(2010). "Greco-Roman Knowledge Only" in Arizona Schools: Indigenous Wisdom Outlawed Once Again. Rethinking Schools, v24 n4 p49-51 Sum. Students at Tucson High School in Arizona, part of Tucson Unified School District's highly successful Mexican American Studies (MAS) K-12 program, the largest in the nation, are taught Indigenous concepts, including Panche Be (seek the root of the truth), and the Aztec and Maya calendars. The author speaks to the students about the relationship among In Lak Ech, Panche Be, and Hunab Ku. Hunab Ku is a beautiful Maya philosophy and human rights ethos based on maize. It affirms, contrary to what is taught in most schools, that the ancient peoples of this continent were not savage, that they clearly understood how the universe functions and what it means to be a human being. Not coincidentally, MAS students, many of whom were doing poorly in school prior to entering this program, consistently outperform their peers academically. The program claims a high rate of college-bound graduates. However, Arizona's State Superintendent of Schools Tom Horne has declared, via the passage of HB 2281,… [Direct]
(1994). Human Rights Education through the "Facing History and Ourselves" Program. Journal of Moral Education, v23 n3 p333-47. Reports on a study that examined the effects of the "Facing History and Ourselves" program on moral development and psychological functioning. Asserts that this study adds to the literature suggesting that human rights education positively affects students' moral development. (CFR)…
(2006). Education Rights, Education Policies and Inequality in South Africa. International Journal of Educational Development, v26 n4 p352-362 Jul. In this article we explore education policy changes in South Africa through a rights-based framework. We situate our analysis in the context of deepening poverty and inequality arguing that progress (or the lack thereof) in schools cannot be divorced from poverty and its consequences. We show that education reform in South Africa has been situated within a policy frame that results in a tension between cost recovery and redressing historical backlogs. We argue that the introduction of user fees and the burden of other costs have rendered abstract the idea of education as a "right." The definition of rights is extended to include the quality of education and educational opportunities. We question the constitutional and legislative romanticism surrounding a rights-based discourse and encourage a re-conceptualisation of human rights in education. Finally, we examine the resurgence of education social movements in relation to democratisation, educational transformation and… [Direct]
(1994). Problems in Teaching Human Rights to Practitioners. European Journal of Education, v29 n4 p391-97. Teaching the rules of war to human rights practitioners calls for emphasis on not taking sides; applying existing law rather than inventing standards for the occasion; applying the Geneva Conventions; recognizing that ends do not justify means; determining legitimate military targets; and realizing that \good guys\ should be held to the same standards as \bad guys.\ (JDD)…
(2000). School Reform, Human Rights, and Global Education. Theory into Practice, v39 n2 p104-10 Spr. Discusses school reform in Japan, examining issues of school organization and regulation, curriculum development, and parent-teacher-student relationships and participation from two perspectives: human rights and global education. The relevant issues are explored under five dimensions: student self-government, interpersonal relationships, student self-esteem and view of the future, participatory decision making, and teaching and learning methods. (SM)…
(1997). Thoughts from the Human Rights Perspective. Child Abuse & Neglect: The International Journal, v21 n2 p117-23 Feb. This lecture examines problems of global child abuse from a human rights perspective, balancing the \good news\ of the international concern for children's welfare against the scale of the crisis it reflects. The author recommends that child advocates embrace a \pessioptimistic\ attitude, acknowledging these extremes by disallowing both naivete and despair and setting difficult objectives against a realistic perspective. (PB)…
(1975). Open Housing Through Legal Action. Integrated Education, 13, 3, 105-106, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, by the director of the Open Housing Center of the New York Urban League, notes that the federal government, the City of New York and the State of New York, in both the Division of Human Rights and the Licensing Bureau of the Secretary of State's Office, have power which are seldom used. (Author/JM)…
(2004). Rights-Based Reasoning in Discussions about Lesbian and Gay Issues: Implications for Moral Educators. Journal of Moral Education, v33 n1 p71-86 Mar. Despite a paucity of psychological research exploring the interface between lesbian and gay issues and human rights, a human rights framework has been widely adopted in debates to gain equality for lesbians and gay men. Given this prominence within political discourse of human rights as a framework for the promotion of positive social change for lesbians and gay men, the aim of this study was to explore the extent to which rights-based arguments are employed when talking about lesbian and gay issues in a social context. An analysis of six focus group discussions with students showed that when lesbian and gay issues are discussed, rights-based reasoning is employed intermittently, and in relation to certain issues more so than others. The implications of these findings for moral education aimed at promoting positive social change for lesbians and gay men are discussed…. [Direct]
(1985). Teaching about South African Laws and Deprivation of Human Rights. Social Science Record, v22 n1 p14-16 Spr. Social studies teachers must help students understand how key institutions in South Africa, especially the law, help perpetuate racial discrimination and the denial of human rights. Students should be made aware of the legislation and resultant practices of the major components of the apartheid policy in South Africa. (RM)…
(1983). Education for International Understanding, Peace, and Human Rights. Educational Documentation and Information, n226 p5-83. This 294-item annotated bibliography dealing with international education focuses on: general world problems and the new international economic order; education for peace, human rights, international cooperation, and comprehension; the system of associated schools; and reference works and teaching materials for teacher and classroom. Suggestions for activities recommended by various conferences are noted. (EJS)…
(1996). Amending and Defending Our Codes and Commissions. Focus on Human Rights. Canadian Social Studies, v31 n1 p12-13,15 Fall. Provides a concise overview of Canada's many provincial and federal human rights codes. The codes address issues of discrimination and harassment based on race, religion, creed, color, national origin, and/or gender. Discusses the commissions that oversee these codes and gives examples of specific provisions. (MJP)…
(1986). Human Rights, Fair Treatment, and Funding of Private Schools in Canada. Canadian Journal of Education, v11 n3 p245-63 Sum. Private schools receive differential treatment in Canada because of the dominant viewpoint that parents sending their children to private schools do not deserve government assistance. Examination of entitlement to human rights can contribute to developing a more sympathetic view of the funding of private schools. (Author/JAZ)…
(1990). Human Rights Education: A Comparison of Canadian and U.S. Approaches. Educational Research Quarterly, spec iss v12 n4 p12-22. Efforts by Canada and the United States to implement human rights education programs in schools are described, with attention to legal and administrative structural influences. The rationale for inclusion of such programs is provided. Recently developed programs and hindrances to program implementation are also considered. (TJH)…
(1997). Context, Politics and Moral Education: Comments on the Misgeld/Magendzo Conversation about Human Rights Education. Journal of Moral Education, v26 n2 p147-49 Jun. Introduces a conversation between Dieter Misgeld and Abraham Magendzo on the topic of human rights education. Provides a brief background on the two discussants, describes the tone of the conversations, and outlines points of agreement and disagreement. (DSK)…
(2008). The Return of the Subaltern: International Education and Politics of Voice. Journal of Studies in International Education, v12 n4 p334-363. In a rapidly globalizing world, it is becoming a major task of international education to study a variety of sociopolitical, economic, developmental, and intercultural relations, at the heart of which lie issues around subalternity, diversity, language, and dialogue. In its current state, how well prepared is the field of international education to deal with these complex issues? Through an exploration of narratives from various intellectual, cultural, and linguistic traditions, this article maintains that (a) concerns around critical dialogue and freedom of expression are universal concerns applicable in/to different environments and cultures; (b) such concerns need to be situated within the wider issues around diversity, multiculturalism, multilingualism, human rights, peace, and social justice; and (c) international and global education can take on this challenge by critically engaging various issues emerging from conditions of subalternity, politics of voice, and multiple… [Direct]