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Human Rights Education in Australia: Reflections on the Meaningful Application of Rights and Values in Practice
Human rights are statements of values and putting them into practice can present a range of challenges. In Australia,... more Human rights are statements of values and putting them into practice can present a range of challenges. In Australia, these challenges are compounded by the widespread belief that human rights are only at issue somewhere else. In 2006 human rights legislation entitled the ‘Charter of Human Rights and Responsibilities Act’, based on the British Human Rights Act, was introduced in the Australian state of Victoria, locating the acknowledgement of, and respect for, civil and political rights firmly ‘in our own backyard’. The Australian Centre for Human Rights Education (ACHRE) developed a teaching and training programme to assist the implementation of this legislation. In this practice note we analyse how ACHRE has used education to advance the civil and political rights covered by ‘the Charter’ from guiding principles into practical applications in organizational settings. We explore the pedagogical approach by reviewing teaching and learning materials and participant responses to activities. We evaluate how effective the programme is in achieving understandings of how to apply human rights in local organizational contexts. We argue that the methodology is strengthened by using a human rights based approach to the design, documentation and application of course materials. This approach offers the potential for wide scale application of human rights values and principles in organizational settings. Importantly, it develops an understanding of human rights as relevant in local contexts.
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Seen by:Human Rights Education Scenarios
by Halil Eksi
Kenan Çayır
EDUCATIONAL SCIENCES: THEORY&PRACTICE
There is a growing international consensus on the importance of human rights
education in order to raise... more
There is a growing international consensus on the importance of human rights
education in order to raise consciousness about the issue and to promote a
democratic culture. The United Nations and other international organizations
encourage member countries to establish a national plan of action to promote
education in human rights. Turkey has taken an important step by formulating
its National Plan of Action in human rights education in 1999 and
introducing ‘Citizenship and Human Rights Education’ courses in all primary
and secondary level schools. The school textbooks, however, have
many deficiencies. Among them, the paper focuses on the lack of appropriate
educational materials that could lead to attitudinal and behavioral changes
in current textbooks and proposes several lesson scenarios for textbook
authors.
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Seen by:The influence of utilitarianism on human rights education
Draft only: do not quote without the permission of the author.
Since the Universal Declaration of Human Rights was proclaimed in 1948 by United Nations, special priority was given... more
Since the Universal Declaration of Human Rights was proclaimed in 1948 by United Nations, special priority was given to publicise the Declaration through education, “principally in schools and other educational institutions” (United Nations, 1948). Over the last 63 years, the interest about teaching and learning processes in human rights amongst Governments, International Agencies, local NGO’s, schools and education stakeholders has grown; as a consequence, several educational models for human rights have been developed. Despite the pedagogical or practical discrepancies amongst them, these models incorporate certain theoretical approaches to human rights. I will present briefly the theoretical approaches to human rights that I develop from the work of Megias (Different Theories of Justification of Human Rights, 2006) and Dembour (Who Believes in Human Rights? Reflection on the European Convention, 2006; What are Human Rights? Four Schools of Thought, 2010) in order to focus on utilitarianism.
The aim of this paper is to explore the utilitarian approach to human rights, in particular, the philosophical foundations underlying them and their possible consequences for human rights education. To fulfill this purpose, I will discuss the main arguments of the utilitarian theories given by their representative authors and how these are related to a particular understanding of what human rights are. This particular understanding, as a consequence, will derive on specific ways to teach and learn human rights. I suggest that the scope of utilitarianism as a philosophical approach to human rights has a deep influence in several aspects of education such as the purpose and objectives of this education, the content, main stakeholders, as well as teaching strategies and learning outcomes. I will use current practices of human rights education to contrast the advantages and disadvantages of such influence in the development of a democratic culture; and also, to discuss if the education of human rights as universal values is something possible or desirable from this philosophical approach.
Human rights and religion in the English secondary RE curriculum
by Robert Bowie
Published in the Journal of Beliefs and Values, Vol 32(3), 2011
The relationship between religion and human rights is an ambiguous and complex one, but there are academic, moral and... more The relationship between religion and human rights is an ambiguous and complex one, but there are academic, moral and political arguments for the inclusion of human rights in religious education (RE). The Universal Declaration of Human Rights advocates education in human rights and the English school curriculum aims to encourage a commitment to human rights. This article examines ...
Education about human rights: Strengths and weaknesses of the UN Declaration on Human rights education and training
by paula gerber
Gerber, Paula 'Education about human rights: Strengths and weaknesses of the UN Declaration on Human rights education and training' (2011) 36(4) Alternative law Journal 245.
On 19 December 2011, the United Nations General Assmebly adopted the Declaration on Human Rights Education and... more On 19 December 2011, the United Nations General Assmebly adopted the Declaration on Human Rights Education and Training. This landmark declaration signifies a growing commitment by the UN to the promotion of human rights education as a means of increasing respect for human rights and combating human rights violations. This article provides one of the first in-depth analyses of this important new instrument, and identifies both its strengths and weaknesses
The Paradoxical Perception of Midwifery in American Culture By Stacia Guzzo
Found at website of Feminism and Religion
Authored by Stacia Guzzo
This past Sunday night, midwife Robin Lim was named CNN Hero of the Year at a formal award ceremony in Los Angeles,... more This past Sunday night, midwife Robin Lim was named CNN Hero of the Year at a formal award ceremony in Los Angeles, California. The award, which was given after eleven weeks of public voting on CNN.com, came with $250,000 to support Lim’s quest to provide quality prenatal, labor, birth, and postpartum care for the poor and underserved in Indonesia. She accepted the award amidst a standing ovation, and closed her words of acceptance by simply saying: “Every mother counts. And health care is a human right.” (Read on)
ALBINO KILLINGS IN TANZANIA: Witchcraft and Racism?
Author: Ernest Boniface Makulilo (MAKULILO, Jr.)
MA Peace and Justice Studies - emphasis in Conflict Analysis and Resolution
In Tanzania, there is a high rate of Albino Killings. The killings are associated with witchcraft and racism. The... more In Tanzania, there is a high rate of Albino Killings. The killings are associated with witchcraft and racism. The eradication of such killings has become a very difficult and complicated process. The absence of witchcraft law and policy, lack of government readiness, increasing racism on cultural sphere (“we” and “they”), to mention a few make prevention methodologies to fail and ultimately increase of the killings. It is until and when all these are addressed and “fixed”, albinos in Tanzania will be safe.
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Seen by: and 19 moreCreatures in Captivity and Ethics
Prisons. Factory States. Low-Wage Workers. Child Sex Trade. Animal Abuse for: Clothing, Entertainment and Food. I... more Prisons. Factory States. Low-Wage Workers. Child Sex Trade. Animal Abuse for: Clothing, Entertainment and Food. I really could go on with other outlets of injust captivity, but this covers some major ones.
Special issue of Education, Citizenship and Social Justice: Vol: 6 (3): 'Education, human rights and social justice in East Asia'
by Audrey Osler
Table of Contents is available online at: http://esj.sagepub.com/content/vol6/issue3/?etoc
Editorial: Human rights education, politics and power
Audrey Osler and Yan Wing Leung
Education,... more
Editorial: Human rights education, politics and power
Audrey Osler and Yan Wing Leung
Education, Citizenship and Social Justice 2011;6 199-203
http://esj.sagepub.com/cgi/reprint/6/3/199
Articles
Social injustice, human rights-based education and citizens’ direct action to promote social transformation in the Philippines
Reynaldo Ty
Education, Citizenship and Social Justice 2011;6 205-221
http://esj.sagepub.com/cgi/content/abstract/6/3/205
Abstract: This article opens with a proposed framework for human rights education (HRE), which synthesizes ideas drawn from Zinn’s people’s history, Sen’s theory of justice and Freire’s critical pedagogy. A review of the literature on HRE and human rights-based learning suggests three existent interrelated models of HRE. Drawing on human rights-based programmes designed to benefit Philippine society, this article then presents case studies in which programme participants actively struggle against social injustice. As an integral part of the learning process, co-learners envision a just and peaceful society, plan for change and engage in direct social action. New volunteers are continually mobilized to participate in community service and contribute to social action that benefits and empowers hitherto oppressed people and minorities. The article concludes with a proposal for an interactive model of human rights-based learning which aims to build on the HRE framework inspired by Zinn, Sen and Freire.
Narratives in teaching and research for justice and human rights
Audrey Osler and Juanjuan Zhu
Education, Citizenship and Social Justice 2011;6 223-235
http://esj.sagepub.com/cgi/content/abstract/6/3/223
Abstract: Throughout history individual and collective narratives have been used in struggles for justice. We draw on Sen’s theory of justice to examine the potential of narratives in teaching and researching for social justice. Human rights are presented as powerful ethical claims that can be critically examined by learners to consider their rights and responsibilities to others, at scales from the local to the global. One life history is used as an illustrative example to examine the Universal Declaration of Human Rights 1948 and its possible meanings for learners in China and globally. This article discusses the strengths and limitations of narratives as research and pedagogical tools in understanding justice, human rights and inequalities; in stimulating solidarity and our common humanity; and in enabling learners to explore their multiple identities. We conclude by making the case for human rights as principles for learning and living together in overlapping communities of fate.
A matter of money? Policy analysis of rural boarding schools in China
Zhenzhou Zhao
Education, Citizenship and Social Justice 2011;6 237-249
http://esj.sagepub.com/cgi/content/abstract/6/3/237
Abstract: The Chinese government has shifted the pattern of rural schooling over the past decade, replacing village schools with urban boarding schools. The stated goal is to improve school quality, while deploying resources more effectively. However, the new boarding schools fail to provide a safe, healthy environment or protect and enable students’ human rights. This article explores questions of how and why a boarding school policy supposedly intended to narrow the urban–rural educational gap has, in fact, achieved the opposite result, extending social injustice. Adopting a public choice perspective, the article analyses the roles of different stakeholders in the policy arena, including the policy initiator (the central government), the policy implementer (the local government) and policy consumers (children and society). The findings suggest that policy consumers are passive participants in interactions between various governmental bodies and society. Children’s interests are ignored and their rights overlooked in educational policy formulation and enactment.
Towards inclusion of cross-boundary students from Mainland China in educational policies and practices in Hong Kong
Celeste Yuet-Mui Yuen
Education, Citizenship and Social Justice 2011;6 251-264
http://esj.sagepub.com/cgi/content/abstract/6/3/251
Every society has an obligation to provide quality education to children regardless of their socio-economic and cultural backgrounds. The number of cross-boundary students (CBS) from Mainland China in Hong Kong schools is increasing. This article reviews educational policy and provision for educating CBS, presenting data from an empirical study. Data from three school-based case studies (pre-primary, primary and secondary) reveal an absence of systematic school-based policy or provision for newcomers. This article draws on the UN Convention on the Rights of the Child to review educational practices with regard to CBS populations. Despite the rapid growth in numbers of CBS, the case studies suggest that Hong Kong regional government’s policies fail to meet students’ transitional needs or guarantee their rights. There remains a serious policy gap that is left to schools and teachers to address as best they can. The article concludes by discussing implications for policy making and teacher professional development.
Interrogating differentiated citizenship education: Students’ perceptions of democracy, rights and governance in two Singapore schools
Li-Ching Ho, Jasmine B.-Y. Sim, and Theresa Alviar-Martin
Education, Citizenship and Social Justice 2011;6 265-276
http://esj.sagepub.com/cgi/content/abstract/6/3/265
Abstract: Across and within democratic societies, youth experiences of education for citizenship vary widely. A growing body of research suggests that students’ experiences of democratic citizenship education will differ according to how academic programmes, community culture, socio-economic status and gender intersect with prevailing conceptions of equality, mutual respect and reciprocity. This qualitative study explores how democratic citizenship education is enacted in two secondary schools with very dissimilar academic programmes and policies. A key finding in the study is fissures in perceptions of civic engagement and democratic rights between students from the two schools, thus suggesting that academic programmes and policies can differentiate the manner in which students are prepared to fulfil their roles as citizens.
Some Potential Benefits of a Universal System
This is a thought paper on the power of the fusion of knowledge, love and diversity and what I believe that has to... more This is a thought paper on the power of the fusion of knowledge, love and diversity and what I believe that has to offer humanity.
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Seen by:Anti-Social Engineering the Hyper-Manipulated Self
by Brian Taylor
When one does philosophy, one dismantles strings of concepts into their respective parts to examine both the parts... more
When one does philosophy, one dismantles strings of concepts into their respective parts to examine both the parts themselves and the relationships the parts have with each other. This semantic reduction provides us the best possible opportunities for finding truth. This was exactly the type of skill Brian Taylor needed to write his new book Anti-Social Engineering the Hyper-Manipulated Self, postpaper publishing, ISBN: 978-0-557-99909-5 http://stores.lulu.com/postpaper
The book began as a series of blogged essays in a response to the “Authenticity” movement presented by the like of Eckhart Tolle, Andrew Cohen and to a lesser extent, Dr. Phil. These men, and others, were coming to conclusions on the idea of authenticity that were, among other things, subjective fallacies, rife with interpretation and possibly counterproductive. On the other side of the coin we had skeptical guru Michael Shermer or perhaps Richard Dawkins making up one half of the “four horseman of the non-apocalypse.” These men, “scientists,” were and still are guilty of the same faults as their spiritual counterparts, interpretations rather than knowledge. Brian Taylor wanted to know, “Are there any actual answers in the arena of the self and its power?” As it turns out, reality is far stranger than ever before known and we actually know so much less than we think we do, if it can be said that we know anything authentically, at all.
After four years of research into our ideas about the self through the ages, the sciences of the self and what the self is, this book comes to the conclusion that the modern self, you and I today, are not only manipulated, but that manipulation is sought out, required and pre-programmed. This is a book about how we are all being intentionally hyper-manipulated without our knowledge, by whom and to what end.
To “anti-social engineer” is to counter this phenomenon of modernity through critical consciousness, dubbed “assignee's prerogative.” This self direction is aimed toward eudaemonia, which is an Aristotelian idea roughly meaning “happiness and promotion,” and it is further suggested that virtue is found in the mean between excess and deficiency, in these concerns. This sounds rather simple in such a paragraph form, rest assured, chasing the meanings and relationships of these ideas to any philosophical depth requires a maze of rabbit holes and someone to guide you through them. Taylor is nothing if not thorough in this regard.
Entertaining, personal, conversational, exact and profound, this book has a strange undercurrent, almost a charge running through it. Most clearly defined in it's most opinionated moments, there is a subtext, not a call to arms but to a social contract. Taylor says, throughout the book, that it is specifically battling social engineering, the command, hidden or not, “think this about that.” Yet, he too wants us to think a certain way, a centrist “golden mean,” a path of no extremes. Making an argument against his ideas is difficult, regardless of the talking points he uses. (These vary from possible moral objections we may hold for prostitution or murder, to social norms such as supporting the troops or the war on terror.) In his most controversial moments, when objectivity is at its thinnest, the author's existentialism shines through and he suggests it's better to not claim to know something than to suspect something incorrectly. The exception to this rule is when the social engineering is secret, malicious, degenerative or merely in error.
There are things that we can do anti-social engineer our hyper-manipulated selves and Taylor spells these tasks out clearly. Firstly, social engineering, be it delivered by a television commercial, ideology, civility, social construct, etc. is to be expected and recognized. Then Taylor presents us his Philosophy Generator which is described as “a dismantling of paradigm” and a way to determine if any particular social engineering is more persuasive or manipulative. If we are able to first know what it is we are deciding, then do our best possible thinking on the matter, which is what working through the Generator is for, we should be able to be confident in our decision, whatever it may be. Furthermore, given the standardization of awareness, contemplation and centrist philosophy, it should be expected that the same benefit experienced by individuals would transfer to societies.
The book ends with a chapter called “God wears a yellow hat.” It is concluded with a list of 24 interesting intentions, (23 actually, one of them is missing,) this list is not meant to be a complete index of the topics discussed, but rather an indication of the book's scope. The war on terror, the war on drugs, food transportation, consumerism, capitalism, communism, false flags, dehumanization via technology, God, 2012, patriotism, culture, globalization, human rights and religion. There is an entire chapter devoted to a reasonable discussion between the two sides divided over the conspiracies associated with September 11, 2001. This book discusses conspiracy as it dismantles thought, which is a strange dichotomy. Taylor seems to want to convince us that he is a reasonable man, with a reasonable method and if such a man can find a reasonable conspiracy, we can take the suggestion from the fringe to the mainstream. He may be right. However, this is not a conspiracy book, this is a book about thinking.
One comes away from the experience of reading this book enticed to do more and this is the goal. Anti-Social Engineering the Hyper-Manipulated Self is about taking responsibility and looking ahead, prudently. It doesn't want to take anything away from you, you're entitled to have your beliefs as the author has his. We need our beliefs and we even need social engineering, these things are part of a natural, healthy species. The dangers of our beliefs are represented by the lack of awareness of them and the inability to think critically about them. Taylor argues that, if in fact we are not thinking well about the things we believe, we are not living up to the reasonable purpose we have as human beings. This appreciation of hyper-reality and our place in it defines our authenticity and is the promise expressed by the 21st Century Enlightenment.
125 views
Seen by: and 23 more"Fuqizimi i rinisë kosovare - realiteti dhe mundësitë. Fokusi: Edukimi për qytetarinë demokratike dhe edukimi për të drejtat e njeriut" - Autorë: Liridon Shurdhani dhe Veton Sylhasi
"Fuqizimi i rinisë kosovare - realiteti dhe mundësitë.
Fokusi: Edukimi për qytetarinë demokratike dhe edukimi për të drejtat e njeriut"
Autorë: Liridon Shurdhani dhe Veton Sylhasi
Botues: Shoqata Kosovare për të Drejtat e Njeriut dhe Fëmijës
Prishtinë, maj 2011
In Albanian:
"Fuqizimi i rinisë kosovare - realiteti dhe mundësitë.
Fokusi: Edukimi për... more
In Albanian:
"Fuqizimi i rinisë kosovare - realiteti dhe mundësitë.
Fokusi: Edukimi për qytetarinë demokratike dhe edukimi për të drejtat e njeriut"
Autorë: Liridon Shurdhani dhe Veton Sylhasi
Botues: Shoqata Kosovare për të Drejtat e Njeriut dhe Fëmijës
Prishtinë, maj 2011

