(1973). The Right to Make Mistakes. Intellect, 102, 2353, 184-90, Dec 73. In the struggle for human rights, author suggests that we must consider the right of a child to direct his own education. He also presents four conceptions of the child held, in general, by society. (Author/RK)…
(2006). The Implementation of Inclusive Education in South Africa after Ten Years of Democracy. European Journal of Psychology of Education, v21 n3 p253-264. Inclusive education in South Africa has not been promoted as simply one more option for education but as an educational strategy that can contribute to a democratic society. After the end of the Apartheid era the new democratic government committed itself to the transformation of education and key policy documents and legislation stress the principle of education as a basic human right as enshrined in the Constitution. White Paper 6: Special Needs Education, building an inclusive education and training system (2001) provides a framework for systemic change for the development of inclusive education. As a philosophy, the concept of inclusive education in the South African context embraces the democratic values of equality and human rights and the recognition of diversity. Research however indicates that multifaceted societal changes, encompassing educational reforms and contextual changes, including the management of diversity in schools, have had a negative impact on the… [Direct]
(2007). Measuring Religion in Global Civil Society. Social Forces, v85 n4 p1645-1665 Jun. This article illustrates two conceptual and methodological problems that interfere with the accurate identification and measurement of religious mobilization in global civil society. First, data used to study the organizational composition of global culture contain a selection bias that favors organizations within an elite stratum of the world polity, to the neglect of organizations in the lower strata, where religious mobilization is likely to be more prevalent. Second, religious mobilization is measured as if religion were a distinct sector of social life, not allowing for any overlap with other sectors. Through a comparison of data sources and methods, this article illustrates both the selection bias and prevalence of religious mobilization in human rights, an arena that is often assumed to be secular. (Contains 1 figure and 4 notes.)… [Direct]
(2007). Adult Education: Priority Areas for Investment and Development. Convergence, v40 n3-4 p259-264. Lifelong learning for all is a key priority for the International Council for Adult Education and should be for national governments across the world. In order to make this a reality, policies need to be developed based on the concept of education as a human right. The policy framework in Ireland is based on three key principles, Equality, Interculturalism and a Systemic Approach to lifelong learning. However policy frameworks are only effective if they are underpinned by legislation and have firm implementation plans supported by adequate resources. Only then can outcomes and progress be measured. Berni Brady writes about the priorities for lifelong learning in Ireland following the publication of the White Paper, Learning for Life published in 2000 and what still needs to be done to make lifelong learning a reality…. [Direct]
(2007). Toni Samek. Library Journal, v132 n19 p32-34 Nov. This article profiles Toni Samek, associate professor at the School of Library and Information Studies (SLIS), University of Alberta, Edmonton, Canada, who has been chosen as the recipient of the first annual "Library Journal" Teaching Award, sponsored by ProQuest. Samek's work goes far beyond the three standard measures of academic performance: teaching, research, and service. Her teaching "is deeply informed by her commitment to, and scholarship in, human rights and the core values of the profession," says Kenneth Gariepy, who nominated her for the award. Her career is defined by her activist dedication to student understanding, learning, and success; the ethics of the information professions; and, most important, the application of these elements to the pursuit of social justice and the engagement of librarians and information workers in that effort…. [Direct]
(1995). Empowering Women at the Grassroots: A Manual for Women's Human Rights Education. Nagorik Uddyog (Citizen's Initiative) is a non-profit, non-governmental Bangladeshi organization focused on empowering women at the grassroots level through human rights education. Although women constitute half of the total population of Bangladesh, their participation in social, cultural, and political activities is limited. Recently, significant changes have taken place to make women more visible, yet they still remain disadvantaged compared to their male counterparts because of inequities in education, employment, participation in decision-making, and family matters. Nagorik Uddyog created this manual to educate semi-literate and illiterate women about their rights as women and as citizens of Bangladesh in the public and political spheres. Chapter 1 covers the social/political/economic problems and position of women in Bangladesh. How the law, misuse of religion, and Fatwabazi (sermon-givers) deprive women of their human rights is the topic of chapter 2. In chapter 3, women's… [PDF]
(2009). The CRC 20 Years: An Overview of Some of the Major Achievements and Remaining Challenges. Child Abuse & Neglect: The International Journal, v33 n11 p771-782 Nov. On 20 November 1989, the General Assembly of the United Nations adopted the Convention on the Rights of the Child (CRC). It entered into force on 2 September 1990 and has by now been ratified by 193 States, making the most universally ratified human rights treaty. This overview will present and discuss the impact of this treaty both at the international and the national level, an overview which necessarily has to be limited to some of the developments as a result of the implementation of the CRC. The first part of this paper will be devoted to the impact the CRC had and still has on the setting and development of the international agenda for the promotion and protection of the rights and welfare of children. Special attention will given to developments, achievements, and remaining challenges at the international level with regard to protection of children in armed conflict; prevention and the protection of children from sexual exploitation; and from all forms of violence. This will… [Direct]
(1979). Women's Lives in the Asian Tradition. Social Education, v43 n4 p248-57 Apr. Reviews depiction of Asian women in literature by Asian writers within the context of development of basic human rights for men and wormen. Information is presented to help students analyze the literature selections. (Author/DB)…
(1993). The ILO towards the Twenty-First Century. Labour Education, n92 p13-30. This position statement outlines the major challenges facing labor education (human rights, employment, structural transition, poverty, marginalization, globalization) and areas for International Labour Organisation action (standards, technical cooperation, sectoral activities, research, publications, and communications). (SK)…
(1976). Discrimination: What Some of my Best Friends Still Don't Know About It. NJEA Review, 49, 8, 27-8, Apr 76. Discusses a reaction to a letter of invitation to the Human Rights Conference and to NJEA's new multi-ethnic curriculum resource guide for social studies teachers, produced in cooperation with NEA's Ethnic Heritage Project. (Author/RK)…
(1973). Education: An Affront to Personal Liberty?. Learning, 2, 2, 90-1,94-5, Oct 73. When viewed with a little detachment, public education, especially compulsory education, can be seen to be preposterous and radically out of keeping with the notions of human rights and the sanctity of the individual. (Editor/CL)…
(1992). The Dynamic Mandala of Adult Education. Convergence, v25 n4 p73-82. Outlines basic assumptions and principles underlying adult education and describes today's challenges: maintaining democracy, technological changes, explosion of information, global competition/cooperation, environment, and universal human rights. Advocates a holistic world view of adult education. (SK)…
(1998). Reprint: Cultural Action for Freedom. Harvard Educational Review, v68 n4 p471-521 Win. Reprints of two Harvard Educational Review articles from 1970, "The Adult Literacy Process in Cultural Action for Freedom" and "Cultural Action and Conscientization," highlight the importance of education to human rights. (SK)…
(1998). Movement. Online-Offline, v2 n6 p2-25 Feb. Focuses on movement: movable art, relocating families, human rights, and trains and cars. Describes educational resources for elementary and middle school students, including Web sites, CD-ROMs and software, videotapes, books, additional resources and activities (PEN)…
(2012). Exopedagogy: On Pirates, Shorelines, and the Educational Commonwealth. Educational Philosophy and Theory, v44 n8 p845-861 Oct. In this paper, Tyson E. Lewis challenges the dominant theoretical and practical educational responses to globalization. On the level of public policy, Lewis demonstrates the limitations of both neoliberal privatization and liberal calls for rehabilitating public schooling. On the level of pedagogy, Lewis breaks with the dominant liberal democratic tradition which focuses on the cultivation of democratic dispositions for cosmopolitan citizenship. Shifting focus, Lewis posits a new location for education out of bounds of the common sense of public versus private, nationalism versus cosmopolitanism, inclusion versus exclusion, human versus civil rights. This is the space of the commonwealth whose actors cannot be identified as \citizens\ but are rather the anonymous multitude. In conclusion, Lewis finds a model for organizing this commonwealth in the work of Ivan Illich, whose learning networks speak to the urgent political and pedagogical need for exodus from the conceptual vocabulary… [Direct]