(2012). Education for Sustainable Development (ESD): The Turn away from \Environment\ in Environmental Education?. Environmental Education Research, v18 n5 p699-717. This article explores the implications of the shift of environmental education (EE) towards education for sustainable development (ESD) in the context of environmental ethics. While plural perspectives on ESD are encouraged both by practitioners and researchers of EE, there is also a danger that such pluralism may sustain dominant political ideologies and consolidated corporate power that obscure environmental concerns. Encouraging plural interpretations of ESD may in fact lead ecologically ill-informed teachers and students acculturated by the dominant neo-liberal ideology to underprivilege ecocentric perspective. It is argued that ESD, with its focus on human welfare, equality, rights and fair distribution of resources is a radical departure from the aim of EE set out by the Belgrade Charter as well as a distinct turn towards anthropocentrically biased education. This article has two aims: to demonstrate the importance of environmental ethics for EE in general and ESD in particular… [Direct]
(1990). Language, Literacy, and Minorities. The ideal of a world where bilingualism or multilingualism is a normal and accepted feature is promoted in a commissioned report for International Literacy Year. It is noted that many minority groups are forced into bilingualism as a necessity for survival, but that those skills are rarely seen as an advantage and often seen as a cause of dissention and conflict. There are few international standards for the maintenance and promotion of linguistic human rights. Ideologies and examples of the education of minority children are discussed, along with a comparison of different educational programs (segregation, maintenance, submersion, immersion). The question of whether children or schools are deficient is also discussed, as well as mother tongue literacy and universal primary education. A preliminary Declaration on Linguistic Rights is presented that is intended to serve as a model for a United Nations standard. Excerpts from five international declarations on human rights are…
(2002). Minority Rights in Yugoslavia. An MRG International Report. This report focuses on minority rights in the Federal Republic of Yugoslavia (FRY), examining the relations and interactions between different ethnic communities in a highly diversified society in which the oppression of minorities by the majority, or by the government, is commonplace. After a historic background, the report draws attention to the atrocities committed against ethnic Albanians in Kosovo. It goes on to highlight Serbia and the position facing minorities in the republic, and it notes the position of minorities within Montenegro and the relationship with Serbia inside the FRY. The key regions of Sandzak and Vojvodina are also analyzed. Six recommendations to the FRY government focus on international human rights standards, recognizing national minorities, participation and effective equality, issues in the aftermath of war, strengthening the independent media, and establishing an Ombudsman on human rights. Two recommendations to the international community focus on…
(1948). Third National Conference on Citizenship. Presented are background information, discussion group reports, and addresses from a citizenship conference held in Washington, D.C. in May 1948. Sponsored by the Citizenship Committee of the National Education Association and the United States Department of Justice, the conference centered on the theme, "Citizenship: Rights and Responsibilities." Speeches and discussion are presented on three major topics: the world-minded American citizen, basic human rights and attendant responsibilities, and citizenship in action in the local community. Speakers included educators, college presidents, government officials, politicians, members of the clergy, foundation and non-profit organization representatives, congressmen, and media representatives. Summaries of discussion on the major topics revealed group concensus on issues including that Americans should become world-minded citizens, find ways of achieving jointly held values democratically, support agencies working toward mass… [PDF]
(2001). Revista Interamericana de Educacion de Adultos, 2001 (Interamerican Journal of Adult Education, 2001). Revista Interamericana de Educacion de Adultos, v23 n1-3. Articles in this volume, written in Spanish, focus on the following: high school education in rural areas; adult and popular education in the 90s; systemizing educational processes in rural communities based on a restoration of their cultural heritage (case Tzintzuntzan, Michoacan); fostering sustainable communities; human rights and human development in Latin America and the Caribbean; thoughts on teaching with dignity; computer and communication technologies and challenges of education. (Adjunct ERIC Clearinghouse on ESL Literacy Education) (AS)… [PDF]
(2003). Literacy Matters. Language Arts, v81 n1 p12-13 Sep. Suggests that in an era of excessive high-stakes testing and a blind embrace of \technicism,\ literacy not only matters, but may represent one of the last hopes to \salvage our already feeble democracy.\ Concludes that literacy matters if, and only if, it is viewed as a democratic right and as a human right. (SG)…
(2009). Bordering on (In)Visibility: The Mobility and Containment of Haitian Migrant Women in the Dominican Republic's Linea Noroeste. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Urbana-Champaign. This research sterns from twelve months of ethnographic research with Haitian migrant women who reside in "Batey Sol", a former sugar-company labor camp located along the "Linea Noroeste" (northwest line) linking the Dominican Rebulic's border town of Dajabon with the urban center of Santiago. The multi-sited study considers the larger network of political, social, and economic structures and relations of power in which these women are positioned in their daily lives and through their livelihoods as market women. Through key anthropological and feminist theoretical frameworks, I offer a commentary on the political economy of racism and gender inequality in the contexts of Caribbean colonial history, Dominican nationalism, and globalization. By mapping both figurative and literal border crossings and inspections across space and time and the complex relationships between mobility and containment, I bring greater visibility to the daily experiences of Haitian women… [Direct]
(2005). Pedagogy of Human Rights Education: A Latin American Perspective. Intercultural Education, v16 n2 p137-143 May. Because we started to work with teachers on human rights education in Latin American in the middle of the 1980s, with dictatorial regimes in power, we understood that our pedagogical approach needed to be a critical one. This transformative process of change has not been easy. Many personal, social, political and cultural challenges have been faced. In this article I mention some of those challenges, especially: (1) the lack of a critical approach; and (2) the cultural \incapacity\ to recognize the \other\ as a legitimate \other\ and to accept the existence of social and cultural diversity. Finally, the article gives theoretical and practical recommendations on how to overcome these two main obstacles…. [Direct]
(1975). The Justice Department and Northern Integration. Integrated Education, 13, 3, 11-13, May-Jun 75. In his testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, the author notes that he has been with the Civil Rights Division of the Justice Department since 1958; over the past five years, an attempt has been made to routinize the enforcement of civil rights statutes. (Author/JM)…
(2000). Children's Rights–Do They Have Any? News from the United Nations. Montessori Life, v12 n2 p11-12 Spr. Describes the articles of the Convention on the Rights of the Child. Emphasizes enlarging the legal coverage of human rights, acknowledging the primary role of the family, and consolidating in one document children's rights expressed in various treaties and declarations. Details reasons for the delay in U.S. ratification of the Convention. Urges support for ratification. (KB)…
(1984). United Nations General Information Kit. Intended to provide teachers, students, and the community with general information on the United Nations (UN), this kit contains a compilation of brochures, booklets, fact sheets, resource lists, and press releases on a variety of UN-related topics. The first three booklets, "United Nations Today-1984" (suggestions for speakers), "United Nations Day 24 October,""The United Nations at Forty," and "Report of the Secretary-General on the Work of the Organization" provide an overview based on main points made in annual reports of the organization by Secretary-General Javier Perez de Cuellar. "Come to the UN…It's Your World" provides information for those planning to tour the UN. Four press releases focus on UN headquarters, member states of the United Nations, membership of principal UN organs in 1984, and UN conferences and special observances. Topical issues materials include three booklets, "Human Rights: 50 Questions and…
(2004). Motivating Students to Work with Elders: A Strengths, Social Construction, and Human Rights and Social Justice Approach. Journal of Teaching in Social Work, v24 n3-4 p165-181 Dec. At a time when increasing numbers of elders need and continue to rely on social work services, it is important to build enthusiasm among students to prepare them for future work with this special population. A three-pronged approach to teaching about aging, which is built on the strengths perspective, critical social construction, and a human rights and social justice focus, is recommended. For each part of the method, a theoretical rationale is outlined, and specific readings, films, music, class exercises, and written assignments to enhance the learning process are presented and discussed…. [Direct]
(2007). The "Stolen Voices" Project for the United Nations International Day of Peace, Imperial War Museum, London. Intercultural Education, v18 n5 p501-504 Dec. This article describes the "Stolen Voices" project which developed through detailed discussions with local education authorities and teachers in boroughs across London, UK. These educators and specialists were eloquent in their desire for projects that supplement the curriculum and classroom work on human rights and global citizenship, particularly projects that utilise the imagination of young people, bringing them into contact with people and places outside their usual experience. The purpose of the Stolen Voices Project for International Day of Peace, held in the Imperial War Museum on 21 September 2007, was to bring children face to face with the personal and specifics of historical violence: individuals that have lived through violence in their youth or who have resisted it. The project involved the collaboration between creative practitioners, survivors of conflict, and specialists in intercultural education utilising imaginative and creative processes to engage… [Direct]
(2007). Validation of a Tibetan Translation of the Hopkins Symptom Checklist-25 and the Harvard Trauma Questionnaire. Assessment, v14 n3 p223-230 Sep. This study sought to translate and validate the Hopkins Symptom Checklist-25 (HSCL) and the Harvard Trauma Questionnaire (HTQ) in a Tibetan population. Translated questionnaires were administered to 57 Tibetan survivors of torture/human rights abuses living in the United States and receiving services in a torture treatment program. Participants were evaluated to determine if they met criteria for major depressive episode, generalized anxiety disorder, or posttraumatic stress disorder (PTSD). Coefficient alpha for the HSCL Anxiety subscale (0.89), Depression subscale (0.92), and the HTQ (0.89) were high. Diagnostic accuracy using receiver operating characteristic curve analysis generated good classification accuracy for anxiety (0.89), depression (0.92), and PTSD (0.83). However, although sensitivity and specificity for HSCL subscales were quite high, the HTQ generated low sensitivity (0.33), partly because of a low rate of PTSD. Results support the reliability and validity of the… [Direct]
(2007). Could For-Profit Private Education Benefit the Poor? Some A Priori Considerations Arising from Case Study Research in India. Journal of Education Policy, v22 n3 p321-342 May. A low-cost private education sector is acknowledged to be serving the poor in developing countries, including India. However, it is widely accepted that this sector cannot provide a route towards "education for all". This conclusion is explored in the light of case study evidence from low-income areas of Hyderabad, India. Private education may be beneficial to the poor–especially in terms of greater accountability to parents leading to higher levels of teacher commitment. Moreover, de facto, although not de jure, for-profit education exists in low-income areas, with levels of profit such as to attract entrepreneurs into the market, and hence may be beneficial to the poor by expanding their choices. Objections to a role for private, for-profit education are explored. These include justifications for state education, including arguments for equity, externalities, the human right of education and the argument of history, none of which appear conclusive as objections…. [Direct]