(1996). The Future of WAC. College English, v58 n1 p58-79 Jan. Draws on social movement literature by Doug McAdam, and others, to examine past, present, and future states of the Writing across the Curriculum (WAC) movement. Looks at both micro and macro organizational levels as a means of bolstering the movement. Concludes by saluting community efforts to change individuals and culture. (TB)…
(2004). Hallie Quinn Brown (1845-Or 1850-1949): Educator, Author, Lecturer, Founder, and Reformer. Education, v124 n4 p727 Sum. Most black educators are aware of black pioneers, such as Frederick Douglass, Phillis Wheatley, Booker T. Washington, W. E. B. DuBois, George Washington Carver, Mary McLeod Bethune, and others, Few are, however, aware of Hallie Quinn Brown (1845-or 1850-1949) educator, author, lecture, founder, and reformer, who wrote one of the first biographies on black women (Hallie Berry is an actress who is also a pioneer in drama.) This article describes the accomplishments of Hallie Quinn Brown….
(2004). Rights-Based Reasoning in Discussions about Lesbian and Gay Issues: Implications for Moral Educators. Journal of Moral Education, v33 n1 p71-86 Mar. Despite a paucity of psychological research exploring the interface between lesbian and gay issues and human rights, a human rights framework has been widely adopted in debates to gain equality for lesbians and gay men. Given this prominence within political discourse of human rights as a framework for the promotion of positive social change for lesbians and gay men, the aim of this study was to explore the extent to which rights-based arguments are employed when talking about lesbian and gay issues in a social context. An analysis of six focus group discussions with students showed that when lesbian and gay issues are discussed, rights-based reasoning is employed intermittently, and in relation to certain issues more so than others. The implications of these findings for moral education aimed at promoting positive social change for lesbians and gay men are discussed…. [Direct]
(2005). Learning and Transforming Reality: Women from Rosario's Neighborhoods Demand Access to Public Health Services Free of Discrimination. Intercultural Education, v16 n2 p129-135 May. This article focuses on the activities of two women's groups in Argentina — CLADEM and INSGENAR. CLADEM, which has a much broader presence in Latin America, aims to give a feminist perspective to the construction of real democracies with social justice, free of discrimination and with full exercise of human rights. INSGENAR is a local, non-governmental organization based in Rosario in the Province of Santa Fe, one of the provincial chapters of CLADEM-Argentina. We describe the human rights workshops that have been conducted with women in the past few years and their transformative impact…. [Direct]
(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]
(2004). Revisiting Manzanar: A History of Japanese American Internment Camps as Presented in Selected Federal Government Documents, 1941-2002. Journal of Government Information, v30 n5-6 p575-593. Starting with a U.S. presidential proclamation regarding Japanese enemy aliens on December 7, 1941, through legislative and educational information in 2002, the federal government of the United States has published, in varied media, numerous documents concerning its 1942-1945 internment of persons of Japanese ancestry living on the West Coast. This paper examines selected available executive and legislative branch documents in order to determine how much and what kind of information they reveal about the course of the government action over the years and its impact on the internees. Document tone and vocabulary are examined as a reflection of public opinion over time. The story that emerges indicates the U.S. government both reflected and reacted to public opinion over time as Americans sought to balance the rights of the individual with the rights of society…. [Direct]
(2004). Rethinking Expert Testimony in Education Rights Litigation. Educational Evaluation and Policy Analysis, v26 n2 p127-142 Sum. Courts often rely on the testimony of experts to understand arguments and implications in education rights litigation. But expert testimony, and statistical testimony in particular, can offer a false sense of security for the unwary. This article uses expert testimony offered in two recent desegregation cases to consider whether sufficient protections are presently in place to protect judges, who are usually statistical novices, from being confused or misled by experts. These case studies illustrate how, without the use of additional protections, courts can be misled. Following this examination, we offer suggestions intended to improve judges' comprehension of expert testimony. At its most general level, this article addresses the role of researchers in presenting important educational issues in ways that speak clearly to policy-makers. (Contains 4 figures, 2 tables, and 5 notes.)… [Direct]
(2004). I Started Out by Not Talking to Anyone. . . Voices from the Middle, v12 n1 p42-46. In this article, the author describes how he successfully taught gay rights in his middle school class. He also relates how he finally came out with his real sexuality to his students. He also describes how a stuttering student named Malcolm explained to one of his classmate the reason why his teacher felt a need to reveal his true sexuality. An interview with the author is also presented…. [Direct]
(2005). Citizenship, Competence and Profound Disability. Journal of Philosophy of Education, v39 n3 p461-475 Aug. In this paper, I argue that reflection on competence and enfranchisement in relation to profound disability forces re-examination of the grounds of citizenship, with implications for theories of distributive justice in education. The primary purpose is less to point up that some people are disenfranchised without injustice; it is more to advance the view that, since enfranchisement is not an option for some profoundly disabled people, we require a conception of citizenship that is more sensitive to their distinctive needs and interests…. [Direct]
(1996). Student-Posed Questions for Literature-Based Discussion. The ideas in this mini-brochure are intended for teachers interested in creating opportunities for students to pose questions during literature-based discussions. The brochure suggests that a child-centered approach to questioning is a highly motivating way to conduct discussions because students of all reading abilities can participate. The brochure discusses developing discussion guidelines, emphasizing that "put-downs" are unacceptable, orienting before reading, soliciting questions after reading, accepting all questions, encouraging collaboration, shifting to peer discussion groups, and learning from students' questions. (RS)… [PDF]
(1997). Inclusive Education: A Framework for Change. National and International Perspectives. This booklet reports on the philosophy and demands of the growing international movement for inclusive schools which welcome all children, including those with disabilities or those who have learning difficulties. It maintains that inclusion is not primarily an educational or professional issue but, rather, an issue of basic human rights. It sees educational legislation in the United Kingdom as discriminating against children with disabilities by enforcing compulsory segregation and urges legislative reform to end compulsory segregation. Also discussed is the restructuring of mainstream schools so they are accessible in terms of premises, curriculum, and facilities and the planning of the phased closure of all special schools. Individual sections examine national and international perspectives on inclusion, inclusion's justification in human rights, principles of inclusion, and finding the resources to finance inclusion. An appendix summarizes relevant statements from four…
(1987). The Yearbook of School Law, 1987. This volume summarizes and analyzes judicial decisions affecting educational policy and management that were handed down in 1986 by state appellate courts and federal courts. The book is divided into the following eight topical chapters, each written by one or more experts in education law: (1) \Employees\ by Gail Paulus Sorenson; (2) \Bargaining\ by Margaret D. Smith and Perry A. Zirkel; (3) \Pupils\ by Henry S. Lufler, Jr.; (4) \Handicapped\ by Nelda H. Cambron-McCabe; (5) \Torts\ by William J. Evans, Jr.; (6) \Sports\ by Stephen B. Thomas and Janet M. White; (7) \Finance\ by Julie Underwood; and (8) \Higher Education\ by Robert M. Hendrickson. The book includes an 11-page alphabetical index of approximately 1,000 cases cited in the text as well as a 6-page subject index. (TE)…
(1980). Student and Parent Rights in Public Education. Emphasizing the necessity for open communication and respect for everyone's rights as the best way to prevent problems at school, this paper offers information and advice to both students and parents (in separate sections) on their rights relating to public education. The topics range from discrimination, due process, and disciplinary measures to religious beliefs, tracked classes, and in-school searches. Both sections are presented in simple format, appropriate for families whose first language is not English. The section addressed to parents includes information about parental involvement in bilingual education. (WD)… [PDF]
(1979). Legislation, Litigation and the Administration of Higher Education. The effects of legislation, regulations, and case law on higher education administration is discussed, and projections are offered regarding tenure, collective bargaining, use of legal counsel, affirmative action, academic due process, torts, search and seizure, privacy, and the First Amendment. Ways in which administrators in colleges and universities may deal with critical issues growing out of legislation and litigation are addressed. The situation facing the college administrator is that courts and governmental agencies have far-reaching impacts upon policies, relationships, rules, and finances within educational institutions. The movement toward accountability is one of the reasons for increased court involvement and the resulting litigation in the communitv college environment. In a national survey covering the period 1973-75, state directors of community/junior college education were asked to respond to a questionnaire regarding the amount and type of state legislation…
(1993). WE: Lessons on Equal Worth and Dignity. The United Nations and Human Rights (Grades 7-12). Educating for Peace Project. This curriculum module for students in grades 7-12 focuses on the subject of tolerance. The lessons provide students with opportunities to develop knowledge about issues and events of intergroup relations, increase student awareness of the dynamics of intolerance, and help students build a framework for developing their thinking about these issues. Divided into six sections, section 1, "Teacher to Teacher," provides: (1) "Invitation and Challenge"; (2) "Sample Parent Letter"; and (3) "President Bill Clinton, 'The United Nations and the United States.'" Section 2, "The Power of Language," includes: (1) "Language as Message"; (2) "Symbols as Message"; and (3) "Music as Message." Section 3, "The Tolerance Spectrum," contains: (1) "Measuring Intolerance"; (2) "Dialogue: Teens and Police"; (3) "Retard"; and (4) "Beyond Tolerance." Section 4, "The United… [PDF]