(1993). Economic Justice: Necessary Condition for Human Rights. Journal of Intergroup Relations, v19 n4 p55-64 Win 1992-93. Economic justice means taking the personhood of poor people into account; respecting their needs, personal ambitions, rights, and dignity; and affording equal opportunity and equal access to education, health care, housing, and jobs. Examples of injustice to minority groups are provided, citing the Universal Declaration of Human Rights. (SLD)…
(2012). Lessons from Afar: A Review of www.daisakuikeda.org, Official Website of Daisaku Ikeda. Critical Inquiry in Language Studies, v9 n1-2 p157-164. Daisaku Ikeda (1928- ) is a Buddhist leader, peace builder, school founder, and poet. His own biography and lifework provide a model for how one can transform adversity into alternative opportunities for some of the most disenfranchised students. Scrutinizing Ikeda's official website (www.daisakuikeda.org) reveals an extensive collection of his essays, lectures, United Nations proposals, and poems in the areas of Buddhism, peace, culture, and education. The website also includes Ikeda's biography, an Ikeda quote page, a list of Ikeda's books translated into English, and a collection of his photography. Finally, it contains resources for the classroom and links to nongovernmental organizations (NGOs), other human rights and peace-building organizations, and to the official websites of Tsunesaburo Makiguchi and Josei Toda, fellow Soka (value-creating) educators and, respectively, the first and second president of the Soka Gakkai, the Buddhist NGO of which Ikeda is the third president…. [Direct]
(1981). Social Studies: Middle School Guide for Teaching about Human Rights. Implementation of the 10 major goals and various objectives of the Detroit (Michigan) curriculum for teaching middle school students about human rights is done through a number of activities and resources. Each of the lessons is structured around one of the major goals and provides objectives, learner outcomes, activities, and resources. An examination of the finiteness of the earth's resources and the idea that these resources are the heritage of all humanity and generations engenders the idea that people are interdependent. To develop an awareness of the United Nations' Universal Declaration of Human Rights and the Declaration of the Rights of the Child as a goal for world peace and cooperation, students examine the major sections of these documents. Students learn about the impact of government on their lives through engaging in activities discussing civil rights and reviewing major U.S. documents. To understand the development of self-esteem in individuals, students role play…
(2008). Building A Culture Of Peace For A Civil Society. World Council for Curriculum and Instruction, Papers presented at the 12th World Conference on Education of the World Council for Curriculum & Instruction (Manila, Philippines, Aug 6-12, 2006). "Building a Culture of Peace for a Civil Society" consists of papers from scholars from around the world including: Canada, India, Japan, Nigeria, Philippines, Thailand, Turkey and the United States. This volume includes selected papers and lectures delivered at the 12th World Conference on Education of the World Council of Curriculum & Instruction (WCCI) held in Manila, Philippines from August 6-12, 2006. The nineteen papers and presentation outlines describe research and projects from 8 countries, range from preschool through university education and cover 10 topical areas. The topics include: ethics, morals and values in education as an essential strategy to create citizens who embrace a culture of peace; ecology and the environment and its relationship to social justice; language and its relationship to peace and social justice; adult education and its relationship to human rights; an emphasis on assets vs. problem areas in community development work and… [Direct]
(2009). The Unruly Salon: Unfasten Your Seatbelts, Take No Prisoners, Make No Apologies!. International Journal of Qualitative Studies in Education (QSE), v22 n1 p1-16 Jan. This article examines the multi-faceted contributions of disability studies including the work of artists and scholars inspired by The Unruly Salon, a disability arts, culture and scholarship series held at Green College, the University of British Columbia January-March 2008 to substantive citizenship and cultural politics. The article examines various tropes of normalcy through the new epistemological and methodological lenses and resources posed by disability studies projects. It shows how social, structural, cultural and material barriers construct some as "disabled" and others as non-disabled and puts forward ways to connect social models and human rights' frameworks with a cultural politics of situated disability narratives that have the power to perform back to such normalizing regimes through disability arts, culture and scholarship. In so doing, the article demonstrates how disability cultural politics and scholarship lay claim to specific transformative… [Direct]
(2009). Poverty and Its Impact on Education: Today and Tomorrow. Thought & Action, p75-81 Fall. Education is an international must, a veritable human right, yet education–especially higher education–in the land of the free is still remarkably elusive. The author has witnessed the many obstacles associated with preparing students for college. Advanced courses are rarely offered in these schools due to a lack of perceived eligible students, and most instructional time is spent on remediation and preparation for standardized tests. Creativity is not highly valued; instead, obedience and repetition are applauded. Because teacher quality is tantamount to student achievement, the revolving door of teachers in poverty-stricken areas exacerbates the inferior education and also discourages pursuit of higher education. Motivating this population of students means being involved in every aspect of their well-being and, in many cases, monitoring them closely inside and outside of the classroom. This approach is quite different from what these students will experience if they attend… [PDF]
(2009). State Liability for Abuse in Primary Schools: Systemic Failure and "O'Keeffe" v. "Hickey". Irish Educational Studies, v28 n3 p315-331 Sep. Due to the historical arrangement between Church and State, the Irish State has always discharged its duty to provide for free primary education exclusively through the provision of funding to privately owned and managed schools. Consequently, in "O'Keeffe" v. "Hickey," where a woman sued the State in respect of sex abuse she suffered when in school, the Supreme Court held that on ordinary tort law principles of vicarious liability, primary school teachers are employed by the individual school and not by the State. Consequently, the State bears no liability for torts committed by teachers in the course of their employment. Moreover, the court expressed doubt as to whether such abuse could be considered to occur within the course of employment for the purposes of vicarious liability. This article examines this case from the perspective of the obligations of the State under the Irish Constitution and the European Convention on Human Rights. It argues that viewed… [Direct]
(2009). From Exclusion to Inclusion: Young Queer Workers' Negotiations of Sexually Exclusive and Inclusive Spaces in Australian Workplaces. Journal of Youth Studies, v12 n6 p629-651 Dec. Equal participation in paid employment is regarded as a basic entitlement within human rights discourse. Recent organizational studies highlight how the workplace can operate as a socially divided space for queer (or non-heterosexual) workers, depicting the workplace as a problematic site of sexuality-based discrimination and abuse. The aim of this paper is to locate the experiences of young queer workers as newcomers to the Australian labour market and to shed light on how young queer people negotiate sexually exclusive and inclusive workspaces. The findings from this qualitative study were developed from a series of interviews with 34 young people (18-26 years old) who primarily identified as lesbian, gay, bisexual or queer (LGBQ) and were employed in a diverse range of industries. Based on their stories, this paper will argue that workplaces can function as both sexually exclusive and inclusive spaces. Within exclusive spaces, young people experienced a series of symbolically and… [Direct]
(2016). The Importance of Virtue Ethics in the IRB. Research Ethics, v12 n4 p201-216 Oct. Institutional review boards have a dual goal: first, to protect the rights and welfare of human research subjects, and second, to support and facilitate the conduct of valuable research. In striving to achieve these goals, IRBs must often consider conflicting interests. In the discussion below, we characterize research oversight as having three elements: (i) research regulations, which establish a minimum acceptable standard for research conduct; (ii) ethical principles, which help us identify and define relevant ethical issues; and (iii) virtue ethics, which guides the prioritization of relevant issues. We describe specific ways in which the lessons of virtue ethics suggest revisions to the IRB structure and review process, the education and training of IRB members, and the appropriate limits of regulations in research ethics oversight…. [Direct]
(2008). Research & Action Report. Volume 29, Number 2, Spring/Summer 2008. Wellesley Centers for Women The \Research & Action Report,\ published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more. Articles featured in this issue include: (1) Gen Y Goes to School; (2) Q&A with Erika Kates: A New Staff Partnership Studies Justice for Victims, Justice for Offenders, and Economic Justice; (3) It's Time to Hear from the Youth!; (4) Commentary: Gender Equality Gets a Boost from an Unexpected Corner; (5) Short Takes; (6) Global Connections & Executive Report on Asian Regional Conference–Women and Children: The Human Rights Relationship; (7) New and Notable Publications; and (8) Spotlight on New Research. [Susan Lowry Rardin contributed to this issue. For Volume 29, Number 1 of \Research & Action Report, see ED500770.]… [PDF]
(2008). Does Formal Education Have an Impact on Active Citizenship Behaviour?. European Educational Research Journal, v7 n3 p386-402. In the European context Active Citizenship has been promoted within the education and training Lisbon Strategy as a tool to support the continuation of democracy, human rights and greater social inclusion. In this article the authors analyse the impact of education on Active Citizenship and contribute to the existing debates relating to education levels and participation. The results of their analysis uniformly suggest that there is a significant democratic return associated with formal education. Indeed, using a large sample of individuals from the 2006/2007 European Social Survey, it was found that education is positively and significantly correlated with Active Citizenship behaviour. Tertiary education has by far the biggest impact and this impact is the strongest for the domain of Protest. The findings are robust to the introduction of a large set of control variables and to alternative measures of educational attainment. (Contains 14 notes, 8 tables, and 1 figure.)… [Direct]
(2005). Tackling Human Rights. Technology & Learning, v25 n7 pA13 Feb. In 2003, four high school students from the Tashkent International School in the capital city confronted the issue of their nation's human rights problems head on by researching the topic and publishing their findings on the Web. The site, "Uzbekistan: Opaque Reality," was created as an entry for the non-profit Global SchoolNet's Doors to Diplomacy student competition. In this article, this student-created Web site is described…. [Direct]
(1992). Hispanic Human Rights Goals for the 1990s. Journal of Intergroup Relations, v19 n2 p3-11 Sum. Describes experiences of Hispanic Americans with respect to the civil rights enforcement system. Suggests some goals to help ameliorate problems that Hispanic Americans face, and explains why human rights professionals should help turn these goals into programs and policies and address the enormous discrimination faced by Hispanic Americans. (SLD)…
(1981). The Role of Social Studies in Education for Peace and Respect for Human Rights in Asia and the Pacific. Report of a Regional Meeting of Experts (Bangkok, Thailand, December 16-22, 1980). UNESCO member states discussed educational efforts undertaken to improve international understanding, peace, and respect for human rights. Chapter 1 summarizes the reports of individual countries. Although the citizens of each of the countries have their rights protected through their respective constitutions, there is some variation in the interpretation of the human rights concepts. It is generally through the area of elementary and secondary social studies that the countries are attempting to educate their citizens concerning peace and human rights. Although teaching methods are not reported on in detail, where reference is made it appears that a variety of strategies is being practiced. Some teacher education is being implemented. The areas that are least reported upon are research and evaluation. Chapter 2 contains a summary of the discussions that followed each country's report; these discussions concerned how to improve social studies/civics/moral education. Suggestions for… [PDF]
(2020). Liberal Individualism and the Globalization of Education as a Human Right: The Worldwide Decline of Early Tracking, 1960-2010. Sociology of Education, v93 n1 p1-19 Jan. This article examines global changes in tracking policies over the post-World War II period. Using a newly constructed quantitative panel data set of 139 countries from 1960 to 2010, I show that a majority of countries around the world have shifted away from sharply tracked institutions at the junior secondary level toward more formally "open" and "comprehensive" ones. To explain this trend, I argue that worldwide shifts away from more stratified and corporatist conceptions of the polity toward more liberal models led to the construction of norms of individual egalitarianism in the educational process, and this process delegitimated tracking at early ages. Findings from a series of panel regression models indicate that countries that are more formally committed to individual rights and universalistic conceptions of the educational process are less likely to track students at the junior secondary level; some nation-specific characteristics, such as levels of… [Direct]