Sears, Jim; And Others (1989). Teaching Miranda Rights to Students Who Have Mental Retardation. Teaching Exceptional Children, v21 n3 p38-42 Spr. Criminal suspects who are mentally retarded frequently are unable to understand or take advantage of their constitutional rights. Students should receive instruction concerning their rights. Through mock arrest situations, they should be taught to request an attorney, as a cued response reaction to being taken into custody. (JDD)…

Grant, Christine H. B. (1989). Recapturing the Vision. Journal of Physical Education, Recreation and Dance, v60 n3 p44-48 Mar. This article traces the formation, activities, and demise of the Association for Intercollegiate Athletics for Women whose vision was to create an educationally sound and fiscally prudent model for women's intercollegiate athletic programs. The status of these programs during the 1970's and 1980's is discussed and future goals proposed. (IAH)…

Davis, Laddy (1994). Get Your Buildings ADA OK: Implementing a Compliance Plan. School Business Affairs, v60 n1 p21-25 Jan. In 1990, Americans with Disabilities Act (ADA) was passed, and schools must now comply with requirements to remove any physical barriers inhibiting public access to educational facilities. Includes what the "disabled" category covers; other groups and programs that should be accessed for help in implementing ADA goals; and a four-step program to produce a Transition Plan, required by law. (KDP)…

Johnson, Virginia Anne (1993). Factors Impacting the Job Retention and Advancement of Workers Who Are Deaf. Volta Review, v95 n4 p341-54 Fall. Presents results of surveys, taken before and after passage of the Americans with Disabilities Act (ADA) of employers and workers who are deaf, identifying two categories of factors impacting job retention and advancement: (1) individual worker performance attributes, and (2) aspects of the work environment. (Author/JDD)…

Howe, Harold, II (1990). Thinking about \The Forgotten Half.\. Teachers College Record, v92 n2 p293-305 Win. Discusses a study of noncollege young Americans which examined known facts about this population and initiatives to be considered in light of that knowledge. The article asserts that these people are not getting fair treatment by society and makes such recommendations as encouraging youth community leadership and enhancing youth-adult relationships. (SM)…

Mikochik, Stephen L. (1991). Law Schools and Disabled Faculty: Toward a Meaningful Opportunity to Teach. Journal of Legal Education, v41 n3-4 p351-54 Sep-Dec. This article briefly reviews prohibitions of the Americans with Disabilities Act concerning discrimination against people with disabilities in employment, suggests reasons why there are few law school faculty with disabilities, and notes the minimal accommodations most faculty with disabilities require. (DB)…

Kennedy, Edward M. (1991). Health America. Exceptional Parent, v21 n5 p47-48 Jul-Aug. Several problems of the U.S. health care system are reviewed, including rising costs, increasing numbers of people who are uninsured, and the financial failure of public hospitals that treat uninsured patients. A plan called \Health America,\ which will guarantee health care for every U.S. family and control soaring health care costs, is presented. (JDD)…

Mehran, Golnar (1991). The Creation of the New Muslim Woman: Female Education in the Islamic Republic of Iran. Convergence, v24 n4 p42-52. Describes changes in the treatment of Iranian women since 1979–educational segregation, veiling, textbook content, and military training. Compares women's education before and after 1979 in terms of literacy, preuniversity, and higher education. (SK)…

McPeek, Donna; Sauter, Diana L. (1993). Dyslexia in the Workplace: Implications of the Americans with Disabilities Act. Annals of Dyslexia, v43 p271-78. This article reviews provisions of the Americans with Disabilities Act of 1990 as they apply to persons with dyslexia, outlines a procedure through which the employer and employee negotiate accommodations, and offers examples of typical workplace problems and corresponding modifications. Talents and strengths associated with dyslexia are described, with their potential value in the workplace. (Author/JDD)…

Fisher, Margaret E. (1998). Prisons and the Religious Freedom Restoration Act. Perspective. Update on Law-Related Education, v22 n1 p9 Win. Considers the religious rights of prison and jail inmates and discusses the role of the Religious Freedom Restoration Act that was passed in 1993 granting people greater rights to practice their religion. Proposes an instructional idea where students discuss the benefits and challenges of allowing inmates to practice their religions within an institution. (CMK)…

Perkins, William Eric (1996). An Affirmative Action Reading List. MultiCultural Review, v5 n1 p22-29 Mar. Examines the growing body of literature for and against affirmative action. The author includes articles and books that chronicle the history of affirmative action and the backlash against it, personal narratives by blacks experiencing affirmative action programs firsthand, and two books that discuss India's attempts since 1948 to address the legacy of caste and ethnic discrimination. (GR)…

Goldsmith, Andrew (1996). Foundations of Refugee Rights: How Legal Language Reflects Current Trends. Migration World Magazine, v24 n3 p14-17. Addresses the recent anti-immigrant sentiment in the United States and examines the forces causing it. The article examines legal language and opinion in court cases showing shifting anti-immigrant sentiment, including the language used in California's Proposition 187, and argues that this legal language in which court decisions and legislation are framed helps shape public opinion. (GR)…

Bryant, Brian R.; O'Connell, Maureen (1998). The Impact of Collaboration among Tech Act Projects and Protection and Advocacy Systems. Intervention in School and Clinic, v33 n5 p309-12 May. Discusses the reauthorization of the Technology-Related Assistance for Individuals with Disabilities Act, and the addition of a protection and advocacy component to ensure the legal rights of people to have access to assistive technology. The benefits of protection and advocacy systems are presented in a question-and-answer format. (CR)…

(2000). The Case of Gerry Gault. Teaching Strategy. Update on Law-Related Education, v23 n2 p37-39 Win 1999-2000. Presents a lesson in which students learn about the events that led to the court case "In re Gault" and recognize the importance of this case in establishing juvenile rights and court proceedings. Considers the unfairness of the court in denying Gerry Gault his due process rights. Provides two handouts. (CMK)…

Ghere, David L. (1999). Congressional Politics in the Gilded Age: A Classroom Simulation. OAH Magazine of History, v13 n4 p66-69 Sum. Presents a classroom simulation that employs active learning to introduce students to congressional politics using the national issues of the Gilded Age. Explains that the students are divided into groups in order to simulate the U.S. Senate and then discuss, amend, and vote on legislation. Provides four detailed simulation options. (CMK)…

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)…

Thomas, Stephen B. (2000). College Students and Disability Law. Journal of Special Education, v33 n4 p248-57 Win. This article briefly reviews Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act of 1990 and identifies criteria used to determine whether a student is both "disabled" and "qualified." Then, specific areas of admission, accommodation, and dismissal are examined. Finally, guidelines for professors and administrators are offered. (Contains extensive references.) (DB)…

Donlevy, J. Kent (2004). Value Pluralism & Negative Freedom in Canadian Education: The Trinity and Surrey Cases. McGill Journal of Education, v39 n3 p305-325 Fall. This paper revolves around two recently decided cases by the Supreme Court of Canada that illustrate how that Court views fundamental legal rights in terms of public policy and administrative decision making by creatures of statute in a free society. The protagonists in each case differ, as do the legal arguments, but the salient socio-political issues are the same, the conflict between value pluralism and value monism, and what Isaiah Berlin calls positive and negative liberty. That is, should society enforce one set of values over all others, and if not, when, if ever, ought public values enshrined in law, trump private values that are also legally protected? Based upon the Court's approach to resolving incommensurable rights in conflict this paper reflects on how educational policy and decision makers might deal with that conundrum by considering matters of positive and negative liberty from a communitarian perspective while nurturing value pluralism, and freedom…. [Direct]

O'Brien, Ed (2004). Torture and the War on Terror. Social Education, v68 n7 p453 Nov-Dec. In this article, the author examines another dimension of human rights–the problem of torture. He looks at U.S. commitments to international conventions prohibiting torture in light of the abuses at Abu Ghraib prison in Iraq. He shows how a position adopted by the Bush administration that these international conventions did not apply to the war against terrorists resulted in the development of interrogation practices at Guantanamo Bay that ignored the conventions. These practices later carried over into Iraq. The U.S. has signed the four Geneva Conventions, which expressly prohibit any kind of physical or psychological coercion and torture or inhuman treatment of prisoners of war. In 1996, Congress also passed the War Crimes Act to ban all war crimes, which are referred to as grave breaches of the Geneva Conventions? But does the Geneva Convention apply to the War on Terror? The U.S. government had previously taken the position that such covenants did not apply to the prisoners…

Gerson, Janet; Opotow, Susan; Woodside, Sarah (2005). From Moral Exclusion to Moral Inclusion: Theory for Teaching Peace. Theory Into Practice, v44 n4 p303-318. This article presents Moral Exclusion Theory as a way to systematize the study of complex issues in peace education and to challenge the thinking that supports oppressive social structures. The authors define its 2 key concepts: moral exclusion, the limited applicability of justice underlying destructive conflicts and difficult social problems; and moral inclusion, the emphasis on fairness, resource sharing, and concern for the well-being of all underlying peace building. They demonstrate the relevance of Moral Exclusion Theory in 4 key areas of peace education: (a) education for coexistence, (b) education for human rights, (c) education for gender equality, and (d) education for environmentalism. They then describe 2 common issues faced by schools, bullying and textbook bias, to demonstrate that moral exclusion is common and how students and staff can redress it. The article concludes with the challenge to use peace education as a tool for moral inclusion and for bringing about a… [Direct]

Grace, Andre P.; Hill, Robert J. (2004). Positioning Queer in Adult Education: Intervening in Politics and Praxis in North America. Studies in the Education of Adults, v36 n2 p167-189 Aut. In this paper we provide a North American perspective as we explore the formation and comprehension of queer knowledge in adult education and in larger sociocultural contexts. We consider the need to position queer in adult education mindful of how queer is historically and currently positioned in culture and society. In doing so, we articulate queer–a term representing our spectral community that incorporates a diversity of sex, sexual, and gender differences–and queerness: our ways of being, believing, desiring, becoming, belonging, and acting in life-and-learning spaces. Then we turn to queer history and queer studies to investigate queer knowledge as fugitive knowledge integral and informative to our project to transgress the social and reconstitute the cultural in adult education as a field of study and practice. We locate queer knowledge as an antecedent to queer praxis, and focus on inclusive queer praxis as a transgressive practice-expression-reflection dynamic and a site… [Direct]

Kell, Catherine (2004). Writing Wrong: Conundrums of Literacy and Human Rights. Convergence, v37 n3 p27-40. The EFA Global Monitoring Report of 2002 contains two interesting paragraphs. In this article the author aims to explore what lies between those two paragraphs, in order to put forward some ideas about the role and future of literacy and its relation to human rights. The author hopes to show the continuing importance of adult literacy work and the fact that it cannot be disregarded if the ideals of EFA are to have any reality. The author also addresses literacy and adult basic education separately…. [Direct]

Walters, Shirley (2005). Social Movements, Class, and Adult Education. New Directions for Adult and Continuing Education, n106 p53-62 Sum. Social movements in South Africa, often organized around class-related issues, provide rich material to illustrate how class, intertwined with other social categories, shapes organizational and educational practices…. [Direct]

Pike, Mark A. (2004). The Challenge of Christian Schooling in a Secular Society. Journal of Research on Christian Education, v13 n2 p149-166 Fall. This article evaluates the position of Christian schooling within a liberal democracy and the rights of Christians within a secular state. I challenge the fundamental liberal tenet of individual autonomy as the supreme goal of education and put the case that Christian schools are a vital part of a diverse, tolerant and inclusive society. Although intended as a theoretical resource, current developments in faith-based education in the United Kingdom are used to exemplify important political and philosophical arguments that will be of value to Christian educators in the United States and elsewhere…. [PDF]

Christensen, Lois McFadyen (2005). Women Who Passed the Torch of Freedom. Social Studies, v96 n3 p99 May-Jun. The overarching goal of the social studies curriculum is to promote civic competence and to develop students' ability to make informed and reasoned decisions as citizens in a diverse and democratic society within an interdependent world. Philosophically, citizenship is the goal of social studies. Involvement in social action is the key for young citizens to demonstrate that they have an understanding of the many faces of citizenship. As teachers develop and implement social studies curriculum, it is critical to accept and model the philosophical tenets and goals of the social studies within their classrooms. To promote democratic and pluralistic ideals, it is essential to study courageous role models in the elementary social studies curriculum. Social studies educators have an obligation to promote social justice education by providing a curriculum that educates, offers opportunities to practice social justice, and prompts students to rethink cultural and social stereotypes….

Moore, James (2004). 50 Years after \Brown\: Segregation in the Miami-Dade County Public Schools. Equity and Excellence in Education, v37 n3 p289-301 Sep. Fifty years after the \Brown v. Board of Education\ decision outlawed de jure segregation in American schools, many school districts remain segregated. Despite numerous efforts aimed at desegregation, residential segregation–the primary barrier to significant school desegregation–remains entrenched throughout the United States. The Miami-Dade County Public Schools, the nation's fourth largest school system, provides an excellent example of a segregated metropolitan region that produced a segregated school system and defied numerous efforts at significant school desegregation…. [Direct]

Brown, Kathleen (2004). Assessing Preservice Leaders' Beliefs, Attitudes, and Values regarding Issues of Diversity, Social Justice, and Equity: A Review of Existing Measures. Equity and Excellence in Education, v37 n4 p332-342 Dec. While convincing research suggests that beliefs are the best predictors of individual behavior and that educators' beliefs influence their perceptions, judgments, and practices, research also states that beliefs are hardy and highly resistant to change (Bandura, 1986; Dewey, 1933; Pajares, 1992; Rokeach, 1968). Understanding the nature of beliefs, attitudes, and values is essential to understanding future administrators' choices, decisions, and effectiveness regarding issues of diversity, social justice, and equity. This article provides a review of quantitative measures, instruments, inventories, and studies that assess educators' personal and professional beliefs, attitudes, perceptions, and preconceptions. The literature review briefly describes related studies and the discussion section highlights in detail the design, piloting, and results of two fairly recent measures that broadly define diversity, that report validity and reliability data, and that are relatively easy to… [Direct]

Browne, Jan; Harvey, Glenn P.; Jamieson, Maggie; Marino, Rodrigo; Minichiello, Victor; Scott, John (2005). Understanding the New Context of the Male Sex Work Industry. Journal of Interpersonal Violence, v20 n3 p320-342 Mar. The article reviews past and recent research on male sex work to offer a context to understand violence in the industry. It provides a critical review of research to show, first, the assumptions made about male sex workers and violence and, second, how such discourses have shaped thinking on the topic. The article presents a case study and original findings from two studies conducted by the authors in Australia and Argentina on violence in the male sex industry. Finally, the article reviews examples of legislative reforms to show how the sex industry is being regulated…. [Direct]

Saunders, Penelope (2005). Traffic Violations: Determining the Meaning of Violence in Sexual Trafficking Versus Sex Work. Journal of Interpersonal Violence, v20 n3 p343-360 Mar. This contribution will consider the current linkages among migration, sex work, trafficking in persons, and violence. Efforts to end trafficking in persons are perhaps the most important contribution to antiviolence program design in the global arena over the past decade. Significant funding and technical assistance are flowing to organizations to prevent and alleviate the effects of trafficking, and new legislative regimes have been established within countries and globally (e.g., the 2002 UN Crimes Commission's Protocol on Trafficking in Persons). To explore how trafficking and international sex trade issues converge, the author draws on participant observation in international debates such as Beijing Plus Five and the Crimes Commission from 2000 to 2001, on interviews with key figures in the antitrafficking world and with sex-worker rights advocates, and on program documentation…. [Direct]

Fieldhouse, Roger (2005). Education for Freedom. Adults Learning, v16 n6 p22-24 Feb. The Anti-Apartheid Movement (AAM) emerged from a boycott committee established in London in the summer of 1959 in response to a call from the South African liberation movements for support in their struggle against apartheid. Education was regarded as an important aspect of the movement's work from the very beginning. One of the stated objectives of the boycott committee in March 1960 was "to educate the British people". In this article, the author describes the work of the Anti-Apartheid Movement and discusses how the movement offered a picture of life in South Africa which was starkly different to the picture presented by the media. The author stresses that AAM was presenting a picture of what was was happening in southern Africa from an anti-apartheid perspective and therefore, it did not aim for "balance" but, rather, sought to make the anti-apartheid point of view heard, to counter the dominant pro-apartheid information flowing from South Africa and found in… [Direct]