(1999). A Compilation of Federal Education Laws: Volume III–Higher Education, as Amended through December 1999. Prepared for the Use of the Committee on Education and the Workforce of the U.S. House of Representatives, Serial No. 106-B, and for the Use of the Committee on Health, Education, Labor, and Pensions of the United States Senate, S. Prt. 106-30. One Hundred Sixth Congress, First Session. [Committee Print]. This compilation of Federal Education Laws pertaining to higher education presents the full text of each statute. Statutes are organized in four sections: (1) general higher education programs; (2) Native American higher education; (3) National Science Foundation; and (4) assistance to specified institutions. The following is a unified listing of the statutes included: Act of March 2, 1867 (Howard University); Bankhead-Jones Act; Calvin Coolidge Memorial Foundation; Claiborne Pell Institute for International Relations and Public Policy Act; Edmund S. Muskie Foundation; Education Amendments of 1972, Land-Grant Status for the College of the Virgin Islands and the University of Guam; Education Amendments of 1980, Title XIII, Parts G and I; Education Amendments of 1980, Title XIII, Part H (Miscellaneous Provisions); First Morrill Act; George Bush School of Government and Public Service Act; Grants to Eisenhower College and to Samuel Rayburn Library; Harry S. Truman Memorial Scholarship… [PDF]
(2004). Lessons Learned From Political Violence and Genocide in Teaching a Psychology of Peace: An Interview With Linda Woolf. Teaching of Psychology, v31 n2 p149-153 May. Tasha R. Howe got her BA in psychology from the University of California at Santa Barbara. She received her MA and PhD in developmental psychology from the University of California, Riverside. After doing an NIMH-sponsored postdoctoral fellowship in developmental psychopathology at Vanderbilt University, she served as assistant professor of psychology at Transylvania University in Lexington, Kentucky. Currently as assistant professor of psychology at Humboldt State University in California, Dr. Howe specializes in child abuse, family violence, developmental psychopathology, community violence, and ecological factors affecting normal and atypical child development. She teaches a wide variety of courses, including human development, the history of psychology, family violence, assessment and treatment of child abuse and neglect, children's cognitive development, and developmental psychopathology. She is married and has two sons, ages 6 and 1.Linda M. Woolf is the Coordinator of…
(2024). From Global Citizenship to Anthropocene Denizenship: The Challenge to Education for Sustainable Development. Critical Studies in Education, v65 n1 p75-92. This article connects instrumental, emancipatory, and critical approaches to Education for Sustainable Development (ESD) with the different cultural responses or grand narratives of the Anthropocene: eco-modernist, eco-catastrophist, and eco-socialist. The tensions between these different approaches are explained by ESD's reliance on the ideals of citizenship and the global, which are also at the heart of the Global Citizenship Education (GCE) curriculum. It is argued that the Anthropocene puts into question both ideals, by forcing us to recognise that humans and nonhumans are denizens with limited rights and expanded obligations, all interconnected with each other through the multiple and complex relations of living-together or cohabitation. In this context, ESD needs to move beyond the humanist and liberal ideal of education as a way to form active and engaged citizens able to deal with the global environmental crisis and pursue instead a posthumanist curriculum for Anthropocene… [Direct]
(2001). We the Children: Meeting the Promises of the World Summit for Children. This abridged version of the Secretary-General's report to the United Nations General Assembly's Special Session on Children details the achievements of the 1990 World Summit for Children. Nearly 150 countries provided national progress reports of their implementation of goals set forth in the Summit and the 1989 Convention on the Rights of the Child. The first part of the report, First Call for Children, provides an overview of successes throughout the 1990s and areas of continued concern. The Secretary-General acknowledges net progress for children, despite unfinished business and new challenges. Some areas of disappointment are the growth of HIV/AIDS and the enlarged gap in per capita income between industrialized and developing countries. Failure to achieve many goals of the Summit can be attributed to insufficient financial commitment from developing countries and donors. The second and largest part of the report details progress in implementing the World Summit declaration….
(2005). The Technological Imperative: Information Systems and Racial Profiling from Nazi Germany to the War on Terror. College Quarterly, v8 n4 Fall. Both parts of the author's past–a concern with terrorism and with the education of future agents of the state who will be expected to curb, if not to eliminate, it–contribute to what he wants to say in this essay. He seeks to make six points: (1) Racial profiling is not a discrete issue but an instance of a more pervasive racism that is evident in the overzealousness of law enforcement, the discrimination inherent in the criminal justice system and the stratagems of the so-called "war on terror"; (2) The issue of racism is also connected to historical, legal and political events which cannot easily be isolated and which confound efforts to make it into an issue of clear ideological distinctions between right-wing and left-wing politics; (3) Much of the debate over racial profiling is compromised because it takes place within an ideological context of hegemonic liberalism which begets false and futile attempts to balance civil liberties with security; (4) To overcome this… [PDF]
(1973). What's Ahead for 1990?. National Elementary Principal, 52, 4, 19-27, Jan 73. New patterns of politics, rights, and human relations are surveyed in this article about life in the future. Discusses ways in which technological advancement is changing education, work, and public health. The dilemma between planning and decentralization in government is also considered. (DN)…
(1984). The Black Experience. Proceedings of the Symposium on Racial Justice and Education toward Excellence: Education, Race and Justice (Albany, New York, February 1, 1984). Provided in this document are the proceedings of a symposium for educators, legislators, and religious leaders who met to share views on racial justice and education. Included are these presentations: (1) Willard A. Genrich, Chancellor of the New York State Board of Regents, proposing a discussion of what the agenda of racial justice in the 1980s ought to be; (2) Dr. Alonzo A. Crim, Superintendant of the Atlanta Public Schools, discussing his city's programs for involving businesses, churches, and other community members in the education process; (3) Bishop Howard J. Hubbard, of Albany, New York, describing the Catholic Church's efforts to increase black enrollment in its schools, and its advocacy against racism in the public forum; (4) H. Carl McCall, Commissioner of New York State Division of Human Rights, citing increased effectiveness of the public school system as a vehicle for the upward mobility of blacks and calling for more public spending to be targeted at black education;…
(1992). Mediation of Civil Rights Complaints: Win/Win. Journal of Intergroup Relations, v18 n4 p34-40 Win 1991-92. Mediation can be an efficient and appropriate process for resolving civil rights complaints. A survey of 36 human relations and civil rights offices in 10 states confirms that mediation is too seldom used, although there is interest in mediation practices. Problem areas in mediation are discussed. (SLD)…
(1998). Education Is a Human Right. EI Barometer on Human and Trade Union Rights in the Education Sector, 1998. This report focuses on the extent to which the right to education is available to children, young people, and adults and the extent to which educators enjoy fundamental human and trade union rights set out in the major international deliberations and conventions. The report seeks to acknowledge the contributions of teachers and education support staff. For each country where Education International has members, the report examines these issues and also highlights the extent of child labor. The appendix presents information on the United Nations Convention on the Rights of the Child and various International Labor Organization Conventions related to child labor and labor rights (e.g., collective bargaining, equal pay, employment discrimination, minimum age, and indigenous and tribal peoples). (SM)… [PDF]
(1997). Values in Education: Social Capital Formation in Asia and the Pacific. Social capital creates or reinforces the mutual trust that binds people together. Some of the traditional human values in Asia and the cultural changes Asians face in order to survive in an era of globalization are presented in this collection of essays. The chapters emphasize the strong influence of values on education, the role of education in building social capital, and the necessity of expanding social capital in order to enhance human potential. In chapter 1 ("Defining Values"), John M. Heffron reviews the historical antecedents of some current philosophical interpretations of values relating to education and development. In chapter 2 ("Are Asian Values Different?"), John D. Montgomery looks at whether these values differ as regards fundamental issues. In chapter 3 ("Diffusion of Values and the Pacific Rim"), Nathan Glazer presents comparative cultural and historical evidence identifying core values in the Pacific Rim. In chapter 4…
(1981). Curricular Implications of a National Survey of Global Understanding. This paper discusses a national survey undertaken in 1980 to determine the attitudes and knowledge about world affairs of 3,000 randomly selected undergraduate students. The purpose of the survey was to provide information to aid educational decision makers as they strengthen the international perspective of the undergraduate curriculum. The specific purpose of this document is to inform geographers about the scope and nature of the geography-related content contained in the survey. Because approximately 75% of the survey content was based on information currently taught in college geography courses (i.e., environment, food, health, international monetary and trade relations, population, energy, racial and ethnic issues, human rights, war and armaments, arts and culture, religion, relations among states, and distribution of natural characteristics), the author believed that geography educators would be particularly interested in the survey results. Findings from analysis of…
(1989). World Perspective Case Descriptions on Educational Programs for Adults: Chile. This document contains two case studies of adult education programs in Chile. Both case studies begin with a "face sheet" on which is recorded basic information about the program and the description. The first case study, prepared by Patricio Donoso, reports on Centro El Canelo de Nos, an inservice center for educators who work with Chile's most underprivileged social groups. The center's programs (Peasant Agriculture, Popular Technology, Peasant Woman, Program for Peace and Human Rights, Training and Legal Support to Peasant Organizations, Research and Systematization, Training, Communications, and the Administration Program) are each described in one page or less. The network of similar centers with which the center cooperates is next described, and a detailed description of the Program of Systematization concludes the case study. The second case study, in the form of a 1983 article by Marcela Gajardo published in the periodical "Prospects," describes an…
(1978). The Report of the Advisory Committee on Shareholder Responsibility with Respect to South Africa Shareholder Responsibility. Issues pertinent to Harvard University's holdings in companies with operations in South Africa are examined in this report to determine if Harvard should adopt any changes in its investment policy regarding U.S. companies in South Africa. The history of U.S. involvement in the South African economy is reviewed and both U.S. and South African regulations governing these business relationships are explained. South Africa's apartheid system is discussed and initiatives taken by Harvard relative to this situation are outlined. It is noted that current Harvard policy prohibits the University from investing in South African corporations or corporations that have a majority of their operations in South Africa. Harvard's relationship with companies conducting a minority of their operations in South Africa are examined. It is recommended that American corporate interests reassess their impact on South African society taking into account the fundamental human rights question raised by the…
(2002). Refugee Education in a Changing Global Climate: The Case of Sudanese in Egypt. Sudanese refugees in Egypt, who settled primarily in Cairo, encounter serious problems, both legal and economic, in accessing education. Refugees are legally barred from work and from sending their children to government schools and, hence, live in a precarious state. Often, such refugees perceive resettlement in a third country as the only remedy to their predicaments as long as war and massive human rights violations in their country continue. The poor state of the economy has seriously undermined the ability of the Egyptian state to provide social services to its burgeoning population and has negatively influenced its policies and stance towards refugees. This paper critically examines the situation of education for Sudanese refugees forced to operate in the informal economy due to legal and economic reasons. The paper argues that negative consequences of globalization, particularly the rise in numbers of poor people, further marginalized the position of Sudanese refugees in… [PDF]
(1993). Orality, Literacy, and Malcolm X. In his autobiography, Malcolm X wrote that he did not become fully literate until he went to prison in the 1940s. Literacy profoundly changed Malcolm's life–his progression from street talker, to spokesman for the Nation of Islam, to independent spokesman for human rights, is related to changes in his consciousness brought on by literacy. When he lived on the streets of New York, hustling for a living, Malcolm relied on oral communication. One scholar argues that part of the resistance to white racism and domination was the creation by Blacks of a fast-paced, improvisational language that contrasted sharply with the passive stereotyping of the tongue-tied "sambo." Malcolm never lost his "street talker" skills, but literacy was central to his later development. In prison, he became frustrated with his inability to read or write well, and he began to take advantage of the prison library. As Malcolm read and discovered the enormous injustices done to Blacks, and… [PDF]