(2009). What Can TESOL Do in Order Not to Participate in Crimes against Humanity?. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v43 n2 p340-344 Jun. Subtractive education through the medium of a dominant language often transfers Indigenous and minority (IM) children to the dominant group linguistically and culturally within one or two generations. It may lead to the extinction of Indigenous languages, thus contributing to the disappearance of the world's linguistic diversity. A partial result of this extinction can be the disappearance of the knowledge about biodiversity and its maintenance and, through this, diminishing prerequisites for human life on earth. Linguistic diversity and biodiversity are correlationally and causally related. Most of the world's megabiodiversity is in areas under the management or guardianship of Indigenous peoples. Most of the world's linguistic diversity resides in the small languages of Indigenous peoples. Much of the detailed knowledge of how to maintain biodiversity is encoded in their languages. Through killing them people kill the prerequisites for maintaining biodiversity. If people continue… [Direct]
(2001). Introducing Human Rights Education in the Confucian Society of Taiwan: Its Implications for Ethical Leadership in Education. International Journal of Leadership in Education, v4 n4 p321-32 Oct-Dec. Discusses recent introduction of human-rights education in Taiwan. Describes essential characteristics of Confucian ethics; compares Confucianism with ethical leadership in education. Discusses relationship between findings on the use of corporal punishment in Taiwanese schools and ethical leadership. Describes worldwide use of corporal punishment in schools. (Contains 32 references.) (PKP)…
(2000). Human Rights, Identities and Conflict Management: A Study of School Culture as Experienced through Classroom Relationships. Cambridge Journal of Education, v30 n3 p335-56 Nov. Explores how students in a boy's English secondary school display aggressive traits. Devises an intervention program centered on human rights. Concludes that the school fails to build meaningful relationships among its members, students, and staff; offers little opportunity to shape the institutions rules; and that rigid discipline reduces positive relations and responses. (DAJ)…
(1998). Peace and Human Rights Education in the Middle East: Comparing Jewish and Palestinian Experiences. International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education, v44 n4 p357-78. The author asks to what extent peace and human-rights education programs for Israeli and Palestinian children have fostered peaceful solutions to the differences between the Israeli and Palestinian people. He concludes that the programs are very limited and have made little impact in reversing the long educational legacy of mutual distrust and hostility. Contains 25 references. (AMA)…
(2005). Mental Health Aspects of Victims of Crime with Special Reference to Children. Journal of Indian Association for Child and Adolescent Mental Health, v1 n4 Oct. Every woman, man, youth and child has the human right to the highest attainable standard of physical and mental health, without discrimination of any kind. This is enshrined in the Indian Constitution and the Universal Declaration on Human Rights. Enjoyment of the human right to health is vital to all aspects of a person's life and well-being, and is crucial to the realization of many other fundamental human rights and freedoms. Furthermore, the social rights of victims of crime and their sensitive needs for mental health support is based on the Declaration of Basic Principles of Justice for Victims of Crime and Abuse of Power, 1985 (Resolution adopted by the UN General Assembly, non-binding principles upon member nations). Remarkable developments have taken place both internationally and nationally when it comes to prioritising child rights, but the links between child abuse, child labour and the care for a child's mental health are still absent. The role of mental health of… [PDF]
(1989). The Canadian Human Rights Commission and Issues of Concern for Aboriginal Women. Notes for Remarks, by the Deputy Chief Commissioner. This speech by the deputy chief commissioner of the Canadian Human Rights Commission discusses human rights, employment security, and pay-equity issues for Native Canadian women. The speech, offered in both English and French, calls the inequality of opportunity for Native Canadians a "national tragedy." It describes efforts to bring improvement in aboriginal people's political, social, cultural, and economic condition. The speaker describes discrimination inherent in Canadian laws and steps to correct them. The 1986 passage of the Employment Equality Act is called a "major step forward." The act requires employers to gather employment data and to take steps to correct discrimination. The act has provided a substantial information base, showing that aboriginal people represented only 0.7% of the industrial workforce and that their salaries were generally lower than those of other workers. Women were not adequately represented in the job categories. Employment…
(2017). Current Business and Economics Driven Discourse and Education: Perspectives from around the World. BCES Conference Books, Volume 15. Bulgarian Comparative Education Society This volume contains selected papers submitted to the 15th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in June 2017 in Borovets, Bulgaria, and papers submitted to the 5th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia, organized as part of the BCES Conference. The 15th BCES conference theme is "Current Business and Economics Driven Discourse and Education: Perspectives from Around the World." The 5th International Partner Conference theme is "Science and Education in Modern Social, Economic and Humanitarian Discourse." This volume consists of 38 papers written by 69 authors. Following a Preface entitled BCES: A Fifteen-Year Conference Tradition, the following papers are included in this volume: (1) Introduction: The Current Business and Economics Driven Discourse and Education–Perspectives from Around the World (Johannes L. van… [PDF]
(2007). Poverty, Education and Work: Some Introductory Thoughts. Convergence, v40 n3-4 p225-229. The article argues that poverty must be understood within a human rights approach, moving beyond a narrow economic definition. Recognising the multidimensional character of poverty also leads to acknowledge that there are no universal answers. Solutions must be culturally determined and this poses one of the major challenges for adult education and work in relation to poverty eradication: to promote processes of self-determination and self-discovery rather than being oriented towards efficiency and economic growth. The article analyses this dimension looking at different possible approaches to education and work, distinguishing an instrumental one and one that will facilitate the integration of human beings not only into the economic sphere but into the social, cultural and political dimensions as well. [Abstract presented in English, Spanish, and French.]… [Direct]
(1985). Teaching about Human Conflict: What Are the Possibilities?. Social Education, v49 n6 p488-92 Sep. Key psychological considerations that teachers should weigh when teaching children and adolescents about human rights are discussed. Specific examples of classroom practices are provided. (RM)…
(1970). Confessions of a Middle-of-the-Road Militant. American Libraries, 1, 5, 437-439, May '70. Provides new insights into the revolution in cybernetics, human rights and weaponry and the continuum of change affecting all Americans from yippies to librarians. (AB)…
(2008). Rethinking the Place of Children and Youth. Education Canada, v48 n3 p62-67 Sum. According to the annual United Nations declarations based on the Human Development Index (HDI), Canada remains one of the best places in the world in which to live. Ironically, this declaration of socio-economic superiority does not extend to the young people in the society. Although post-industrial societies like Canada and the United States may be outstanding in terms of human development, they may also be violating the human rights of their children and youth by neglecting their basic needs. In this article, the author discusses how society and the government allow mass media to portray a dim political/cultural view of youth. These dim views of youth have multiple specific consequences. Instead of working to solve the sources of youth and child suffering, society and the government remain punishing and parochial in their objectives for and care of children. The authors suggest that a new paradigm shift of education that is committed to enfranchising children and youth is needed…. [Direct]
(2001). Towards Human Rights in South African Schools: An Agenda for Research and Practice. Race, Ethnicity and Education, v4 n1 p45-62 Mar. Develops a taxonomy of four kinds of situations in which race and other grounds for discrimination become the focus of school-level controversy surrounding equality and equity. Examines the kinds of responses and discourses South African schools use to engage with the policy discourse of desegregation and human rights and establishes an agenda for research to inform anti-discrimination policy and programs. (SM)…
(1979). The Socio-Political Philosophy of Malcom X. Western Journal of Black Studies, v3 n4 p251-62 Win. Presents a profile of Malcolm X and of his sociopolitical philosophy. Reviews factors which influenced his beliefs about Blacks, society at large, and human rights. (JLF)…
(1990). Youth Attitudes on Racism. High School Students' Attitudes on Human Rights, Community Activity, and Steps that Might Be Taken To Ease Racial, Ethnic, and Religious Prejudice. This report presents the findings of a Harris survey of high school students' attitudes on human rights and racial relations, with special emphasis on minority group athletes. The following findings are included: (1) a majority have seen or heard about violent racial confrontations; (2) 30 percent would intervene to stop or condemn the incident; (3) one-fourth report having been the target of bias; (4) slightly more than half would report an incident to their parents, but only one in four would report the incident to a teacher; (5) most believe that human rights extend far beyond what is guaranteed by law; (6) students exhibited a high awareness of discrimination against a number of minority groups; (7) students are well-informed about human rights; (8) more than half report being involved in some form of community activity; (9) students regard athletes as role models; (10) one in five say they would join a school group to discuss racial differences with visiting athletes and…
(2002). Human Rights and School Change: The Newham Story. New Edition. This report recounts the process of desegregation of the education service in the London (England) borough of Newham. It shows how inclusion in the borough began and was sustained by an understanding of inclusion as a human rights issue. It charts the steps which brought about the closure of most of the authority's separate special schools and units over an 18-year period (1984-2002). This publication covers the early days of council policy making, the consultations and compromises, and how those seeking change responded to concerns while keeping their vision in focus. Individual sections address key points, achievements and constraints, history and origins, the arrival of the policy, implementation of the policy, moving onwards, comments and concerns, and a 1996-2002 update. The authors conclude that, if there had been a stronger national strategy to counter deeply embedded prejudices and fears about disability, progress toward inclusion in Newham and elsewhere would have been… [PDF]