D'souza, Jean (2006). Language, Education and the Rights of the Child. World Englishes, v25 n1 p155-166 Feb. In this paper, the author aims to explore the connections between the right to basic education through the medium of the mother tongue and the right to education. She concentrates on child labor in India in general, and in Maharashtra, a state in Western India, in particular. She draws her data mainly from Pune (population 3,000,000), one of the larger cities in Maharashtra, but one may extrapolate from Pune to the rest of the state. An examination of the two rights as they apply to child laborers suggests that there is no necessary link between the two that would imply failure to provide mother tongue education results in deprivation and an infringement of basic human rights. Implications of this study for social workers, educators, linguistic rights researchers, and bilingual studies are discussed…. [Direct]

(2009). Doorways III: Teacher Training Manual on School-Related Gender-Based Violence Prevention and Response. US Agency for International Development The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). Teachers can play a central role in violence prevention, and they can also help promote nonviolence with families and communities. \Doorways III: Teacher Training Manual on School-Related Gender-Based Violence Prevention and Response\ was designed to train teachers to help prevent and respond to SRGBV by reinforcing teaching practices and attitudes that promote a safe learning environment for all students. Doorways III includes this training manual and \Doorways III: Teacher Reference Materials on School-Related Gender-Based Violence Prevention and Response,\ which contains content information and materials for participants to use throughout the program. Appendices include: (1) School-Related Gender-Based Violence:… [PDF]

Franks, Bridget A. (1986). Children's Intellectual Rights: Implications for Educational Policy. New Directions for Child Development, n33 p75-87 Fall. Assesses the status of children's intellectual rights in educational policy. Examines the history, nature and purpose of public schools, detailing a complex interaction of rights, interests, functions, and constraints. Includes specific practical guidelines for educators, parents, and students. (NH)…

van Geel, Tyll (1986). The Constitution and the Child's Right to Freedom from Political Indoctrination. New Directions for Child Development, n33 p7-23 Fall. Analyzes political indoctrination of children from a legal point of view and discusses four models of child-parent state relationship. Argues for a compromise interpretation of the Constitution; which would prohibit public schools, as agents of government, from indoctrinating children, while setting no limits on parents. (NH)…

Asquith, Christina (2007). Dreams Deferred?. Diverse: Issues in Higher Education, v24 n1 p38-41 Feb. This article describes how Alan Newton has put his life back together after he was set free. Before he came to Medgar Evers College in Brooklyn, Newton spent 22 years locked up in 12 different New York state prisons for a crime he did not commit. His ordeal began when a White woman who had been raped in the Bronx mistakenly identified the 22-year-old in a photo lineup. Thanks to DNA testing and Newton's persistent lobbying, he was exonerated and released in the same Bronx jurisdiction where he had been convicted. Coming out of prison after two decades is a challenge, and it is an even greater struggle for those wrongly incarcerated–most of whom are Black. After spending half of his life behind bars, Newton found himself a free man, but with no job, no work experience, no savings and a lot of catching up to do. Over the past six months, he has put his life back together. He has a scholarship to Medgar Evers College and is pursuing a degree in business. The school has hired him as a… [Direct]

Smith, John David (2007). The Evil that Americans Did. Chronicle of Higher Education, v53 n27 pB9 Mar. Slavery's unequivocal evil lies at the heart of debates over apologizing for America's "peculiar institution" and awarding reparations. In The Problem of Evil: Slavery, Freedom, and the Ambiguities of American Reform, a provocative collection of original essays, the editors Steven Mintz and John Stauffer, along with 23 contributors, admonish scholars to place moral questions in general, but especially American slavery and its legacy, at the center of their work. "Slavery," writes Mintz, a professor of history at the University of Houston, "is a historical evil that the United States has never properly acknowledged or atoned for." Nor have historians grappled with those issues. Stanley L. Engerman, a professor of economics and history at the University of Rochester, and David Eltis, a professor of history at Emory University, find it noteworthy "how little scholarly effort has been expended on explaining how and why evil has been redefined over time,… [Direct]

Cole, Mike; Maisuria, Alpesh (2007). "Shut the F*** up", "You Have No Rights Here": Critical Race Theory and Racialisation in Post-7/7 Racist Britain. Journal for Critical Education Policy Studies, v5 n1 May. The London bombings of 7th July, 2007 (7/7) were a pivotal moment in British society, not only because of the loss of life and injury, but because it was the first time Britain had been attacked by non-white British citizens. This point was underscored by Chancellor Gordon Brown when he stressed that "the uncomfortable facts" have to be faced that the bombers were "British citizens, British born, apparently integrated into our communities, who were prepared to maim and kill fellow British citizens". Here we assess competing explanations for the role of "race" in contemporary society: Critical Race Theory (CRT) and Racialisation. Two central tenets of CRT are critiqued from a Marxist perspective, and the Marxist concept of racialisation is put forward as having most purchase in explaining manifestations of intensified Islamophobia and xenoracism in post 7/7 Britain. (Contains 10 notes.)… [Direct]

Deal, Mark (2007). Aversive Disablism: Subtle Prejudice toward Disabled People. Disability & Society, v22 n1 p93-107 Jan. Blatant forms of prejudice towards disabled people appear to be disappearing in the UK. However, subtle forms of prejudice remain and may be highly damaging to the achievement of the vision of disabled people being "respected and included as equal members of society". In order to assist placing subtle forms of prejudice within a framework, the term aversive disablism is introduced, developed from aversive racism theory and building on Miller, Parker and Gillinson's definition of disablism: "discriminatory, oppressive or abusive behaviour arising from the belief that disabled people are inferior to others". Aversive disablists recognize disablism is bad but do not recognize that they themselves are prejudiced. Likewise, aversive disablism, like aversive racism, is often unintentional…. [Direct]

Zehr, Mary Ann (2007). Amid Immigration Debate, Settled Ground: High Court's School Access Ruling Endures as a Quiet Fact of Life. Education Week, v26 n39 p1, 12-13 Jun. Illegal immigration is a divisive issue in the politically conservative East Texas community of Tyler, known by many locally as "The Rose Capital of America." Drawn by jobs in the rose fields and iron foundries, Mexican immigrants began settling here with their families in the 1970s. Hispanic children–citizens, legal residents, and illegal immigrants alike–now make up 34 percent of the 18,000-student Tyler school system, and the tensions aren't hard to spot. Letters to the "Tyler Morning Telegraph" rail against undocumented immigrants. Some residents complain about the undocumented Mexican men who regularly wait in a local parking lot for day labor. Against that backdrop, the Tyler Independent School District this month will reach a milestone in the area of immigrants' rights: the 25th anniversary of the U.S. Supreme Court's decision in "Plyler v. Doe," which barred Tyler–where the case originated–and other public school systems from charging tuition… [Direct]

Kilman, Carrie (2007). "Gates of Change". Teaching Tolerance, n31 p44-51 Spr. In September 1957, nine brave Black students crossed a line of armed soldiers to integrate Central High School in Little Rock, Arkansas, in the first major test of school desegregation after "Brown v. Board of Education" toppled the notion of "separate but equal." Though this is still an operating high school, on most days tourists stop here. They wander the grounds in clusters, pausing to stand next to the reflecting pool, pointing their cameras upward. They shield their eyes from the sun, squinting to read a sign bearing the school's name. They lean down to remind their children what happened here. This September, Little Rock will honor the 50th anniversary of the Little Rock Nine. The anniversary is more than a chance to look back and honor ordinary students who turned into heroes. It also is a chance to look forward, to see exactly how far we still must travel to achieve the promises set out in "Brown." What makes the story of the Little Rock Nine… [Direct]

(2007). The School Year that Changed a Nation. Teaching Tolerance, n32 p20-25 Fall. On September 4, 1957, 16-year-old Minnijean Brown headed off to her new school, Central High in Little Rock, Ark. She and eight other black youths were slated to become the first African Americans to attend all-white Central High. When they arrived that morning, the "Little Rock Nine," as they would become known, were greeted, not by teachers or the principal, but by the National Guard. Governor Orval Faubus had mobilized the troops in order to keep the teenagers out. The next day, the youths were greeted by an angry white mob and again were turned away. On day three, the teens made it to their first class, but were sent home after a violent mob gathered outside the building. President Eisenhower eventually intervened, sending federal soldiers to walk alongside the Little Rock Nine as they went from class to class. Still, for Minnijean and her peers, the 1957-1958 school year would be marked by almost constant harassment. The following year, the governor closed all public… [Direct]

Mishara, Brian L.; Weisstub, David N. (2007). Ethical, Legal, and Practical Issues in the Control and Regulation of Suicide Promotion and Assistance over the Internet. Suicide and Life-Threatening Behavior, v37 n1 p58-65 Feb. The promotion of suicide and description of suicide methods on the Internet have led to widespread concern that legal control is mandated. Apart from value concerns pertaining to attitudes about suicide, the guarantee of freedom of expression presents a serious challenge to the introduction of restrictive laws. Recent developments in Australia and Europe are presented, noting jurisdictional complexity as an obstacle to effective application. Finally, scientific data of an epidemiological nature are revealed to be insufficient to warrant making causal assertions about the Internet and its relation to suicidal acts, including those of vulnerable populations. Recommendations are made with respect to public education, suicide prevention, and future research…. [Direct]

Watson, Keith (2007). Language, Education and Ethnicity: Whose Rights Will Prevail in an Age of Globalisation?. International Journal of Educational Development, v27 n3 p252-265 May. Education and ethnicity cannot be discussed without taking language into account. This paper will argue that any discussion of ethnic minorities cannot ignore the question of language, nor can any discussion of human rights ignore the question of language rights. Unfortunately, in today's globalised world, governments and minorities are faced with conflicting pressures: on the one hand, for the development and use of education in a global/international language; on the other for the use and development of mother tongue, local or indigenous languages in education. Language complexity and ethnic plurality were largely brought about as a result of the creation of nation-states, which were spread around the world as a result of European colonialism. European languages and formal education systems were used as a means of political and economic control. The legacy that was left by the colonial powers has complicated ethnic relations and has frequently led to conflict. While there is now… [Direct]

Lucas, John J.; Rolden-Scheib, Gloria (2006). The Creation and Implementation of a Student Civility Code. College Teaching Methods & Styles Journal, v2 n2 p35-40. This paper examines the design and implementation of a student civility code at a regional campus of a Big Ten University. The paper also provides some guidelines to address student incivility in both the classroom and service offices throughout a higher education institution. The communication of such a student code to promote civility was critical and has also been discussed…. [Direct]

Biesta, Gert; Lawy, Robert (2006). Citizenship-as-Practice: The Educational Implications of an Inclusive and Relational Understanding of Citizenship. British Journal of Educational Studies, v54 n1 p34-50 Mar. Over the last few years there has been a renewed interest in questions of citizenship and in particular its relation to young people. This has been allied to an educational discourse where the emphasis has been upon questions concerned with "outcome" rather than with "process"–with the curriculum and methods of teaching rather than questions of understanding and learning. This paper seeks to describe and illuminate the linkages within and between these related discourses. It advocates an inclusive and relational view of citizenship-as-practice within a distinctive socio-economic and political, and cultural milieu. Drawing upon some empirical insights from our research we conclude that an appropriate educational programme would respect the claim to citizenship status of everyone in society, including children and young people. It would work together with young people rather than on young people, and recognise that the actual practices of citizenship, and the ways… [Direct]

Miller-Lane, Jonathan (2006). Constructive Disagreement, the Body, and Education for Democracy. Social Studies, v97 n1 p16-20 Jan-Feb. In this article, the author offers social studies educators a means to deepen students' understanding of and skills for constructive disagreement by bringing together four areas of study that inform one's awareness of the role of the body in democratic life. The author includes specific curricular suggestions and classroom activities that illustrate how attending to the body might enhance the learning of constructive disagreement skills that are so critical to life in a multicultural society. He presents two different approaches that educators might use to incorporate constructive embodied disagreement into their classrooms. First, he examines a specific seminar text for use in a middle or high school social studies classroom as an example of a text that might spark inquiry into the place of the body as a site of knowing. Second, he describes two physical movements that educators might practice with their students to highlight key aspects of constructive embodied disagreement. In… [Direct]

Brady, Judith Ann (2006). Justice for the Poor in a Land of Plenty: A Place at the Table. Religious Education, v101 n3 p347-367 Sum. This article examines the dramatic increase in poverty in the United States of America. An analysis of data from the U.S. Census Bureau for 2004 reveals the extent of poverty. The official poverty threshold is lower than what is needed for a person or family to provide for the necessities of life. The effects of poverty on women and children are presented. Respect for persons made in the image and likeness of God requires us to make a place at the table of social decision making for all persons. Educating for justice emerges from Christians' concern to make a better place at the table of life for the poor. (Contains 12 footnotes and 3 figures.)… [Direct]

Kaushal, Neeraj (2006). Amnesty Programs and the Labor Market Outcomes of Undocumented Workers. Journal of Human Resources, v41 n3 p631-647 Sum. I investigate the effect of the 1997 Nicaraguan Adjustment and Central American Relief Act (NACARA) on employment and earnings of undocumented foreign-born men from Nicaragua, Cuba, Guatemala, and El Salvador who were eligible for amnesty under the Act. I find that NACARA had a modest effect on the employment of these men; raised their real wage by 3 percent and weekly earnings by 4 percent. Estimates show that NACARA raised the wage of the target group without a high school degree by a statistically insignificant 1 percent and of those with high school or higher education by a statistically significant 5 percent…. [Direct]

Enslin, Penny; Tjiattas, Mary (2006). Educating for a Just World without Gender. Theory and Research in Education, v4 n1 p41-68. In this article we examine Okin's ideal of a \gender-free society\ and its relations to central educational values and practices. We suggest that this ideal pervades her work on the family, culture and, more recently, her focus on the developing world, and gives her liberal feminist stance its radical bite. We contrast this ideal with the more standard notion of gender-neutrality (non-discrimination) and argue that Okin's more demanding concept (going beyond equal access to positions, benefits and opportunities as currently defined, to insist on the critical overhauling of the systems that determine them) far better accords with requirements of justice. We then go on to explore the contribution to a \gender-free society\ of construing women's rights as human rights which Okin saw as crucial to countering threats against gender equality from competing claims of both multiculturalists and economic development theorists. We consider implications for education (including schooling)… [Direct]

Jones, Tricia S. (2006). Combining Conflict Resolution Education and Human Rights Education: Thoughts for School-Based Peace Education. Journal of Peace Education, v3 n2 p187-208 Sep. Peace education embraces a wide range of programs and initiatives. Two of those subfields, human rights education and conflict resolution education, are often considered too different in goals, models and content to be seen as partners in the same educational effort. A review of recent literature confirms that few conflict resolution education programs include a strong human rights emphasis. And many human rights education programs contain little in the way of conflict resolution education. In this article, I suggest that these types of peace education may be more productively combined than originally thought, especially in school-based and youth-based programs in the United States. (Contains 1 figure and 2 tables.)… [Direct]

Wentzell, Emily (2006). Bad Bedfellows: Disability Sex Rights and Viagra. Bulletin of Science, Technology and Society, v26 n5 p370-377. The disability rights movement grounds material critiques of the treatment of people with disabilities in a social constructionist perspective, locating disability in the social rather than physical realm, and demedicalizing the concept of disability. However, this conceptualization is threatened by the medicalization of non-normative erections as the biomedical pathology erectile dysfunction (ED). Although use of medical treatments for ED can have positive outcomes for individuals, the medical community's tendency to include sexual difference in the rubric of disability threatens to remedicalize that category. Furthermore, medicalized conceptions of ED often serve to refocus sexuality around phallocentric, normative sex acts and gender roles, undoing the deconstructive work of disability sex studies. Finally, although aging Western populations targeted for ED treatment represent potentially expanded bases for disability movement activism, the pathologizing of nonnormative sexuality… [Direct]

Iacono, Teresa (2006). Ethical Challenges and Complexities of Including People with Intellectual Disability as Participants in Research. Journal of Intellectual and Developmental Disability, v31 n3 p173-179 Sep. The aim of this article is to consider the implications for research involving people with intellectual disability–a vulnerable group–of ethics committees' attempts to apply these guidelines. The issue explored is whether committees such as Human Research Ethics Committees (HRECS) and Institutional Review Boards (IRBs) are becoming increasingly conservative in their decisions and approaches, with the potential to exclude at least some people with intellectual disability from research. In order to protect the right of people with intellectual disability to be included in research and to participate in the decision-making process, while guarding against exploitation or potential harm, the author suggests that the current protective practices of HRECs and ethics committees of disability organizations should be reframed in terms of respect for people with intellectual disability…. [Direct]

Lassiter, G. Daniel; Ratcliff, Jennifer J.; Schmidt, Heather C.; Snyder, Celeste J. (2006). Camera Perspective Bias in Videotaped Confessions: Experimental Evidence of Its Perceptual Basis. Journal of Experimental Psychology: Applied, v12 n4 p197-206 Dec. The camera perspective from which a criminal confession is videotaped influences later assessments of its voluntariness and the suspect's guilt. Previous research has suggested that this camera perspective bias is rooted in perceptual rather than conceptual processes, but these data are strictly correlational. In 3 experiments, the authors directly manipulated perceptual processing to provide stronger evidence of its mediational role. Prior to viewing a videotape of a simulated confession, participants were shown a photograph of the confessor's apparent victim. Participants in a perceptual interference condition were instructed to visualize the image of the victim in their minds while viewing the videotape; participants in a conceptual interference condition were instructed instead to rehearse an 8-digit number. Because mental imagery and actual perception draw on the same available resources, the authors anticipated that the former, but not the latter, interference task would… [Direct]

Ryan, Mary (2008). Youth and the Critical Agenda: Negotiating Contradictory Discourses. Australian Educational Researcher, v35 n2 p71-88 Aug. Syllabus and policy documents in many states and countries around the world, and more specifically in Queensland are underpinned by an emancipatory agenda, in particular the principles of social justice. Educators are called upon to achieve this through a pedagogy which is immersed in the language of critical theory. Two elements that underpin emancipatory politics, that is, a transformative attitude towards the future, and the aim of overcoming the illegitimate domination of some individuals or groups by others, seem to be unobtainable within a choice generation, with its focus on lifestyle and consumerism. This paper focuses on the discourses of youth that are legitimated through the accounts of young people for whom emancipation is not a key issue. Such students may achieve the syllabus outcomes related to the critical agenda, yet it begs the question: Are contemporary youth making choices that further the critical transformative cause, or are our critical pedagogies simply… [PDF]

Hahn, Carole L.; Kennedy, Kerry J.; Lee, Wing-on (2008). Constructing Citizenship: Comparing the Views of Students in Australia, Hong Kong, and the United States. Comparative Education Review, v52 n1 p53-91 Feb. Young citizens growing up in different societies experience multiple socialization processes that help to shape their values and attitudes toward the political life of their societies. In this cross-national study, researchers asked students directly about their views of what "good" citizens do, how they saw themselves participating in their political communities in the future, and what their attitudes were to rights for different groups in the community. This article highlights the conceptions of citizenship that students, as young citizens, have in three societies–Australia, Hong Kong, and the United States. The authors are specifically interested in how students in these three societies, with distinctly different histories and cultures, viewed citizenship at a time when the global community was increasingly interconnected but in a context of strong nation-states. In particular, how young people in these three societies conceived the rights and responsibilities of a good… [Direct]

Anrig, Gregory R. (1975). Boston and the South: Differences and Similarities in School Desegregation. Consortium Currents, 2, 1, 11-13, F 75. (Published by Consortium Currents, 5801 South Kenwood Avenue, Chicago, IL 60637.)…

(1987). Freedom of Speech: Where To Draw the Line. National Issues Forums. The goal of community forums is to stimulate and sustain citizen dialogue about public issues. Topical issues and controversies are used to explore the issue of freedom of expression. The discussion is framed around three different views. Those comprising the first view believe that the balance has swung too far toward unlimited freedom and that words and pictures can cause serious physical, moral, and social harm. Although these people differ on what kinds of speech should be curtailed, they all agree that some additional restriction on freedom of expression are appropriate. Proponents of a second point of view hold that adults need not be protected from controversial or offensive images. But they are concerned about the effects of certain materials on minors. They believe that adults have the judgment not to be swayed by extremist rhetoric, prurient stories, or blatant stereotypes. To them, the only appropriate action for government is to erect certain barriers so that young… [PDF]

(1987). The Constitution's Children: A Collection of Essays by Schoolchildren to Commemorate the Bicentennial of the U.S. Constitution, 1787-1987. The purpose of this nationwide writing project is to encourage the teaching of rights and responsibilities under the United States Constitution to elementary school students. The project also provides an opportunity to improve writing skills. The book includes 150 essays chosen from 1,350 finalists. Every school in the nation was invited to join in the competition. Essays were judged for understanding of topic, clarity of expression, unity of ideas, originality, and proper style and mechanics. In their essays, the children envisioned the Constitution in diverse ways. For some, it was like an oak tree; for others, it was a golden thread, an open door, or a firm foundation. Children who belonged to groups that have sometimes been mistreated and disenfranchised saluted the Constitution for protecting them from the misfortunes that befell their ancestors. A listing of the finalists by state is included. (SM)… [PDF]

Fraenkel, Jack R., Ed.; And Others (1975). The Struggle for Human Rights: A Question of Values. Perspectives in World Order. Intended for junior or senior high school students, this pamphlet examines the status of the world community in upholding the promise of the United Nations'"Universal Declaration of Human Rights" of 1948. The five chapters include definitions for a human being, and discussions of human rights and whether laws and treaties are effective in protecting human rights, value conflicts and how these affect human behavior, descriptions and comparisons of existing plans and national and international human rights. Questions and activities at the end of each chapter include ideas to think about, issues to talk about, facts to find out about, and things to do. The pamphlet contains many examples of abuses of human rights. Three appendices are provided: the text for the Universal Declaration of Human Rights, important dates in human rights history, and names and addresses of some United States human rights groups. (CK)…

Nolte, M. Chester (1976). Why Are We Begging the Courts to Run the Schools?. American School Board Journal, 163, 5, 32-33,22, May 76. What judges are doing \with increasing boldness,\ in fact, is telling school people to solve their own cases instead of bringing them to court. (Author)…