(1984). Description of Project No. 8 on \Innovation of Primary Education.\ Secretariat Memorandum. Innovation in elementary education is the theme of a five-year program developed by 23 European nations which is described in this paper. The project began with a conference held in Liechtenstein in 1982 which confirmed the importance of broadening the primary school curriculum beyond simply teaching the basics to include understanding other cultures and democratic values. In 1983 the program focused on innovation and the study of a restricted number of areas of innovation such as new technologies and human rights education. The second year, 1984, was the beginning of the operational phase of the project. Key factors in the innovation process were identified and a series of educational research workshops on specific curriculum areas began. Case studies were also commissioned. For 1985 two symposia are planned on childrens' needs and new technologies and five more case studies will be commissioned. Plans are also underway for 1986 and for a final conference to be held in 1987….
(1982). Minority Woman's Survival Kit: Personal and Professional Development for Minority Women. Facilitator's Manual. This facilitator's manual consists of guidelines and materials for use in conducting a workshop dealing with the professionl and personal development of minority women. Included in the first half of the manual are the following pieces of information pertaining to implementation of the workshop: background on the need for and development of the workshop, a workshop outline and time schedule, an explanation of the logistics of the workshop, a prelude to the workshop, lesson plans for its four sessions, and a suggested reading list. The second half of the manual consists of a participant's notebook that contains various forms and information, including a workshop outline; a pre-workshop questionnaire; an overview; an introductory exercise; a definition of minority women; materials for use in self-appraisal; lists of basic human rights with respect to work; unwritten rules in business; rules for dressing for success; information on assertiveness; networks; key laws and agencies; sample… [PDF]
(1969). A Summary of the 1969 School Decentralization Law for New York City (As Passed by the New York Legislature April 30, 1969). This report is a summary of New York City's school decentralization law for the use of educational and community personnel. The New York City Office of Education Affairs of the Human Rights Administration (HRA) prepared and distributed the report as a public service in response to requests for explanation of the law. No editorial opinion was expressed, nor any attempt made to interpret unclear and ambiguous portions of the law. Where the language of any provision raises glaring questions, the summary calls attention to the problem and some different possible interpretations, but for the most part just sets forth what the law says. The report includes: (1) introduction; (2) background and transition provisions; (3) timetable; (4) nature and creation of new community school districts; (5) composition and election of new community and city school boards; (6) jurisdiction and authority of community and city school boards; (7) position and authority of the chancellor; and (8) provisions… [PDF]
(1972). Social Studies Human Behavior Studies Program, K-6 (Part One of a Two Part Series). The social studies curriculum guide for levels K-6 emphasizes the role played by all ethnic groups in the development of the American culture. Main goals of the course are to enhance the student's knowledge of self, appreciation of his heritage and the heritage of others, and understanding of the contributions of many peoples to the growth of the United States. An inquiry method of teaching is used throughout the course. The following courses are outlined: 1) Who am I? As I See Myself, As Others See Me; 2) Individuals — Similarities and Differences; 3) Group Behavior–Individuality and Conformity; 4) Communities–Interdependence and Change; 5) Individuals and Groups–Prejudice and Propaganda; and 6) Individuals and Groups–Human Rights and Protection. Teaching-learning strategies which include sample questions and learning activities, information sources, behavioral goals, and a bibliography of teacher and pupil references are provided for each course. Also included are a course… [PDF]
(1971). An Experiment in Civic Education in Ghana. The Centre for Civic Education has as its chief objective educating the populace of Ghana in social, economic, and political subjects. To effect this, the country is divided into 9 regions, made up of 51 districts, with 2 organizers per region. A board of Trustees acts as the Centre's governing body. The work of the Centre is organized into programs. Three programs have been completed: (1) the moral and social aspects of democracy, (2) constitutional proposals made by the Constitutional Commission with particular emphasis on human rights, and (3) problems of local government. All programs are directed to both the literate and the illiterate, the urban and the rural citizen, the young and the old. Teaching techniques used are lectures, discussion groups, debates, symposia, puppet shows, and plays. Audiovisual aids are used extensively, with the material presented in both English and the major vernaculars. The Centre aims to become completely self-supporting in the near future. (Page… [PDF]
(1999). Prospects for Civics Education in Transitional Democracies: Results of an Impact Study in Romanian Classrooms. An impact study was conducted in the 1994-95 and 1995-96 school years with a single cohort of Romanian students (n=109) who used experimental civics texts in the seventh and the eighth forms. The texts emphasized critical thinking, dialogue, and participatory methods of instruction. In addition to these "treatment" classrooms, comparison classroom students (attending the same school but receiving civics instruction using the official Ministry textbooks) were administered a student questionnaire. Closed-ended questions asked students to rate the importance of a series of proposed characteristics of a good citizen, as well as the importance of individual human rights listed in the survey. The two-page questionnaire included an open-ended question about what the students considered to be characteristics of a good citizen. Data from nearly 900 surveys were collected over the course of the study. Findings appear to confirm other studies that have shown a clear link between… [PDF]
(2000). A Comparative Education Course: Experience and Views of Students at a South African University. This paper deals with research on a comparative education course as assessed by students at the University of Zululand, South Africa. The paper outlines the teacher training program at that university, the place of comparative education within that program, and the curriculum of the comparative education course. At the end of the course 245 students were asked to rate the course as a whole and thereafter each of the following topics on a 5-point Likert scale: education policy; human rights and education; comparative education; the education system of South Africa; the education system of England; and the education system of Kenya. Students were also asked which countries' education systems and/or topics not included in the course they would like to be part of the course. Finally, they were asked to motivate their ratings and their desires of topics that they feel should be included in the course. This paper summarizes and discusses the response to the comparative education course…. [PDF]
(2003). The Evolutionary Process of Laws on the State Language, Education, and Naturalisation: A Reflection of Latvia's Democratisation Process. Mercator Working Papers. At the time of the collapse of the Soviet Union, ethnic Latvians were only 52 percent of the total population of Latvia, and official use of the Latvian language had greatly diminished while Russian had become the dominant language. It took 15 years to develop the legal instruments necessary for stabilizing the official status of the Latvian language while complying with internationally accepted human rights norms. The law in its current form is clear and functional, although there are certain difficulties in implementation. Not all of those who are required to know Latvian at the necessary level are in compliance. This report presents information on: (1) "Education Law"; (2) "Law on Citizenship"; and (3) "Incorporating the Concept of Integration into the State Administration System." The paper notes that although the law helps establish the official position on language, in a democratic society, all people can converse in private as they wish. There is… [PDF]
(1995). Understanding China in the 21st Century: Political, Economic, and Security Issues in the Asia/Pacific Region. Part I, U.S. and Japanese Relations with China: Case Studies of Cooperation and Competition. This curriculum unit is part one of a three-part series. The unit introduces students to policy options for U.S. and Japanese relations with China at the beginning of the 21st century. By identifying and examining these options, students gain an awareness of U.S., Japanese, and Chinese perspectives on political, economic, and security issues. Provided is a rationale and introduction to the lessons, along with unit goals, materials, time required, suggested sequence of activities, small group roles, subjects, equipment needed, icons, and policy study references. Lessons included in the unit are: (1) "Historical Legacies"; (2) "China's Political Situation"; (3) "China's Economy in Transition"; (4) "U.S.-Sino Relations: With a Focus on Human Rights"; (5) "SINO-Japanese Relations: With a Focus on Security Issues in the South China Sea"; and (6) "Asia-Pacific Economic Cooperation." Handouts and primary source documents have been…
(1999). American Justice on Trial. Grade 11 Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World. On February 19, 1942, at the height of U.S. involvement in World War II, President Roosevelt authorized military leaders within the War Department to place all Japanese Americans residing on the West Coast in detention camps. The following months saw the relocation of some 120,000 Japanese Americans, of whom 77,000 were U.S. citizens. The decision to relocate Japanese Americans raises many compelling questions about the workings of U.S. justice during crisis periods such as World War II. What if, after the war, an international tribunal had put the U.S. government on trial for violating the human rights of Japanese American citizens? In this lesson, students enact such a trial by means of researching documents, photos, and materials available on the World Wide Web. Students will act these roles: judges, historians, prosecution, defense, witnesses, media, and protestors. Students are provided with background information, detailed instructions, and online and print resources. The… [PDF]
(1999). European Union and Racial Discrimination. The European Community (EC) has the power to pass laws based on the Community Treaty. Since 1989, the EC's Commission for Racial Equality has called for an amendment to the European Treaty that would provide basic protection against racial discrimination throughout the EC and legal remedies for those who suffer discrimination. Tracing the history of the foundation of the EC shows that there has been a tradition of opposition to discrimination, although provisions against racial discrimination have not been explicit. Advocates of formal provisions argue that the single market cannot function properly if people from minority ethnic groups are deterred from moving between countries because protection is weaker in one country than another. The Treaty of Amsterdam, which was accepted by member countries in June 1997, contains amendments that commit the EC to respect for human rights generally and to opposition to sex, racial, or ethnic discrimination. Before the treaty goes into effect,… [PDF]
(2004). The University and the New Humanities: Professing with Derrida. Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, v3 n1 p41-57. Recently, Derrida has pointed to the university to come and the future of the professions within a place of resistance, and yet maintained the historical link to two ideas that mediate and condition both the humanities and the performative structure of acts of profession: human rights and crimes against humanity. Derrida (2001a) maintains that the "modern university should be unconditional", by which he means that it should have the "freedom" to assert, to question, to profess, and to "say everything" in the manner of a literary fiction. This article reviews what Derrida calls "the future of the profession or the university without conditions". Second, it focuses on a series of criticisms raised by Richard Rorty against Derrida's concept of literature and on Derrida's status as a "private ironist". Third, the article examines Derrida in relation to the ends of literature and the university, under the impact of globalization and new… [Direct]
(2004). Does OFFA Have Teeth?. Education and the Law, v16 n4 p249-260 Dec. Sir Martin Harris, ex-Vice Chancellor of Manchester and of Essex, is appointed as the first Director of the Office for Fair Access (OFFA). The Higher Education Act 2004 creates (s31) "the Director of Fair Access to Higher Education" and then requires (s24) higher education institutions (HEIs) to agree "approved plans" with OFFA before they can charge undergraduate tuition fees to UK/EU citizens that exceed "the basic amount" (currently 1150 British pounds) and that can range up to 3000 British pounds per annum from 2006/2007 ("the higher amount"). The Act in ss33-37 and 39 gives power for the Secretary of State for Education and Skills to make Regulations concerning such "plans". In this article, the author examines whether the regulations implemented by OFFA can potentially threaten HEI autonomy. He also discusses how an HEI that follows OFFA access plan "may" become open to challenge under the Human Rights Act from other… [Direct]
(2008). A Review of the Extent, Nature, Characteristics and Effects of Bullying Behaviour in Schools. Journal of Instructional Psychology, v35 n2 p151-158 Jun. Bullying behaviour no doubt is becoming a common feature, and a nightmare in schools all over the world. It is a worrisome practice in schools because it infringes on the child's right to human dignity, privacy, freedom and security. The physical, emotional and educational consequences of bullying behaviour can never be underestimated. Therefore, this endeavour attempted to further expose us to the meaning, history, extent and nature of bullying behaviour in schools. The characteristics of bullies and their victims and the effects of bullying on the child's mental health were also discussed…. [Direct]
(2009). School Climate: Research, Policy, Practice, and Teacher Education. Teachers College Record, v111 n1 p180-213. Background/Context: Educators have written about and studied school climate for 100 years. School climate refers to the quality and character of school life. School climate is based on patterns of people's experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures. However, school climate is more than individual experience: It is a group phenomenon that is larger than any one person's experience. A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributive, and satisfying life in a democratic society. This climate includes norms, values, and expectations that support people feeling socially, emotionally, and physically safe. People are engaged and respected. Students, families, and educators work together to develop, live, and contribute to a shared school vision. Educators model and nurture an attitude that emphasizes the benefits… [Direct]