Phillipson, Robert, Ed.; Skutnabb-Kangas, Tove, Ed. (1995). Linguistic Human Rights: Overcoming Linguistic Discrimination. A collection of essays on linguistic human rights includes: "Combining Immigrant and Autochthonous Language Rights: A Territorial Approach to Multilingualism" (Francois Grin); "On the Limits of Ethnolinguistic Democracy" (Joshua A. Fishman); "Linguistic Human Rights and Educational Policy in Russia" (Alexei A. Leontiev); "Linguistic Human Rights, Past and Present" (Tove Skutnabb-Kangas, Robert Phillipson); "Typology of Language Legislation" (Joseph-G. Turi); "Personal Names and Human Rights" (Bjorn H. Jernudd); "Language Policy in the United States: A History of Cultural Genocide" (Eduardo Hernandez-Chavez); "The Discourse of Disinformation: The Debate on Bilingual Education and Language Rights in the United States" (Jim Cummins); "Beyond Linguistic Policy: The Soviet Union versus Estonia" (Mart Rannut); "Maori Language Rights in New Zealand" (Timoti S. Karetu); "The Sami…

Castberg, Frede (1974). The European Convention on Human Rights. Revised. This book outlines the contents of the Convention for the Protection of Human Rights and Fundamental Freedoms and its Protocols 1 and 4. The major goal of the Convention, which constitutes an innovation in international law, is to guarantee the protection of \human rights\ by allowing both member states and individuals to institute proceedings against a member state, alleging a violation of human rights. The Convention and Protocol 1 have formed the basis of extensive case law in Strasbourg, Austria. The author has attempted to explain these provisions, primarily by using the material now contained in the comprehensive collections of decisions of the European Commission of Human Rights, as well as its reports, and in the judgments of the court. Of the more than 6,000 cases that have been submitted to the Commission since its institution in May 1954, the author has included only such cases that appear to be of interest from the point of view of legal or political principles or which…

(1982). International Education: Values and Perspectives on…Four Human Rights. Teacher Edition. This handbook is for use in teacher center or school district inservice programs designed to raise the levels of teacher interest, understanding, and involvement in incorporating international education into the curricula of the public schools. The introduction in the first section provides background information on the use of the guide and explains its approach toward international education. In the second section, a broad overview is presented of issues and problems involved in securing human rights, and the third section compares human rights under different government forms: democracy, authoritarian dictatorship, and totalitarian dictatorship. In the fourth section, the focus is upon four human rights: (1) the right to due process and a fair trial; (2) freedom of association; (3) freedom of the press; and (4) the right to vote. Each right is treated in a separate chapter. A pertinent section of the United Nations Universal Declaration of Human Rights is quoted, followed by a… [PDF]

Atolagbe, Emman O.; Otubanjo, Femi (1984). Attitudes of Nigerian College Students towards Fundamental Human Rights. Social Behavior and Personality, v12 n1 p91-96. Assessed the attitudes of Nigerian college students (N=570) on human rights issues. Results indicated that university students in Nigeria seem to have a fairly positive assessment of the institutional, political, and legal opportunities for the enjoyment and defense of human rights in Nigeria. (LLL)…

Goldwyn, Merrill Harvey (1983). Teaching Literature and Human Rights: Curricular Possibilities. Improving College and University Teaching, v31 n4 p149-54 Fall. A course emphasizing the relationship between literature and human rights can provide opportunities to examine the history of social protest literature and to look at the distinctions between authors and cultural or historical contexts. One such course used guest lecturers involved in human rights struggles and special events outside the classroom. (MSE)…

Kitching, Ansie Elizabeth; Magare, Ishmael; Roos, Vera (2010). Educators' Experiences of Inclusive Learning Contexts: An Exploration of Competencies. Perspectives in Education, v28 n1 p52-63 Mar. The successful implementation of inclusive education relies heavily on educators. Inclusive education is based on values such as human dignity, equality, human rights and freedom. The complexity of the interactive relationships between different systems, such as learners, educators, families, schools and the learning context, was recognised in this research and an eco-systemic perspective consequently applied. Our purpose in the research was to explore the experiences of educators in ordinary schools regarding the challenges experienced in inclusive learning contexts and to identify the competencies they used to deal with some of these challenges. A qualitative research design was chosen, using a case study. The study was conducted in North-West Province at a secondary School. Various contextual and microsystemic barriers that threatened an enabling learning environment were observed. Seven educators, one male and six female, were purposively selected for the study, and three methods… [Direct]

Mock, Karen R. (1997). Hate on the Internet. Focus on Human Rights. Canadian Social Studies, v32 n1 p5-6 Fall. Discusses the recent plethora of Web sites that are sponsored by racist organizations in Canada. The Canadian Human Rights Commission is exploring whether they have jurisdiction over some of these activities according to the Canadian Human Rights Act. Briefly profiles some of the groups and their activities. (MJP)…

Frazier, Louise; And Others (1981). Elementary School Guide for Teaching about Human Rights. This is an elementary school guide for teaching about human rights prepared for use in the Detroit, Michigan public schools. The guide presents a number of overall goals and specific educational objectives in the area of human rights. Each of these objectives is paired with corresponding classroom activities and resource materials. Topics of study include equality of races, the interdependence of people, the need for mutual understanding, the role of the government in human rights, the impact of apathy in fostering inhumane conditions, the ways in which racism, sexism, and genocide develop, and the destructive effects of myths and stereotypes. (APM)…

Nash, Evelyn; And Others (1981). High School Guide for Teaching about Human Rights. This is a high school guide for teaching about human rights prepared for use in the Detroit, Michigan public schools. The guide presents a number of overall goals and specific educational objectives in the area of human rights. Each of these objectives is paired with corresponding classroom activities and resource materials. Topics of study include equality of race, the interdependence of people, the need for mutual understanding, the role of government in human rights, the impact of apathy in fostering inhumane conditions, the ways in which racism, sexism, and genocide develop, and the destructive effects of myths and stereotypes. (APM)…

Todorov, Karen; And Others (1981). Middle School Guide for Teaching about Human Rights. This is a middle school guide for teaching about human rights prepared for use in the Detroit, Michigan public schools. The guide presents a number of overall goals and specific objectives in the area of human rights. Each objective is paired with corresponding classroom activities and resource materials. Topics of study include equality of race, the interdependence of people, the need for mutual understanding, the role of the government in human rights, the impact of apathy in fostering inhumane conditions, the ways in which racism, sexism, and genocide develop, and the destructive effects of myths and stereotypes. (APM)…

Anderson, Emily E.; Bierer, Barbara E.; Chaudhari, Swapnali; Cholka, Brooke; Fernandez Lynch, Holly; Hurley, Elisa A.; Johnson, Ann; Rowe, Jessica; Serpico, Kimberley; Singleton, Megan (2023). Engaging Key Stakeholders to Overcome Barriers to Studying the Quality of Research Ethics Oversight. Research Ethics, v19 n1 p62-77 Jan. The primary purpose of Institutional Review Boards (IRBs) is to protect the rights and welfare of human research participants. Evaluation and measurement of how IRBs satisfy this purpose and other important goals are open questions that demand empirical research. Research on IRBs, and the Human Research Protection Programs (HRPPs) of which they are often a part, is necessary to inform evidence-based practices, policies, and approaches to quality improvement in human research protections. However, to date, HRPP and IRB engagement in empirical research about their own activities and performance has been limited. To promote engagement of HRPPs and IRBs in self-reflective research on HRPP and IRB quality and effectiveness, barriers to their participation need to be addressed. These include: extensive workloads, limited information technology systems, and few universally accepted or consistently measured metrics for HRPP/IRB quality and effectiveness. Additionally, institutional leaders… [Direct]

Marginson, Simon; Nyland, Chris; Ramia, Gaby; Rawlings-Sanaei, Felicity; Sawir, Erlenawati (2009). The Social and Economic Security of International Students: A New Zealand Study. Higher Education Policy, v22 n4 p461-482 Dec. International education has generated complex problems of governance. As well as being beneficiaries of educational services and consumers of a product, international students are also migrants, workers and beings with civil rights. Arguably, the regulation of international student security as consumer protection fails to recognize this full range of human rights. The research consisted of 70 semi-structured interviews with international students at two institutions in New Zealand, which has devised a unique consumer protection regime embodied in the New Zealand Code of Practice for the Pastoral Care of International Students. Student problems in relation to language difficulties, finances, accommodation, personal safety and freedom from discrimination, and social integration are discussed. The study finds that support services do not fully cater for the needs of international students nor accord them the full range of potential rights. The Code covers some but not all aspects of… [Direct]

Oosthuizen, I. J.; Rossouw, J. P. (2008). Student Rights and Misconduct in South Africa: A Balancing Act. International Journal of Educational Reform, v17 n2 p120-132 Spr. The current emergence of a human rights culture in South African educational practice has direct bearing on the approach to learner misconduct in public schools. A variety of landmark court cases are discussed here that deal with, inter alia, the school governing body's right to delegate certain powers, the occasional withdrawal of learners' privileges, and the acknowledgment of students' cultural and religious rights. Regarding serious misconduct, it is important to note that despite a single student's constitutional right to basic education, circumstances may occur where the rights of the law-abiding majority of the student body outweigh the right of a misbehaving student. (Contains 25 notes.)… [Direct]

Williams, Mary Louise (1997). Human Rights–The Answer to Peace? Teaching Strategy. Update on Law-Related Education, v21 n1 p9-11 Win. Presents a lesson plan teaching students to analyze and evaluate the effectiveness and importance of human rights to world peace. Instructional handouts form the basis for student discussion on the history, need, and future of human rights. Debriefing serves as a check to determine whether students understand the material. (MJP)…

Eide, Asbjorn (1998). The Historical Significance of the Universal Declaration. International Social Science Journal, n158 p475-97 Dec. Explains the historical significance of the Universal Declaration of Human Rights. Focuses on the initiative for the Declaration and its elaboration, the precursors to modern human rights, the foundation of the Declaration, the rights contained in the Universal Declaration, three modes of human rights analysis, and global governance and human rights. (CMK)…

(1998). Special Issue: Labour Rights, Human Rights. International Labour Review, v137 n2 p127-293. Includes "Introduction"; "International Labour Standards and Human Rights" (Valticos); "The Origins of Convention No. 87 on Freedom of Association and the Right to Organize" (Dunning); "Human Rights Law and Freedom of Association" (Swepston); "Freedom of Association" (von Potobsky); "The ILO [International Labour Organization] Declaration of 1998 on Fundamental Principles and Rights" (Kellerson); and "Annotated Bibliography." (SK)…

Murphey, Carol E. (1998). Celebrating Human Rights: The 50th Anniversary of the U.N. Declaration. Social Studies Review, v38 n1 p90-92 Fall-Win. Responds to the 50th anniversary of the United Nations' Universal Declaration of Human Rights (UDHR) by arguing that elementary school is an appropriate place to begin teaching about human rights. Outlines the rights enumerated in the UDHR, provides related activities for primary and intermediate grades, and suggests related Web sites. (DSK)…

Geith, Christine; Vignare, Karen (2008). Access to Education with Online Learning and Open Educational Resources: Can They Close the Gap?. Journal of Asynchronous Learning Networks, v12 n1 p105-126 Feb. One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights \to\ and \in\ education. The authors examine OER and online learning growth and financial sustainability and explore potential scenarios to address the global education gap. (Contains 2 tables and 3 figures.)… [PDF] [Direct]

Reardon, Betty A. (1994). Human Rights and Values Education: Using the International Standards. Social Education, v58 n7 p427-29 Nov-Dec. Asserts that, in teaching about human rights, the international standards should be the fundamental core of the content and values to be communicated. Recommends that teachers should use the Universal Declaration of Human Rights as the standard by which the actions of individuals and governments should be compared. (CFR)…

Adams, Bonne Sue; Schniedewind, Nancy (1988). A Systemwide Program of Human Rights Education. Educational Leadership, v45 n8 p48-50 May. Shoreham-Wading (New York) River School Distict's long-term goal is to build awareness of human rights into teachers' and students' daily activities. Staff workshops and planned human rights activities help school community members explore preconceived beliefs and attitudes and develop personal power, group support, and critical awareness. An inset provides a list of resources. (MLH)…

Shiman, David (1999). Human Rights and Foreign Policy: A Lesson Plan. Social Education, v63 n1 p58-60 Jan-Feb. Presents a lesson plan for grades 9 through 12 that examines the making of foreign policy based on human-rights concerns. Helps students to understand the complexities of international relations and to clarify the beliefs and values about the appropriate role of human rights when making foreign policy. Provides two handouts. (CMK)…

Fernekes, William R.; Shiman, David A. (1999). The Holocaust, Human Rights, and Democratic Citizenship Education. Social Studies, v90 n2 p53-62 Mar-Apr. Believes that there are connections among the study of the Holocaust, genocide, and human rights that support a vision of democratic citizenship. Provides three themes that focus on human rights issues by exploring the Holocaust: (1) constructing the other; (2) rationalizing injustice; and (3) courage and resistance to patterns of oppression. (CMK)…

Heater, Derek (1984). Human Rights Education in Schools: Concepts, Attitudes and Skills. The first two chapters of this study concern (1) the neglect of human rights education in the schools and problems associated with this neglect and (2) objectives of human rights education. Objectives include knowledge of historical developments; knowledge of contemporary declarations, conventions, and covenants; knowledge of some major infringements of human rights; understanding the distinction between political/legal and social/economic rights; understanding the basic concepts; understanding the relationship between individual, group, and national rights; appreciation of one's prejudices and the development of tolerance; appreciation of the rights of others; sympathy for those who are denied rights; and developing intellectual and action skills. Other chapters discuss major concepts in human rights, values and attitudes that should be fostered, and intellectual and action skills that should be fostered. The conclusion stresses the need for the continuation of 18th century…

Adams, Juanita, Ed. (1988). Universal Declaration of Human Rights: 40th Anniversary. December 10, 1988, marks the 40th anniversary of the adoption by the United Nations of the Universal Declaration of Human Rights. The Declaration represents the first comprehensive, global statement on basic human rights, embracing many of the values long held by U.S. citizens; and it urges all peoples and all nations to promote respect for the rights it proclaims and to strive for their universal and effective recognition and observance. The lessons of World War II demonstrated that governments which deny basic human rights to their own people are likely to use aggression to deny human rights to people of other countries. The United States has led the effort to expand observance of the Declaration's principles throughout the world. A history of the process leading to the Declaration, its implementation through the years, and the continuing effort to implement the Declaration are given. The Declaration itself is reproduced in the appendix. (PPB)… [PDF]

Cumper, Peter (2004). Sex Education and Human Rights–A Lawyer's Perspective. Sex Education: Sexuality, Society and Learning, v4 n2 p125-136. The Human Rights Act 1998 is the most significant British statute to have been passed in the last decade. It has already been the catalyst for a series of high profile cases, ranging from the privacy rights of celebrities ("Douglas v Hello!" [2001] QB 967) to the Home Secretary's sentencing powers in murder cases ("R (Anderson) v Secretary of State for the Home Department" [2002] 4 All ER 1089). Yet, beyond the media spotlight, the real influence of the Human Rights Act 1998 lies in the fact that individuals and groups have, for the first time, been accorded the opportunity to invoke in the national courts a series of fundamental human rights. In this paper I will consider one area that is likely to be affected–the extent to which the Human Rights Act will have an impact on the law relating to sex and relationship education (SRE)…. [Direct]

Donnelly, Jack (1988). Human Rights at the United Nations 1955-85: The Question of Bias. International Studies Quarterly, v32 n3 p275-303 Sep. Investigates charges of bias and double standards at the United Nations as applied to the organization's human rights work since the 1950s. Argues that bias is a major impediment to increasing the U.N.'s effectiveness in human rights works. (GEA)…

Duffy, Joe; Mc Call, Susannah; Taylor, Brian (2006). Human Rights and Decision-Making in Child Protection through Explicit Argumentation. Child Care in Practice, v12 n2 p81-95 Apr. A recent judgement in February 2005 by the Lord Chief Justice in Northern Ireland that a Health and Social Services Trust had breached a parent's Article 8 Right to Family Life in the process used to take a young child into care has stimulated major debate about the interface between the Human Rights Act (1998) and professional decision-making in child protection work in Northern Ireland and across Europe. This article examines the interface between the Human Rights Act and the paramountcy principle in the Children (NI) Order 1995 in relation to statutory interventions to protect children. It explores the increasing sophistication required of social work recommendations to courts in complex situations involving conflicting rights and considers the impact of adopting a structured model of explicit argumentation. (Contains 1 note.)… [Direct]

Aypay, Ahmet; Karaman-Kepenekci, Yasemin (2009). Teachers' Perceptions of Tolerance in Teacher-Administrator Relationships in Turkey. International Journal of Leadership in Education, v12 n1 p51-71 Jan. The concept of tolerance is closely related to education. There has been a growing body of literature on the issue of tolerance in schools, since it directly influences the school climate. This study has investigated teacher perceptions of tolerance in teacher-administrator relationships in state schools in Turkey. A sample of 308 teachers was surveyed. The validity of dimensions of tolerance was established. Teacher perceptions were found to differ according to experience; no significant differences were found regarding participants' gender and age. A significant difference was found according to whether participants had previously received human rights training and there was a negative relationship between administrator tolerance/administrator intolerance and administrator intolerance/teacher tolerance. The study concluded that there should be a balance in teacher-administrator and teacher-teacher relationships. The suggestion is made that high levels of tolerance may yield… [Direct]

Peetsma, Thea T. D.; Ruijs, Nienke M. (2009). Effects of Inclusion on Students with and without Special Educational Needs Reviewed. Educational Research Review, v4 n2 p67-79. In many countries, education policies are shifting towards inclusive education. Human rights have always been an important argument for this development, but the effects on students should be an important factor when designing policies. In this review, therefore, literature on the effects of inclusion on both students with and without special educational needs is described. The review covers not only effects on cognitive development, but also socio-emotional effects. In general, the results show neutral to positive effects of inclusive education. The academic achievement of students with and without special educational needs seems to be comparable to non-inclusive classes or even better in inclusive classes. However, there may be some differential effects for high- and low-achieving students without special educational needs. Regarding social effects, children with special educational needs seem to have a less favourable social position than children without special educational needs…. [Direct]

Cooper, Michael (1998). The Birth of the Universal Declaration of Human Rights. Social Education, v62 n5 p302-05 Sep. Outlines the history of the ideals and enactment of the United Nations' Universal Declaration of Human Rights (UDHR). Includes a discussion of the origins of the concept of human rights, the impact of World War II, the role of nongovernmental organizations, and the process of drafting and adopting the UDHR. (DSK)…