(2008). Cultural Diversity, Relocation, and the Security of International Students at an Internationalised University. Journal of Studies in International Education, v12 n2 p181-203. The notion of "security" is an elusive concept that attracts varying interpretations. In this article, the authors adopt a definition that views security as a broadly applicable term that encompasses physical, social, and economic dimensions that relate to human rights, cultural difference, and relocation. The approach embraces the complexities of the security needs of international students in the context of a competitive and volatile education market. As Australia's largest international education provider, Monash University is an ideal setting within which to explore the security issues that arise for international students. Fifty-five interviewees including student representatives, frontline staff, and senior management share their experiences of working closely with Monash international students. The data is used to show that there are complex cultural differences in the notion of "security" and that being in an unfamiliar culture affects students' sense and… [Direct]
(2008). Censorship and Security Agents Pervade Egypt's Universities. Chronicle of Higher Education, v54 n38 pA1 May. This article offers a glimpse into one of the many ways in which the Egyptian government and the campus administrators it appoints are slowly and persistently squeezing the life out of universities in Cairo, Egypt. Classroom discussions are monitored, faculty appointments and academic research are scrutinized, and faculty participation in outside activities is vetted by government authorities and their appointees. The government's goal, academics and human-rights activists say, is to stifle anything that could challenge the status quo in Egypt, which has been ruled by President Hosni Mubarak since 1981. Fearful of inflaming the growing ranks of Islamists in Cairo, Mr. Mubarak's quasi-military regime has also reined in any campus activities that might offend religious conservatives. Professors are banned from teaching a wide range of books and discussing controversial topics like sex and religion, and are often prevented as well from conducting research projects that might be… [Direct]
(2008). Dishonorary Degrees. Chronicle of Higher Education, v54 n44 pB5 Jul. If an honorary degree lacks values to begin with, does withdrawing it deliver a rebuke to the recipient? Is whatever honor that comes with the distinction embedded in the fancy paper, or is it wholly in the eye of the degree holder? Are honorary degrees really such silly things that individuals should mock their bestowal or withdrawal? The case of Robert Mugabe gets one thinking about this most peculiar of academic nods. In June the University of Massachusetts at Amherst rescinded the honorary doctorate it had bestowed on Zimbabwe's longtime president in 1986. Last year the University of Edinburgh similarly withdrew its 1984 degree to Mugabe. And on June 25, in the same spirit, Queen Elizabeth II canceled the 1994 knighthood Britain had bestowed on Mugabe–Britain's Foreign Office described the decision as a "mark of revulsion" at Mugabe's human-rights abuses and "abject disregard" for democracy. In this article, the author examines the academic significance of… [Direct]
(2008). African Journal: Schooling and Politics in Rural Kenya. Education Canada, v48 n3 p16-19 Sum. In 2003, York University awarded an honorary doctorate to Phoebe Asiyo, a former Kenyan member of Parliament, in recognition of her impressive human rights work. The author learned at the time that Ms. Asiyo's family provided major support to Wikondiek School (located near their home in western Kenya), many of whose students were AIDS orphans. Through York's new international internship program, the Faculty of Education sent several students on three-month assignments to Wikondiek. They returned with compelling, life-altering stories about their experiences with the students and families in the Wikondiek community. Determined to see the setting for himself, the author embarked on a "working" trip to an educational site just inside the Masai Mara in Kenya. In this article, he shares his harrowing "voluntourist" experience and provides a fascinating glimpse of the quest for learning among Kenyans, who have been able to overcome overwhelming cultural and… [Direct]
(2007). Policy, Legislation and Financing for Adult Education. Convergence, v40 n3-4 p245-252. Adult learning is now widely seen as a basic human right (the right to learn) and lifelong learning is similarly recognised. Adult learning within a lifelong learning concept has an agenda far wider than just employability skills. Yet educational inequalities between and within nations remain stark, as does the gap between rhetoric and practice in terms of policies and structures, legislation and finances for adult education. Renewed commitment and effective action in line with lifelong learning policies are required from all parties, to achieve the progress urgently needed across formal, non-formal and informal dimensions of adult learning. [Abstract presented in English, Spanish, and French.]… [Direct]
(2004). Human Rights Education: The United Nations Endeavour and the Importance of Childhood and Intelligent Sympathy. International Education Journal, v5 n1 p1-8. School is the major vehicle for humanism, which is, in essence, respect on human nature. Human Rights Education is important for the existence of human society in the modern globalising era. Education can function as a unifying factor and produce informed and active citizens of an interdependent world. It can provide the tools for advocacy and resolution of conflict that are necessary for the maintenance of peace between nations and people. United Nations initiated in human rights and peace pedagogy. Social and individual amelioration may start from elementary school, taking advantage of children's pro-social behaviour as the agent of change. John Dewey introduced the concept of \intelligent sympathy\ in a democratic classroom aiming at personal growth, for considering new ways of thought, and creating a peaceful society…. [PDF] [PDF]
(2008). Research on Globalization and Education. Review of Educational Research, v78 n2 p330-363. Research on globalization and education involves the study of intertwined worldwide discourses, processes, and institutions affecting local educational practices and policies. The four major theoretical perspectives concerning globalization and education are world culture, world systems, postcolonial, and culturalist. The major global educational discourses are about the knowledge economy and technology, lifelong learning, global migration or brain circulation, and neoliberalism. The major institutions contributing to global educational discourses and actions are the World Bank, the Organization for Economic Cooperation and Development, the World Trade Organization, the United Nations, and UNESCO. International testing, in particular the Trends in Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA), and instruction in English as the language of commerce are contributing to global uniformity of national curricula. Critics of current global… [Direct]
(1993). Human Rights Orientation of Prospective Social Studies Teachers in Nigeria. Social Studies, v84 n6 p267-70 Nov-Dec. Reports on a study of 236 prospective social studies teachers at a Nigerian university about their attitudes toward human rights and civil liberties. Finds that most prospective teachers were aware of rights included in the Nigerian Constitution and were generally supportive of them. Includes two tabular presentations of data. (CFR)…
(1988). Human Rights Education: A Context for Teaching about Women's Lives. Feminist Teacher, v3 n3 p14-18 Fall-Win. Describes a program that teaches about women and issues of gender in the context of a broader human rights education program. Identifies key principles of the program that focus on building teacher awareness, the classroom process, and the importance of being aware of the interplay of various forms of discrimination. (KO)…
(2023). Anthropocentrism and Ethics of Care in Environmental Ethics Based on Gender Variable. Journal of Applied Research in Higher Education, v15 n5 p1454-1466. Purpose: This article aims to analyze the anthropocentrism vs ethics of care positions of a group of undergraduate students at a private university in Mexico to test gender variable differences in their perspectives. There are two hypotheses: (1) there is a statistically significant difference between male and female genders related to anthropocentrism vs ethics of care positions, and if so, (2) the differences are attributable to women having a more ethics of care position than men. Participants were 561 undergraduate students from a private university in Mexico (257 female, 304 male). The findings demonstrated that both hypotheses were supported by the ethics of care, where the individual rights perspective is set aside to seek collective and holistic well-being. Design/methodology/approach: T-tests were performed to test gender differences in anthropocentrism and ethics of care. Findings: The results showed statistical differences based on gender (sig.000) and that women are less… [Direct]
(1994). Conceptual Change in Elementary Social Studies: A Case Study of Fourth Graders' Understanding of Human Rights. Theory and Research in Social Education, v22 n1 p74-95 Win. Focuses on the conceptual change processes of 17 fourth-grade students as they grapple with the abstract concept of human rights. Discusses limitations and successes in students' learning within the framework of conceptual change and motivation research. (CFR)…
(1989). Report from ERIC/CHESS: Curricula on Human Rights and Civil Liberties. Moral Education Forum, v14 n2 p25-27 Sum. Describes nine entries from the ERIC database that deal with civil liberties. Topics include the teaching of the morality of citizenship, censorship in schools, classroom research in the humanities, development of human-rights laws in the international community, and the addition of peace education to the curriculum. (KO)…
(1991). The Political Economy of Education in Guyana: Implications for Human Rights. Journal of Negro Education, v60 n4 p512-23 Fall. Examines human rights violations in education in Guyana, and identifies the socioeconomic factors that produced the current condition. Findings indicate that, although education is highly valued in the culture, the state has abandoned the educational needs of the nation to ensure the survival of the elite political regime. (JB)…
(1994). Honesty and Hope: Presenting Human Rights Issues to Teenagers through Fiction. Children's Literature in Education, v25 n1 p41-53 Mar. Provides description and analysis of numerous adolescent novels that all deal with human rights issues in a variety of cultures and national settings. Focuses on works by James Watson and Rachel Anderson. Claims that using such works honestly will foster in students a hopeful sense of motivation. (HB)…
(2004). (De)constructions of Radical Humanist Discourses in South Africa's Education White Paper 6. Perspectives in Education, v22 n1 p1-16 Mar. In this article we (de)construct radical humanist discourses in South Africa's recently published White Paper on Special Needs Education. In particular, we (de)construct objects, agents, actions and binaries constituted by democracy, human rights and social justice discourses as well as the voices these discourses marginalise. We discuss the implications that democracy, human rights and social justice discourses have for inclusion/exclusion, as we deconstruct them in White Paper 6: Special Needs Education (hereafter White Paper 6)…. [Direct]