Smith, William C., Ed. (2016). The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice. Oxford Studies in Comparative Education. Symposium Books The past thirty years have seen a rapid expansion of testing, exposing students worldwide to tests that are now, more than ever, standardized and linked to high-stakes outcomes. The use of testing as a policy tool has been legitimized within international educational development to measure education quality in the vast majority of countries worldwide. The embedded nature and normative power of high-stakes standardized testing across national contexts can be understood as a global testing culture. The global testing culture permeates all aspects of education, from financing, to parental involvement, to teacher and student beliefs and practices. The reinforcing nature of the global testing culture leads to an environment where testing becomes synonymous with accountability, which becomes synonymous with education quality. Underlying the global testing culture is a set of values identified from the increasing literature on world culture. These include: education as a human right,… [Direct]

Boris, Elizabeth T.; de Leon, Erwin (2010). The State of Society: Measuring Economic Success and Human Well-Being. Urban Institute (NJ1) This report was commissioned by the Center for Partnership Studies (CPS) to explore progress toward national indicators that measure both human well-being and economic success. These two measurements are interconnected, particularly as society moves further into the postindustrial knowledge and information age where economic success heavily depends on investment in human capacity development. In this study, the authors provide an overview of a broad range of existing measures that go beyond gross domestic product (GDP) to offer a more complete and accurate picture of how a society and its economy are faring. Particular attention is given to data still generally marginalized on the economic and social status of the majority of every society–women and children–and to how this correlates with both a nation's quality of life and its economic success. Based on a review of the literature and an analysis of major arguments and rationales for moving beyond GDP as a measure of national… [PDF]

Tibbitts, Felisa (1994). Human Rights Education in Schools in the Post-Communist Context. European Journal of Education, v29 n4 p363-76. The imperatives and complexities of introducing human rights principles at primary and secondary school levels in postcommunist societies are presented, focusing on presentation of concepts of individualism, democracy, and human rights in textbooks; teaching practices that reinforce learner-centered approaches; and consideration of a national context of political uncertainty, centralized policymaking traditions, and resource shortages. (JDD)…

Wronka, Joseph (1994). Human Rights and Social Policy in the United States: An Educational Agenda for the 21st Century. Journal of Moral Education, v23 n3 p261-72. Contends that human rights education, particularly in the United States, tends to emphasize civil and political rights. Argues the need to emphasize economic and social rights and the interdependency of human rights. Contends that moral education should open discussion and scholarship so that students will choose their values. (CFR)…

Stone, Lester D. (1990). Motivation, Civil Rights, Human Rights. Journal of Intergroup Relations, v17 n1 p18-25 Spr. Distinguishes between civil rights, which pertain to legal protections, and human rights, which deal with basic rights as a human being. Discusses the worldwide quest for freedom, justice, and equality; and reviews the development of the civil rights movement in the United States since 1955. (FMW)…

Wiseberg, Laurie S. (1976). Human Rights in Africa: A Double Standard?. Intellect, 105, 2377, 74-7, Sep/Oct 76. Examines the record of independent Africa regarding human rights. (Editor/RK)…

Daehnke, Jon; Lonetree, Amy (2011). Repatriation in the United States: The Current State of the Native American Graves Protection and Repatriation Act. American Indian Culture and Research Journal, v35 n1 p87-98. Repatriation in the United States today is synonymous with the passage of the Native American Graves Protection and Repatriation Act (NAGPRA). Although repatriations of Native American ancestral remains and cultural objects certainly occurred–and continue to occur–outside of the purview of NAGPRA, this law remains the centerpiece of repatriation activities in the United States. NAGPRA is important human-rights legislation, designed first and foremost to address the historical inequities created by a legacy of past collecting practices; the continual disregard for Native religious beliefs and burial practices; and a clear contradiction between how the graves of white Americans and graves of Native Americans have been treated. NAGPRA attempts to address these inequities by giving Native American communities greater control over the remains of their ancestors and cultural objects, and the law has provided some measure of success in this regard. But in the nearly twenty years since its… [Direct]

Frazier, Louise; And Others (1981). Social Studies: Elementary School Guide for Teaching about Human Rights. Human rights are those essentials of human existence that are inherent in the species. They are moral claims that satisfy the basic needs of all human beings. Ten major goals and numerous objectives were developed to undergird the Detroit (Michigan) curriculum, and this guide is established around the 10 major goals for teaching students about human rights with activities and resources appropriate for elementary students. Each of the 38 lessons is structured around one of the major goals and provides objectives, learner outcomes, activities, and resources. The 10 goals help develop understandings that: (1) all people are interdependent; (2) all ethnic groups are unique and worthwhile; (3) the United Nations' Universal Declaration of Human Rights and the Declaration of the Rights of the Child are a goal for world peace and cooperation; (4) governments at national, state, and local levels affect one's human rights; (5) self-esteem in individuals is enhanced through the knowledge of…

(2009). The MacArthur Foundation in Nigeria: Report on Activities. John D. and Catherine T. MacArthur Foundation In 2007, Nigeria passed an important milestone: one elected government passed power to another for the first time in the nation's history. Though imperfect, the poll demonstrated powerfully that Nigeria's representative democracy was not a transient phase between periods of military repression but a growing reality. For 20 years, the MacArthur Foundation has given grants in Nigeria, in the belief that Africa's most populous nation was going through a transition of significance for the whole of sub-Saharan Africa. MacArthur has invested $100 million and supported almost 500 individuals and organizations committed to the vision of a Nigeria that is free and fair, and offers opportunity to all its citizens. MacArthur's efforts concentrate in three areas: (1) Strengthening Nigeria's universities; (2) Reducing maternal mortality and improving sexual and reproductive health; and (3) Advancing respect for human rights and the rule of law. This report describes the Foundation's grantmaking… [PDF]

Avruch, Kevin (2009). Transforming Conflict Resolution Education: Applying Anthropology alongside Your Students. Learning and Teaching: The International Journal of Higher Education in the Social Sciences, v2 n2 p8-22 Sum. This article describes the role graduate students can play in transforming their education in the emergent field of Conflict Analysis and Resolution, as occurs at the Institute for Conflict Analysis and Resolution (ICAR), at George Mason University, Washington, DC. It also unpacks how anthropology plays a role in the education of these students at the Master's and Doctoral levels. The primary contribution of anthropology to the conflict resolution curriculum has been conceptual, around the notion of culture. Most of our MS graduates, and many PhDs, work in government or NGOs specialising in development, human rights or conflict resolution, coming from diverse backgrounds with mature life experiences and without prior training in anthropology. Only four of our 21 faculty are anthropologists. This article discusses why these diverse graduate students and their anthropological faculty viewed the traditional foundations of the field of conflict analysis and resolution as inadequate, and… [Direct]

Angus, Carolyn (2009). World Class: USBBY's Outstanding International Books for Young People. School Library Journal, v55 n2 p36-39 Feb. Some of the world's best children's book artists got together to help Amnesty International celebrate the Universal Declaration of Human Rights' 60th anniversary in "We Are All Born Free," one of the 42 titles recommended by the fourth annual United States Board on Books for Young People's (USBBY) Outstanding International Books committee. This article presents other titles which offer young people the best of children's literature from faraway places–books that introduce them to outstanding authors and illustrators from other countries, help them see the world from other points of view, and provide another perspective or address a topic that may be missing from children's books in the United States. Although English-language books from Canada, Australia, New Zealand, and the United Kingdom still represent the majority of titles on the 2009 USBBY Outstanding International Books list, this year's selections include volumes from South Korea, India, Japan, Germany, Norway,… [Direct]

Petovello, Laura R. (1994). The Spirit That Moves Us. A Literature-Based Resource Guide on Teaching about the Holocaust & Human Rights, Grades Kindergarten through Four. The Holocaust Human Rights Center of Maine is dedicated to providing assistance and support to Maine's teachers on the study and participation of human rights and on teaching the Holocaust. This guide was created to reinforce the purpose and objectives of "Maine's Common Core of Learning," relating to citizenship, human rights, and cultural pluralism. The volume includes the following chapters: (1) "Introduction" which gives the objectives and an overview of the guide; (2) "Celebrating Diversity" including the power of naming, race versus ethnicity, and ethnic diversity in Maine; (3) "Learning from Many Cultures" covers guidelines for choosing multicultural books and teaching about Native Americans; (4) "Creating Community" explains the meaning of community, how to make communities competent, shows how human rights are expressions of community values and makes connections between community, human rights, and citizenship; (5)…

Lindahl, Ronald (2006). The Right to Education in a Globalized World. Journal of Studies in International Education, v10 n1 p5-26. This article explores the fundamental issues related to education as a human right, particularly in the context of rapid globalization. The 1948 Universal Declaration of Human Rights, the United Nations' 1959 Convention on the Rights of the Child, and the UN International Covenant on Economic, Social, and Cultural Rights all declare education to be a fundamental human right. Further discussion has continued at the Education for All conferences held in Thailand in 1990 and Senegal in 2000 as well as in the International Commission on Education for the 21st Century's report to the UN Educational, Scientific, and Cultural Organization. However, there is no consistent definition of what amounts, qualities, forms, and content of education meet the minimum requirements to fulfill that right. In a globalized world, this issue becomes even more complex. Questions arise as to who should provide education, for whom, how, with what content, and under what conditions…. [Direct]

McGregor, Catherine (2008). Norming and "ReForming": Challenging Heteronormativity in Educational Policy Discourses. Canadian Journal of Educational Administration and Policy, n82 p1-38 Sep. Since the early 1990s, the advocacy of teachers and other queer allies have sought to alter the curriculum and educational policies of British Columbia's schools so that queer youth are no longer harassed, bullied, ridiculed or discriminated against by the system, teachers, and other students. Court decisions and Human Rights Tribunals have recently imposed more inclusive policy responses by government and school districts respectively. This article considers to what extent such legal discourses are remediated by competing discourses and practices. The article concludes by considering the limitations of policy priming as an advocacy strategy, and considers what approaches might be taken to achieve civically informed outcomes. (Contains 6 footnotes.)… [PDF]

Mirici, Ismail Hakki (2008). Training EFL/ESL Teachers for a Peaceful Asia-Pacific Region. Asia Pacific Education Review, v9 n3 p344-354. In this experimental study which is based on qualitative and quantitative data collection from an experimental and a control group, it has been found that when some educational terms in English Language Teacher Training programs are strengthened in meaning through some adaptations to better convey the message, their effectiveness is increased. Therefore, it is suggested that foreign or second language teachers in the Asia-Pacific region should not teach the target language only for linguistic and communicative purposes but also to introduce characteristics of different cultures and to contribute to educating people who enjoy similarities, respect differences and value human rights. (Contains 1 table and 2 figures.)… [PDF] [Direct]

Davies, Lynn (2008). Gender, Education, Extremism and Security. Compare: A Journal of Comparative Education, v38 n5 p611-625 Oct. This paper examines the complex relationships between gender, education, extremism and security. After defining extremism and fundamentalism, it looks first at the relationship of gender to violence generally, before looking specifically at how this plays out in more extremist violence and terrorism. Religious fundamentalism is also shown to have gendered concerns. The paper concludes with drawing together the educational implications of these analyses, arguing for a politicised education to promote both national and personal security. Five components are proposed: acceptance of ambiguity rather than absolutism and single truths; a secular basis in human rights; breaking down \otherness\; reconciliation rather than revenge; and free speech and humour. (Contains 1 table.)… [Direct]

Cassara, Catherine (1998). U.S. Newspaper Coverage of Human Rights in Latin America, 1975-1982: Exploring President Carter's Agenda-Building Influence. Journalism and Mass Communication Quarterly, v75 n3 p478-86 Aut. Contributes to scholarship on agency building (how sources influence media agenda). Shows that President Jimmy Carter's elevation of human rights to a major foreign policy concern brought more news coverage to the region, more coverage of human rights, and measurable changes in the caliber of the reporting. (SR)…

Thompson, Kenneth (1978). New Reflections on Ethics and Foreign Policy: The Problem of Human Rights. Journal of Politics, v40 n4 p984-1010 Nov. Explores how ethics and power interact in the arena of politics with particular emphasis on foreign policy and human rights issues. Topics discussed include President Carter's human rights stance, the ubiquity of moral choice, perspectives on world politics, traditional diplomatic approaches, the legal perspective, and diplomatic-legal issues. Journal availability: see SO 507 133. (Author/DB)…

Ramirez, Francisco O. (2012). The World Society Perspective: Concepts, Assumptions, and Strategies. Comparative Education, v48 n4 p423-439. For decades the world society perspective has influenced comparative research on a broad range of issues across the social sciences. The perspective emerged to make sense of an empirical puzzle: why did nation-state after nation-state expand mass schooling after World War II? The perspective evolved to address broader issues such as the authority of science and its influence on the environmental movement, the expansion of the scope of citizenship and its impact on women's rights and, more recently, the rise of an international human rights regime on the one hand and the celebration of universities of excellence on the other hand. The world society perspective has motivated research that examines worldwide and regional trends and generates hypotheses to explain these cross-national developments and variations. This paper first clarifies some of the world society perspective's key assumptions and core arguments as applied to comparative education. Next, the paper situates the world… [Direct]

Miller, Ted; Watson, Sandy (2012). LGBT Oppression. Multicultural Education, v19 n4 p2-7 Sum. There is no question that Lesbian, Gay, Bisexual, and Transgender (LGBT) students are routinely verbally, emotionally, and physically bullied by their classmates in school contexts. Human Rights Watch (2001) concluded that as many as two million U.S. students have been harassed by peers at school due to their sexual orientation, while the Gay Lesbian Straight Educational Network (GLSEN) National School Climate Survey (NSCS, 2005) results indicated that approximately 75% of students reported hearing anti-gay slurs used by their peers (such as "dyke" and "faggot") regularly in the school setting. One of the prevailing reasons why LGBT students perceive their schools to be unsafe is that many of their teachers do not intervene when they (the teachers) witness peer-on-peer LGBT bullying and harassment, effectively allowing the berating and or violent behaviors to continue. To address this issue, the authors apply Paulo Freire's liberatory strategies from his… [PDF]

Brice, Patrick J.; Torney, Judith V. (1979). Children's Concepts of Human Rights and Social Cognition. Recent literature on children's conceptions of social institutions is reviewed, and the results of a pilot study on children's concepts of human rights are described. A series of interview questions was developed based on rights specified in the Universal Declaration of Human Rights. Questions in Part I of the interview concerned a presumed violation of each right (\If in another country it was decided that it was all right to buy and sell people like slaves, so that the country had no rules or laws saying that was wrong, would that be right?\). Follow-up questions were asked to assess the child's reasoning. Additional questions were included to determine whether children of different ages made a distinction between transgressions of human rights and of social conventions. In Part II of the interview students were asked about their understanding of the term \human rights,\ and about their knowledge of rights in other countries and of means to enhance human rights. Two different…

Flaim, Richard F. (1989). Human Rights through Holocaust and Genocide Studies: Achievement and Challenges. (Daniel Roselle Lecture). Journal of the Middle States Council for the Social Studies, v11 p19-23 Fall. Suggests that special interest groups have disrupted efforts to implement curriculum programs on human rights issues. Argues that history cannot be tailored to allow people to hide from the past. Identifies the challenges of battling those who attempt to revise history and of approaching teaching about the Holocaust. Recommends extensive teacher training regarding human rights. (SG)…

Horowitz, Irving Louis (2012). The Wealth of Nations and the Poverty of Analysts. Academic Questions, v25 n1 p144-152 Mar. Now that Colonel Muammar Gaddafi is dead and his forty-two years as despotic ruler of Libya and fomenter of international disorder has come to a permanent halt, it is a good time for governments–both in and beyond the NATO alliance–to review accommodations and agreements made with his regime. It is also time for the academic social policy community to examine its own behavior, especially during the period in which the Gaddafi family dictatorship drew to a close and sought ways to convince democratic nations such as the United States and the United Kingdom that the Lion of Libya had become a Middle East Angel of Mercy. Social scientists have the same right as any other American citizen or British subject to proclaim and advocate political views. Indeed, the history of specialists, especially in international relations, is of scholars with strong views for or against the full panoply of "isms"–from communism, fascism, and socialism to all sorts of intermediate positions…. [Direct]

Carter, Christina E.; Davidson, Russ (1997). Human Rights on the Internet: A Select Bibliography of Web Resources. RSR: Reference Services Review, v25 n1 p51-60. Presents a cross-section of categories of Internet sites that deal with human rights issues: (1) gateway sites; (2) sites that focus on particular broad groups; (3) international organizations; (4) human rights documents; (5) regional and country sites; and (6) news services and periodicals. For each site, information on the sponsor(s), contents, language, searchability, and usefulness for research is provided. (AEF)…

Menon, Bhaskar P. (1989). The United Nations and Its Critics. Social Education, v53 n5 p291-94 Sep. Provides a brief history of the development of the United Nations. Identifies achievements of the United Nations in the promotion of human rights, the translation of the Universal Declaration of Human Rights into binding international covenants, and the establishment of monitoring mechanisms to ensure the protection of human rights. (KO)…

Murphy, Peter (2011). The Paradox of Dialogue. Policy Futures in Education, v9 n1 p22-28. The Council of Europe's 2008 "White Paper on Intercultural Dialogue" signalled–with a measure of deep concern–the limits of multiculturalism and its attendant problems of identity politics, communal segregation, and the undermining of rights and freedoms in culturally closed communities. The White Paper proposed the replacement of the policy of multiculturalism with a policy of intercultural dialogue. The article in response reflects on the paradoxical nature of all discursive models of dialogue, including that of the Council of Europe, and suggests in its place a dramaturgical model of dialogue. All forms of dialogue that rely on discursive interaction run into the problem of incommensurable values, principles and ultimate authorities. From Weber and Kelsen to Castoriadis and Lyotard, this problem has been well assayed. It is not surmountable by the length, relative intensity or presumptive civility of a dialogue. Neither "willingness to listen" nor… [Direct]

Molnar, Alex (1986). \We Hold These Truths to Be Self-Evident . . . \: Human Rights as an Educational Problem. Educational Leadership, v43 n8 p71-72 May. In the last decade, human rights has become a highly visible isssue in United States foreign policy. Schools can't sidestep this controversy, since human rights concerns are an inextricable part of U.S. political heritage. Schools can use a number of teaching approaches to help students understand the complexities and contradictions involved. (2 references) (MLH)…

Krumm, Bernita L. (2006). Women in History–Sarah Winnemucca: Native Educator and Human Rights Advocate. Journal of Women in Educational Leadership, v4 n4 p213-217 Oct. This article profiles Sarah Winnemucca, a Native educator and dedicated human rights advocate who devoted her life to building communication and creating understanding between the Native and white cultures. On March 1, 2005, Congressman Jon Porter of Nevada addressed Congress on a bill to allow for the placement of a statue of Sarah Winnemucca into the National Statutory Hall. "Sarah led an incredible life," Porter asserted, adding that Winnemucca "has become a part of Nevada history that will never be forgotten" (Porter, 2005). One of only eight women represented in the National Statutory Hall Collection, Winnemucca was a spokesperson and advocate for Indian rights. Her autobiography, "Life Among the Piutes," the first published book by a Native American woman, relates the story of white settlement from the Native American perspective. Although she died at the age of 47, Winnemucca's accomplishments were numerous; she is revered as an educator and… [Direct]

Bartlett, Thomas (2008). A President Cites Power of Diversity. Chronicle of Higher Education, v54 n31 pA12 Apr. The Reverend Paul Locatelli has been president of Santa Clara University for 20 years. He was recently appointed as Jesuit secretary for higher education throughout the world and will step down as president of the university later this year. In this interview, Locatelli talks about how Pope Benedict, seeing universities as part of the church's mission to the world, would expect that universities will help in the understanding of the intertwined relationships between knowledge, faith, and culture and how to that end, he would like universities to help address the root cause of problems in today's world, such as poverty, dignity of the human person, international human rights, and the culture of life…. [Direct]

Nickel, James W. (1980). Human Rights and the Rights of Aliens. Working Paper NB-3. This paper examines the issue of human rights and the rights of aliens. Contemporary ideas of human rights and contractarian alternatives to universal rights are reviewed. The obligations of governments to admit refugees and to honor the rights of aliens within their borders are discussed. The right to political participation and right to welfare are also examined as they apply to aliens. The paper concludes with an analysis of the rights of undocumented aliens. (APM)… [PDF]