(1979). The Rights of Women in Church and Society. The document examines the rights of women in the church and in society, with emphasis on attitudes of the American Catholic Church. Christian educators should acknowledge the issue as a reality in today's world, and examine it with the following question in mind; "What is God's call for women at this moment in the history of the American Church and American society?" Historically, the Church and society were in opposing camps. Women were criticized by the clergy for speaking publicly on abolition and suffrage. Before and during World War I, militarization made the women's movements difficult, as many of the women were pacifists. Catholic women did not identify with the pacifist stance, reflecting Church attitudes of the time. The founding of the United Nations in 1946 saw women's rights become a global issue with increased gains in political rights by law. By the 1960s, women discovered that equal rights by law did not insure equality in fact. Factors still needing…
(2006). The Language Situation in Mexico. Current Issues in Language Planning, v7 n4 p415-518 Nov. This monograph will cover the language situation in Mexico; a linguistically very complex country with 62 recognised indigenous languages, the "de facto" official language, Spanish, and some immigrant languages of lesser importance. Throughout the monograph, we will concentrate on three distinct challenges which we consider relevant for Mexican language policy. The first area of interest is the challenge of the multilingual situation where there is conflict between Spanish and the indigenous languages, most of which are in danger of shift. This situation has many consequences both for education and for linguistic human rights. The second challenge that is discussed is that of foreign language teaching, which is a growing need in the Mexican education system, just as it is for any economically developing nation. In particular, English is in high demand at all levels of education; in turn, this development creates new demands for teaching staff. The third challenge dealt with… [Direct]
(1998). Family Structure & Social Change: A Preparation for Further Study Course. This instructional unit, which is intended for Australians working toward a Certificate in General Education for Adults, contains activities to help learners develop the skills and knowledge to read and write complex texts while examining human relationships and the family. Aimed at both native and nonnative English speakers, the unit contains texts focusing on sex roles, marriage, and motherhood for women in Australian society and issues of social concern regarding children. The texts also include some abstract concepts or technical details. After reading the texts, students are expected to produce reflective journals and texts incorporating a range of ideas, information, beliefs, or processes and to demonstrate control of the language skills appropriate for each reading and writing task. The unit, which also incorporates the learning outcomes of the family studies module from a children's services certificate program, is structured as follows: family structure (essay writing for… [PDF]
(1985). Left Brain, Right Brain: Who's on First?. Training and Development Journal, v39 n11 p32-34 Nov. The author states that none of the left-brain/right brain \mythology\ is supported by the actual research on the differences between the left and right human cerebral hemispheres. In fact, he states, the research literature flatly contradicts most of the mythology. (CT)…
(1995). Who's Involved with Hunger: An Organization Guide for Education and Advocacy. Sixth Edition. This directory provides key information on agencies and organizations instrumental in the fight against hunger. The guide is divided into three parts. Part 1, \Governmental Organizations and Agencies,\ lists: (1) \U.S. Congress\; (2) \U.S. Federal Government Agencies\; and (3) \United Nations Intergovernmental Organizations.\ Part 2, \World Hunger/Development Issues: Non-Governmental Organizations,\ contains: (1) \U.S. Citizen Advocacy\; (2) \Hunger & Development – Multi-Issue Education\; (3) \Women and Development – Information/Education\; (4) \Developing Regions – Information/Education\; (5) \Nutrition and Health – Information/Education\; (6) \Environment and Sustainable Development – Information/Education\; (7) \Population – Information/Education\; (8) \Human Rights and Refugees – Information/Education\; (9) \U.S. Religious Education/Action Programs\; (10) \U.S. Voluntary Development Aid\; (11) \Development Policy Research in the U.S.\; and (12) \Canadian Development…
(1982). International Law in a Global Age. Student Materials. This global approach to teaching high school students about international law uses existing curriculum materials from a variety of social studies disciplines to present five major perspectives. Perspective I "Global Links," focuses on the meaning of citizenship in a global age and the interconnectedness between individuals and the international system. Perspective II, "Cultural Contrasts," examines custom and law, including cultural perspectives on family law, decision making in another culture, and international human rights. Perspective III, "Actors and Relationships," examines actors on the international stage including nation-states, multi-national corporations, regional organizations, and non-governmental organizations. Focusing on "International Order," perspective IV presents an historic view of various models of world order, law, and government. The final perspective provides an introduction to international conflict; lessons on… [PDF]
(1999). Adult Education: From Practice to Theory Building. Studies in Pedagogy, Andragogy, and Gerontagogy 37. This book summarizes the practical experiences and theoretical insights gained by the author during the past 30 years. The following are among the topics discussed: (1) literacy as a factor of social and individual development and basic human right (Yugoslavia's experience with correlation of primary and work-oriented professional education of young people; cooperation among nonaligned and other developing countries in the field of literacy; international cooperation in the struggle against functional illiteracy among young people); (2) relationship between work and adult education (role of knowledge in modern economic development, middle management and the revolution in adult education, significance of lifelong learning of engineers and technicians, recurrent education, adult education and social change, adult education and long-term unemployment); (3) universities and adult education (development trends and diversification of higher education, continuing professional education at…
(1995). What Education for What Citizenship?. Educational Innovation and Information, n82 May. The International Project \What Education for What Citizenship?\, covering about 40 countries, is the first project ever conceived on such a scale and having a truly cross-cultural character. This publication discusses methods used to address some major questions related to increasing the relevance and efficiency of citizenship education. Discussion throughout is placed in the context of two major universalizing global trends: (1) the generalization of the free market economy, together with policies aimed at fast development; and (2) political transitions towards the establishment of democratic regimes. After describing the activities of the project and the need for citizenship education, a framework for building the concept of citizenship and the nature of citizenship education is presented. Four main content dimensions of citizenship education are reviewed: human rights, democracy, development, and peace. Five main criteria to approach citizenship education are identified:… [PDF]
(1995). Mapping the Future of the World's Languages. The future of endangered languages is discussed, drawing on experiences in development of an atlas of language. Issues in the debate over language maintenance are examined, including the emotion-laden concept of ethnicity and relative youth of the concepts of human rights and linguistic geography. The fact that the atlas in question indicates only indigenous language use is also discussed, and cartographic reasons are noted. Description of the process used to create the atlas' first edition exemplifies the difficulty of indicating languages with small or widely dispersed populations. The case of Canada is used for illustration of the occasional conflict between synchronic and diachronic perspectives in atlas development, including the French/English situation in Quebec, shrinking indigenous language groups, widely varying population densities and composition, difficulties in gathering accurate and timely information, and extralinguistic factors outside the researcher's expertise or… [PDF]
(1993). Culturally Responsive Classrooms. The ethnic and cultural makeup of classrooms is changing rapidly, the percentage of school children of color is increasing, and the percentage of teachers of color is declining. This paper examines the challenge of preparing primarily white, middle-class teachers to create culturally responsive classrooms for all children. Teacher education programs should help teachers understand the broad concept of multicultural education, acquire basic cultural knowledge about ethnic pluralism, learn how to analyze their own and their students' ethnic attitudes and values, and develop a variety of culturally responsive methodological skills. Teacher educators can prepare culturally responsive teachers by helping them develop a clear understanding of the aims and goals of multicultural education and create a philosophical context from which to view ways in which multicultural education addresses cultural diversity. It is a commitment to basic human rights which implies that teachers in a… [PDF]
(1993). Assessing Your School Climate for Integration and Developing Strategies for Change [and] From Vision to Commitment. Kaleidoscopes: Project Change. Two papers address integration of students with disabilities and the implementation of change in special education services in Winnipeg (Manitoba, Canada) schools. The first paper briefly describes such Winnipeg programs as Project CHAMPS, which focuses on establishing enabling learning environments; the furtherance of human rights and accessibility in the schools; the Discover project, an active learning program on disability awareness; the Banner Project in which students create banners around the theme of integrating individuals with exceptionalities, which are then hung in community businesses; the Circle of Friends project, in which students commit to helping another student with special needs; the Yes I Can awards for students with disabilities; certificates of recognition for students who have assisted special needs students); and Project Learn, which promotes use of enabling technology in special education and employment. The second paper describes the overall goals and… [PDF]
(1993). Adult Educators with a Global Perspective. The profession of adult education provides many excellent opportunities to enhance global understanding. One way for adult educators to become involved in international activities is through the International Council for Adult Education (ICAE). As a federation of adult education organizations that are organized in seven regions throughout the world, the ICAE maintains a series of international networks that are currently focusing on four high priority issues: the education of women, the environment, literacy, and peace and human rights. Adult educators can participate in ICAE activities through its institutional members, including the American Association of Adult and Continuing Education (AAACE) and Coalition of Adult Education Organizations. Among the many ways in which adult educators can become involved in international activities are the following: reading information on international programs available in publications of the ICAE, United Nations, and adult educational… [PDF]
(1993). Working in a Wired World. The revolution in digital communication is bringing about profound changes in the ways people live, learn, and work. Three topics that address these changes are discussed. First is a set of ideas about the nature of information and information processing. Second is an Australian National Framework for competence in language, literacy, and numeracy that has recently been developed; and third is a set of ideas about productive diversity that are the focus of some recent explorations for the Australian Human Rights Commission and the Office of Multicultural Affairs. Nine elements of information processing are identified and discussed as follows: (1) configuration; (2) location; (3) concentration; (4) organization; (5) replication; (6) representation; (7) distribution; (8) scale; and (9) transformation. The newly developed framework offers a complex picture of competence as something occurring at three stages of skill (assisted competence, independent competence, and collaborative… [PDF]
(1991). Evaluation Implications of "Education for All": Focus on Adult Literacy. The evaluative implications of adult literacy for all, as delineated by the World Conference on Education for All (held in Jomtien, Thailand, on March 5-9, 1990), are examined. These implications are presented in four interrelated sets related to different stakeholders at different parts of the system. The Education for All (EFA) initiatives encompass progressive concepts of development and education. Education is seen as a fundamental human right, and basic education for all is recognized as a historical moral imperative. The structure of an overall evaluation of the EFA initiatives should have two important aspects: (1) meta-purposes of developing and reinforcing a culture of information and building institutional capacity; and (2) focus on combining institutional accreditation with program evaluation. The evaluation system should incorporate the following principles: internal evaluation; macro-evaluation and micro-evaluation; necessary and sufficient data; quantitative and… [PDF]
(1983). Global Education: State of the Art. Research Summary Report. While American schools have long offered some kind of international education, the approach to this topic has been characterized by a Western orientation, a nationalistic perspective that conveys the superiority of the United States, an omission of information about other cultures, a message that all people are the same, and an elitist focus. Such approaches to international education are no longer consistent with the needs of an interdependent world. Global education, the effort to foster a world view and a realization of the interconnectedness of people, is a necessity, given the context of changes in social, economic, and political structure of the world. This approach emphasizes interdependence, diversity, empathy, multiple loyalties, cooperation, human rights, participation, change, and conflict management. Some significant models have been developed for teaching global education, among them the curricula developed by Minnesota, Florida, Chicago, and the Longview Foundation… [PDF]