Roosevelt, Curtis; Sohn, Louis B. (1978). Human Rights: 1948-1978–Changing Perceptions. A Wingspread Conference. Conference participants examined the attitudes toward human rights which led to the drafting of the Universal Declaration of Human Rights in 1948, as compared to today's perceptions of the meaning of human rights. Using Franklin D. Roosevelt's "Four Freedoms" as a point of departure–freedom of speech and expression, freedom of every person to worship in his own way, freedom from want, and freedom from fear–the participants examined the declaration to ascertain its applicability to today's world situation. Factors in today's world situations which might change the picture were examined. For example, there is a new balance between national sovereignty and global concerns. But new tensions are created by many problems such as over-population, hunger, and the effects of industrialization. To deal with these issues will require some important changes in 30-year-old perceptions in the field of human rights. A second major aspect of today's human rights picture is the public…

Brockett, Charles (1978). A Hierarchy of Human Rights. To establish an objective conception of human rights, one must first identify basic needs intrinsic to all people and then determine whether these needs are or can be hierarchically ordered. Many scholars have conducted research on the concept of human needs, particularly in the area of human rights. Among these scholars are Abraham H. Maslow (\The Psychology of Science: A Reconnaissance\); J.C. Davies (\Human Nature in Politics\); and Christian Bay (\The Structure of Freedom\). Basic human needs identified by these and other scholars provide a general outline for a hierarchy of human rights. Most basic of these rights are satisfaction of physiological and safety needs. Physiological rights are interpreted to include the right to life and to bsic requirements such as food, water, and air. Safety rights include protection from physical or psychic injury. Next in importance after physiological and safety rights are gratifications such as love, esteem, and self-actualization. The… [PDF]

Haggerson, Nelson L. (1993). Education for Human Rights: Demythologizing Dysfunctional Qualities of Myths. International Journal of Educational Reform, v2 n1 p49-55 Jan. Recognition, understanding, and implementation of human rights on international scale is idealized goal for which all nations and all peoples should strive. Some myths and traditions characterizing many cultures and subcultures are antithetical to consensual version of human rights. Education is one form of demythologizing traditions incompatible with human rights as defined by various organizations and educators around world. (MLH)…

Garvey, Helen (1979). International Human Rights and U.S. Policy–A Unit for High School and Junior College Classes. This document defines human rights, examines U.S. international human rights policy, analyzes various critiques of U.S. policy, and evaluates different judgments regarding an ideal U.S. policy. Presented in the form of a unit of study, the document is intended for use by high school and junior college classroom teachers as they develop and implement educational programs on human rights. The document is presented in seven parts. Part one examines various definitions of rights and relates the definitions to their legal and moral sources. Types of rights examined include civil, political, social, and economic. Suggested activities include making lists of rights, comparing lists among students, and summarizing readings. Part two analyzes the Bill of Rights and the Declaration of Human Rights. Part three relates rights to duties and directs students to differentiate between rights and duties in "Pacem in Terris," written by Pope John XXIII in 1963. Part four focuses on U.S….

Cloud, Fred (1975). Turning Up the Heat: The Role of Human Rights Agencies Today. Civil Rights Digest, 7, 2, 20-25, W 75. This article, adapted from a speech made before a state wide meeting of Human Rights workers in Denver, December 1974 asserts that agencies fighting for Human Rights must continually advocate social reform, and argues that in considering the role of Human Rights Agencies in today's atmosphere, attention must be focused on evolutionary social changes as well as crises. (JM)…

(1991). The Right to Fair and Equal Treatment: A Straightforward Guide to Human Rights and the Canadian Human Rights Act. This book, written in simple language, explains the Canadian Human Rights Act and how and when it can be used to assist individuals with mental handicaps. The book is designed to help people learn their rights as citizens of Canada and learn that if something wrong is done to them they can do something to change it. It explains what human rights are and how people with a mental handicap are often treated by the rest of society in a way that ignores their human rights. The book's seven chapters cover: laws that protect people from discrimination and which levels of government protect which rights; protection under the Canadian Human Rights Act; responsibilities of the Canadian Human Rights Commission; types of complaints that can be filed with the Commission; steps of the complaint process; using the Canadian Charter of Rights and Freedoms to attack barriers; and helpful hints. The book contains a detachable board game called "Rights and Wrongs"; a… [PDF]

(1987). Model Curriculum for Human Rights and Genocide. Concern for human rights is a major element in the California State Board of Education's "History-Social Science Framework for California Public Schools, Kindergarten through Grade Twelve," and this document contains resources and guidelines to help teachers and curriculum developers integrate the teaching of human rights into their courses. Part l of this document contains a model that can be used by developers of curricula. This section also provides the philosophical basis for including studies on human rights and genocide in the curriculum; the location in the History-Social Science Framework where these learnings can be integrated; and questions that will engage students in critical thinking on this topic. Part 2 contains curriculum resources to help school districts develop their history-social science curriculum. Appendix A is a summary of where human rights and genocide are addressed in the History-Social Science Framework and includes: (1) the goals and curricula…

Anderson, Marna; Rudelius-Palmer, Kristi (1998). LRE Project Exchange: Building a Community through Partners in Human Rights Education. Update on Law-Related Education, v22 n3 p36-40 Fall. Describes Partners in Human Rights Education in which the Universal Declaration of Human Rights provides the framework for using interactive teaching methods to relate human-rights concepts to students' lives. Highlights Amnesty International's "Urgent Action Network" that encourages children to become lobbyists in a letter-writing campaign for oppressed victims in other countries. (CMK)…

Armstrong, David (2009). Religious Education and the Law in Northern Ireland's Controlled Schools. Irish Educational Studies, v28 n3 p297-313 Sep. This article examines the legislation under which religious education operates in Northern Ireland's schools. A brief historical sketch identifies the Irish Churches' interest in the educational debates of the 1920s and 1930s. The legislation that established religious education in the curriculum is traced from those debates to the present statutory core syllabus which requires denominational Christian teaching and the teaching of two other world faiths. This requirement is examined in light of earlier statutes which provided that religious education in controlled schools must be undenominational and based on the Holy Scriptures. Several legislative anomalies are identified and solutions proposed. Human rights and equality concerns raised by the core's largely Christian content and its production by Ireland's Christian Churches are discussed and set in a wider European context. (Contains 17 notes.)… [Direct]

Christopher, Doris H.; Taylor, Marilyn J. (2011). Social Justice and Critical Peace Education: Common Ideals Guiding Student Teacher Transformation. Journal of Peace Education, v8 n3 p295-313. The primary objective of this paper is to report on two teacher educators' development and assessment of a framework and workshop to introduce student teachers to social justice and peace education ideals within the domains of teachers' work during student teachers' first full-time experience of teaching in diverse schools in a major city in the Pacific region. The framework builds from a critical re-constructionist perspective and aims to raise student teachers' critical consciousness of social and economic injustice, human rights, and defects in schooling and inspire a resolve to act on them to promote social justice (Bajaj 2008). Adopting an action research methodology, the authors/instructors assessed student teachers' perceptions of their learning after a two-hour workshop that introduced a social justice and peace education framework. Secondary student teachers participated in workshops in two consecutive years. Student teachers reported positive outcomes from the workshop in… [Direct]

Magendzo, Abraham; Misgeld, Dieter (1997). Human Rights Education, Moral Education and Modernisation: The General Relevance of Some Latin American Experiences: A Conversation. Journal of Moral Education, v26 n2 p151-68 Jun. Transcribes a conversation between Dieter Misgeld and Abraham Magendzo on human rights education. Misgeld envisions a moral climate based on the preservation of human rights while Magendzo articulates a vision of human rights education to produce democratic institutions and moral practice. Both call for a political analysis of moral education. (DSK)…

Manson, Patrick; Schmidt, Janet (1999). Human Rights Education: A Framework for Social Study from the Interpersonal to the Global. Pull Out 1. Social Studies and the Young Learner, v11 n3 ps1-4 Jan-Feb. Addresses human rights education (HRE) for young learners stressing the centrality of the Universal Declaration of Human Rights and the Convention on the Rights of the Child. Illustrates the use of HRE within history, geography, world cultures, and literature. Believes that HRE begins by creating a human rights community in the classroom. (CMK)…

Apugo, Danielle; Martin, Larry G. (2021). Politics, Policies, and a Human Rights Agenda for Racialized Minorities: The Role of Adult Education. New Directions for Adult and Continuing Education, n170 p99-108 Sum. As we have witnessed under the Trump Administration, policies can negatively impact adults' livelihoods. Now more than ever, it is imperative that adult education organizations coalesce their resources and efforts to promote policies and agendas that serve our most vulnerable adult learners. This article will explore a framework to understand the historic struggle for social justice and governmental policies impacting adult education. It will also critically analyze how adult education research is poised to influence policy and how associations can partner for greater impact…. [Direct]

(1987). Human Rights: The Struggle for Freedom, Dignity and Equality. Resource Guide. Every human being deserves the right to live in freedom and dignity. Yet human rights violations dominate the headlines. In addition to becoming sensitive to human pain and suffering, young adults must also begin the lifelong process of creating, recognizing, and exercising options. This resource guide contains suggested questions and projects that have been found to be helpful in teaching about human rights. Chapter topics are: (1) What Are Human Rights?; (2) The Roots of Inhumanity; (3) Inhumanity: An Historical Overview; (4) The Rise of Totalitarianism in Germany; (5) Surplus People: The Final Solution; (6) Surplus People: The Pattern Continues (Argentina, Kampuchea [Cambodia], South Africa, and World Totalitarianism); and (7) Taking Action. Three appendices conclude the document: (1) Appendix A–"The Foundations of Human Rights in the United States"–containing excerpts from the Declaration of Independence, Constitution and Bill of Rights; (2) Appendix… [PDF]

Haddad, Sergio (2006). Education of Youth, Human Rights and Human Development. Convergence, v39 n2-3 p131-145. This article discusses youth and adult education in a twofold perspective: that of a human right and that of human development. The first perspective is related to the concept of rights and the second perspective is related to the guarantee or negation of the right to development. In this article, the author discusses the universality of rights which is developed at two levels: a formal one, related to equality before the laws; and a real one, that is translated into state action for making it effective. The author proposes that publc policies within the area of education be deliberately directed to potential youth and adult education students who have previously had little or no schooling, and who have thereby been denied access to a healthy life. He asserts that the importance of investing in youth and adult education lies in the fact that this is an affirmative action to overcome inequalities, and that there is a universality of human right to education. (Contains 5 notes.)… [Direct]

Hodge, David R. (2007). Social Justice and People of Faith: A Transnational Perspective. Social Work, v52 n2 p139-148 Apr. There is a paucity of literature in social work on the intersection between social justice and religion, even though the profession's code of ethics articulates the need to advocate for social justice and eliminate religious discrimination. Therefore, this article helps equip social workers to challenge social injustice on behalf of people of faith around the world. Toward this end, the author developed a human rights-based social justice ethic based on the United Nations' (1948) "Universal Declaration of Human Rights". The growing problem of religious persecution is discussed, along with strategies to promote religious freedom. It is suggested that social work has a particular duty to advocate for religious freedom because many of the victims of religious persecution are members of marginalized populations with few advocates on the international stage…. [Direct]

Walker, John T. (1985). Linking Civil Rights and Human Rights. Social Education, v49 n6 p471-73 Sep. The relationship between civil rights and human rights is clarified. It is inconsistent for the United States to espouse civil rights at home and support undemocratic, fascist, or communist governments abroad that violate human rights. We must insist that our government use its leverage in places like South Africa. (RM)…

Pridmore, P. (2008). Impact of Health on Education Access and Achievement. Policy Brief Number 3. Online Submission Access to education is recognized as a basic human right and yet projections based on current trends show that more than 50 countries will not achieve universal primary education by 2015. This briefing paper looks at the role of malnutrition and diseases in the failure of countries to meet EFA targets. It is based on the CREATE Pathways to Access Research Monograph, \The Impact of Health on Education Access and Attainment: A Cross-National Review of the Research Evidence\ (Pridmore, 2007) [ED508614]. (Contains 3 figures.)… [PDF]

Cloud, Fred (1973). A Human Rights Strategy for 1973-76. Journal of Intergroup Relations, 2, 4, 27-32, Sum 73. Proposes four elements of a human rights strategy to achieve an equitable society: (1) strengthen human rights law enforcement and training; (2) stop blaming the victims; (3) work together on mutual concerns; and, (4) support each other. (Author/JM)…

Atkinson, Donald R. (1981). Selection and Training for Human Rights Counseling. Counselor Education and Supervision, v21 n2 p101-08 Dec. Examines the shortcomings of traditional counselor selection and training procedures, and presents suggestions for improving them vis-a-vis human rights counseling. Discusses recruitment and admission issues in counselor selection and the goals of human rights counseling. (Author/RC)…

Berman, Howard R. (1985). Teaching Human Rights Law. Journal of Legal Education, v35 n3 p428-44 Sep. The international community has developed a system of human rights law relevant to many areas of legal encounter, which American law schools have been slow to incorporate into curricula. Teaching human rights law provides an opportunity for law schools to enrich the learning process and contribute creatively to the respect for rights in society. (MSE)…

Henkin, Louis; And Others (1983). International Human Rights: Politics & Law. A Syllabus. Revised. Designed for first year graduate students in political science, international relations, and law, this course focuses on the contemporary concern with human rights in its international political context. The course is intended to be taught in 14 two-hour sessions; it can also be broken down into single-hour sessions. There are four major parts to the syllabus. Part 1 explores the roots and modern history of the idea of individual rights. In part 2, human rights are considered as the objective of the \International Human Rights\ movement born in 1945. Part 3 addresses the problem of trying to realize human rights in an international political system made up of sovereign states whose policies reflect their national interest. Part 4 deals with human rights and foreign policy. Students are expected to read journal articles and selections from books and participate in classroom discussions. Provided for each session is a brief description of the course content, an outline of major points…

Tibbitts, Felisa (1996). On Human Dignity: The Need for Human Rights Education. Social Education, v60 n7 p428-31 Nov-Dec. Describes recent developments and resources in the rapidly growing field of human rights education. Explains the importance of teaching this subject with a global perspective. Includes a human rights lesson plan, student exercises, and a list of selected resources. (MJP)…

Nelson, Jack L. (1980). On the Study of International Human Rights. Social Education, v44 n5 p398,400-01 May. Education in international human rights needs to develop informed critical judgment for considering human rights principles and applying them in the examination of conditions in any country. The purpose should not be to further nationalistic or imperialistic education. (Author/KC)…

(1974). Report of the Symposium on Population and Human Rights (Amsterdam, January 21-29, 1974). The Symposium on Population and Human Rights drew together 28 experts in various disciplines to formulate scientific opinion on the interrelationships between population and human rights and, more specifically, to provide inputs for the World Population Plan of Action. The symposium devoted its attention to the human rights standards which have a direct influence on the three main demographic variables of fertility, mortality, and migration. The symposium report contains a summary of the main conclusions reached during the week-long meeting. Areas of concensus for each of the demographic variables, including internal and international migration, are spelled out. Other sections present summaries of discussions on the implications of population trends for the formulation and exercise of human rights; on roles of the community, state, and other institutions in safeguarding and promoting human rights in the light of population trends; and on the role of international organizations in… [PDF]

Souto-Manning, Mariana (2016). Honoring and Building on the Rich Literacy Practices of Young Bilingual and Multilingual Learners. Reading Teacher, v70 n3 p263-271 Nov-Dec. In this article, the author invites teachers of children who are bilingual, multilingual, and at promise for bi-/multilingualism to honor and build on their rich literacy practices. To do so, she challenges ideas and labels that continuously disempower bilingual and multilingual learners. Souto-Manning establishes the understanding that education is a human, civil, and legal right and briefly reviews the laws determining the education of bilingual children in the United States. In doing so, she explores issues of access and equity in education, then focuses on Ladson-Billings's concept of culturally relevant teaching and shares examples of culturally relevant teaching in action. These examples come from dual-language and ESOL classrooms in the United States. She concludes by inviting readers to consider ways to honor and build on the language and literacy practices of bilingual and multilingual learners…. [Direct]

Ledbetter, Pat (2002). Incorporating Human Rights into the College Curriculum. This paper recounts development of a community college humanities course titled Human Rights/Human Wrongs: The History, Philosophy, Law, Art, and Literature of the Human Rights Movement. The author argues that a special focus, interdisciplinary course provides a broader base for exploring and understanding most of the pressing issues of our time. Following World War II, the United Nations' newly organized Human Rights Commission, chaired by Eleanor Roosevelt, was charged with drafting an international bill of rights. The result was the adoption by the UN of the Universal Declaration of Human Rights. The author uses the document as a textual basis for the class, which explores human rights issues in six units. The first unit explores the early modern period and the struggle for indigenous rights; the second unit examines issues of slavery; the third looks at industrialization and the labor movement and the demands for economic and social rights; the fourth unit takes up the issue of… [PDF]

Cooling, Trevor (2014). Review Article: Facing Two Ways? Reflections on Recent Research on Religious Schools. Journal of Beliefs & Values, v35 n1 p123-126. In this article, author Trevor Cooling presents a review of three books that disseminate recent research on religious schools. The first, "Leadership and Religious Schools: International Perspectives and Challenges," edited by Michael T. Buchanan, is an edited volume of essays about leadership in religious schools. Editor Michael Buchanan explains that the collection has been put together "to encourage leaders and potential leaders in religious schools to think more critically and broadly about their role as leaders." There are eleven chapters, each of which is focused on a topic of interest to the author in question. The topics covered in the chapters are varied, and move from globalisation to issues relating to human identity, a human-rights based curriculum, peace education, loneliness, leading through service, secularity, and finally to the educational thought of Fethullah Gulen. The second book,"Fragmented Catholicity and Social Cohesion: Faith Schools… [Direct]

Donahue, David M. (2000). Lesbian, Gay, Bisexual, and Transgender Rights: A Human Rights Perspective. Human Rights Education Series, Topic Book. This curriculum is intended to further thoughtful examination and responsible action among high school students about lesbian, gay, bisexual, and transgender (LGBT) issues. Unlike other curricula this discussion is not in the context of civil or political rights but in the broader context of human rights. These rights, as defined in the Universal Declaration of Human Rights, include, among others, the right to education, identity, security, assembly, expression, employment, health, and family–all relevant to the current discussion of LGBT rights. The activities in the curriculum promote appropriate action in addition to reflection and discussion. Students are asked to take responsibility for the homophobia that causes human rights abuses. The curriculum aims to prepare students for responding in meaningful ways to such abuses. It is divided into the following parts: "Part 1: Introduction"; "Part 2: Activities" contains: (1) "Words Really Matter: Examining…

Glasson, George E. (2010). Revitalization of the Shared Commons: Education for Sustainability and Marginalized Cultures. Cultural Studies of Science Education, v5 n2 p373-381 Jun. Education for sustainability provides a vision for revitalizing the environmental commons while preserving cultural traditions and human rights. What happens if the environmental commons is shared by two politically disparate and conflicting cultures? As in many shared common lands, what happens if one culture is dominant and represents a more affluent society with more resources and educational opportunities? In the case of the Tal and Alkaher study (Cult Stud Sci Edu, "2009"), asymmetric power differences between the dominant Israeli society and the minority Arab population yielded different environmental narratives and perceptions of students involved in learning about a mediated conflict in national park land. Similarly, marginalized indigenous cultures in Malawi, Africa share common lands with the dominant European landowners but have distinctly different environmental narratives. Although indigenous ways of living with nature contribute to the sustainability of the… [Direct]