Minority Cultures: Supplement to Primary Social Studies Guide [And] Minority Cultures: Supplement to Intermediate Social Studies Guide. The teaching guides are designed to aid students in the development of concepts and perceptions about minority cultures. Designed to supplement Ferguson-Florissant's minority program, the guides can be useful to other educators as a model and as a resource for learning activities in teaching ethnic studies. The elementary program focuses on three major concepts of freedom and equality for all members, inter-dependence between diversified peoples, and human rights. The major concepts presented in the intermediate program emphasize contributions of minority groups to civilization. Concepts center on pride in the heritage of all people, representation of many cultural groups by American patriots, and historical misconceptions of slavery. Within each concept are subconcepts and many different learning activities to aid in the development of each of the broader concepts. A bibliography concludes each unit. Listings are alphabetical by title, including the name of the publisher and the… [PDF]
(1972). Physical Aspects of Residential Living 1972. The monograph presents four papers on the significance of the physical environment in residential facilities for retarded individuals which describe initial efforts to improve the physical characteristics of an institution serving a severely and profoundly retarded, as well as multiply handicapped, population. R. Scheerenberger considers the effects of the physical environment on the behavior of both residents and staff and notes implications for respect for human rights and dignity. A new interior design program for the institution is described by A. Hobbins to include home-like surroundings and promotion of greater sensory-perceptual experiences. K. Bongers explains the institution's romper room program for children under 7 years of age which stresses integration of sensory-motor learning experiences and has required that special equipment be designed. The final paper, by R. Blakeley, encourages the development of a physical environment which will optimize development and minimize… [PDF]
(1971). Change: A Handbook for the Teaching of Social Studies and English. Project Change was a curriculum development and teacher training effort to improve the quality of education in 13 North Carolina public school systems. The project was carried out by a corps of resource teachers. Their responsibilities included: (1) the development of curricular materials in the language arts-social studies area; (2) the in-service training of teachers in local units during the school year; (3) the direction of leadership workshops aimed at training administrators and potential administrators in the understanding of new instructional media and theory; and (4) the organization of, and participation in, local summer school programs. The curricular materials are contained in this handbook. The units of study are: I. Change on the American Scene–Human Rights, Weapons, and Technology; II. The Student; III. Comparative Governments; and IV. The Arts. A film directory, game directory and bibliography on gaming, and additional study units that are available are included. (DB)…
(2001). Education International Annual Report, 2001. In 2001, Education International (EI) achieved a high level of program implementation. This report provides a summary of that action. It is the first annual report and the last dealing with an earlier approach to programming. Following a review of ways of enhancing membership participation, the EI World Congress adopted a new approach to the program and budget for 2002-2004, based on strategic objectives. It is intended that future annual reports provide a basis for evaluation of success in achieving or working toward those objectives. The report is divided into ten sections: (1) "Progress Report"; (2) "Introduction"; (3) "Governing Bodies and International Relations"; (4) "Human Rights and Equality"; (5) "Education and Employment"; (6) "Development Cooperation"; (7)"Information"; (8) "Administration"; (9) "Financial Report"; and (10) "Membership List." (BT)… [PDF]
(1999). Terrorist or Freedom Fighter: Whom Can We Trust? Grade 10 Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World. In the past 50 years many political organizations have attempted to seek redress from repressive governments. Many have used methods considered to be terrorism. The United Nations (UN) is interested in establishing a set of guidelines dealing with the prevention of terrorism. This unit focuses on several questions that attempt to define terrorism. Students will research a historical or current political organization that has attempted to affect a tremendous change, label the political organization either terrorist or freedom fighter based on its goals and actions, and develop both a definition of terrorism and a policy for dealing with terrorists without violating human rights as established in the UN Declaration of 1948. Students are provided with background information, detailed instructions, online resources, and reflection questions. The teacher's notes describe the unit's purpose, explain its correlation to history/social science standards, and suggest day-by-day teaching… [PDF]
(2005). The Status of Web Accessibility of Canadian Universities and Colleges: A Charter of Rights and Freedoms Issue. International Journal on E-Learning, v4 n2 p253-268. The fundamental ideal that access to education and information as one of our basic human rights must not be neglected in the electronic information age. This ideal however is not being met in the area of postsecondary Web accessibility. This study surveyed 350 postsecondary institutions in Canada to evaluate their level of Web accessibility in November 2001, and again in November 2002. Using the Centre for Applied Special Technologies accessibility tool, Bobby[TM], we found that 14.9% of postsecondary institutions surveyed were free of priority 1 errors in 2001 and 19.9% in 2002, and only 1.7% in 2001 and 5.5% in 2002 were free of both priority 1 and priority 2 errors. The specifics of these errors however, reveal that once the issues for those with disabilities and the Web are recognized, they can be easily addressed. (Contains 2 figures, 2 notes and 4 tables.)… [Direct]
(2004). Peace Education Theory. Journal of Peace Education, v1 n1 p5-20 Mar. During this past century there has been growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse and domestic violence, and a corresponding growth in the field of peace education where educators, from early child care to adult, use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to peace. This paper traces the evolution of peace education theory from its roots in international concerns about the dangers of war to modern theories based on reducing the threats of interpersonal and environmental violence. This paper reviews ways that peace education has become diversified and examines theoretical assumptions behind five different ways in which it is being carried out at the beginning of the twenty-first century: international education, human rights education, development education, environmental education and conflict resolution education. (Contains 1 note.)… [Direct]
(2006). Learning from the Past: Supporting Teaching through the "Facing the Past" History Project in South Africa. Prospects: Quarterly Review of Comparative Education, v36 n3 p295-317 Sep. This article presents an innovative professional development project, "Facing the Past-Transforming Our Future," developed collaboratively by the Western Cape Educational Department, the Cape Town Holocaust Centre (CTHC), and the US-based teacher professional development organization Facing History and Ourselves (FHAO). "Facing the Past" was designed to support teachers in the introduction of the new South African history curriculum and, in particular, the 9th grade history requirement to teach human rights issues during and after the Second World War. Two major components of the 9th grade content framework are Nazi Germany and the Holocaust and apartheid South Africa. The South Africa programme mirrored FHAO's approach by creating teaching resources linked with the history curriculum and by providing sustained trainings, workshops, and ongoing classroom support. While meeting both the content and skill requirements of the new history standards, "Facing the… [Direct]
(2005). Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them. Working Papers in Early Childhood Development, No. 36. Bernard van Leer Foundation (NJ1) "Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them" emphasises that participation enhances children's self-esteem and confidence, promotes their overall capacities, produces better outcomes, strengthens understanding of and commitment to democratic processes and protects children more effectively. Participation provides the opportunity for developing a sense of autonomy, independence, heightened social competence and resilience. The benefits are therefore significant, and adults with both direct and indirect responsibility for children need to acquire a greater humility in recognising that they have a great deal to learn from children. But the case for listening to young children goes beyond the beneficial outcomes. It is also a matter of social injustice and human rights. All people, however young, are entitled to be participants in their own lives, to influence what happens to them, to be involved in creating their own environments,… [PDF]
(1987). A Documentation of Ethnic Conflict and Nation Building: Discussion Papers in Geolinguistics, No. 11. Revised Edition. This document presents a bibliography of the literature on ethnic and minority relations problems in Europe. Part 1 consists of a select bibliography which covers the period 1960 to 1985 and primarily contains European and North American materials. These materials (247 books and reports) document the effort of scholars to force the international community to deal with the matter of human rights and minorities. The bibliography includes French, German, and English research materials. The entries are alphabetized by author and include the title, publisher, and date of publication. Part 2 includes periodicals in which scientific contributions are published. Each of the 19 periodical listings includes the name of the periodical, editor, number of times published during the year, and address of the publisher. Part 3 is a listing of international non-governmental organizations concerned with the protection of the rights of ethnic groups. The goals of each of the 23 organizations are…
(1986). What Audience for European Television?. This discussion of the audience for European television argues that satellite television has taken an upside-down approach, i.e., it has begun by focusing on the hardware, and then the software, before checking to see if there would be a user at the end of the line willing to pay for the whole operation. "European television" is then defined as being pluri-national in origin and multilingual in transmission, and some of the technical, organizational, and programming problems that must be solved are discussed. The characteristic features of the European audience are described, and the issues involved in finding an audience that is both receptive and productive are considered. Actions taken by the Council of Europe in an effort to strike a balance between the necessary development of media technologies and the defense of the audience's fundamental rights and freedoms are briefly described. The paper concludes by suggesting some ways of finding an audience while respecting…
(2005). The Decade of Education for Sustainable Development: Challenges and Opportunities in Mexico. Applied Environmental Education and Communication, v4 n3 p273-275. The international implementation plan for the Decade of Education for Sustainable Development (DESD) identifies four elements for the achievement of sustainable development through education: (1) recognising the challenge; (2) collective responsibility and constructive society; (3) acting with determination; and (4) the indivisibility of human dignity. These four structural elements make reference to desirable principles of basic education, the realignment of current educational programmes, the raising of public awareness, understanding the meaning of sustainability, and training. The principles in turn refer to objectives that define the goals and areas of action that it is hoped will be dealt with during the Decade, including eradication of poverty; gender equality; promotion of health; environmental conservation and protection; rural transformation; human rights; sustainable production and consumption; and information and communications technologies. This article explores the… [Direct]
(1969). [Metis Study Tour Report.]. A 14-day tour by field workers was designed to obtain a minimum of information for purposes of policy making by the Indian Association of Alberta. The principal Metis centers in the Province of Alberta were visited, and interviews were conducted in Edmonton with government and private agencies. Fact and opinion are intermingled throughout this presentation, which points out the serious problems currently affecting the Metis community in Alberta. Observations of the recording secretaries of the tour are presented on community development programs, culture, education, health, housing, jobs, land, law, Metis attitude, organization, welfare, white attitude, alcoholism, human resources, extension services, cooperative services, human rights, manpower, and rehabilitation. On the basis of 14 days of intense observation and discussion, 22 recommendations were formulated and are presented in the document. The appendix is a brief report presented by a university student relevant to education… [PDF]
(2005). Education, Underdevelopment, Unnecessary War and Human Security in Kosovo/Kosova. International Journal of Educational Development, v25 n1 p69-84 Jan. This paper examines educational linkages to persistent conflicts and contemporary security challenges in Kosovo. It reviews some historic foundations, debates and socioeconomic contexts concerning education as a security issue. It argues that poverty and underdevelopment coupled with failed diplomacy (particularly surrounding a 1996 "Education Accord")-with inappropriate militarized responses to disputes amidst broader and chronic lack of attention to education concerns-contributed to human rights abuses, violent civil conflict and a major war in 1999. Without justifying violence on either side, the paper shows how both Albanians and Serbs were both responsible for abuses in different periods while education was a contributing factor. The paper further discusses how education has (problematically) been part of the human security building and "reconstruction" process after NATO 1999 while many issues that led to international military intervention remain unresolved some 5 years… [Direct]
(1987). Meaning and Diversity. College second language instruction can no longer afford to apply uniform methods and curricula to an increasingly diverse student population. To be realistic, it must be integrated with individual interests, attitudes, personality, and values. The best approach is for students to go individually to the countries of their target languages. The next best strategy is to send them in groups. The minimum stay should be a year. Because different languages do not correspond word for word, language learners must have the experience of explaining their own history and culture in the target language. Language learning content should include issues of contemporary importance, because intercultural communication on current developments in human relations, human rights, cultural heritage, peace and international understanding is vital. Semiotics, seen as both a game and a scientific enterprise, can help to renew enjoyment and appreciation of literature. The social aspects of meaning in language…