(1996). The Synergy of "Rights" Conventions: The Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), the Convention on the Rights of the Child (CRC), the Inter-American Convention on the Prevention, Punishment and Eradication of Violence Against Women (The Convention of Belem do Para). A major factor hindering women's human rights has been cultural attitudes based on stereotypical beliefs on the role of women in society, which have resulted in women being denied access to education, health care, property, employment, or involvement in decision-making. This report examines and compares some of the issues affecting the well-being and development of women and children addressed under specific articles of the United Nations Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), the Convention on the Rights of the Child (CRC), and the Organization of American States' Inter-American Convention on the Prevention, Punishment, and Eradication of Violence Against Women. The report addresses the following areas of concern: (1) "Cultural Patterns and Traditional Practices"; (2) "Parental Responsibility"; (3) "Sexual Exploitation and Prostitution"; (4) "Nationality"; (5) "Education"; (6)… [PDF]
(2001). Pathways to Equality: Hearings on Access to Public Education for Aboriginal People. Discussion Paper. Aboriginal people are not benefiting from the British Columbia school system, as evidenced by their poor performance on basic skills tests, overrepresentation in special education, and low high school completion rates. The British Columbia Human Rights Commission feels that Aboriginal students do not receive an equal education. Through research, public hearings, and follow-up actions, the Commission will identify ways to use its human rights mandate and legislative authority to remove barriers for Aboriginal students in the school system. The intention of the public hearings is to work cooperatively with all education stakeholders to identify and implement solutions to ensure educational equality for Aboriginal students. Educational equity will be achieved when Aboriginal children see themselves and their people reflected in the curriculum, feel a sense of belonging in the school system, and no longer face discrimination; Aboriginal parents are a part of their children's education;… [PDF]
(2007). Sustaining Peace through School and Civil Society: Mortar, Bricks and Human Agency. Journal of Peace Education, v4 n1 p95-108 Mar. South Africa has been a high-conflict society for nearly 350 years. The first 300 years were characterised by colonial rule with all the attendant conflicts inherent in such polities where dominance over the subjects was achieved by coercive means. This was followed by a more virulent form of racial domination, called apartheid, which characterised the 50 years before the achievement of democracy in 1994. Thus, a legacy of racial inequality is deeply embedded in the institutional structures and psyche of South African society. The principal underlying assumption of this article is that schools are an indispensable part of a consortium of societal agencies that can help bridge the divisions created by apartheid in a systematic and systemic way. The argument is that the critical elements in South Africa that are responsible, thus far, for maintaining relative stability and offer the potential for sustaining human rights, democracy, social cohesion, and therefore, peace are: a… [Direct]
(2004). Realising Rights: Poverty and Adult Literacy in a Globalising Arab Region. Convergence, v37 n3 p75-87. A consideration of the Arab world illustrates the fact that there can be riches and "growth" with slow or stagnating human development and with significant levels of poverty, and that growth might "perhaps" be an engine of human development if there is "good governance." Good governance refers to the existence of means and mechanisms to ensure that a country is moving towards the principles set out in the Universal Declaration of Human Rights, and to the demonstrable ability of citizens of any nation to hold accountable those who govern their well-being and control the mechanisms that impact their lives and those of future generations. This article, by considering briefly some aspects of the Arab region, aims to: (1) Confirm that adult illiteracy is one of the conditions characteristic of the state of poverty "and" of the dynamics of exploitation and deepening impoverishment, and that where illiteracy rates are high the potential to move toward… [Direct]
(1999). The State of the World's Children 1999: Education. The international community is increasingly defining education as an essential human right, a force for social change, and a path towards international peace and security. This report on the well-being of the world's children focuses on the efforts of the international community to ensure that all children enjoy their human right to a high-quality education. Chapter 1 of the report explores the historical context in which children's right to education has been repeatedly affirmed; discusses the elements integral to the success of the worldwide movement of Education for All; and argues that, in spite of a dearth of resources and growing indebtedness in the developing world, education remains one of the best investments a country can make in order to prosper. Chapter 2 provides statistical profiles for 193 countries based on basic indicators such as infant mortality rate, nutritional status, health status, educational levels, demographics, economic indicators, the status of women, and… [PDF]
(1992). International Work Group for Indigenous Affairs Newsletter, July 1991-December 1992 = Boletin de Grupo Internacional de Trabajo sobre Asuntos Indigenas, Septiembre 1991-Diciembre 1992. IWGIA Newsletter, 1991-1992. This document contains seven consecutive English-language issues of the IWGIA Newsletter, from July 1991 through December 1992, followed by the seven corresponding issues in Spanish. These newsletters provide educators with a resource on the history, current conditions, and struggles for self-determination of indigenous peoples around the world. Articles on the United States and Canada discuss: (1) the consequences of the James Bay Agreement for Native land claims in Quebec; (2) threats to Native land rights in British Columbia and Alberta; (3) gender discrimination in Canadian government rules defining a "status Indian"; (4) environmental concerns over hydroelectric development projects in Quebec; (5) the Inuit Circumpolar Conference on conservation of the Arctic environment and indigenous human rights; (6) the history and current situation of Native Hawaiians with regard to relations with the federal government, land claims, and self-determination; (7) thoughts about…
(1988). Fundamentals of U.S. Foreign Policy. Public Information Series. Designed to explore the interests and objectives of U.S. foreign policy, this book addresses: (1) national security and arms control; (2) economic programs and trends; (3) human rights efforts; (4) science and technological developments; (5) relationships with various world regions; and (6) the need for an adequate foreign affairs budget. Chapter 1, "The Interests and Objectives of American Foreign Policy" considers the Reagan administration's role as a global force for prosperity, security, and democratic change. Chapter 2, "National Security and Arms Reduction," focuses on efforts at preserving a peaceful and stable world environment. U.S. efforts in promoting human rights, counterterrorism, narcotics' eradication, and refugee relief are described in chapter 3, "The Human Dimension." Chapter 4, "The Economic Dimension," discusses efforts to achieve a strong and prosperous U.S. economy. Specific environmental concerns are considered in… [PDF]
(1987). Global Issues: Activities and Resources for the High School Teacher. Second Edition. Increasing student knowledge about other nations and interrelationships with them is the primary goal of this teaching guide. The activities and resources focus on six topics of continuing global importance: (1) trade and economic issues, (2) conflict and armaments, (3) modernization and development, (4) technology and the environment, (5) energy, and (6) human rights. Learning objectives, teaching suggestions, data resources, and duplicating masters for all necessary student materials are provided. Each unit is accompanied by an annotated list of additional resources. The lessons and materials in unit one are designed to help students develop cross-cultural awareness. Activities and resources are provided in unit two to aid student understanding of the complex economic issues confronting the world community. Unit three is designed to heighten student awareness of the complexities of conflict and conflict resolution. Unit four focuses on the progress of traditional, low-technology…
(1993). Cultural Diversity & Business/Vocational Education: A Question of Human Rights & Cultural Contradiction. Business/vocational education has the unique opportunity to introduce multicultural education from the perspective of world trade, business, economics, and comparative advantage. Vocational educators also have a responsibility to foster respect for the human rights of all people and oppose current and historical practices such as oppression, prejudice, and violent acts. Multicultural education is based on democracy and pluralism and requires teachers to use a variety of teaching styles that are consistent with a wide range of learning styles. A research study summarizing more than 91 studies, reports, and papers indicates that the only programs likely to improve cross-group relations are in-depth, long-term programs that are infused into the curriculum early and continued throughout high school. Among those approaches/activities that are especially important in improving intergroup relations and ending prejudicial thinking are cooperative learning, critical thinking skills… [PDF]
(2008). Attaining Development Goals of Children with Disabilities: Implications for Inclusive Education. International Journal of Special Education, v23 n3 p1-10. Education has three main roles: it is developmental because it develops the unique qualities of a child; it differentiates between learners because it treats every child as an individual, appreciating individual differences; and it is integrative because it accommodates people of varying backgrounds (culture, beliefs and values) thereby allowing for a cooperative approach in problem solving (Abosi, 1996). It is therefore absolutely necessary that the components of the curriculum for teacher training programs, teaching and learning at all levels should reflect these roles, if we are to attain the development goals which include education for all. The development goals for individuals with disabilities will include elimination of poverty, acquisition of practical and survival skills, employment, empowerment and total integration in the social world. All these could be achieved through a well planned inclusive education system. Special education provides opportunity for education for… [PDF]
(2015). Intercultural Education: The Position of Roma in Education=Obrazovanje za interkulturalizam: Polo≈æaj Roma u odgoju i obrazovanju. Online Submission Faculty of Educational Sciences has recognized the importance of education for interculturalism, and it organizes the conference entitled "Education for interculturalism" every five years, so that all participants could gain new insights about interculturalism and strengthen their intercultural competencies. Modern interculturalism, as a modern and current topic in scientific and public educational policy, appears in the 20th century in the United States as an expression of pragmatic interest for international convergence of majority and minority ethnic groups. Education must be directed to the full development of the humans and strengthen respect for human rights and fundamental freedoms. It must promote understanding, tolerance and friendship among all nations, racial or religious groups, and further support the United Nations work on the maintenance of peace. Pedagogy as a scientific discipline has an important role in the development of intercultural society. It cannot… [PDF]
(1973). Student Displacement/Exclusion: Violations of Civil and Human Rights. Report of the Eleventh National NEA Conference on Civil and Human Rights in Education. Students, community representatives, members of government and civil rights agencies, and 700 educators attended the 11th national NEA conference on civil and human rights in education. These participants carefully examined the ways school boards and other administrative powers infringe on and arbitrarily ignore the rights of students to an education. The conference participants were looking for ways to prevent administrative powers from acting arbitrarily and maliciously toward students in their suspension and expulsion policies. The participants looked at creative and productive ways to demonstrate the pupil's right to attend school, to receive an education, to have the protection of the courts, and the right to due process. The conference participants also explored methods for building into school board policies the pupil's right to adequate notice of a violation and to an appropriate hearing regarding its charges. Students, as citizens, are protected by the First and the… [PDF]
(2009). HIV Education in the Formal Curriculum. Prospects: Quarterly Review of Comparative Education, v39 n4 p321-334 Dec. The AIDS epidemic presents a complex of issues that require global answers, involving entire societies. The only sustainable solution is to include all sectors of society in a multidisciplinary collaboration, within which the formal education system plays a key role in delivering a comprehensive response to the disease at the national level. Moreover, in order to be effective, governments must work in collaboration with parents, religious leaders, and community members. This article describes eight key issues that must be addressed to establish a successful HIV/AIDS education curriculum. It also provides examples of best practices from three countries. First, HIV education in schools should adopt a human rights perspective and address stigma and discrimination against people living with HIV (PLHIV). Second, gender issues should be fully integrated into messages about the disease and the whole community should be sensitized on this topic. Third, national curricula must be designed in… [Direct]
(1991). Choose Life! Unborn Children and the Right to Life. Senior High Level: Grades 9-12. This curriculum is designed to assist Catholic school teachers and parish catechists in their efforts to foster a pro-life attitude in students in grades 9-12. Following an introduction is the curriculum, which features six lessons. These are: (1) The miracle of human life; (2) Responsible parenthood versus abortion; (3) Abortion is no solution; (4) Abortion and the Supreme Court; (5) Abortion and human rights; and (6) The church–community of concern. Student handouts are included in the lessons, and a series of fetal development visuals are appended. (DB)…
(2005). Teaching Political Philosophy and Academic Neutrality. Theory and Research in Education, v3 n1 p97-120. Should lecturers who teach political philosophy hide their personal political beliefs? This question becomes interesting when lecturers face what seems to be morally repugnant policies, such as massive human rights violations. In such cases is there a conflict between a lecturer's civic and political obligations and his/her academic and pedagogical ones? This article argues that while university lecturers should not adhere to academic neutrality, they should be impartial. While arguing this a distinction is drawn between paternalism and empowerment through teaching. (Contains 15 notes.)… [Direct]