(1983). Using Human Rights Cases to Teach about Prejudice and Discrimination. History and Social Science Teacher, v19 n2 p105-08 Dec. High school students analyze real-life case studies, taken from the files of the Ontario Human Rights Commission, to learn about the effects of prejudice, stereotyping, and discrimination with regard to native people in Canada. (RM)…
(1981). Justice Around the World: A Student Packet for Secondary Schools. Foreign Area Materials Center Occasional Publication 26. This learning packet contains seven modules designed to teach about human rights around the world. These activities may be integrated into different subjects within the social studies curriculum. For each module, the case studies are drawn from two of the five countries included in the "Handbook on Human Rights and Citizenship." Each module also contains learning objectives, class activities, and student reference materials. The packet is formatted so that student activities may be reproduced for distribution to the class. Module 1 focuses on developing a broader understanding of the definition of human rights through an in-depth examination of the "Universal Declaration of Human Rights." The activities in module 2 are designed to enhance the understanding of justice as it is observed or ignored at individual, institutional, national, and international levels. Activities in module 3 examine the issue of freedom of conscience and expression. The ways that… [PDF]
(2014). 25 Years of the Convention on the Rights of the Child: Is the World a Better Place for Children?. UNICEF Throughout history, the advance of civilization has been closely tied to the idea that all people have rights: universal, inalienable entitlements to freedom, dignity and security, to be treated fairly and to live free from oppression. The health and soul of all societies depend on how these human rights are recognized–and acted upon. Until the Convention on the Rights of the Child was conceived and adopted 25 years ago, the rights of the world's youngest citizens were not explicitly recognized by any international treaty, nor was there acknowledgement of the fundamental connection between the well-being of children and the strength of their societies. This is why the Convention was such an important milestone–and why the occasion of its twenty-fifth anniversary challenges us all to find new ways of pursuing its universal mandate for every child, as the global community charts its course for the post-Millennium Development Goals period. As the essays in this compendium make clear,… [PDF]
(1989). Literacy, Human Rights, and Democracy. International Understanding at School, n56-57 p5-9 1988-89. Notes 1990 is UNESCO's International Literacy Year. Presents alternative ways of overcoming illiteracy in Latin America. Suggests major contributing factors concern the region's weak economy. Argues the state's role is decisive in transferring resources to marginal sectors. Views literacy as a basic human right and that it allows for democratic participation. (NL)…
(1979). Human Rights: An Approach of Enablement and Empowerment. Journal of Intergroup Relations, v7 n1 p36-44 May. Discussed in this paper are five areas in which human rights advocates can work to insure that all Americans will have equal opportunities in employment, education, housing, and public accomodations. These areas are litigation, enforcement, community organization, education/training, and research. (Author/EB)…
(2017). Influence of Examinations Oriented Approaches on Quality Education in Primary Schools in Kenya. Journal of Education and Practice, v8 n14 p51-58. This paper provides a critical appraisal of the influence of examinations oriented approaches on quality education in primary schools in Kenya. The purpose of the study was to determine effects of examination oriented teaching approaches on learning achievement among primary school pupils in Kakamega County, Kenya. It explored the assumptions underlying pedagogical approaches as well as the negative influences of exam-oriented approaches in Kenyan schools. Examination oriented approaches don't address acquisition of practical skills, values, and attitudes in learners. The approaches merely concentrate on passing of national examinations by pupils. Globally, primary education is recognized as the pillar of any country that is expected to have the stable economy. Due to the role played by education in economic development and promotion of peace development, the United Nations (UN) general assembly in 1948 endorsed education as a fundamental human right. The purpose of the study is to… [PDF]
(2006). A View of Children in a Global Age: Concerning the Convention of Children's Rights. Educational Studies in Japan: International Yearbook, n1 p91-99 Dec. After the establishment of the Convention of the Rights of the Child, the implementation of the Convention became the obligation of the government of each country and the responsibility of every society. However, in reality, many infringements on the rights of children, both visible and invisible, exist not only due to starvation, insecurity and warfare in developing countries, but also as a result of poverty in many of highly developed countries. In this paper I will first discuss the state of children in the world briefly according to UNICEF reports, and then the situation of children in Japan according to NGO's and Citizens' reports. Secondly, I would like to comment on the development of the ideas of "discovery of childhood", and children's rights from modern age to the Convention. Thirdly, I will construct the contents of the rights of children in the global age, reconsidering the relationship between human rights, children's rights and children's human rights. A Child… [PDF] [Direct]
(2014). Capability through Participatory Democracy: Sen, Freire, and Dewey. Educational Philosophy and Theory, v46 n12 p1353-1365. This paper explores possible important relationships and sympathies between Amartya Sen's Capabilities Approach framework for understanding the human condition and the educational ideas of John Dewey and Paolo Freire. All three focus on the importance of democratic values in a fair, well-functioning society, while Sen and Freire especially explore the difficulties and possibilities of oppressed populations. Sen suggests that all humans have a right to choice in determining their life trajectories and should be provided with the tools that allow them to flourish. Both education and democratic values play important roles in creating the types of context that allow individuals and communities to recognize a wide array of human capabilities. We suggest here that the theories of Dewey and Freire offer avenues through educational processes for developing these contexts for expanded human capability. Dewey suggests an educational approach that stresses democratic values and the ability… [Direct]
(1998). The Universal Declaration of Human Rights: 50 Years Old but Still Coming of Age. Update on Law-Related Education, v22 n3 p6-11 Fall. Highlights the events of the past 50 years concerning the Universal Declaration of Human Rights that is the first document in human history to codify rights that apply to every person regardless of citizenship in a particular country. Explains why the United States does not comprehend the value of the declaration. (CMK)…
(2006). Getting Linguistic Human Rights Right: A Trio Respond to Wee (2005). Applied Linguistics, v27 n2 p318-324 Jun. It is unfortunate that Wee's commendable effort (2005) to explore the theoretical underpinning of Linguistic Human Rights (LHRs) so as to explore different variants of English in Singapore empirically is marred by a substantial number of misrepresentations of what is stated in our work. We will exemplify this briefly, and otherwise refer the reader to a book that two of us are currently preparing and to Skutnabb-Kangas et al. (2001), in which much of this ground is covered, including comments on intra-linguistic variation and how this relates to the primary concern of LHRs with inter-linguistic discrimination…. [Direct]
(2021). Supporting Youth with the Most Need. State Education Standard, v21 n3 p30-35 Sep. An estimated five million young people were experiencing disruptions to their education through experiences like a placement in foster care, an experience with homelessness, or incarceration. Despite these students' different circumstances, the root causes of their educational challenges are consistent: interrupted learning, barriers to enrollment, and disconnected care. The impact is also the same: inconsistent, disjointed learning experiences. As a result, they are more likely to achieve far below grade level, be excluded from postsecondary opportunities, drop out of high school, become early parents, be employed in low-wage and insecure jobs, grow increasingly reliant on the social safety net over time, and enter (or return to) the criminal justice system. Local efforts to plan and coordinate more intentionally, like collective-impact efforts or cross-agency task forces, are a step in the right direction but often fall short when designed around the "average" or… [PDF]
(1981). Bibliography of Human Rights: Elementary Schools. This annotated bibliography of books and articles targeted toward elementary school students includes both fiction and nonfiction entries representing social, historical, and political perspectives of various issues involved in the study of human rights development in the United States. The 84 entries cover books published between 1944 and 1980. (JCD)…
(1999). Canadian Human Rights on the Internet. Internet Resources. Canadian Social Studies, v34 n1 p156-57 Fall. Explains that the Internet is a good source of information and misinformation about the rights that Canadians do and do not enjoy. Provides websites that address human rights issues, such as government and non-governmental organizations, and information for locating newsgroups and listservs. (CMK)…
(1985). Teaching about Human Rights: The Importance of Realism. Social Education, v49 n6 p484-87 Sep. When teachers raise the subject of human rights, they must do so in a realistic manner that takes into account the complexities involved. To teach this topic sentimentally or superficially is to mislead young citizens about the nature of world politics and foreign policy. (RM)…
(2009). Blackness and Whiteness as Historical Forces in the 20th Century United States. Multicultural Perspectives, v11 n1 p49-53 Jan. At the core of the epistemology of black identity in the 20th century United States is the assertion that freedom is a human right, not a privilege to be earned. By the late 19th century, an ideology of racial uplift had emerged that revolved around four concepts–compassion, service, education, and a commitment to social and economic justice for all citizens, as Kevin Gaines notes in "Uplifting the Race" (1996). These elements would form the foundation for black identity and the argument for racial integration in the United States. It was the strength of these ideals that ultimately civilized a plurality of American citizens between 1955 and 1965, resulting in the landmarks of the Civil Rights Movement (the "Brown" decision, the Montgomery Bus Boycott, the confrontations in Selma and Birmingham (Alabama), the Civil Rights Act of 1964, and the Voting Rights Act of 1965). For the first time in American history, white Americans publicly rejected the legitimacy of… [Direct]