(1996). Fortifying the Foundations: U.S. Support for Developing and Strengthening Democracy in East Central Europe. The East Central Europe Information Exchange collects and disseminates information on exchange and training programs undertaken with American private and governmental funding. This study focused on programs related to democratization and civil society. An introductory section defines the parameters, background, and research methodology; lists the funding agencies involved; and summarizes some of the survey results and conclusions. Next, the section titled "Perspectives" presents four essays: (1) "Exporting Legal Reform and the Rule of Law to Central and Eastern Europe" (G.H.W. Baker), which highlights assistance efforts devoted to legal reform; (2) "U.S. Support for Nongovernmental Organizations" (Katherine Cornell Gorka), which reviews the history of U.S. assistance to nongovernmental organizations in East Central Europe; (3) "Building Democracy at the Local Level: The Case of Poland" (Joanna Regulska), which illustrates with a case study… [PDF]
(1998). CACD Journal, 1997-1998. CACD Journal, v18 1997-1998. This issue of the California Association for Counseling and Development Journal reflects connectedness in a world of diversity as its theme. The articles and their authors give witness to the deepening and broadening of status and progress in the counseling profession. The following articles are included: (1) \Caring Schools: An Antidote for School Violence\ (M. Sorino, G. K. Hong); (2) \Understanding Ego Mechanisms: The Keys to Family Counseling\ (J. L. Church); (3) \Career Counselors and Culturally Different Clients: A Brief Review of Selected Literature\ (P. A. Rodriguez); (4) \Hypnosis and Imagery in Dance Performance\ (C. M. Faiver, K. T. Thomas) (5) \The Rehabilitation Counseling Profession and the California Rehabilitation Counseling Association (CRCA)\ (M. G. Brodwin, L. M. Orange, S. K. Brodwin); (6) \The California Association of Counselor Educators and Supervisors (CACES): Decades of Professional Leadership\ (S. H. Zimmerman, J. A. Saum); (7) \The California Adult and… [PDF]
(1989). In the Child's Best Interest: A Primer on the U.N. Convention on the Rights of the Child. New Edition-Revised Text. The purpose of this book is to explain the United Nations Convention on the Rights of the Child, which sets standards for the protection and care of children. No country protects the rights of all its children or provides them with an adequate standard of health care, education, day care, housing and nutrition, or properly protects them from abuse, neglect and exploitation. Further political commitment to the protection of children, in the form of a legal code, is needed. In 1988, the U.N. Commission on Human Rights, aided by the intergovernmental bodies and many international voluntary organizations, drafted the U.N. Convention on the Rights of the Child, and the second draft has now been completed. Human rights are the fundamental freedoms and protections to which all human beings are entitled. The general rule is that children are afforded the same basic rights as adults, but, because they are especially vulnerable, they require special rights to protect them and to meet their…
(2005). Against Faith Schools: A Philosophical Argument for Children's Rights. International Journal of Children's Spirituality, v10 n2 p133-147 Aug. In spite of the fact that the Universal Declaration of Human Rights grants parents the right to an education in conformity with their own religious convictions, this paper argues that parents should have no such rights. It also tries to demonstrate that religious and cultural minorities have no rights to establish faith schools and that it is a child's right in trust, to autonomous well-being, which trumps any such claims. Faith schools, it is argued, represent a real and serious threat to children's autonomy, especially their emotional autonomy. As such, they are incompatible with the aims of education required by a liberal democracy. (Contains 16 notes.)… [Direct]
(1998). Indigenous Affairs = Asuntos Indigenas, 1998. Indigenous Affairs, n1-4. This document contains the four 1998 English-language issues of Indigenous Affairs and the four corresponding issues in Spanish. These periodicals provide a resource on the history, current conditions, and struggles for self-determination and human rights of indigenous peoples around the world. The first issue is a theme issue on the indigenous peoples and nations of the Pacific and includes general articles on decolonization, self-determination, and the indigenous rights movement in the Pacific, as well as articles on specific Pacific Island nations. General articles in other issues discuss the research needed to promote effective activist strategies, the "second wave" of colonialism in a rapidly changing world, protection for indigenous cultural knowledge, and the principle and process of self-determination. Articles on the United States and Canada examine the history of colonialism, land issues, and indigenous rights in Hawaii, and the history of Innu resistance to…
(2006). Designing Training Programmes for EIU and ESD: A Trainer's Guide. UNESCO Bangkok The training guide is based on a TOT (Training of Trainer) workshop conducted in September 2005 in Chiangmai, Thailand jointly by Asia Pacific Centre of Education for International Understanding (APCEIU) and UNESCO's Asia Pacific Programme of Educational Innovation for Development (APEID). The publication provides a comprehensive guide to trainers of teachers on education for international understanding (EIU) and education for sustainable development (ESD). This guide is structured to enable the reader to plan, organize and conduct a training workshop using EIU and ESD as the conceptual and content focus. It is divided into three sections: (1) concepts and themes; (2) process; and (3) pedagogy. Also explained is the concept of EIU and ESD and how the two link to other global social topics such as social justice, human rights, peace and equity. [This guide was also produced by UNESCO's Asia-Pacific Centre of Education for International Understanding.]… [PDF]
(2006). Paul Goodman, 30 Years Later: \Growing Up Absurd\; \Compulsory Mis-Education, and The Community of Scholars\; and \The New Reformation\–A Retrospective. Teachers College Record, v108 n7 p1339-1361 Jul. This article is a retrospective account of the legacy of Paul Goodman's major educational works: \Growing Up Absurd\; \Compulsory Mis-education, and The Community of Scholars\; and \The New Reformation.\ It is argued here that what remains of interest in Goodman's work is to be found in the tropes and the anarchic Zeitgeist of his work. The legacy of Goodman's educational writing is its art and the nostalgic romantic humanism that holds together its various educational tropes. Goodman's contribution to educational thought was the awakening that he brought to some elements of America's mythology–that is, freedom, liberty, individuality, and human rights. Although many of the recommendations for education in his books seem more than somewhat out of touch with today's educational issues, Goodman's texts still assert a romantic anarchic humanism coloring an educational counterstory that is a refreshing alternative to the politically correct educational agendas of conservatives and… [Direct]
(2006). Teaching Government in Social Studies: Political Scientists' Contributions to Citizenship Education. Social Studies, v97 n1 p8-15 Jan-Feb. In this article, the author presents an appraisal of the two contending perspectives on political scientists' approach to citizenship education in social studies: John Dewey's critique of political scientists' vision of citizenship education and a consideration of the educational implications of the APSA's activities in precollegiate citizenship education programs. The first argument presents a sanguine view of political scientists' contributions, suggesting that political scientists promoted the teaching of government in schools to prepare good citizens. The second argument questions the compatibility of political science and citizenship education. Proponents of the second argument contend that because the intellectual mission of political science has been essentially limited to academic and empirical research, it is not feasible for its practitioners to achieve any beneficial results in a normative activity such as citizenship education, which includes the teaching of democratic… [Direct]
(2006). Critical Intellectual Inquiry at Catholic Colleges. Academe, v92 n1 p30-32 Jan-Feb. In this article, the author, a professor and an academic administrator at a Catholic college, discusses the topics of academic freedom and intellectual debate within the context of Catholic schools operating under guidelines of the Vatican document "Ex Corde Ecclesiae." Under these guidelines, there are fundamental moral questions that are not open for debate. Positions on issues such as reproductive rights, extramarital sexual relations, and same-sex marriage are clearly defined in the teaching of the Catholic church; to be Catholic is fundamentally to uphold these positions. Still, even with this caveat, the Catholic intellectual tradition invites debate, discussion, and exploration regarding these matters and others, such as capital punishment, human rights, and global peace and justice. In the classroom, opposing views can be aired, dialogue can be initiated, and discussion can be encouraged so that students can understand the church's positions and be better prepared…
(2006). Educating for a Just World without Gender. Theory and Research in Education, v4 n1 p41-68. In this article we examine Okin's ideal of a \gender-free society\ and its relations to central educational values and practices. We suggest that this ideal pervades her work on the family, culture and, more recently, her focus on the developing world, and gives her liberal feminist stance its radical bite. We contrast this ideal with the more standard notion of gender-neutrality (non-discrimination) and argue that Okin's more demanding concept (going beyond equal access to positions, benefits and opportunities as currently defined, to insist on the critical overhauling of the systems that determine them) far better accords with requirements of justice. We then go on to explore the contribution to a \gender-free society\ of construing women's rights as human rights which Okin saw as crucial to countering threats against gender equality from competing claims of both multiculturalists and economic development theorists. We consider implications for education (including schooling)… [Direct]
(1997). The Indigenous World, 1996-97 = El Mundo Indigena, 1996-97. This annual publication (published separately in English and Spanish) examines political, legal, social, and educational issues concerning indigenous peoples around the world during 1996-97. Part I highlights news events and ongoing situations in specific countries. In North America, these include threats of proposed oil drilling on sacred sites of the Blackfeet Nation and associated wilderness environment, the Leonard Peltier case, international boycotts of lumber and oil companies threatening the proposed Lubicon Cree territory in Alberta, the choice of an Ojibwa activist as 1996 Vice-Presidential candidate of the U.S. Green Party, intrusion of mining activities on the sacred sites of the Western Shoshone, and conflicts between the National Park Service and the Timbisha Shoshone and other tribes. Other sections cover the Arctic, Mexico and Central America, South America, the Pacific and Australia, East Asia, Southeast Asia, South Asia, and Africa. Indigenous issues in these…
(1994). School of the Americas: At War With Democracy? Study Guide. Episode #804. America's Defense Monitor, Educational TV for the Classroom. This program examines the 50-year practice of the U.S. training of Latin American soldiers at the School of the Americas. Originally designed as a jungle warfare training center in the 1950s, the program evolved into a Cold War program to promote stability and democracy in Latin America. Human rights abuses have been charged against these elite trained soldiers. The study guide offers questions to use before viewing the video, questions to follow the video, classroom activities to focus student thinking on the problem, topics for further research, and a list of 13 resources. (EH)… [PDF]
(1995). Talking Peace with Jimmy Carter. Teacher's Guide. This guide accompanies a videotape designed to provide students with insights on former president Jimmy Carter's views on peace and mediation. Activities emphasize key ideas relating to conflict resolution and human rights issues. Each activity uses student handouts and can be completed in one to three class periods. Activities include: (1) "What is 'Peace'?"; (2) "The Causes of Conflict"; (3) "Viewing the Video"; and (4) "You Be the Mediator." Additional suggestions are offered, as wall as background information, quotations about peace, statements about conflict, a viewer's guide, and mediation scenarios. (EH)…
(2004). When Tradition Meets Modern Law: Changing the Role of the Oxford University Proctors. Research in Education, v72 p103-114 Nov. This article discusses the changes in statutes that were necessary to ensure that the duties and responsibilities of the ancient post of proctor at Oxford University were brought into line with the Human Rights Act 1998. As there is no other university with a similarly powerful proctorial system, the changes in legislation may seem to be of only local interest. In fact the process of change led to a reconsideration of the benefits of an independent body to deal with certain aspects of student affairs, and other universities might benefit from the development of such a body…. [Direct]
(1984). Position Statements on Programmatic Issues: A Position Statement of the Association for Retarded Citizens. The position statement of the Association for Retarded Citizens (ARC) addresses issues in the design and delivery of programs for persons with mental retardation. An introductory section presents basic principles and philosophies underlying services, including integration, human rights, equal rights, normalization, and the developmental model. Then, specific issues are examined and positions of the ARC set forth: (1) rights of people who are mentally retarded; (2) the concept of least possible restriction; (3) work and employment related activities (productivity, work activity centers and sheltered workshops, and wages); (4) residential opportunities (in-home and out-of-home care); (5) guardianship; (6) behavior management; and (7) quality assurance. (CL)…