(1989). A Counter-Hegemonic Orientation to Literacy in Australia. Journal of Education, v171 n2 p35-56. Describes a literacy education project in which Australian non-English-speaking background (NESB) secondary school students were asked to evaluate the state of human rights in their schools and make suggestions for improvement. Relates this project to broader political implications. (FMW)…
(1990). Views of Dr. Martin Luther King, Jr. Journal of Humanistic Education and Development, v28 n3 p133-38 Mar. Discusses views of Martin Luther King, Jr., including concepts of human rights, related counseling approaches, and ethics. Claims King's views provide helpful insights for counselors and clients. Concludes King invited individuals to view challenging life situations as moral opportunities. (Author/ABL)…
(1991). Teaching about Genocide. Social Education, v55 n2 p82-83 Feb. Presents summaries of 12 documents from the Educational Resources Information Center (ERIC) system that address genocide and its place in history. Includes documents that stress teaching from a human rights perspective and incorporate critical thinking. Explains access to the documents. (NL)…
(1999). Climb Every Mountain, Dream the Impossible Dream: ICAE Past, Present & Future. Convergence, v32 n1-4 p5-17. Surveys the history of the International Council for Adult Education from 1984 to the tensions of the present situation. Raises questions about the organization's role and vision in the 21st century, especially regarding adult education as human rights education. (SK)…
(2007). Children Have the Right to Have Rights. Exchange: The Early Childhood Leaders' Magazine Since 1978, n175 p8-11 May-Jun. The United Nations Convention on the Rights of the Child (CRC) has forged a fundamental shift of paradigm in program and public policy design. Whereas in most countries the needs-based approach has historically guided services and policies for children, the CRC sets out a new perspective based on the human rights of all children. This perspective requires the active participation of children and families, which has been proved to be a key success factor in program and policy design, implementation, and evaluation. Furthermore, it allows children and families to become subjects of their own lives and aware of their rights-holders condition. Thus, they no longer expect favors. On the contrary, they are empowered to demand their rights. Changing from the needs-based to the rights-based approach in program and policy development is not an easy task, but the CRC has become a powerful instrument for children's rights advocates. (Contains 5 online resources and 5 endnotes.)… [Direct]
(2016). "Testimonios" Informing a Human Rights and Social Justice Education Framework. Association of Mexican American Educators Journal, v10 n2 p96-103. The recalling and documenting of "testimonio" "as a conceptual and methodological tool that transforms cultural and personal narratives into critical social analysis" (Fuentes & P√©rez, 2016) is not an easy process. Often tears, "coraje" (both courage and rage) and laughter accompany this process–a transformative healing process in of itself from which one can draw strength and agency. The process of "testimonio" involves at least two individuals, the "testimoniante" who must be strong enough to make themselves vulnerable in their sharing and reliving of their experiences, and the witness who must both be willing to hold space as the "testimoniante" shares and then commit themselves to working towards alleviating the social injustices the "testimoniante" has experienced. This process is usually painful to both re-live and witness, but it is also a necessary part of one's healing and recognition of shared… [Direct]
(2007). School Dress Codes in Post-Scarcity Japan: Contradictions and Changes. Youth & Society, v38 n4 p463-489. Focusing on dress codes, this article aims at providing a better understanding of current practices of youth socialization in Japanese schools and of cultural consequences of post-scarcity on schools. Since the late 1980s, there has been a national trend among Japanese secondary schools granting students more freedom of individual expression through attire and hairstyle. Using contradiction as a sensitizing concept, the author identifies several emerging cultural themes such as individuality and human rights that became incongruent with the uniformity of student appearance prescribed by dress codes. This Japanese case study suggests that, in times of post-scarcity in which economic affluence permits wide participation in the culture of individualism and consumerism, a new educational paradigm that emphasizes individuality emerges, and schools' management of youth lifestyles may shift toward deregulation and permissiveness. (Contains 8 notes.)… [Direct]
(2007). Are DIT Scores Empirically Distinct from Measures of Political Identification and Intellectual Ability? A Test Using Post-9/11 Data. British Journal of Developmental Psychology, v25 n2 p197-211 Jun. Emler, Renwick, and Malone (1983) argued against a developmental interpretation of the Defining Issues Test (DIT), suggesting instead that it actually measures a social psychological phenomenon–political identification. On the other hand, Sanders, Lubinski, and Benbow (1995) have argued that DIT scores measure intellectual ability. In this study, we pitted the DIT against measures of political identification and intellectual ability in order to test its ability to incrementally predict variation in post-9/11 attitudes. We found that both DIT-2 scores and political identification were significant predictors of attitudes toward restricting human rights/civil liberties, while our index of intellectual ability (i.e. ACT scores) was not. DIT-2 scores, political identification and intellectual ability each accounted for significant variation in attitudes toward President George W. Bush in our undergraduate college sample during the spring of 2004…. [Direct]
(2007). Beyond Rhetoric: A Recipe for Civil Society Action on Literacy. Convergence, v40 n3-4 p131-142. On the eve of CONFINTEA VI, discussion and debates on promoting literacy is being revived. However, in most cases, the discussion limits itself to the definitional nuances of literacy and falls short of critiquing the global policy making inertia that violates the human rights obligations to the millions of adults remaining illiterate. This article examines the definitional dilemma of literacy and the magnitude of the challenge of illiteracy. Second, it examines how the policy making process has moved beyond the nation states to global alliances, thereby diluting the social contract between the citizen and the state. Third, it delineates how literacy has become a relegated priority within the EFA framework. Fourth, it tracks the gap between promises and performances since CONFINTEA V. Finally, it proposes an agenda for action for civil society at national, regional and international level. (Contains 1 note.)… [Direct]
(1993). A Survey of Attitudes Toward Human Rights and Toward Self in Alberta Schools: Technical Report. This technical report concerns a 1991 survey of Alberta (Canada) students, teachers, and principals. The survey was designed to determine the extent to which grade 8 and grade 11 students hold positive attitudes about human rights and about themselves. Among the main conclusions drawn from the study are that, overall, Alberta students have positive attitudes toward themselves and others, and that principals and teachers expressed generally positive views about their students' self-concept and attitudes toward human rights. This report presents detailed information about the survey, including statistical analyses. Following a summary report on the survey, the technical report is organized into 10 sections: (1) Introduction; (2) Development of the Scales; (3) Student Survey Score Averages, Average Scores for Items, and Percentage of Negative, Neutral, and Positive Responses for Each Item; (4) Summary of Students' Comments; (5) Decile Norms for Schools, Based on the Student Survey; (6)… [PDF]
(2017). A Comprehensive Guide to Intellectual and Developmental Disabilities. Second Edition. Brookes Publishing Company The trusted core disability textbook gets a comprehensive update in this second edition, now thoroughly revised to include all the critical topics today's professionals need to know about as they work with people who have intellectual and developmental disabilities. Brought to you by a new team of world-renowned experts and contributors, this volume fully prepares future educators, social workers, researchers, and clinicians to provide the best services and supports to children and adults across the life span. Tomorrow's professionals will discover what to do and how to do it as they prepare for their important work, and they'll refer to this user-friendly compendium year after year for information, insights, and answers. A cornerstone text for any course focused on intellectual and developmental disabilities–and an essential reference for every in-service professional's library. The book's contents include: About the Editors, Contributors, an Introduction, Acknowledgements, and… [Direct]
(1986). Draw Me a Picture of Peace–From the School to the Community. International Understanding at School, spec suppl n1 p23-26. Offers a broad array of activity ideas derived from the peace education program of the Gorki Nursery School in Nanterre, France. Includes activities about human rights that focus on topics such as freedom, a healthy environment, peace, and the right to be different. (JDH)…
(1991). United Nations Convention on the Rights of the Child: Individual Rights Concepts and Their Significance for Social Scientists. American Psychologist, v46 n1 p60-65 Jan. The UN Convention on the Rights of the Child grants a full range of human rights to children and promotes a nonpaternalistic attitude toward them. Social scientists will be able to contribute to its implementation by interpreting issues of psychological and physical development. (DM)…
(1996). "Cry, the Beloved Country." Bill of Rights/Human Rights Project. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). This unit is based upon study of Alan Paton's novel, "Cry, the Beloved Country," and includes a writing component in which students create an original Bill of Rights for the new Republic of South Africa. To create the new Bill of Rights, students study three basic human rights documents and work in groups to write the finished product. Appended sample materials that can be used to complement social studies/history resources are included. (EH)… [PDF]
(2022). The Self-Willed Child — Basic Needs and Education in Post-Mythic Times Outlines of a Responsive Pedagogy. Hungarian Educational Research Journal, v12 n4 p460-474. From the beginning of its existence, the child is articulating an unconditional claim to life. Even in the post-mythic era, or rather in the myth-critical world of the modern age, education is confronted with the difficult task of responding to this claim — but now without the possibility of being able to legitimise its interventions and actions by appealing to an unquestionably absolute authority. First of all, this means questioning the coercion that is primordially inscribed in education. May parents, may teachers, may educators force the compliance of the self-willed child? All guardians of a supposedly true and unconditional social order will answer the question with "yes". For even since antiquity, human beings have been granted free will, but this — according to the great Church teacher Augustine in the 5th century — is "not always good". For this reason, education was, and to some extent still is, a project to replace the "bad" self-will with… [PDF]