(2004). Value Orientations: A Study of Black College Students. College Student Journal, v38 n1 p103 Mar. The present investigation describes the manner in which a group of southern black college students structure their value preferences. Based upon prior research, especially among white college students, it was expected that our sampled respondents would embrace values associated with economic and materialistic success. However, results obtained suggest that rather than being preeminently concerned with economic pursuits, religion and family emerged as the joint modal category for the vast majority of both male and female students. Implications of the likely import of these findings are discussed in fight of the historical significance of family and religion for Black America….
(2005). Tackling Human Rights. Technology & Learning, v25 n7 pA13 Feb. In 2003, four high school students from the Tashkent International School in the capital city confronted the issue of their nation's human rights problems head on by researching the topic and publishing their findings on the Web. The site, "Uzbekistan: Opaque Reality," was created as an entry for the non-profit Global SchoolNet's Doors to Diplomacy student competition. In this article, this student-created Web site is described…. [Direct]
(2004). Ethical Considerations for People Who Are Homeless and Mentally Ill. Guidance & Counselling, v19 n3 p132-138 Spr. This article presents an ethical analysis of the important issues surrounding the involuntary institutionalization of people who are homeless and mentally ill (HMI) in the United States. The legal, economic, and moral implications of state-sponsored involuntary institutionalization of people who are HMI are considered. An ethical decision-making model is used as an analytical tool to evaluate ethical concerns associated with involuntary institutionalization. Legal rights of the HMI are examined at the federal, state, and local levels. The broad social implications of involuntary institutionalization are addressed, as well as individual therapeutic ethics. The article concludes with recommendations for public policy decision-makers and counsellors working with people who are homeless and mentally ill…. [Direct]
(2005). Jeremiah B. Sanderson: Educator and Organizer for the Rights of "Colored Citizens" in Early California. Journal of Negro Education, v74 n2 p151-158 Spr. Jeremiah B. Sanderson, a free, New Bedford-educated Black man successfully petitioned to get public funding for "colored schools" in the 1850s-1870s in Sacramento, San Francisco and Stockton. Jeremiah Sanderson was one of the most influential spokesmen and educators in the state….
(2005). Functional Differences: Comparing Moral Judgement Developmental Phases of Consolidation and Transition. Journal of Moral Education, v34 n1 p89-106 Mar. Applying Snyder and Feldman's 1984 consolidation-transition model to moral judgement development has enabled further understanding of how moral judgement translates to moral functioning. In this study, 178 college students were identified as being in consolidated versus transitional phases of moral judgement development using Rest's Defining Issues Test (DIT). Participant moral functioning was inferred through an honest decision-making index along with Attitudes Towards Human Rights Inventory (ATHRI) and Volunteer Functions Inventory (VFI) scores. Multivariate Analyses of Variance revealed that the consolidated group was significantly more honest than the transitional group. No differences attributable to moral judgement phase were seen for ATHRI and VFI scores. Findings support the claim that consolidated phases improve the explanatory power of moral judgement for certain moral functional outcomes–particularly those involving ambiguity and minimal time for decision-making…. [Direct]
(2005). American Presidents and Their Attitudes, Beliefs, and Actions Surrounding Education and Multiculturalism. A Series of Research Studies in Educational Policy. Sixth Installment: Examining Presidents Ronald Reagan, George H. W. Bush, and William Jefferson Clinton. Research. Multicultural Education, v12 n3 p28-40 Spr. This article focuses on the recent presidencies of Ronald Reagan, George H. W. Bush, and William Jefferson Clinton and is the sixth installment in a series that examines how presidents, through their office of power, have impacted U.S. citizens by their actions and policies. By viewing the presidents through a multicultural lense we can more clearly understand the impact of their legacies that have been advanced and continue to exist today with respect to issues of social justice…. [PDF] [Direct]
(2004). The Constitutional Framework for Pursuing Equal Opportunities in Education. Perspectives in Education, v22 n3 p9-28 Sep. The promotion of equal learning opportunities is crucially important for the improvement of the quality of life of millions of people. The virtues of education in preparing learners for life, for meaningful interaction with other human beings, for constructive civic and political involvement, and for successful economic participation stand beyond reason. As stated in \Brown v Board of Education,\ education \is the very foundation of good citizenship\. This contribution focuses on the constitutional framework within which equal educational opportunities are pursued in South Africa. Section 29 of the Constitution, which provides for the education rights, and section 9, the equality principle, as well as the interaction between them, are discussed in some depth. It is concluded that, despite the constitutional framework being in place, there is still a long way to go before education opportunities will have been created that enable learners with different backgrounds, needs, abilities… [Direct]
(2004). Educational Change and the Women's Movement: Lessons From British Columbia Schools in the 1970s. Educational Policy, v18 n2 p291-310 May. This article uses Melucci's approach to social movements to explore how the women\s movement changed education in British Columbia in the 1970s. The women's movement was a multifaceted social phenomenon with multiple agendas and actors. In the early 1970s, it developed a temporary sense of cohesion in the field of education in the context of a Royal Commission on the Status of Women. The movement remained constantly in tension with formal educational institutions but opened up new debates about education and new spaces in the provincial government and the teachers' federation. The debates were not resolved and the spaces were not stable, but the movement brought about significant change that increased equity and enhanced the legitimacy of education. The article concludes with a discussion of the place of social movements in a democratic politics of education…. [Direct]
(1994). An Explanation of the Citizenship Policies of Estonia and Lithuania. This study attempts to examine and explain the citizenship choices made by the governments of Estonia and Lithuania. The report explains the factors driving the inclusiveness of the policies. The project attempts to discover those factors that lead the government of a newly independent state to develop a more inclusive or more exclusive citizenship policy. Factors that likely affect the development of citizenship policies include: (1) an ethnically defined nation or political-territorially defined nation; (2) whether or not the newly independent state is seen as a nation-state or as a multi-national state; (3) a perceived threat to survival of the nation; (4) strength of minority groups in size, concentration, and economic power; and (5) powerful neighbors interested in inclusive policies due to a large ethnic minority in their own country or human rights organizations monitoring citizenship policies. These factors and questions, although applied to Lithuania and Estonia, also… [PDF]
(1989). Readings in American History (In Their Own Words), Book III. New Directions for the United States and Teacher's Guide. This skills-text is the third of four books in the series \Readings in American History.\ The materials allow opportunities to improve reading and comprehension skills in a subject matter context by using certain primary sources related to the topic. Book 3 covers the period from the Civil War to 1900. Each lesson includes short readings with exercises and questions to allow students to explore the topic. The volume includes: (1) \Slavery Divides the Nation\; (2) \Letters and Diaries from the Civil War\; (3) \Emancipation\; (4) \Black Soldiers in the Civil War\; (5) \The Effort at Reconstruction\; (6) \Westward Ho\; (7) \The Black Exodus of 1879\; (8) \A Century of Dishonor Toward Native Americans\; (9) \The Farmer's Revolt\; (10) \The Rise of Big Business\; (11) \The Rise of Labor Unionism\; (12) \The New Immigrants\; (13) \The Election of 1896\; and (14) \Imperialism and Racism.\ A review section, glossary, and teacher's guide are included. (EH)…
(1990). Free Women and the Antebellum Black Press: Gender Oppression Reconsidered. Black newspapers and journals published between 1827 and 1860, such as "Freedom's Journal,""The Weekly Advocate," and the "Mirror of Liberty," worked to dispel negative images and to set the record straight about women of color, in contrast to the unfounded hyperboles against these women which had been pervasive during the pre-Civil War years. The messages common to the black press and women were concerned primarily with the vindication and uplift of people of color. The relationship between the black press and black women was not oppressive but symbiotic, as the black press brought benefits to black women, and the women, in turn, brought financial and editorial support to the black press. Led by such men as Samuel Cornish, John Brown Russwurm, Frederick Douglas, David Ruggles, and Thomas Hamilton, the antebellum press was a forum for the social thought of women of color, daring to publish a variety of their literary, sociopolitical, moral and…
(1987). Human Rights: The Struggle for Freedom, Dignity and Equality. Resource Guide. Every human being deserves the right to live in freedom and dignity. Yet human rights violations dominate the headlines. In addition to becoming sensitive to human pain and suffering, young adults must also begin the lifelong process of creating, recognizing, and exercising options. This resource guide contains suggested questions and projects that have been found to be helpful in teaching about human rights. Chapter topics are: (1) What Are Human Rights?; (2) The Roots of Inhumanity; (3) Inhumanity: An Historical Overview; (4) The Rise of Totalitarianism in Germany; (5) Surplus People: The Final Solution; (6) Surplus People: The Pattern Continues (Argentina, Kampuchea [Cambodia], South Africa, and World Totalitarianism); and (7) Taking Action. Three appendices conclude the document: (1) Appendix A–"The Foundations of Human Rights in the United States"–containing excerpts from the Declaration of Independence, Constitution and Bill of Rights; (2) Appendix… [PDF]
(1981). Elementary School Guide for Teaching about Human Rights. This is an elementary school guide for teaching about human rights prepared for use in the Detroit, Michigan public schools. The guide presents a number of overall goals and specific educational objectives in the area of human rights. Each of these objectives is paired with corresponding classroom activities and resource materials. Topics of study include equality of races, the interdependence of people, the need for mutual understanding, the role of the government in human rights, the impact of apathy in fostering inhumane conditions, the ways in which racism, sexism, and genocide develop, and the destructive effects of myths and stereotypes. (APM)…
(1981). High School Guide for Teaching about Human Rights. This is a high school guide for teaching about human rights prepared for use in the Detroit, Michigan public schools. The guide presents a number of overall goals and specific educational objectives in the area of human rights. Each of these objectives is paired with corresponding classroom activities and resource materials. Topics of study include equality of race, the interdependence of people, the need for mutual understanding, the role of government in human rights, the impact of apathy in fostering inhumane conditions, the ways in which racism, sexism, and genocide develop, and the destructive effects of myths and stereotypes. (APM)…
(1970). Mass Media and the Law; Freedom and Restraint. The papers and articles collected in this volume examine the relationship between government, business conglomerates, and the mass media and discuss the effect of this relationship on the flow of information. Separate sections are devoted to: the \right to know\; the effect of media barons on the flow of news; the \right of access\; the sometimes conflicting guarantees of the First and the Sixth Amendments; invasion of privacy; libel; obscenity; the impact of such Federal agencies as the Post Office, the Federal Trade Commission, and the Federal Communications Commission; and copyright laws. At the end of each section relevant books, articles, and court decisions are noted. In the concluding section of the book, the editors summarize their position by stating that the changing nature of the communications process demands that the law must not only protect the media's right of access to information, but must also forbid the arbitrary denial of space in which to present divergent…