(1975). Puerto Rican Problems in Integration. Integrated Education, 13, 3, 8-10, May-Jun 75. The focus of this testimony, presented before a public hearing of the New York City Commission on Human Rights in May 1974, is on the issues that the Puerto Rican Legal Defense Fund has been involved in over the past couple of years; litigation has been pursued against both school segregation and barriers to public employment against Puerto Ricans. (Author/JM)…
(1975). The Impact of Housing Segregation on Blacks. Integrated Education, 13, 3, 81-84, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, is stated to focus primarily on the effects of housing market segregation and discrimination on the welfare of black Americans; findings of economic research indicate that Negro households at all income levels are impeded by housing market discrimination from purchasing single-family homes. (Author/JM)…
(1975). Dismantling the Dual Housing Market in Chicago. Integrated Education, 13, 3, 91-94, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, focuses on the activities of the Leadership Council: its current strategy includes full enforcement of the federal fair housing laws, increase in the supply of housing available to people of low and moderate income, and effective marketing of housing to minority home seekers. (Author/JM)…
(1975). Desegregation and National Policy. Integrated Education, 13, 3, 122-126, May-Jun 75. Among the topics discussed in the testimony before a public hearing of the New York City Commission on Human Rights in May 1974 of a member of the United States House of Representatives are the status of amendments to educational legislation restricting the use of busing as an integration method and the concerns of the House Education and Labor Committee. (Author/JM)…
(1975). Metropolitan Approaches to Desegregation. Integrated Education, 13, 3, 131-134, May-Jun 75. This testimony, before the May 1974 public hearings of the New York City Commission on Human Rights by the Director for the Center for National Policy Review, Catholic University Law School, notes that one barrier to the liberation of black people from a legally-sanctioned caste system is the racially segregated structure of metropolitan areas throughout the nation. (Author/JM)…
(1975). New York's Biracial Public Schools. Integrated Education, 13, 3, 153-155, May-Jun 75. In his testimony, before a May 1974 public hearing of the New York City Commission on Human Rights, the president of the Metropolitan Applied Research Center charges that New York City is operating a segregated school system, a dual school system, of the kind that the Supreme Court "Brown" decision declared to be illegal and unconstitutional. (Author/JM)…
(1975). Bilingual Education. Integrated Education, 13, 3, 166-167, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, emphasizes not only that the first problem that the Puerto Rican community has in New York City is that of language but that there is a new migration of Haitians (who speak French), Greeks, and groups of Chinese from different parts of Asia. (Author/JM)…
(1975). Civil Rights at the Crossroads. Integrated Education, 13, 3, 168-170, May-Jun 75. In testimony before a May 1974 public hearing of the New York City Commission on Human Rights, the Director of the Puerto Rican Forum asserts that if the city provided strategically located schools that offered a bilingual program, this would be an incentive for parents to send their children; new meaning must be given to the concept of integration. (Author/JM)…
(1981). Empirical Indicators of Educational Equity. A Thai Case Study. Draft. This paper reports on the status of educational equity and equality in Thailand. Empirical and statistical indicators are presented for preschool, elementary, secondary, and higher education. Educational attainment at each of these levels is compared by the sex, socioeconomic status (based on father's occupation), and geographic origins of students. The relationship between educational equity/equality and human rights is discussed briefly. (APM)…
(1977). A Global Family Policy: Means and Aims. The bases for these policy guidelines are traced to an extensive yet largely unimplemented literature, but primarily to the principles of nonviolent conflict resolution, community responsibility, self actualization and social actualization through the implementation of universally recognized human rights. Central emphasis is given to the need for better child development practices in family-oriented, democratically well-planned community settings. (Author)…
(1979). International Year of the Child. International Understanding at School, n38 p27-30. Cites some activities organized by various UNESCO Associated Schools Project in various nations to celebrate the International Year of the Child (1979). Activities included research by high school students in West Germany on school systems in English-speaking countries, sale of UNICEF greeting cards in Hungary, and publication of a school magazine on human rights in an elementary school in Cyprus. (DB)…
(1976). Conduct Unbecoming?. Times Educational Supplement (London), 3203, 20-1, Oct 22 76. The European Commission on Human Rights is now investigating the case of a seven-year-old boy in Lanarkshire, whose parents have failed to obtain a guarantee that he will not receive corporal punishment at school. Author finds that, contrary to the teachers' agreed code of practice, the "tawse" (leather belt) is still widely used in Scottish primary schools. (Editor/RK)…
(2002). The Globalization of Education: Facing New Realities. Education Canada, v42 n1 p4-7 Win. In World Trade Organization negotiations, it has been proposed that education be treated as a service to be exchanged for profit. This is contrary to the United Nations covenant that education is a universal human right. Educators need to affirm that knowledge is not a commodity, but something whose benefit increases proportionately with the degree to which it is shared. (TD)…
(2002). School Board Liability for Student-Peer Harassment and Discrimination: "Deliberate Indifference" and Beyond?. Education Canada, v42 n1 p32-33,47 Win. The scope of school board liability for student misconduct is broadening. The U.S. Supreme Court found that school officials are responsible for student-on-student harassment when they have knowledge of the acts, act with deliberate indifference, and the harassment deprives the victim of access to education. This rationale is consistent with Canadian courts' treatment of human rights liability. (TD)…
(1993). Beyond Anne Frank. Educational Leadership, v51 n3 p35 Nov. According to a former junior high school teacher, eighth graders–inquisitive and opinionated–are not too young to grasp the impact of the Holocaust. This teacher went beyond "The Diary of Anne Frank" to push deeply into topics of genocide, racism, prejudice, and persecution. Students approached this discussion by considering examples of human rights violations in the news. (MLH)…