(1978). Teaching Writing Skills: Global Issues. Skills Series, Volume 3. Social studies and language arts teachers can use these self-contained activities to teach writing skills to students in grades 6-12. Some of the activities have a global approach requiring students to write about topics such as human rights and cultural differences. Information provided for each activity includes an introduction, objectives, time required, materials needed, and teaching methods. The guide is organized into 13 sections which comprise half of the publication. The other half contains student handouts. Section I is an introduction. Section II contains an activity which helps students explore some of the reasons for the use of writing. Students are presented with 17 writing motivators in the activity presented in section III. The activity in section IV contains ten suggestions for improving writing in the social studies. Twenty five ways to stimulate creative writing, such as make a comic book, write words to a piece of music, or keep a journal are presented in section…
(2005). Guidelines for Inclusion: Ensuring Access to Education for All. United Nations Educational, Scientific and Cultural Organization (UNESCO) These guidelines were created by UNESCO to assist countries in making National Plans for Education more inclusive, recognizing that there was a lack of guidelines to assist in this important process. This document thus provides guidelines and concepts for rendering National Education Plans / Education for All (EFA) more inclusive, with the objective of ensuring access and quality education for ALL learners. It is intended to systematize how excluded children are planned for in education. It begins with a brief introduction, which provides a historical perspective on the origins of inclusion and describes the shift from integration towards inclusion. It is then divided into three main parts. The first provides a theoretical framework. It defines inclusion, explains how it is founded in a human rights approach and how it relates to factors such as quality and cost-effectiveness. The second part looks at more practical changes at the school level. It outlines the key elements in the… [PDF]
(2001). Solidarity Work: Researchers in the Struggle for Social Justice. The role of researchers in the struggle for social justice was explored, focusing on some of the dilemmas faced by researchers doing solidarity work. Solidarity work is negotiating ways to combine different interests to make research findings useful and relevant to political aims. People doing solidarity work describe themselves as activity scholars or researchers, and advocacy is the most common form of solidarity work. Two examples of solidarity work in the context of welfare reform are described in which the aim was to undermine stereotypes of poor women on welfare and to document false and misleading claims in government and media reports about the positive effects of proposed welfare laws and regulations. Another example was a human rights welfare monitoring project to evaluate the effects of the new welfare policies passed in Massachusetts. This project illustrated the difficulties in empowering welfare recipients and in mobilizing low-income people. Another example is an… [PDF]
(2021). Educating the Children of Returning Foreign Fighters: Fear as the Antithesis of Inclusive Education. International Journal of Inclusive Education, v25 n2 p224-238. The emergence and subsequent decline of the so-called Islamic State of Iraq and Syria provides new challenges for Western governments facing the return of foreign fighters and their families to home soil. This article focuses on the children of returned foreign fighters and more specifically on the international responsibility to provide all children, particularly those most vulnerable and in need, with an education. A critical discourse analysis of public debates surrounding the return of the children of Australian foreign fighters illustrates the tension that exists between the rights of children, citizenship and a nation's capacity to overcome a culture of fear. We argue that we are currently witnessing the emergence of a new type of human being; a particularly insidious and dangerous form of 'child citizen refugee'. The paper employs fear as a symptom of modern life and Arendt's poignant lesson of exclusion and persecution to investigate why the children of returning foreign… [Direct]
(1995). Teaching about International Conflict and Peace. This book is designed to help social studies educators better understand international conflict management as they learn about instructional methods and begin to teach. The book brings together current scholarship on major topics in the management of international conflict and methods for teaching that are especially important in globally-oriented social studies education. International topics and instructional methods have been selected that are critical for preparing secondary social studies teachers for globally-oriented curriculum innovations in an era of school reform and restructuring. Divided into two parts, part 1, \Linking Content, Methods, and Educational Goals,\ explains the relationships between substantive content about international conflict management and exemplary teaching practice in secondary social studies classrooms. Chapters in part 1 include: (1) \Choosing Content and Methods for Teaching about International Conflict and Peace\ (Merry M. Merryfield; Richard C….
(1997). CNN Newsroom Classroom Guides. January 1-31, 1997. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of January, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics include: U.S. House of Representatives prepares for ethics battle, diplomatic immunity, IRA (Irish Republican Army) attack in Belfast, Ireland, Newt Gingrich re-elected Speaker of the U.S. House of Representatives, Boris Yeltsin hospitalized, and two pipe bombs explode in Tel Aviv, Israel (January 6-10); five years after the "Earth Summit," the goals of that meeting have yet to be met, letter bombs are mailed to London and United Nations offices of Al-Hayat, an Arab-language newspaper, Israel and the PLO (Palestine Liberation Organization) reach an agreement on the future of Hebron, a study of latex gloves raises concern in the medical community, and two explosions damage a family planning clinic in Atlanta, Georgia…
(1989). International and Citizenship Education: Need and Nexus. Two major efforts to redirect the school curriculum that are currently of special concern, not only to educators but to the general citizenry as well, are citizenship education and international or global education. Both deal with the development of competent and responsible citizens whose perspectives, knowledge, and skills will enable them to participate more effectively in local, state, national, and international affairs. Scholars have called for a new, less ethnocentric vision of U.S. history designed to provide a world-historical perspective, a perspective that will cultivate a sense of individual identification with the triumphs and tribulations of humanity as a whole. Due to the role which the United States plays in world affairs, U.S. citizenship is a passport to relevance in world affairs. This call for an expanded view of citizenship education is echoed by professional societies and the National Governors Association. There is, however, debate on the goals and contents of… [PDF]
(1987). Multicultural Education Theory, Policy, Practice & Issues: A Literature Review. This report summarizes literature that is pertinent to multicultural education, primarily in Canada, and to a lesser extent in the United States, Great Britain, and Australia. The purpose of the report is to: (1) clarify terms related to multiculturalism; (2) identify the ideological premises of multiculturalism and their implications for education; (3) review policies on multiculturalism; (4) summarize educational responses to multiculturalism; (5) review the major issues and concerns in multicultural education; and (6) provide a list of sources for further reference. Chapter 1, "Introduction," provides the following information: (1) parameters of the study; (2) sources of information; (3) context; and (4) definitions of multiculturalism, multicultural education, and ethnicity. It contains a glossary of key terms and a list of 13 sources. Chapter 2, "Foundations of Multicultural Education," provides the following information: (1) legislative foundations; (2)…
(1982). Our Global Future: Implications for Social Studies Education in the United States. The purpose of this paper is to probe the relationship between the emerging global context of life for citizens in the United States and the further development of the field of social studies. The paper first examines the concept of the world problematique, described as the sudden realization of the world as a global system with complex problems and no apparent solutions. There is a global revolution of rising expectations worldwide which contains both hope and despair. The hope springs mainly from within developing nations, where the majority of people are striving to attain a minimal level of physical and psychological security. Typically, the despair emanates from those in the already industrialized nations who see an inevitable clash between modernization and the reality of finite resources, and who may also believe that the only conceivable solutions to this dilemma will destroy the political, social, and cultural freedoms known in the industrialized nations of the West. For…
(1976). Jews in America: Contributions to America, Relationship to Homeland, Integration into American Life, Retention of Ethnicity in America. Ethnic Heritage in America: Curriculum Materials in Elementary School Social Studies on Greeks, Jews, Lithuanians, Ukrainians. This ethnic heritage unit is about Jews in the United States. The first section presents basic facts, such as a map of Israel, map of Eastern Europe, facts about Israel, a bibliography about Jews, and a list of Jewish organizations in the United States. The second section discusses early Jewish settlement in North America, Jewish contributions to the discovery of America, Jewish life in the colonies, Jewish holidays, and Jewish traditions of Passover, Bar Mitzvah and Bat Mitzvah, and circumcision. A third section presents background information concerning immigration, the revolutionary war, immigration from Central Europe in the early 19th century, Jews on both sides of the civil war, and Jewish contributions to the American labor movement, as well as the Yiddish theater and newspapers as a bridge between two worlds. Cultural patterns in Europe and USSR are discussed in another section in light of some 20th century Jews who contributed to American life, Jewish historical… [PDF]
(2004). Exploring the Construction of Social Class in Educational Discourse: The Rational Order of the Nation State versus Global Uncertainties. Pedagogy, Culture and Society, v12 n1 p121-139. This article aims to create intellectual space in which issues of social inequality and education can be analyzed and discussed in relation to the multifaceted and multi-levelled complexities of the modern world. It is divided into three sections. Section One locates the concept of social class in the context of the modern nation state during the period after the Second World War. Focusing particularly on the impact of "Fordism" on social organization and cultural relations, it revisits the articulation of social justice issues in the United Kingdom, and the structures put into place at the time to alleviate educational and social inequalities. Section Two problematizes the traditional concept of social class in relation to economic, technological and sociocultural changes that have taken place around the world since the mid-1980s. In particular, it charts some of the changes to the international labour market and global patterns of consumption, and their collective impact… [Direct]
(2005). Death by a Thousand Cuts: Indigenous Language Bilingual Education Programmes in the Northern Territory of Australia, 1972-1998. International Journal of Bilingual Education & Bilingualism, v8 n2-3 p160-177. The Northern Territory's bilingual education programmes, in which local Australian Aboriginal languages and English were used side by side in a minority of Aboriginal primary schools in remote northern Australia, came into being in 1973 under the broader federal government policy imprimatur of "self-determination" for Indigenous Australians. These programmes enjoyed considerable support from Indigenous Australian communities, until 1998 when the Northern Territory Government passed legislation to axe these programmes. This ran counter to the articulated wishes of the overwhelming majority of Aboriginal community members and Aboriginal school staff in affected communities. The authorities' stated reason for the closure of these programmes was that of the putative "poor standards in English literacy" in bilingual schools, in comparison with English-only Aboriginal schools, although no evidence has ever been proffered to support such a claim. Since the official… [Direct]
(2006). British Columbia. Journal of Gay & Lesbian Issues in Education, v3 n4 p97-100. The province of British Columbia has a dubious history where support for lesbian, gay, bisexual, and transgendered (LGBT) issues in education is concerned. Most notable is the Surrey School Board's decision in 1997 to ban three picture books for children that depict families with two moms or two dads. The North Vancouver School Board has also generated public controversy. In 2004, a brief kiss between two women in a student drama production raised the ire of some parents and staff, resulting in its removal from the play. In a separate case, the BC Supreme Court quashed a 2002 ruling of the BC Human Rights Tribunal that awarded $4,000 to Azmi Jubran, a former student, who sued the Board for not providing adequate protection against years of homophobic bullying and harassment by his peers ("Jubran v. Board of Trustees," 2002). The message from these cases is clear: LGBT students, and those targeted with homophobic violence, need support and resources from their schools. The… [Direct]
(2020). Iconicity in Spatial Language Guides Visual Attention: A Comparison between Signers' and Speakers' Eye Gaze during Message Preparation. Journal of Experimental Psychology: Learning, Memory, and Cognition, v46 n9 p1735-1753 Sep. To talk about space, spoken languages rely on arbitrary and categorical forms (e.g., left, right). In sign languages, however, the visual-spatial modality allows for iconic encodings (motivated form-meaning mappings) of space in which form and location of the hands bear resemblance to the objects and spatial relations depicted. We assessed whether the iconic encodings in sign languages guide visual attention to spatial relations differently than spatial encodings in spoken languages during message preparation at the sentence level. Using a visual world production eye-tracking paradigm, we compared 20 deaf native signers of Sign-Language-of-the-Netherlands and 20 Dutch speakers' visual attention to describe left versus right configurations of objects (e.g., "pen is to the left/right of cup"). Participants viewed 4-picture displays in which each picture contained the same 2 objects but in different spatial relations (lateral [left/right], sagittal [front/behind], topological… [Direct]
(2023). Leveraging Dignity Theory to Understand Bullying, Cyberbullying, and Children's Rights. International Journal of Bullying Prevention, v5 n2 p108-120. This article outlines how dignity theory could be used to better understand bullying behaviors. Dignity is defined here as the inherent worth of every human being and it allows us to trace the motivations behind bullying behaviors to broader social values that are rarely the primary focus of bullying research, as well as prevention and intervention efforts. In this manner, the theory could elucidate the cultural patterns which contribute to not only child bullying and cyberbullying, but to workplace bullying, and to similar abusive behaviors among adults. We give special attention to cyberbullying and illustrate how dignity theory can clarify why this behavior is not only about online safety but about relational issues, which are reflective of social values. We argue that seeing cyberbullying through the lens of online safety can limit the scope of artificial intelligence-based solutions whose development is gaining momentum at this time. We provide suggestions about dignity-based… [Direct]