(2007). Educating for Democratic Citizenship and Cosmopolitanism. South African Journal of Higher Education, v21 n5 p584-595. Over the past century our world has witnessed much uncertainty and ambivalence as a consequence of inhumane acts perpetrated against humanity such as murder, extermination, enslavement, deportation, persecution on political, racial or religious grounds, war crimes (mistreatment of civilians and non-combatants as well as one's enemy in combat), and genocide (through ethnic cleansing, mass executions, rape and cruel punishment of the enemy). These \crimes against humanity\ once again require the emergence of norms which ought to govern relations among individuals in a global civil society (Benhabib 2006, 20). Drawing on the seminal ideas of Amy Gutmann (1996) and Seyla Benhabib (2006), I want to offer some ways democratic citizenship and cosmopolitanism can enhance the educational project of ensuring universal justice for all individuals and not just members of our own societies. Firstly, I shall argue that educating for cosmopolitanism is conditional upon the cultivation of democratic… [Direct]
(2012). Defending Rights in (Special) Education. Educational Theory, v62 n1 p25-39 Feb. The state's commitment to educating all children can be framed as a matter of human capital development, or the economic benefits accrued to individuals and society as a result of educational attainment; it can be framed as a matter of capabilities, or the development of functionings that enable human flourishing; and it can be framed as a matter of rights. In this essay Sigal Ben-Porath considers the relative merits of the three approaches, elaborating the implications each of these different frameworks has for the education of children with disabilities. While the capabilities approach, which arises from and relates to the rights approach, is sensitive to the needs of individuals with disabilities (more than the human capital approach is, in any case), Ben-Porath concludes that a rights framework can best express through educational policy the state's commitment to the education of all children, regardless of ability…. [Direct]
(2019). Early Life Conditions and Adolescent Sexual Orientation: A Prospective Birth Cohort Study. Developmental Psychology, v55 n6 p1226-1243 Jun. This study tested the association between multiple prenatal and postnatal early life factors and adolescent sexual orientation in a longitudinal birth cohort. Factors included birth weight, gestational age, parental age at birth, number of older brothers and sisters, breastfeeding, maternal anxiety/depression, family socioeconomic position, parent-child relationships, parental absences, pubertal body mass index, and housing issues. We used data on 5,007 youth from the Avon Longitudinal Study of Parents and Children (ALSPAC). Sexual orientation was assessed using a 5-point scale of sexual attraction at 15.5 years. Early life factors were separated into three developmental periods: prenatal (n = 9), before 7 years (n = 5), and after 7 years (n = 5). We controlled for childhood gender nonconformity, handedness, and digit ratio as markers of prenatal androgen exposure. Gender nonconformity was strongly associated with later male and female nonheterosexuality, and higher right-hand digit… [Direct]
(2018). Early Childhood Education and Early Childhood Development: Do the Differences Matter?. Power and Education, v10 n3 p275-287 Nov. In many Western nations (an area of the world identified by Connell as the Global North), the early childhood sector has positioned itself within the education discourse. This positioning brings along with it the neo-liberal agenda in relation to education — i.e. that education's key aim is the preparation of employable future employees (children as human capital). Along with this is the increasing imposition of employer-identified skills and knowledges on the curriculum in order to shape children, through education, into the 'right' attitudes, dispositions and knowledges. Thus, early childhood education has become increasingly subject to external accreditation, whereby services are evaluated based on their adherence to predetermined standards. Early childhood educators' work has increasingly required the operation of a panoptic view of children, whose every behaviour is observed, recorded and judged. The authors argue that such standards, in some contexts, act as barriers to… [Direct]
(2018). What Special Education Teachers Need to Know about the Self-Determination Skills to Assist Students with Disabilities?. Online Submission "Self-Determination" concept is based on the simple assumption that human beings ought to be in a position to intrinsically influence their life outcomes. The concept as well avails people with the right to control positive life outcomes by managing the Decisions and Choices they make. Typically, the concept revolves around the approach of positive achievements through good Decisions and Choices. It is as well defined as a skill based on knowledge and belief aimed at enhancing a quality of life achievements, success, and goals actualization. "Self-Determination" has been established a practical life skill vital to all age groups irrespective of physical, mental, or social status. Self-Determination works a single system with various sub-elements influencing its overall contribution towards goal achievement. The approach's subsystem alignment acts and contributes unitary towards achieving desirable outcome depending on the expectations of the involved parties…. [PDF]
(2018). Under What Conditions Can Recursion Be Learned? Effects of Starting Small in Artificial Grammar Learning of Center-Embedded Structure. Cognitive Science, v42 n8 p2855-2889 Nov. It has been suggested that external and/or internal limitations paradoxically may lead to superior learning, that is, the concepts of "starting small" and "less is more" (Elman, 1993; Newport, 1990). In this paper, we explore the type of incremental ordering during training that might help learning, and what mechanism explains this facilitation. We report four artificial grammar learning experiments with human participants. In Experiments 1a and 1b we found a beneficial effect of starting small using two types of simple recursive grammars: right-branching and center-embedding, with recursive embedded clauses in fixed positions and fixed length. This effect was replicated in Experiment 2 (N = 100). In Experiment 3 and 4, we used a more complex center-embedded grammar with recursive loops in variable positions, producing strings of variable length. When participants were presented an incremental ordering of training stimuli, as in natural language, they were better… [Direct]
(2009). Animal Rights and Human Growth: Intellectual Courage and Extending the Moral Community. Philosophical Studies in Education, v40 p153-166. While the ethical dimension of human-animal relationships has become a legitimate, rich subject for contemporary moral philosophers, scholars of moral education, and to a large extent, philosophers of education, have remained surprisingly silent on this subject. The primary purpose of this essay is to illustrate the relationship between the moral standing of animals and human moral growth. First, the author briefly shows how the Western philosophical tradition has both justified human dominion over nonhuman animals as well as laid the groundwork for assigning the latter with moral value. The author's second task is to revisit contemporary moral philosophy in order to outline the main arguments for extending the moral community to encompass nonhuman species. Then, the author examines the narrative of Julie Andrzejewski, who–through teaching, writing, and activism–remains dedicated to issues of social justice, including the ways in which human beings coexist with nonhuman beings…. [PDF]
(1999). Education Department General Administrative Regulations. 34 CFR Parts 74, 75, 76, 77, 79, 80, 81, 82, 85, 86, 97, 98, and 99. This publication by the U.S. Department of Education is an unofficial version of the Department's General Administrative Regulations. The volume incorporates final regulations that the Department published too late to appear in the official July 1, 1998, version of Title 34 of the Code of Federal Regulations issued by the Office of the Federal Register (OFR). However, the only official versions of these regulations are those published by the OFR in the Federal Register and the Code of Federal Regulations. This book covers the administration of grants and agreements to institutions of higher education, hospitals, and other nonprofit organizations. It offers detailed instructions on direct-grant programs and state-administered programs. The document supplies definitions that apply to department regulations and provides information on intergovernmental review of Department of Education programs and activities. It also addresses uniform administrative requirements for grants and… [PDF]
(1984). Building Community: A Manual Exploring Issues of Women and Disability. Intended for feminist, educational, and disability rights groups, the manual examines the connection between discrimination based on gender and discrimination based on disability. Disability is addressed as a political, civil rights issue, a human relations issue, and as a personal experience. Background information on the disability rights movement and on the double discrimination faced by women with disabilities is considered. A format is presented for a 3-hour workshop to raise awareness about attitudes towards disability, parallel concerns of disabled and nondisabled women, the importance as role models of adults with disabilities, and disability as an equity issue. Workshop materials are provided, including biographical sketches of notable women with disabilities and discussions of action strategies for organizational change. Five readings on the topic are appended. (CL)…
(1969). Education and Human Rights. Nat Elem Princ, 48, 3, 33-40, 69 Jan. This article is based on a speech to the Assembly of the World Confederation of Organizations of the Teaching Profession (17th, Dublin, Ireland, July 23, 1968)….
(2019). Measuring Meaningful Community Inclusion: A Multiple Case Study of Developmental Disability Service Providers in Massachusetts. ProQuest LLC, D.L.P. Dissertation, Northeastern University. This study used qualitative multiple case study analysis to explore community inclusion implementation among developmental disability service providers in Massachusetts. The Americans with Disabilities Act of 1990 (and its affirmation of community inclusion in Olmstead vs. L.C., 1999) set the stage for rights-based understanding of community inclusion, in contrast to custodial care or basic-needs paradigms of years prior. More recently, the Centers for Medicare and Medicaid have committed to not only community-based services for those with disabilities (2014) but also to value-based contracting and payment measures that focus on outcomes tied to social determinants of health, including community inclusion. In Massachusetts in 2016, more than $300 million dollars were spent on day and employment services for 16,127 adults with disabilities, of which community inclusion was by far the most common (more than 98% of those receiving day services participated in community-based non-work… [Direct]
(1990). The African Adult Education Movement in Blossom. Report of the Secretary General to the Second General Assembly on the 1987-90 Period. Since 1987, many activities have been undertaken by the African Association for Literacy and Adult Education (AALAE). Perhaps the most important program activity has been the building of institutional capacities in the adult education movement. Important elements are organizational development, networking and solidarity, management development training, and small grants. Networks have been instituted to help members develop and implement programs. Under the Catalytic Initiatives Program, AALAE undertakes specific, concentrated action in particular subregions to strengthen adult education. The Exchange Program facilitates the sharing of experiences between adult educators and development activists. In other activities, the AALAE: (1) developed a program for Peace Education, Human and People's Rights; (2) began to build training capacities, especially through the training of trainers; (3) conducted a feasibility study to determine the need for an African Training Center for Literacy… [PDF]
(1969). Teaching about Human Rights. Sch Soc, 97, 2317, 233-234, 69 Apr. …
(1969). Education and Human Rights. Tech Educ Ind Training, 2, 2, 43-45, 69 Feb. …
(1970). \. . . a Fundamental Human Right\. Sch Lunch J, 24, 8, 36-42, Sep '70. A kaleioscopic view of the proceedings of the second World Food Congress. (Author/RA)…