(1979). U.S. Political Prisoners: A Threat to America's International Human Rights Campaign. Black Scholar, v10 n6-7 p17-22 Mar-Apr. This article discusses the discrepancy between Jimmy Carter's "human rights" stance in foreign policy and the racist attitudes of the government and institutions of the United States. (EB)…
(1995). A Humanist's Legacy: Burton Blatt and the Origins of the Disability Rights Movement. Mental Retardation, v33 n5 p328-31 Oct. This article recounts the words and deeds of Burton Blatt, a writer, educator, and exposer of abuses of human rights in institutions housing people with mental retardation. His life is seen as an inspiration for those now providing moral leadership in the continuing fight against indifference to human rights abuses and social darwinism. (DB)…
(1998). Changing from the Inside Out. Zip Lines: The Voice for Adventure Education, n37 p48-51 Fall. Physicians for Human Rights (PHR) brings medical and scientific skills to the documentation and prevention of violations of international human rights laws–a mission that can drain energy from staff. Project Adventure worked with PHR to provide adventure activities and team training for personal renewal and organizational development. Includes a list of PHR accomplishments. (SV)…
(2008). Support Services Perceived Necessary for Learner Relationships by Limpopo Educators. South African Journal of Education, v28 n3 p415-430. After more than a decade of democracy, based on rule of law and human rights in South Africa, some parts of the education system are still lagging far behind others. Following reports that the provincial departments of education are neglecting schools, especially in the far-flung rural areas of the country, a survey was undertaken on the core pedagogical function of educators. The survey focused on their perceptions of the need for creating and improving their relationships with their learners and the availability of support services to help them improve these relationships. A questionnaire was submitted to a sample of relatively experienced school managers and educators in Limpopo province. Most respondents felt the need to establish and improve such relationships, but a relatively large percentage also perceived such support services to be either non-existent or unavailable to them…. [PDF]
(2006). The Protection of the Right to Education by International Law: Including a Systematic Analysis of Article 13 of the International Covenant on Economic, Social and Cultural Rights. International Studies in Human Rights, 82. Martinus Nijhoff Publishers A trend has emerged of not defining education as a "human right" anymore, but of rather calling it a "human need". This has paved the way for an ever increasing commercialisation of education, excluding the poor from access to education. A problem at a different level is that states often do not know what is expected of them when realising the right to education as protected by international law. This relates to the complex nature of this right, which is simultaneously a civil and political "and" an economic, social and cultural right. This book seeks to affirm education as a "human right" and to describe the various state duties flowing from the right to education. It refers to the provisions on the right to education found in instruments of international law and systematically analyses article 13 of the International Covenant on Economic, Social and Cultural Rights. The book is of interest to students, teachers, researchers, legal… [Direct]
(2007). Adult Literacy Education and Human Rights: A View from Afghanistan. Globalisation, Societies and Education, v5 n3 p315-331 Nov. In this article, we argue that adult literacy as part of international development is an issue of both human rights and women's rights. We explore this by presenting a case study of the effects of one innovative adult literacy program in Afghanistan that places men and women, as well as various ethnicities, together in the same classroom as couples, using principles that social psychological research has shown can reduce inter-group tension and interpersonal discord. We focus on interviews with the married couples taking part in this program. They learn to support each other's learning, and to treat each other with respect and kindness in spite of differences. These interviews indicated that they felt their newfound literacy skills had changed their daily lives, their view of themselves and their relationships with spouse, family and community, even nation. Since the vast majority of Afghans cannot read or write, the findings stand as a reminder that literacy education can have… [Direct]
(1978). Social Studies; Strategies for Teaching about Human Rights. Instructor, v88 n3 p165-68 Oct 1978, Oct78. Presents ideas for teaching basic skills. Includes strategies for teaching about human rights, directions for making an adding machine to use in addition and subtraction drill, activities for developing effective discussion skills, and suggestions for teaching place-name geography. (JMB)…
(2006). What Is a School? An Answer Consistent with Human Rights. Educational Research for Policy and Practice, v5 n3 p225-234 Oct. This article relates the philosophical and conceptual study of educational institutions with educational policy. I argue that both the descriptive and prescriptive answer to \what a school is\ should focus on the school that is important, which is the central case. This central case of a school should embody an ethos of openness towards the basic goods. This translates into rights discourse as a school which respects human rights. From this description I propose policy for evaluating, ranking and developing educational institutions and focused on the merit of philosophy and theology departments in educational institutions…. [Direct]
(1978). Human Rights: Respecting Our Differences, Teachers' Manual [And] Human Rights: Respecting Our Differences, Students' Manual. This unit on human rights designed for secondary students in Alberta, Canada includes both student and teacher manuals. Eleven chapters in the student manual examine what human rights are, the causes and effects of prejudice and discrimination, relevant laws, and social action. Each chapter includes readings followed by discussion questions and learning activities. Subjects discussed include male/female stereotyping, theories and consequences of prejudice, natives and other ethnic groups, the Individual Rights Protection Act of Alberta, the individual's rights and society, and social action. A separate section is devoted to the Hutterities, a minority group in Alberta who are often victims of prejudice. Learning activities include choosing a tenant for your house from six applicants, selecting advertisements which display sexual stereotyping, and examining cartoon stereotypes. Pre- and post opinion surveys are included in the student manual. The teachers' manual provides the…
(1975). Human Rights–A Priority for Peace. Celebration of Pope Paul VI's 9th Annual Period of Peace. The 1976 World Day of Peace booklet focuses on the arms race, as contrary to peace and human rights, as a positive weapon for peace. The booklet includes a five-week study outline and resources. Pope Paul VI selected \The Real Weapons of Peace\ as the theme for the 1976 World Day of Peace. His emphasis on \real\ weapons suggests that there exist in our world today \false\ conceptions of what truly leads to peace. The three sections of this booklet relate to these false conceptions and their sources. The first section, \Liturgy,\ emphasizes the need for prayerful preparation and reflection on the issue of war and peace. The second section, \Focus,\ examines the tension between the weapons of peace and the weapons of war, human rights, and national security. The final section,\Process,\ attempts to countermand ignorance by serious study. The real weapons include a knowledgeable and politically astute public, willing to effect changes in national policies toward the genuine pursuit of… [PDF]
(1985). Human Rights and Ethical Issues in the Use of Advanced Technology. Journal of Counseling & Development, v64 n2 p134-35 Oct. Addresses human rights and ethical issues that emerge from the use of advanced technology in counseling and development, specifically addressing access, learning, computerized assessment, counseling and testing, and the role of the counselor….
(1991). Human Needs, Human Rights, and Authentic Development. Northeast Indian Quarterly, v8 n2 p32-34 Sum. Categorizes Maslow's human needs as survival needs and developmental or personhood needs; equates these needs with moral rights. Suggests that we have a moral obligation to help others enjoy their human rights, and that development agencies should expand their policies to encompass the development of both personhood and survival needs. (SV)…
(1994). 1993–A Breakthrough for Increased Focus. European Journal of Education, v29 n4 p355-62. This article discusses events that have led to recognition of the need for enhanced human rights education; describes aims and projects of the United Nations, the Council of Europe, and the Conference for Security and Cooperation in Europe; notes establishment of the European Centre for Human Rights Education; and examines possible Nordic contributions to this effort. (JDD)…
(2010). Gender and Poverty Reduction: A Kenyan Context. Educational Research and Reviews, v5 n1 p24-30 Jan. Poverty is a dehumanising condition for every one. It erodes human rights of the affected whether women or men. Poverty subjects an individual to a state of powerlessness, hopelessness, and lack of self-esteem, confidence, and integrity, leading to a situation of multidimensional vulnerability. Poverty has a gender dimension since women and men experience and react differently to its impact. It cuts across age, ethnicity and gender. Unless there are realistic and workable interventions to redress the situation, there develops a vicious circle of poverty where it is inherited from one generation to the other in households, communities and the nation. As many people in Kenya are poor with the women bearing the blunt of it, reducing its impact as well as breaking its vicious circle requires a concerted effort and a gender perspective in all the interventive strategies. Commitment of Kenya Government to eradicate poverty is manifest in its current development strategies, as demonstrated… [Direct]
(1981). The Canadian Human Rights Act. Physical Handicap and Employment = Loi canadienne sur les droits de la personne. Le handicap physique et l'emploi. This booklet presents administrative criteria for implementation of the Canadian Human Rights Act to be used by the Canadian Human Rights Commission to evaluate employment decisions affecting physically handicapped individuals. They are of value to employers who need to know how the Commission will analyze employer arguments that they have not discriminated against a handicapped person. The terms "reasonable accommodation" and "bona fide" as used in the Act are first defined. A number of basic principles agreed on by the Commission are then listed that apply to any employment decision made with respect to a physically handicapped person. These are in regard to equal treatment; testing; individuals, not categories; no stricter test; presumption of ability; and relevance of handicap. Criteria are set forth for determining whether employment decisions are discriminatory on the ground of physical handicap. A final section summarizes provisions of the Act regarding…