(1981). Federal Administrative Law–Privacy, Freedom of Information and Protection of Human Subjects–Affecting Educational Research. Since 1972, the issue of human rights protection has grown in complexity and intensity. Congress has passed four laws: Family Educational Rights and Privacy Act of 1974; Freedom of Information Act, as amended; Privacy Act of 1974; and National Research Act of 1974. From 1971-1980, the Department of Health, Education and Welfare (DHEW) and then the Department of Education and Department of Health and Human Services (DHHS) required that all prospective grantees of federal funds provide assurances to protect human subjects involved in research activities. Recent amendments to these regulations have exempted broad categories of research which normally present little or no risk of harm to subjects. Researchers have expressed concern over the conflict between the Freedom of Information Act (when the person who paid for a study through taxes believes he or she has a right to the data that was collected), and the Privacy Act and DHEW/HHS regulations (when the person who provides data does… [PDF]
(2024). K-12 Education: Differences in Student Arrest Rates Widen When Race, Gender, and Disability Status Overlap. Report to Congressional Committees. GAO-24-106294. US Government Accountability Office The Departments of Education and Justice are responsible for enforcing certain federal civil rights laws that prohibit discrimination in K-12 schools based on characteristics such as race, sex, and disability, including regarding police interactions with students. The House committee report for the Departments of Labor, Health and Human Services, Education, and Related Agencies Appropriations Bill, 2023, includes a provision for the Government Accountability Office (GAO) to review the role of policing in schools, including the effect on students of different races. This report addresses (1) what Education's data show about the extent to which different student groups are arrested in K-12 schools; and (2) whether police presence in schools is associated with student arrests. GAO analyzed two federal Education datasets for the two most recent school years before the pandemic (2015-2016 and 2017-2018) and 2019-2020. GAO also visited three school districts, selected for factors such as… [PDF]
(1993). WE: Lessons on Equal Worth and Dignity. The United Nations and Human Rights (Grades 7-12). Educating for Peace Project. This curriculum module for students in grades 7-12 focuses on the subject of tolerance. The lessons provide students with opportunities to develop knowledge about issues and events of intergroup relations, increase student awareness of the dynamics of intolerance, and help students build a framework for developing their thinking about these issues. Divided into six sections, section 1, "Teacher to Teacher," provides: (1) "Invitation and Challenge"; (2) "Sample Parent Letter"; and (3) "President Bill Clinton, 'The United Nations and the United States.'" Section 2, "The Power of Language," includes: (1) "Language as Message"; (2) "Symbols as Message"; and (3) "Music as Message." Section 3, "The Tolerance Spectrum," contains: (1) "Measuring Intolerance"; (2) "Dialogue: Teens and Police"; (3) "Retard"; and (4) "Beyond Tolerance." Section 4, "The United… [PDF]
(2007). Creating Cultures of Peace: Pedagogical Thought and Practice. Selected Papers from the 10th Triennial World Conference (September 10-15, 2001, Madrid, Spain). World Council for Curriculum and Instruction The 10th Triennial World Conference of the World Council for Curriculum and Instruction (WCCI) was held September 10-15, 2001 in Madrid, Spain. The theme of the conference was "Cultures of Peace." Thirty-four papers and presentations are divided into nine sections. Part I, Tributes to the Founders of WCCI, includes: (1) Tribute to Alice Miel (Louise Berman); and (2) Tribute to Maxine Dunfee (Norman Overly). Part II, Promoting Dialogue about Cultures of Peace, includes: (3) Counting All, Ignoring None: Problems and Promises for a Culture of Peace (Piyush Swami); and (4) Quality Education: Educational Personalization and Social Pertinence (Ramon Perez Juste). Part III, Reflecting on the Values, Attitudes, and Behaviors that Inspire Peaceful Social Interaction and Sharing, includes: (5) Pedagogy of the Spirit: Creating Pathways to Peace (Diane Lee); (6) Knowledge and Curriculum: Diversity and Stability (Jagdish Gundara); (7) Sources of Values and Their Influence on Teachers'… [Direct]
(2004). Crimes Against Humanity and Civilization: The Genocide of the Armenians. Facing History and Ourselves While focusing on the Armenian Genocide during World War I, this book considers the many legacies of the Armenian Genocide including Turkish denial and the struggle for the recognition of genocide as a "crime against humanity." The book can be integrated into courses dealing with multiple genocides, human rights, as well as history courses covering the late 19th century and World War I as well as U.S. international relations. This book contains six chapters. Chapter one, Identity and History, contains the following readings: (1) What's in a Name?; (2) Multiple Identities; (3) Am I Armenian?; and (4) Generations. Chapter two, We and Why, contains the following readings: (1) The Ottoman Armenians; (2) Iron Ladles for Liberty Stew; (3) Organizing for Change; (4) Humanity on Trial; (5) The Sultan Responds; (6) Seeking Civil Rights; (7) Humanitarian Intervention; (8) Showdown at Bank Ottoman; and (9) The Rise of the Young Turks. Chapter three, The Young Turks in Power, contains… [Direct]
(1995). Suggestions for a Liberating Education Paradigm within ELT: Concept (Freire), a Model for Ideas (UNPO), Course Descriptions. It is proposed that a paradigm for training English-as-a-Second-Language teachers based on the educational philosophy of Paolo Freire would provide a more humanistic approach to the education of minority language groups. Freire's writings are reviewed, focusing on his plea for greater consciousness about the rights of others and the political aspects of education, particularly English language teaching (ELT). Historical and other possible impediments to adoption of these views within ELT are examined, and it is proposed that the current climate may be receptive to a Freire-based paradigm. The work of an international human rights organization, Unrepresented Nations and Peoples Organization (UNPO), is cited as a model for such a paradigm. Five suggested courses are described briefly, class activities for use with the courses are outlined, and ideas for incorporation of historical and literary perspectives, use of non-governmental organizations as resources, attention to non-violent… [PDF]
(1994). Languages in Primary School Education: Towards Equity for Australia and Australians. The value of foreign language education at the elementary school level for Australia is discussed from two perspectives: its contribution to tolerance of cultural diversity within Australian society and its contribution to Australia's role in the global society. Reference is made to a variety of studies and commission reports. First, the relationship between language and human rights in general is examined, including recent Australian legislative and organizational initiatives and the principles underlying a recently-developed universal declaration of language rights. The role of civics education in a culturally diverse society is also considered. International relations and international trade are then discussed, and it is concluded that if Australia and Australians are to enjoy equity as they compete for world markets, it is essential that many more people attain high skill levels in a variety of languages and better use be made of existing skills in the community. Implications… [PDF]
(1985). Wessex Studies in Special Education: 4. Six papers examine aspects of special education and rehabilitation of developmentally handicapped persons. The first, \Legal and Human Rights of the Developmentally Handicapped Person\ by N. Marlett examines issues in the protection of legal rights and the nature of competence. R. Davies and P. Johnson follow with an analysis of \Sexuality and the Person with a Mental Handicap.\ M. Clark reviews recent trends and notes approaches to assessing skills and training new ones in \Recreation and Leisure Services for Handicapped Persons: Changing Staff Roles.\ In the fourth paper, \Programme and Management Issues in the Development of Habilitation Programmes\ R. Brown addresses such questions as selection of a broad or advisory committee, cost effectiveness, and program integration. P. Johnson considers \The Role of the Voluntary Society in Canada,\ noting similarities between services in Vancouver, Canada and England, and citing the positive effects of vigorous advocacy efforts. In the…
(2010). Imperatives for Social Justice in Teacher Education. Teacher Education and Practice, v23 n4 p488-491 Fall. Social justice is a concept that means equality and fairness. In education, this means equal access and opportunity for all students to maximize their fullest potential to become productive and contributive members of society. Within the last decade, the notion of teaching for social justice has become popularized in teacher education. Most teacher education programs' conceptual frameworks espouse a social justice goal–to prepare teachers who have the intellectual capabilities to analyze the nature of injustice in society, advocate, work for social equality, and change agency. The author's goal in this article is to respond to the question: what are the imperatives for social justice in teacher education, and to what extent are they realized, whether in theory or practice? The imperatives for social justice in teacher education include the urgency to (1) foster the human and civil rights of disenfranchised students from diverse racial, gender, social, language, and sexual… [Direct]
(1978). ERA: Psychological, Social and Ethical Implications for Psychology. The mental health implications of sex discrimination as considered by the Subpanel on the Mental Health of Women of the President's Commission of Mental Health are discussed. The status of women's mental health and the problems of women in the mental health delivery system are considered in relation to the larger societal context. Prevention of mental health problems through attention to the societal institutions and norms that reinforce women's powerlessness and second-class status is emphasized. Carefully conceived national strategies for the promotion of mental health and the prevention of mental illness are reviewed in terms of basic goals, including eradication of sexism and racism of the larger society. The devastating consequences of women's disadvantaged status are presented as a powerful argument for ERA ratification, and are considered to serve as an ethical mandate for mental health professionals to work actively for the passage of the ERA. The affirmative duty of…
(2005). Public Money for Private Schools? Revisiting an Old Debate. Education Canada, v45 n1 p17-19 Win. Current debates on the extent, if any, to which private or independent schools should be supported by public funding, focus on the appropriate role of the state in the governance and regulation of schooling, with proponents on the ideological right and left reaching very different conclusions. Advocates of public funding for private schools deplore the state monopoly over education. Competition on a level playing field between the public and private sectors would, from this perspective, improve the quality and accountability of public schooling, which allegedly fails to meet the diverse and legitimate educational aspirations of many families and communities. Opponents of state aid to independent schools believe that equity, integration and social cohesion can only be achieved through public education and that private schooling generally serves the interests of the privileged or of those with overly narrow, sectarian educational agendas. But these arguments become murkier and less… [Direct]
(1981). Teaching Global Awareness: An Approach for Grades 1-6. Global Awareness Series. The activities on global awareness in this guide are designed for use in elementary grades in social studies, reading, language arts, and creative arts courses. The activities are organized into four major sections each of which addresses a specific goal. The four goals are: (1) to learn to recognize the interconnection between one's own life, one's society, and major global concerns such as environment, population, resources, and human rights; (2) to develop an understanding of basic human commonalities while recognizing the importance of individual and cultural differences; (3) to develop an awareness of how perceptions, values, and priorities differ among various individuals, groups, and cultures; and (4) to develop the skills that will enable students to respond creatively to local, national, and international events and to participate effectively at those levels. Examples of activities include having students collect pictures from magazines that depict the global effects and…
(2010). A Report on the Status of Women in Education: Achieving Gender Equity for Women and Girls. National Education Association In 2005, the National Education Association (NEA) began publishing a series of reports on the status of underserved groups in education. This report on the status of women and girls is based on the principle that every student has the human and civil right to a quality public education. America's public schools are expected to serve the needs of an increasingly diverse student body. Gender equity and the achievement of high standards for all students are fundamentally linked. All students can benefit from programs and strategies that build on their strengths and encourage them to explore meaningful possibilities for their futures. On April 4, 2009, the National Education Association hosted its first "National Summit on the Status of Women in Education." The Summit brought together advocates from the community, women's organizations, academia, and NEA to discuss what can be done to address critical issues facing women and girls. Through a series of moderated discussions,… [PDF]
(1973). Closing the Ethnic Gap. In this report, the Vermont State Advisory Committee to the U.S. Commission on Civil Rights argues that at all levels of the educational system in Vermont, there is need for increased awareness and sensitivity to the need for education on human relations. Educators must become aware of the importance of this need even though Vermont has a recial and ethnic minority of less than one-half of one percent. State Advisory Committee members who met with representatives of the State Department of Education left with the impression that the Department had good intentions, but no authority or funds to plan or implement programs in the area of human relations. Since 50 percent of Vermont's teachers are trained in Vermont colleges, there is obvious need for instruction in the area of human relations and minority groups. The Burlington branch of the NAACP is the only one of the three organizations interviewed by the State Committee that is actively working with schools on the need for… [PDF]
(1987). America's Conscience: The Constitution in Our Daily Life. An Educational Program on the Constitutional Guarantees Provided to Every American. Twenty activities and seven educational objectives help teachers inform students of their rights as citizens. Each objective is demonstrated through the use of one or more activities that help students experience the learning for themselves. Each activity consists of teaching procedures and student handouts. Section 1 is an examination of the Bill of Rights. Activities 1 through 3 define rights and give an overview of the Bill of Rights. Activity 4 discusses important U.S. Supreme Court decisions supporting constitutionally guaranteed rights. Religious freedom is the focus of activities 5 and 6, and activity 7 explores the rights of free speech. Activity 8 examines the balance between the public's right to know and other interests through a discussion of court cases pertaining to freedom of the press. The rights of peaceful assembly and demonstration are discussed in activity 9. Activities 10 and 11 look at the rights of the accused, emphasizing the protection against…