(2008). Determined to Learn: Accessing Education despite Life-Threatening Disasters. Journal of Asynchronous Learning Networks, v12 n1 p37-43 Feb. The "right to education" proclaimed by the 1948 Universal Declaration of Human Rights requires access to learning as well as the support systems. Since access can be interrupted by various circumstances, the possibility of providing continuity despite external dangers by using online distance education, offers an intriguing and valuable option. For example, life-threatening disasters, such as war or hurricanes, can interrupt or halt ongoing higher education coursework. Despite that reality, some students remain determined to continue the learning. How can institutions respond to this determination fast enough to be of use and effective enough to maintain their educational reputations? Empire State College's (New York) activities in its Lebanon Residence Program after the 2006 war and Xavier University in New Orleans' actions in the aftermath of Hurricane Katrina provide valuable answers. Together with the unique "Sloan Semester"–created to temporarily provide… [PDF] [Direct]
(1981). What Can Teachers Do To Protect Human Rights?. Today's Education: Social Studies Edition, v70 n2 p15-16 Apr-May. Defines the teacher's role in influencing students to stand up against intolerance in the classroom and in society. Suggests that teachers can become catalysts of needed social change by encouraging questions, sharing information, rebutting preconceived ideas, and generally championing the case of human rights in all its forms. (DB)…
(1992). A Struggle for Human Rights: The Japanese Spinners' 106-Day Strike of 1954. Labour Education, n87 p28-34. Inhumane working conditions led to a strike of Japanese silk spinners and formation of a union. Company repression provoked public opinion, resulting in acceptance of worker demands for recognition of human rights in the workplace. (SK)…
(2008). Theoretical Frameworks for Studying Female Marriage Migrants. Psychology of Women Quarterly, v32 n3 p281-289 Sep. Transnational marriages account for a significant proportion of family-based immigration to North America. An increasing number of immigrant men are choosing to marry women from their countries of origin, and an increasing number of nonimmigrant men are choosing to marry women from other countries. Existing studies on the experiences of foreign brides entering North America have highlighted their vulnerability to spousal maltreatment, including unique forms of immigration abuse (e.g., threats of deportation). Their vulnerability to maltreatment has been attributed to the gender-insensitive nature of family immigration policies, the women's lack of awareness of their rights and immigration status, and their husbands' cultural beliefs about women's roles. This article describes three interrelated theoretical frameworks that can inform further research, practice, and policy development related to female marriage migrants. The frameworks draw on cross-cultural models of gender-based… [Direct]
(2008). Too Distant Shores: The Strait of Gibraltar and the Space of Exception. Research in Drama Education, v13 n2 p147-158 Jun. Focusing on "The Sheep and the Whale" ("Le mouton et la baleine," 2001) by Moroccan-Canadian playwright Ahmed Ghazali, this essay examines political and ethical issues concerning human migration from Africa to Europe. The play's representation of human rights abuses in the Strait of Gibraltar and the dilemmas facing illegal migrants, refugees and asylum seekers will be situated in relation to current debates about the state of exception and the new forms of neo-liberal governmentality employed under the conditions of globalisation. In one way, Ghazali's drama pays homage to those trying to enter Fortress Europe–and specifically to the nameless young African bodies washed up on the shores of southern Spain. It attempts, in part, to exorcise the unspoken violence of these people's deaths in what has become a vast African cemetery, while prompting us to ask what can be done in order to reduce the death toll in the Gibraltar Strait. (Contains 11 notes.)… [Direct]
(1997). Democratic Work Stations: An Image for Human Rights Today. Journal of Intergroup Relations, v24 n1 p3-7 Spr. Proposes \democratic work stations\ as central hubs of activity within a community where human rights workers share information and resources with community leaders from all sectors and offers some examples of this type of collaboration in action. Suggestions for creating these work stations are outlined. (SLD)…
(2002). Children's Rights Are Human Rights. Spotlight: Cosmic Education. Montessori Life, v14 n2 p33-35 Spr. Discusses the state of children's rights in the United States in the wake of U.S. Senate refusal to ratify the U.N. Convention on the Rights of the Child. Examines the discrepancy between the U.S. leadership role in human rights and child advocacy and the legal system's treatment of children strictly according to law. (JPB)…
(1993). Africa and Discovery: Human Rights, Environment, and Development. American Indian Culture and Research Journal, v17 n1 p129-52. Contends that, in the past 30 years, a dramatic upsurge has taken place in activities designed to promote human rights for indigenous peoples around the world. Asserts that, in the case of Africa, attention generally has been concentrated on socioeconomic rights, such as health care, sufficient water, food, and shelter. (CFR)…
(1973). The Human Family, Human Rights, and Peace. A Sourcebook for the Study and Discussion of the Universal Declaration of Human Rights, A Lay Version for the Common Man, Woman, and Child. Human rights issues are brought to the attention of a larger lay public in this source book of questions, topics for discussion, and study of the United Nations Universal Declaration of Human Rights. The original declaration consists of a preamble, introduction, and 30 articles. These are all retained in this lay version which closely follows the original in format and syntax. The vocabulary has been changed to make it more comprehensible to people in a wider range of ages and reading abilities. To facilitate understanding, the preamble in the lay version is numbered and referred to as \Seven Sinces\, and the thirty articles are called the \Thirty Goals.\ The introduction links the \sinces\ with the \goals.\ The essential structure of the document is that \since\ we believe in certain human rights it is now time to set \goals\ for ourselves. Goals 1-21 deal with civil and political rights or a commitment to a life of greater freedom. Goals 22-30 deal with economic, social, and…
(2005). What Not to Wear and Other Stories: Addressing Religious Diversity in Schools. Education and the Law, v17 n1-2 p1-22 Mar. This article considers the position of religion in schools in England and Wales in light of the recent decision in "The Queen on the application of SB v Headteacher and Governors of Denbigh High School". This held that the refusal to allow a pupil to wear the jilbab was a breach of her rights under the European Convention for the Protection of Human Rights and Fundamental Freedoms 1950 and the Human Rights Act 1998. It contrasts approaches based on human rights principles with those based on discrimination law principles, highlighting overlap and inconsistency between both the definitions applicable to different forms of discrimination and the position of teachers and pupils. It concludes that the law is in urgent need of rationalisation to provide consistency. (Contains 76 notes.)… [Direct]
(1985). Human Rights: An Essential Part of the Social Studies Curriculum. Social Education, v49 n6 p480-84 Sep. A human rights thread is an essential part of the social studies curriculum for (1) developing citizens with a global perspective; (2) fostering social studies goals in the areas of knowledge, abilities, valuing, and social participation; and (3) contributing to the development of democratic attitudes. (RM)…
(1986). Human Rights in Education: Recently Published Canadian Sources and an Index. Canadian Journal of Education, v11 n3 p364-82 Sum. Bibliographies of 180 recent studies of Canadian themes or by Canadian authors on human rights in Canadian education are alphabetically listed. The studies are also indexed by the following topics: children's rights; education; ethnicity; financial; language; migration; multiculturalism; racism; sexism; special education; and theory. (SLD)…
(2007). Teaching Religion in the USA: Bridging the Gaps. British Journal of Religious Education, v29 n1 p101-113 Jan. This article argues that, considering the current trends of polarization between adherents of different religions, courses on world religions should no longer focus only on the transmission of knowledge, but include material from human rights studies, inter-religious dialogue, and peace studies as well. According to the author, due to their specific charters, confessional educational institutions (including institutions of higher education) in particular are well placed to use this interdisciplinary approach, since it changes academic learning about other religions and can lead to profound transformations, connecting the learning process with the core teachings of religions. (Contains 2 notes.)… [Direct]
(1998). Human Rights and the Law-Terms to Know. Update on Law-Related Education, v22 n3 p27 Fall. Identifies 10 terms on human rights and the law that have been introduced and discussed throughout this issue of \Update on Law-Related Education.\ Offers students a chance to match each item to its definition by writing the letter of the terms on the line next to the number of the definition. (CMK)…
(1979). Scientific Cooperation and Human Rights: An East-West Exchange of Views. Chemical and Engineering News, v57 n35 p30-32 Aug. Presents a translation of an article written by five members of the Soviet Academy of Sciences on the US-Soviet scientific cooperation and human rights. An open letter written by five American Nobel laureates as a rebuttal to this article is also presented. (HM)…