(1978). Gay Teachers and the Right to Teach. Edcentric, 42, 13-4, Spr 78. The U.S. Supreme Court refused to review a Washington court ruling that found homosexuality immoral and a gay teacher unfit to teach public school children. No evidence was presented that the gay teacher had committed a single illegal or immoral act. The teacher freely acknowledged his homosexuality. (SW)…
(2002). Privacy Rights in the 21st Century. Seminar Outlines [of the] Education Law Association Winter Seminar (Lake Tahoe, Nevada, March 21-24, 2002). This collection of eight seminar outlines focuses on current privacy-rights issues in the arena of education. Seminar outlines include: (1) \The Transparency of Public School Employees' Professional and Personal Lives in the 21st Century: A Canadian Perspective,\ by Sam Carmen and Val Riewe; (2) \Common Law Privacy in Educational Settings,\ by David Dagley and Lisa Stamps; (3) \The Internet and Academic Freedom: The Implications of Urofsky v. Gilmore,\ by Luke M. Cornelius; (4) \Students' Rights of Privacy in the Digital Age,\ by Philip T.K. Daniel and Patrick Pauken; (5) \Disability, Privacy, and Protection: Ruminations on Maintaining Dignity in Public Spaces,\ by Theresa Glennon; (6) \FERPA, IDEA and Student Discipline: Navigating the 'Shark-Infested Waters',\ by John Decman and Cassandra Bauer; (7) \The Korean Supreme Court Viewpoint of Professor-Assistant Sexual Harassment,\ by Heekwon Sohn; and (8) \Discriminatory Surveillance: Issues of Equity, Privacy and Security in…
(1998). Know Your Rights If You Get Arrested. This brochure provides a summary, in simple language, of an individual's legal rights under the Americans with Disabilities Act if arrested and offers specific suggestions for the individual faced with arrest. Answers and suggestions are provided for the following questions: "What happens if I am stopped by the police?"; "What happens if I am arrested?"; "What happens if I go to jail?"; and "What happens if I go to court?". Some of the tips highlighted are: "When you meet a police officer, don't be afraid, don't run away, and let the police know you have a disability if you need help"; "Watch out for people who ask you to do crimes"; and "If you are arrested and do not understand your rights, ask for a lawyer." The brochure also includes a place to provide basic contact information for police if the individual has trouble communicating. (DB)…
(1973). The Conditions of Protest Behavior in American Cities. American Political Science Review, 67, 1, 11-28, Mar 73. Explores environmental conditions, including formal aspects of political structure and the climate of governmental responsiveness, which are associated with the incidence of political protest activities directed toward urban institutions in American cities. Suggests that the incidence of protest is related to the nature of the political opportunity structure. (Author/SF)…
(1973). Case Review: Rights of the Retarded. Journal of Special Education, 7, 1, 27-37, Spr 73. The author reviews approximately 28 recent court cases which focus on protection of students mislabeled mentally retarded and which inadvertently may have discriminated against mentally retarded students. (MC)…
(1973). A Human Rights Strategy for 1973-76. Journal of Intergroup Relations, 2, 4, 27-32, Sum 73. Proposes four elements of a human rights strategy to achieve an equitable society: (1) strengthen human rights law enforcement and training; (2) stop blaming the victims; (3) work together on mutual concerns; and, (4) support each other. (Author/JM)…
(1972). Plow On!. Integrated Education, 10, 3, 57-61, May-Jun 72. Text of author's testimony before the Joint Committee of the Massachusetts Great and General Court, March 21, 1972, the main subject of the testimony being the possible amendment or repeal of the 1965 Racial Imbalance Law. (SB)…
(1972). It's Abernathy's Dream Now: SCLC Today. Race Relations Reporter, 3, 5, 1-8, Mar 6 72. Argues that the struggle for integration, though winnable, will be longer and more arduous than many had hoped; but that for Abernathy, there is still the dream and vision of a slightly earlier day, and the he can still elicit the euphoria that always went with it. (RJ)…
(1990). Native American Religious Freedom and Federal Land Management. Northeast Indian Quarterly, v7 n2 p14-23 Sum. Explains the importance of specific locations to the performance of ceremonies and rituals in traditional Native American religions. Discusses recent court decisions in favor of federal land management agencies denying protection to sacred sites because of economic or development considerations. Contains 15 references. (SV)…
(2000). Censorship in Higher Education: Is the Public Forum at Risk?. Community College Journal of Research and Practice, v24 n10 p809-821 Dec. States that, on the public campus, students, faculty, and administrators have the right to speak and to hear a wide range of opinions, even those that may be unpopular. Defines free speech, presents information on related case law, and includes a quiz devised to have the reader evaluate the legality of 25 administrative actions related to free speech. (Contains 43 references.) (PGS)…
(1999). Who Will Challenge Our Youth? Preparing Our Youth for the 21st Century. Journal of Intergroup Relations, v26 n3 p57-61 Fall. Urges young people to concentrate on building new bridges of hope and renewal to the 21st century, noting the work of Martin Luther King, Jr. Encourages youths to challenge their peers to prepare for the new century by striving to change social inequalities and reaching across artificial barriers to ensure that each member of society shares fully in civil liberties. (SM)…
(2006). A Cognitive-Ecological Approach to Elder Abuse in Five Cultures: Human Rights and Education. Educational Gerontology, v32 n1 p73-82 Jan. The population of the world is aging rapidly?a development that the World Health Organization (2004) has labeled as ?a demographic revolution.? According to its statistics, there are currently 600 million people in the world over the age of 60, a figure that will double by 2025 and double again by 2050. Within this age group, the numbers of the ?oldest old? (people over 80) are increasing the most rapidly. With these dramatic changes, there is an escalating need for education around issues related to aging. Cross-culturally, elders are one of four groups (along with children, women, and individuals with disabilities) found to be consistently vulnerable to family violence (Levesque, 2002). While cross-cultural research on domestic violence and abuse generally has expanded, elder abuse, as a subtype of domestic violence, remains poorly understood cross-culturally. All of the authors in this issue mentioned that a dearth of research on elder abuse within the populations they sampled was… [Direct]
(2006). Responding Responsibly: Some Remarks on Skutnabb-Kangas, Kontra, and Phillipson (2006). Applied Linguistics, v27 n4 p748-753. Skutnabb-Kangas, Kontra, and Phillipson's response to Wee (2005) only serves to highlight a whole new set of problems with the LHRs paradigm while failing to make any inroads towards resolving the earlier ones. For example, they adopt a "legal perspective" in relation to Singlish that is at odds with the way they would presumably wish to deal with linguistic discrimination elsewhere. The three authors also assume that levels of disadvantage can be measured, such that inter-language discrimination should be prioritized over intra-language discrimination. They treat group membership as simply a matter of individual choice, thus erasing much of the complex political negotiations involved. Finally, they collapse important distinctions between the kinds of rights that individuals, groups and languages can reasonably be considered to possess. In this contribution, I elaborate on these four points…. [Direct]
(2006). Judicial Activism and the Origins of Parental Choice: The Court's Role in the Institutionalization of Compulsory Education in the United States, 1891-1925. History of Education Quarterly, v46 n3 p311?347 Fall. A considerable body of scholarship has examined the history of compulsory attendance in the United States in an effort to explain why compulsory attendance laws were enacted, what effects they had on school attendance rates, and what made enforcement of these laws effective eventually. Recent research has revealed that some long-standing assumptions and conclusions about compulsory attendance warrant reconsideration. This essay adds to this scholarship which is reconsidering the history of compulsory attendance by examining the previously unconsidered role that the courts played in the transformation of compulsory attendance laws into \compulsory education\ laws (laws that mandate attendance at a school) into \compulsory education\ laws that regulate schooling and the curricular content of a school education. This essay also calls attention to the critical but unappreciated role that state courts played in the historical development of U.S. school systems by showing how their… [Direct]
(2006). What Is a School? An Answer Consistent with Human Rights. Educational Research for Policy and Practice, v5 n3 p225-234 Oct. This article relates the philosophical and conceptual study of educational institutions with educational policy. I argue that both the descriptive and prescriptive answer to \what a school is\ should focus on the school that is important, which is the central case. This central case of a school should embody an ethos of openness towards the basic goods. This translates into rights discourse as a school which respects human rights. From this description I propose policy for evaluating, ranking and developing educational institutions and focused on the merit of philosophy and theology departments in educational institutions…. [Direct]