(1975). Opening the Suburbs to Minorities. Integrated Education, 13, 3, 87-90, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, notes that the Suburban Action Institute is involved actively in assisting the cities by working to open opportunities in the suburbs for minority families, and advocates that New York City become alert and active in combating discriminatory suburban practices. (Author/JM)…
(1975). Barriers to Equalizing Housing Opportunities. Integrated Education, 13, 3, 101-104, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, by the Assistant Administrator, Office of Equal Opportunity, City Housing and Development Administration, advocates a policy which combines ghetto enrichment with programs designed to encourage integration of substantial numbers of Negroes into the society outside the ghetto. (Author/JM)…
(1975). Achieving an Open Society. Integrated Education, 13, 3, 107-110, May-Jun 75. In discussing housing integration during testimony before a public hearing of the New York City Commission on Human Rights in May 1974, it is noted that private home owners are in effect subsidized by taxes and municipal services and that it is essential to prepare a suburban community to receive minority group and disadvantaged home seekers. (Author/JM)…
(1975). An Interdistrict Transfer Program. Integrated Education, 13, 3, 135-136, May-Jun 75. This testimony, before the May 1974 public hearings of the New York City Commission on Human Rights by the Administrator, Urban-Suburban Transfer Program and Inter district Transfer Program, West Irondequoit School District, New York, reviews a program which began with 25 minority group youngsters from one racially-imbalanced Rochester school voluntarily transferring to suburban West Irondequoit. (Author/JM)…
(1975). Resistance to Desegregation in New York City. Integrated Education, 13, 3, 147-152, May-Jun 75. It is asserted, in this testimony by the executive director of the New York Civil Liberties Union before the May 1974 public hearings of the New York City Commission on Human Rights, that the New York City Board of Education has refused to desegregate even where there was a sufficient number of whites to do so. (Author/JM)…
(1978). Army Killings in Indian Village Shock Guatemala. American Indian Journal, v4 n10 p31-32 Oct 1978, Oct78. Detailing accounts of what the State Department officials have said privately (that Guatemala has one of the worst human rights records in this hemisphere): mass murders of men, women, and children ("Panzos Massacre" in a Nekchi Indian village) with the wealthy landowners exploiting the natural resources at the expense of 6.3 million Indians. (Author/RTS)…
(1988). US/USSR Relations. Social Studies Teacher, v9 n2 p5,8 Nov-Jan 1987-88. Focuses on a variety of materials on US/USSR relations available from the ERIC Document Reproduction Service. Includes documents relating to Soviet viewpoints, a scholarly discussion of the future of superpower relations, a booklet on arms control, a course outline on human rights, and a secondary unit on US/USSR ideologies, world views, and political systems. (DH)…
(1987). Teaching Genocide as a Contemporary Problem. Social Science Record, v24 n2 p74-77 Fall. Discusses methods of teaching about the history of genocide and the potential for its occurrence today. Encourages students to confront commonly-held beliefs in order to understand human rights abuses. Studies current genocidal tendencies, such as those in Iran, to demonstrate the \latent potential in all of us to allow such evil to occur.\ (Author/GEA)…
(1986). Book Reviews. Teaching Political Science, v13 n3 p131-42 Spr. Scholarly reviews of nine books are presented. Topics include nuclear deterrence, urban planning in France, human rights in the Republic of China, the United States' support of Israel, U. S. military policy, an analysis of Rousseau's social contract, political influences on the U. S. presidency, the state and political theory, and the loss of morality in America. (JDH)…
(1979). Learning in a World of Change: Methods and Approaches in the Classroom. Prospects: Quarterly Review of Education, v9 n2 p184-96. Recommends that teachers use a curriculum development project (the World Studies Project) to help students increase their understanding of global affairs such as human rights, economic order, disarmament, the world environment, and the law of the sea. Activities and objectives of the project are presented and ordering information for additional project activities and publications is included. (DB)…
(2002). Teacher Agency and Double Agents: Reconceptualizing Linguistic Genocide in Education. Harvard Educational Review, v72 n4 p542-60 Win. This review of "Linguistic Genocide in Education or Worldwide Diversity and Human Rights?" by Tove Skutrabb-Kangas (Erlbaum 2002) finds the book a useful guide for examining language policies in education but suggests its argument is weakened by the invisibility of teachers in the analysis and the loaded and inflammatory language used. (Contains 40 references.) (SK)…
(2003). Learning for Cosmopolitan Citizenship: Theoretical Debates and Young People's Experiences. Educational Review, v55 n3 p243-54 Nov. Interviews with 600 youth aged 10-18, many from immigrant families, explored how they learn about citizenship and define themselves and their communities. They identify strongly with their city or neighborhood but also have multiple identities, a cosmopolitan citizenship that bridges several worlds. Education for cosmopolitan citizenship should address peace, human rights, and democracy. (Contains 35 references.) (SK)…
(1996). Law, Language, and the Multiethnic State. Language & Communication, v16 n3 p291-300 Jul. Examines why language policies should be considered in a multiethnic state and suggests that there are human rights issues that mandate some recognition of language demands and usage beyond what some states may provide. The article emphasizes that questions of language, ethnicity, and nationalism must be addressed in a rational and coherent fashion. (12 references) (CK)…
(1997). Futuristic Metropolis or Second-Rate Port? Adult Education in Hong Kong before and after 1997. Comparative Education, v33 n2 p265-75 Jun. Describes the present adult education landscape in Hong Kong. Explores four scenarios for Hong Kong's future arising from positive and negative outcomes in the economy and human rights. Suggests that, ironically, returning Hong Kong to a Marxist state will jeopardize neo-Marxist (critical, emancipatory) approaches to adult education because of Chinese laws about subversion. Contains 24 references. (Author/SV)…
(1988). Anytown: A Human Relations Experience. Journal for Specialists in Group Work, v13 n3 p117-23 Sep. Describes components of Anytown, a group model designed to promote direct, intergroup contact and to increase racial tolerance among high school students. Examines dynamics of Anytown program: how activities are intended to affect participants' thinking and relationships with others and how direct contact is used to promote favorable human rights attitudes toward different people. (Author/NB)…