(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]
(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]
(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]
(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]
(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]
(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]
(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]
(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]
(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]
(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]
(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]
(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)…
(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)…