(2009). Patriotism, Multiculturalism and Belonging: Political Discourse and the Teaching of History. Educational Review, v61 n1 p85-100 Feb. This paper examines the British Labour government's developing political discourse on patriotism, citizenship and multiculturalism since 1997, particularly following the 2001 terrorist attacks in the United States and the 2005 London bombings. It focuses on the speeches of key government figures, notably Prime Ministers Tony Blair and Gordon Brown, and on the ways in which they apply their ideas to the teaching of history and citizenship in schools. It contrasts a broadly cosmopolitan rhetoric about Britain and its role in the world with a narrower focus on British history and "British values". It considers concerns about the radicalisation of Muslim youth and how such concerns are related to a discourse about separation and communication, applied to minorities in general, and to Muslims and to Muslim women in particular. Political discourse is contextualised within the race relations legislation of the period. The author reflects on challenges that arise when history is… [Direct]
(2017). Reducing the Time for IRB Reviews: A Case Study. Journal of Research Administration, v48 n2 p37-50 Fall. Research activities often involve enrolling human subjects as volunteers to participate in research studies. Federal regulations mandate that research institutions are responsible for protecting the ethical rights and welfare of human subjects from research risks. This is usually accomplished by requiring approval of research protocols by an institutional review board (IRB) through a review process that is often complicated and time-consuming. The aim of this research was to reduce the time to obtain IRB approval/denial decisions for research protocols. Through a case study, this research addressed this issue within a leading public research university using the Lean Six Sigma methodology, a structured, problem-solving approach for improving process performance. Analyzing the IRB review process and implementing solutions to address the root cause(s) of lengthy processing times helped to streamline this process, which enhanced investigators' ability to conduct their research in a… [PDF]
(1983). Affirmative Social Action and the Use of Power in Clinical Counseling. Counseling and Values, v27 n2 p66-73 Jan. A proactive human rights posture in clinical practice connotes a unique value commitment and broad social perspective in which professional influence directs, challenges, and stimulates clientele. Clinical practitioners must examine their values and question allegiance and conformity to human rights standards and social action responsibilities of professional organizations. (PAS)…
(2003). A Primer on Accent Discrimination in the Canadian Context. TESL Canada Journal, v20 n2 p38-51 Spr. Reviews aspects of the Canadian human rights process as they pertain to language and accent, and identifies three types of accent discrimination arising in human rights cases: discrimination in employment due to inappropriate concern with accent; discrimination due to accent stereotyping, and harassment based on accent. (Author/VWL)… [PDF]
(1989). Wanted! Linguistic Human Rights. ROLIG-papir, No. 44. The language rights of speakers of non-dominant languages are examined. It is argued that language rights are one category of human rights, and the protection of all languages requires a universal declaration, which can serve both to promote dominant languages and to avert the death of others. Linguistic rights are discussed in terms of the six following myths: (1) linguistic human rights are a reality in Europe and westernized countries; (2) overt racism and discrimination have already disappeared, and multiple identities are the new norm; (3) many languages divide a nation; (4) multilingualism is causally connected with poverty; (5) monolingualism in an international language should be the norm; and (6) underdeveloped countries should do as westernized countries do. The first myth is discussed at greatest length, and the ways that minorities have been deprived of their linguistic rights is illustrated with the example of the Sami people of Norway and supporting examples from other…
(1990). Poetry and Metaphor as Instruments in Promoting Human Rights in Counseling. Journal of Poetry Therapy, v4 n1 p13-20 Fall. Examines the uses of poetry and metaphor in promoting the human rights of silence/thought; discovery/awareness; communication bridges; being creative; and altering perceptions while promoting hope. (SR)…
(1992). Back to Basic Values: Education for Justice and Peace in the World. Journal of Moral Education, v21 n3 p185-92. Contends that public education has basic, secular texts that include basic human rights common to all the world's peoples. Identifies the Universal Declaration of Human Rights of 1948 as the first of these documents. Argues that schools in all nations should emphasize equality of rights and equality of dignity. (CFR)…
(2005). Women, Human Rights, and Counseling: Crossing International Boundaries. Journal of Counseling & Development, v83 n3 p262 Sum. The fast-paced movement of globalization has affected all walks of life including professional counselors. As the world becomes more accessible, increased instances of social injustice on a global scale have become more apparent, with women and children being especially identified as victims of social injustice and human rights violations (World Health Organization [WHO], 2003). Professional counselors in developed industrial countries can no longer ignore this situation but instead must be proactive in addressing social injustices and human rights, both on a national and an international level. The purpose of this article is to examine, from an international perspective, the role of professional counselors in the context of working with women both in the U.S. and internationally. The aim of the article is threefold: (a) to heighten awareness and understanding of the interrelationship of global women's issues within the profession of counseling, especially as it relates to women,…
(2018). Futurism in Education in Indonesia. Online Submission The flow of futurism believes that everything we think about and do today is for the future. So, all the actions we will take must have an impact on the welfare of the future. Therefore, fostering a healthy intellectual and spiritual power through proper education will rebuild human beings with the right values and norms for the sake of the present generation and future generations, \ As an effort to achieve the ultimate goal, futurism seeks agreement among fellow humans in order to regulate the order of human life in an order and the whole environment by preparing themselves for the needs of the times in the future. Then the educational processes and institutions in futurism's viewpoint need to overhaul the old structure and build a new structure of living culture. Then cooperation between humans is needed. Social sciences, such as anthropology, economics, sociology, political science, and psychology are curricular foundations that greatly help futurism to identify the scope of the… [PDF]
(1966). WHAT CAN THE SCHOOL SAY ABOUT HUMAN RIGHTS. THIS ARTICLE DISCUSSES HUMAN RIGHTS AND THE SCHOOLS' EFFORTS TO TEACH STUDENTS ABOUT THEM. \RIGHTS\ ARE WHAT RATIONAL BEINGS PERCEIVE AS PART OF THEIR HUMAN NATURE AND ARE A CONCOMITANT OF THE ABILITY TO THIMK AND IMAGINE. TO BE COMPLETELY HUMAN, MAN MUST STIVE TO ACHIEVE OR MAINTAIN THESE RIGHTS. HOWEVER, SCHOOLS ARE SOMEWHAT HINDERED IN THEIR EFFORTS TO TEACH RIGHTS BY THEIR FEAR OF PHILOSOPHICAL ABSOLUTES AND BY SOCIETY'S OBVIOUS FLOUTING OF THESE RIGHTS. NEVERTHELESS, IN TEACHING ABOUT THEM SCHOOLS MIGHT CAPITALIZE ON THE RESPECT WHICH MANY PEOPLE HOLD FOR HUMAN RIGHTS AND ON A CONSENSUS AMONG SCHOLARS ON THE MEANING OF HUMANITY. THIS ARTICLE WAS PUBLISHED IN THE \PHI DELTA KAPPAN,\ VOLUME 47, NUMBER 9, MAY 1966. (NH)… [PDF]
(1975). Freedom of Expression in Secondary Schools: A Study of Student Newspapers and Journalism Programs in Oklahoma High Schools and Their Relationship to Human Rights and Human Relations. Questionnaires were mailed to 133 Oklahoma high schools to determine whether journalism advisers and principals felt that student newspapers and journalism courses showed a significant concern for human rights and effective human relations in the high school. Ninety-eight principals (73.6%) and 94 journalism advisers (70.7%) responded. Some of the findings were that high school journalism courses dealt primarily with basic skills needed to produce a school newspaper; newspapers appeared to cover the routine student news but avoided controversial issues; respondents from small high schools favored censorship to a greater degree than did respondents from large high schools; respondents from large high schools believed more strongly than did respondents from small high schools that student newspapers should serve a human relations function; and the newspapers, in practice, did not significantly facilitate the service of human rights. It was concluded that school newspapers are not…
(1998). Teaching Strategy: A New Planet. Update on Law-Related Education, v22 n3 p46 Fall. Presents a lesson for middle and secondary school students in which they respond to a hypothetical scenario that enables them to develop a list of basic rights. Expounds that students compare their list of rights to the Universal Declaration of Human Rights in order to explore the assumptions about human rights. (CMK)…
(1984). Teaching a Unit on Human Rights. Georgia Social Science Journal, v15 n3 p12-17 Fall. The seven activities that comprise this unit of study on human rights involve secondary students in studying a subject-related lexicon; reading nonfiction magazine and newspaper articles; discussing key quotes; analyzing literature; listening to guest speakers; and discussing preventive ameliorative measures. (RM)…
(1974). The Advocacy Role of the Human Rights Commission. Journal of Intergroup Relations, 3, 4, 38-43, F 74. Explores three alternative paths to dealing with racism, and how human rights agencies can relate to each of these, viz., disruptions of institutions, creation of parallel institutions, and, working through established channels within institutions. (Author/JM)…
(1985). Human Rights: A Unit. Social Studies, v76 n6 p240-43 Nov-Dec. Activities to help senior high students learn about human rights are suggested. The activities include both social studies and language arts skills objectives. Examples of activities include reading and discussing newspapers, magazines, fiction, biographies, and nonfiction; viewing films; conducting research; preparing posters; making maps; writing reports; and listening to speakers. (RM)…