(1981). Project for Global Education: Annotated Bibliography. Over 260 books, textbooks, articles, pamphlets, periodicals, films, and multi-media packages appropriate for the analysis of global issues at the college level are briefly annotated. Entries include classic books and articles as well as a number of recent (1976-1981) publications. The purpose is to assist students and educators in developing a better understanding of the complexities, dangers, and possibilities of life in an increasingly interdependent world. Items are listed alphabetically in seven categories: interdependence and international organizations, war and peace, ecology and society, problems in economic development, human rights and social justice, women in world society, and social movements and political change in the United States. Subtopics include militarism, intervention and U.S. foreign policy, the political economy of natural resources, technology and energy use, food and hunger, the multinational corporation, religious freedom, patriarchy, and violence against…
(1979). Programs for Intercultural Understanding. The Forum for Liberal Education, January 1979. Seven curriculum programs that stress intercultural understanding and awareness for American students are described, other intercultural-related programs are listed, and an article on global education is presented. The curriculum programs are as follows: "A New Program in Humanistic Liberal Education" at the University of Washington; "Regional and Canadian Studies" at Colby College; "International Studies Curriculum Development Project" at North Shore Community College; "International Performing Arts" at Cornell University; "Rural Development in Emerging Countries" at Bethel College; "One World Program" at Donnelly College; and "International Business Program" at Utica College. The article on global education by Robert Leestma discusses why global education is important and outlines the following components of global education: unity and diversity of mankind, international human rights, global interdependence,…
(1965). HIGHER HORIZONS BULLETIN. FOUR PARTICIPATING SCHOOLS ARE HIGHLIGHTED. ONE ELEMENTARY SCHOOL BEGAN A SPECIAL PROGRAM TO COORDINATE SCIENCE AND MATHEMATICS IN KINDERGARTEN THROUGH SIXTH GRADE. IT HELD PARENT-STUDY GROUPS AND USED RESOURCE PERSONS IN THE CLASSROOM. ANOTHER ELEMENTARY SCHOOL PROVIDED A SPECIAL AEROSPACE PROGRAM. A JUNIOR HIGH SCHOOL HAS EFFECTIVELY USED AN ACTIVE SERIES OF PROGRAMS EMPHASIZING NEGRO HISTORY IN THE CURRICULUM. SPECIAL SPEAKERS, AUDIOVISUAL MATERIALS, AND WRITING CONTESTS WERE USED. A FOURTH SCHOOL PROVIDED A SPECIAL "SCHOLARSHIP CLASS" WITH ADDITIONAL EMPHASIS ON ENGLISH, MATH, STUDY SKILLS, AND BROADENING EDUCATIONAL AND VOCATIONAL HORIZONS. SOME ACCOMPLISHMENTS IN OTHER SCHOOLS WERE CONSIDERED OUTSTANDING. A SPECIAL SPEAKER ADDRESSED A PARENT-STUDY GROUP IN A FORUM ON HUMAN RIGHTS. ANOTHER SCHOOL PRINTED A BULLETIN GIVING SUGGESTIONS ON EDUCATIONAL ACTIVITIES FOR CHILDREN ON VOCATION. CAREER OPPORTUNITIES WERE EXPLORED BY STUDENTS IN SPECIAL ASSEMBLY PROGRAMS. THIS…
(1980). Affirmative Action Plan. Fourth Edition. The aim of this plan is to provide the reader with an outline of the New York State Education Department's commitment to equal employment opportunity and its obligation to comply with various anti-discrimination laws. These laws include the New York State Human Rights Law, the Federal Equal Employment Opportunity Act of 1972, Section 504 of the Federal Rehabilitation Act of 1973, the Federal Title IX Regulations implementing the Education Amendments of 1972, and other appropriate Federal and State legislation. Areas covered in the plan are: policy and purpose, organization of the Department, officials in charge of affirmative action, dissemination and goals of the plan, employment data, employment and promotion policy and activities, employment interviewing, appointment monitoring, separations, affirmative action reference file and related reports, employment of persons with handicapping conditions, maternity leaves, training and career development, handling employee complaints of…
(1968). From Authority to Leadership. Colleges and universities are experiencing the consequences of the technological, urbanization and human rights revolutions that have plagued American society during the 60s. Enrollments have increased, new emphasis is placed on reorientation of curricula, teaching practices, specialization, and admission requirements. The university's size, function and relation to its environment has been considerably transformed; however, to meet modern societal needs, it must also alter the traditional management of its affairs. Obstacles to this change include the lack of communication between professors of different disciplines, the power of departments and boards in decision making, presidents who lack administrative abilities, the struggle to remain autonomous, and the inability to deal with student needs. The authority to decide on this change rests only with the president, yet the character of his position almost precludes his taking charge. He must, therefore, redistribute this authority… [PDF]
(1999). An Annotated and Select Bibliography on Rural and Remote Education in Australia. This annotated bibliography was prepared for the Human Rights and Equal Opportunity Commission (Australia) to assist in its inquiry into rural and remote education in Australia. It includes highly relevant, more recent, seminal, theoretical, and policy-oriented Australian materials. Only items directly related to rural and remote education have been included. Most materials were published since 1990; also included are prior works considered seminally important and with a substantial impact on policy and research in rural and remote education. Approximately 110 entries are presented under the following headings: rural and remote education in general; education for children with disabilities; teacher training, in-service, and retention; income support and funding; distance education and technology; Indigenous education; and education for non-English-speaking children. Under each heading, entries are further listed by publication type, such as monographs, journal articles, government… [PDF]
(1999). Racial Harassment in Vermont Public Schools. This report presents information from a 1997 community forum of the Vermont Advisory Committee on racial harassment in Vermont public schools. Parents, students, teachers, administrators and community and advocacy group representatives offered their views on racial harassment in the public schools, describing them as hostile and unfriendly places wherein racial slurs, epithets, and physical assaults occurred. The committee concluded that: racial harassment was pervasive in and around Vermont's public schools, and elimination of this harassment was not a priority; coordinated leadership by elected officials, business leaders, and education officials was needed to improve racial relations; existing state law was deficient in addressing these problems; staff shortages and limited resources available to the Vermont Department of Education made it difficult for the Department to set the elimination of racial harassment as a statewide priority; and the Vermont Human Rights Commission had… [PDF]
(2004). Environmental Education Research in Southern Africa: Dilemmas of Interpretation. Environmental Education Research, v10 n3 p409-424 Aug. These multiple framings of our reflections on environmental education research in southern Africa are written as dilemmas of interpretation that aim to disrupt any temptation to generalise or essentialise its qualities and characteristics. Recognising that research is a textual practice, we use J. M. Coetzee's portrayal of the dilemmas faced by African novelists as a point of departure in reflecting on the changing landscape of environmental education research in southern Africa as we have experienced it over six years. We provide readings framed by reference to post-colonialism, changing epistemologies and methodologies, contexts of transformation and tension, the influence of international organisations such as the United Nations and its instrumentalities, and concerns about human rights and accountability. We conclude by affirming the post-colonialist trajectories of environmental education research in southern Africa and speculating on the distinctive possibilities that… [Direct]
(2004). Empowering Teachers to Create a More Peaceful World through Global Education: Simulating the United Nations. Theory and Research in Social Education, v32 n1 p56-74 Win. Global education constitutes a pedagogy of peacebuilding citizenship education for the purpose of empowering teachers in building a more just and peaceful world. In this self-study, I examined simulations of the United Nations General Assembly conducted in a graduate elective course attended by 53 preservice and inservice teachers during three consecutive summer semesters. My purpose was to examine my own global teaching practice in exposing participants to pressing global issues; their concerns about the widening gap between developing and industrialized nations of the world; and participants' interpretations and integration of global issues in their lesson plans as articulated before the simulated United Nations General Assembly. Using the interpretive paradigm, I employed the constant comparative method to analyze student ambassadors' new knowledge and skills grounded in debate, deliberations, resolutions demanding change, and instructional plans focusing on human rights, global… [Direct]
(1997). Teaching about Democratic Constitutionalism. ERIC Digest. There are more than 100 democracies in the world today. All but three of them–Great Britain, Israel, and New Zealand –have written constitutions. This digest examines the importance of constitutions and constitutionalism and the teaching of these concepts through the use of comparisons. The primary objectives of civic education for democratic citizenship are to acquire knowledge of constitutionalism; to use this knowledge to think and act effectively about issues of governance; and to become committed to the maintenance and improvement of constitutionalism within one's polity. In order to compare written constitutions and constitutionalism in different countries, common attributes are reviewed. Six possible attributes are: (1) the structure of government; (2) the distribution of powers among executive, legislative, and judicial branches; (3) the limitations on powers of the branches of government; (4) the guarantees of human rights; (5) the procedures for electing, appointing, and… [PDF]
(1988). American Focus on World Constitutions. Teacher's Guide. This curriculum project was designed to familiarize high school students with their own constitutional roots while gaining a better understanding of governmental systems developed by other nations. The project uses the U.S. Constitution as a baseline for analyzing the constitutions of other nations, and is intended to supplement courses in such subjects as U.S. history, comparative governments, international relations, and world civilizations. The five lessons included in the unit require an estimated 5 to 8 weeks to implement. The lessons are entitled: (1) What's in a Constitution?; (2) The U.S. Constitution: A Review; (3) Constitutions of the World; (4) Focus on a Theme: Human Rights; and (5) A Constitutional Convention…on Mars. Sixteen nations, providing a cross-section of major governmental forms, geographic regions, and levels of economic development were selected for comparative study. The countries included are Ethiopia, Nicaragua, the Philippines, Canada, Chile, China,… [PDF]
(1989). Conference of Ministers of Education of Member States of the Europe Region (4th, Paris, France, 21-27, September, 1988). Final Report. The tasks of this conference were to consider the prospects and tasks of educational development in Europe at the dawn of a new millennium, particularly in respect to: (1) the humanistic, cultural, and international dimensions of education in view of strengthening the foundations for international understanding, cooperation, and peace and the protection of human rights, as well as for preserving and enriching European cultures; and (2) the impact of the new information and communication technologies on education systems. The conference also addressed priorities and modalities for regional and international co-operation in the field of education during the 1990s. The conference considered these matters in plenary meetings and in commissions. The general report and the reports of the two commissions, together with the recommendations adopted by conference members, constitute the final report contained in this document. Five appendices also are included: (1) Agenda; (2) Opening…
(1985). Teaching toward Global Understanding and Action. The militarization of our planet and the increasing evidence of hunger, poverty, and social unrest pose serious challenges for future generations. Educators have a responsibility to educate for international peace and justice. The materials in this teaching guide are designed to bring a new perspective to the classroom using an infusion methodology. This methodology, which enables global values and concepts to be taught as part of the regular lessons, is discussed, the concepts to be taught (human rights, interdependence, and empowerment.) are described, and examples of infused lesson plans are given. Five activity sheets are included that present a narrative introducing a child from a different developing country and describing their life. The concepts to be taught are indicated, the purpose is given, and background information about the country is provided. This information is followed by learning activities for various grade levels. Each activity sheet is accompanied by a poster….
(1982). A Systematized Approach to Alleviating Severe Behavioral Problems in a Day Treatment Setting: Severely and Trainable Mentally Impaired and Autistic. A self contained behavior management classroom, an intensive program for children with multiple behavior impairments, is described. The classroom is designed to transfer the student back to the special education classroom for severely and trainable mentally impaired and autistic children. Typical behavior problems are considered, along with criteria for entrance to the program. Referral information is followed by a description of the assessment process, which is keyed to specific targeted behaviors and their intervention techniques. It is explained that exit criteria are individualized and that a variety of full time and part time options for placement into the regular special education classrooms are available. All behavior intervention techniques are analyzed in terms of least to most restrictive application and meet the requirements of a Human Rights Committee. A hierarchy of the least to most restrictive behavior management techniques used ranges from verbal and gestural…
(1988). Formal and Informal Catholic Church Policies in Regards to Owning Broadcast Properties. Despite a wealth of broadcast properties in the United States and abroad, the Catholic Church has little formal policy towards ownership of such properties. Most of the Church's recent statements on communication treat the theme in a general way and balance a defense of human rights in regard to communication with encouragement of greater use of the media in proclaiming the Gospel. Statistics indirectly demonstrate the favorable Church policy towards ownership: around the world the Catholic Church or Church-organizations (largely missions and mission societies) own 290 radio stations and five television stations. Church ownership of broadcast properties in the United States is mostly at the local level, and includes educational, college, and some commercial stations. In general, policy regarding ownership of broadcast properties seems to be favorable to ownership where opportune, and to leave specific decisions on ownership and management to as local a level as possible. (An… [PDF]