right unequally distributed among the world's population. Despite global efforts to fight illiteracy, high illiteracy rates continue to jeopardize access for many to basic schooling, life-long learning, health, and environment safety. Illiteracy also hinders the economic prosperity of the poorest societies in this digital age. Among the underserved population in Latin America, many of the indigenous children are the poorest of the poor who hardly have access to formal and stable schooling. This paper reviews the literature addressing education inequality issues in Latin America and possible opportunities with mobile learning technology to counter the effects of the education inequality. Also, this paper suggests mobile technology design considerations to meet the particular learning needs of the extremely underserved and underachieving indigenous children in Latin America…. [Direct]
(2006). Public Law 107-110 No Child Left Behind Act of 2001: Support or Threat to Education as a Fundamental Right?. Education, v126 n3 p449-461 Spr. In the United States of America, access to educational opportunity is widely viewed as a fundamental human right. The author explores the origins, content, and intended function of the controversial No Child Left Behind Act of 2001 (PL 107-110) which was enacted by the Congress of the United States of America in the hope of closing the achievement gap, and providing disenfranchised groups the opportunity for successful educational attainment. The author examines PL 107-110, operationalised, and its actual impact upon the populations that this public law was crafted to serve, and begs the question; Is this law a support or threat to true education as a fundamental human right? (Contains 1 table and 2 figures.)… [Direct]
(2006). Equality in Education and a School Board's Duty of Accommodation: Can Segregation Be Accommodation?. Exceptionality Education Canada, v16 n1 p71-94. Human Rights statutes prohibit discrimination on the basis of disability, which includes learning disabilities. As such, the pedagogical debate on whether to educate special education students in mainstream or segregated schools, is also an equality and human rights issue. The author attempted to analyze, by looking at current legal cases and writings on equality in education and for people with disabilities, the extent of Ontario School Board's obligations to accommodate special education students in non-segregated placements. This paper attempts to argue that the current emphasis in the law on inclusion, participation and society's construction of disability, may place new obligations on Boards and create higher standards in order to justify segregated placements. (Contains 4 footnotes.)… [Direct]
(1984). A Human Rights Perspective on Immigration, Emigration, and Migration. Journal of Intergroup Relations, v12 n3 p44-47 Fall. Presents a general discussion of migration from the perspective of human rights. Focuses on refugees; women, children, and the aged; freedom to migrate; internal migration; and refugees in Canada. (KH)…