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| education is a human right: Human Rights and Equality in Education Fredman, Sandra, Campbell, Meghan, 2018-06-20 Thousands of children from minority and disadvantaged groups will never cross the threshold of a classroom. What can human rights contribute to the struggle to ensure that every learner is able to access high quality education? This brilliant interdisciplinary collection explores how a human rights perspective offers new insights and tools into the current obstacles to education. It examines the role of private actors, the need to hold states to account for the quality of education, how to strike a balance between religion, culture and education, the innovative responses needed to guarantee girls’ right to education and the role of courts. This unique book draws together contributors who have been deeply involved in this field from both developing and developed countries which enriches the understanding and remedial approaches to tackle current obstacles to universal education. |
| education is a human right: The Human Right to Education Douglas Hodgson, 1998 12. Parental educational rights |
| education is a human right: The Right to Inclusive Education in International Human Rights Law Gauthier de Beco, Shivaun Quinlivan, Janet E. Lord, 2019-05-02 This volume studies the implications of the right to inclusive education in human rights law for disability law, policy and practice. |
| education is a human right: Education as a Human Right Tristan McCowan, 2013-06-27 A comprehensive reassessment of the idea that all humans are entitled to learning, examining existing conceptualisations and proposing a new basis for Education for All. |
| education is a human right: Critical Human Rights Education Michalinos Zembylas, André Keet, 2019 This book engages with human rights and human rights education (HRE) in ways that offer opportunities for criticality and renewal. It takes up various ideas, from critical and decolonial theories to philosophers and intellectuals, to theorize the renewal of HRE as Critical Human Rights Education. The point of departure is that the acceptable truths of human rights are seldom critically examined, and productive interpretations for understanding and acting in a world that is soaked in the violations these rights try to address, cannot emerge. The book cultivates a critical view of human rights in education and beyond, and revisits receivable categories of human rights to advance social-justice-oriented educational praxes. It focuses on the ways that issues of human rights, philosophy, and education come together, and how a critical project of their entanglements creates openings for rethinking human rights education (HRE) both theoretically and in praxis. Given the persistence of issues of human rights worldwide, this book will be useful to researchers and educators across disciplines and in numerous parts of the world. |
| education is a human right: Human Rights Education Monisha Bajaj, 2017-04-04 Over the past seven decades, human rights education has blossomed into a global movement. A field of scholarship that utilizes teaching and learning processes, human rights education addresses basic rights and broadens the respect for the dignity and freedom of all peoples. Since the founding of the United Nations and the adoption of the Universal Declaration of Human Rights in 1948, human rights education has worked toward ensuring that schools and non-formal educational spaces become sites of promise and equity. Bringing together the voices of leaders and researchers deeply engaged in understanding the politics and possibilities of human rights education as a field of inquiry, Monisha Bajaj's Human Rights Education shapes our understanding of the practices and processes of the discipline and demonstrates the ways in which it has evolved into a meaningful constellation of scholarship, policy, curricular reform, and pedagogy. Contributions by pioneers in the field, as well as emerging scholars, constitute this foundational textbook, which charts the field's rise, outlines its conceptual frameworks and models, and offers case studies from Africa, Asia, Latin America, Europe, the Middle East, and the United States. The volume analyzes how human rights education has been locally tailored to diverse contexts and looks at the tensions and triumphs of such efforts. Historicizing human rights education while offering concrete grounding for those who seek entry into this dynamic field of scholarship and practice, Human Rights Education is essential reading for students, educators, researchers, advocates, activists, practitioners, and policy makers. Contributors: Monisha Bajaj, Ben Cislaghi, Nancy Flowers, Melissa Leigh Gibson, Diane Gillespie, Carl A. Grant, Tracey Holland, Megan Jensen, Peter G. Kirchschlaeger, Gerald Mackie, J. Paul Martin, Sam Mejias, Chrissie Monaghan, Audrey Osler, Oren Pizmony-Levy, Susan Garnett Russell, Carol Anne Spreen, David Suárez, Felisa Tibbitts, Rachel Wahl, Chalank Yahya, Michalinos Zembylas. |
| education is a human right: Bringing Human Rights Education to US Classrooms Susan Roberta Katz, A. McEvoy Spero, 2015-04-09 This book offers research-based models of exemplary practice for educators at all grade levels, from primary school to university, who want to integrate human rights education into their classrooms. It includes ten examples of projects that have been effectively implemented in classrooms: two from elementary school, two from middle school, three from high school, two from community college, and one from a university. Each model discusses the scope of the project, its rationale, students' response to the content and pedagogy, challenges or controversies that arose, and their resolution. Unique in integrating theory and practice and in addressing human rights issues with special relevance for communities of color in the US, this book provides indispensable guidance for those studying and teaching human rights. |
| education is a human right: Human Rights Education Jagannath Mohanty, 2000 |
| education is a human right: The Protection of the Right to Education by International Law Klaus Dieter Beiter, 2006 In view of the trend of demoting education from human right to human need, this book seeks to affirm education as a human right and to describe the various state duties flowing from the right to education, by systematically analyzing article 13 of the International Covenant on Economic, Social and Cultural Rights. |
| education is a human right: Education, Human Rights and Peace in Sustainable Development Maigul Nugmanova, Heimo Mikkola, Alexander Rozanov, Valentina Komleva, 2020-11-19 The aim of sustainable development is to balance our economic, environmental and social needs, allowing prosperity for current and future generations. Countries must be allowed to meet their basic needs of employment, food, energy, water and sanitation. There is a clear relationship between the three topics of the book: right to education has been recognized as a human right - education has a role in peace-building. Additionally, education, human rights and peace have a significant role in sustainable development. The United Nations have defined a broad range of internationally accepted rights, including civil, cultural, economic, political and social rights. However, this book demonstrates that there are still people and nations not respecting the Universal Declaration of Human Rights. Chapters from Brazil, Cameroon, Ethiopia, Kazakhstan, Israel, Peru, Russia and South-Africa cover topics like civil war, human abuses, the vulnerability of indigenous people, abortion, epilepsy, food security, lack of health equities in maternal and child health, and democracy or lack of it. We sincerely hope that this book will contribute to the joint pursuit of humanity to make the world better after we all get over the coronavirus pandemic. |
| education is a human right: Human Rights Education Sarita Cargas, 2019-12-20 In tracing the origins of the modern human-rights movement, historians typically point to two periods: the 1940s, in which decade the Universal Declaration of Human Rights (UDHR) was ratified by the United Nations General Assembly; and the 1970s, during which numerous human rights nongovernmental organizations (NGOs), most notably Amnesty International and Médecins Sans Frontières, came into existence. It was also in the 1970s, Sarita Cargas observes, when the first classes in international human rights began to be taught in law schools and university political science departments in the United States. Cargas argues that the time has come for human rights to be acknowledged as an academic discipline. She notes that human rights has proven to be a relevant field to scholars and students in political science and international relations and law for over half a century. It has become of interest to anthropology, history, sociology, and religious studies, as well as a requirement even in social work and education programs. However, despite its interdisciplinary nature, Cargas demonstrates that human rights meets the criteria that define an academic discipline in that it possesses a canon of literature, a shared set of concerns, a community of scholars, and a methodology. In an analysis of human rights curricula in Australia, Canada, the United Kingdom, and the United States, Cargas identifies an informal consensus on the epistemological foundations of human rights, including familiarity with human rights law; knowledge of major actors including the United Nations, governments, NGOS, and multinational corporations; and, most crucially, awareness and advocacy of the rights and freedoms detailed in the articles of the UDHR. The second half of the book offers practical recommendations for creating a human rights major or designing courses at the university level in the United States. |
| education is a human right: Teachers and Human Rights Education Audrey Osler, Hugh Starkey, 2010 why do teachers need to be familiar with human rights? In multicultural societies, whose values take precedence? How do schools resolve tensions between children's rights and teachers' rights? -- |
| education is a human right: Teacher Education and Human Rights Audrey Osler, Hugh Starkey, 2017-11-01 Teaching has been described as a hazardous profession and teacher educators are faced with a challenging task in preparing teachers for the future. Human rights are high on the international agenda but also have direct implications for teachers and students in the classroom. Originally published in 1996, this book brings together teacher education and human rights to examine how we might best educate children and young people for citizenship. Drawing on case studies from the UK, Europe and internationally, the authors provide practical suggestions for ways in which teachers can increase young people’s awareness of the importance of securing their rights and those of others in the community. Looking particularly at how teachers might challenge injustice, racism and xenophobia, they examine human rights as a basis for educational policies and discuss how international human rights instruments can be incorporated into the teacher education curriculum. The book will benefit teacher trainers, teachers and education policy makers concerned with race, gender and special needs: undergraduate and postgraduate student teachers and educational researchers. |
| education is a human right: The Education Deficit Elin Martínez, 2016 |
| education is a human right: Human Rights in Education, Science, and Culture : Legal Developments and Challenges Yvonne Donders, Vladimir Volodin, 2007 Human rights are at the heart of UNESCO's work in the fields of education, science and culture. Conceived from an international human rights legal framework, this publication combines insights into the content, scope of application and corresponding state obligations of these rights with analyses of issues relating to their implementation.--Publisher's description. |
| education is a human right: Science in the Service of Human Rights Richard Pierre Claude, 2002 5 Health and Medical Ethics |
| education is a human right: Human Rights in Children's Literature Jonathan Todres, Sarah Higinbotham, 2016 How can children grow to realize their inherent human rights and respect the rights of others? This book explores this question through children's literature from Peter Rabbit to Horton Hears a Who! to Harry Potter. The authors investigate children's rights under international law - identity and family rights, the right to be heard, the right to be free from discrimination, and other civil, political, economic, social and cultural rights - and consider the way in which those rights are embedded in children's literature. This book traverses children's rights law, literary theory, and human rights education to argue that in order for children to fully realize their human rights, they first have to imagine and understand them. |
| education is a human right: Towards a Just Society: The Personal Journeys of Human Rights Educators Abraham K. Magendzo, Claudia Duenas, Nancy Flowers, Kristi Rudelius-Palmer, Rosa Barreda, Vera Candau, Nélida Céspedes, Silvia Conde, Enver Djuliman, Mónica Fernández, William R. Fernekes, Shulamith Koenig, Elena Ippoliti, Judy Gummich, Claudia Lohrenscheit, Edward O'Brien, Greta Papadimitriou, Jefferson R. Plantilla, Aura Ramos, Susana Sacavino, Cosette Thompson, Felisa Tibbitts, José Tuvilla, Feliece I. Yeban, Anita Yudkin, Manuel Restrepo Yustin, Nela Navarro, 2015-09-15 Towards a Just Society: The Personal Journeys of Human Rights Educators Edited by Abraham Magendzo K., Claudia Duenas, Nancy Flowers, and Natela Jordan Topic Book 8, Human Rights Education Series, 2015 In TOWARDS A JUST SOCIETY twenty-five educators from around the world respond to the question: How and why did you commit yourself to human rights education? Their highly personal narratives recount the diverse ideological perspectives and life experiences that have shaped their work in this growing field. |
| education is a human right: Human Rights Education for Psychologists Polli Hagenaars, Marlena Plavšić, Nora Sveaass, Ulrich Wagner, Tony Wainwright, 2020-03-12 This ground-breaking book is designed to raise awareness of human rights implications in psychology, and provide knowledge and tools enabling psychologists to put a human rights perspective into practice. Psychologists have always been deeply engaged in alleviating the harmful consequences human rights violations have on individuals. However, despite the fundamental role that human rights play for professional psychology and psychologists, human rights education is underdeveloped in psychologists’ academic and vocational training. This book, the first of its kind, looks to change this, by: raising awareness among professional psychologists, university teachers and psychology students about their role as human rights promoters and protectors providing knowledge and tools enabling them to put a human rights perspective into practice providing texts and methods for teaching human rights. Featuring chapters from leading scholars in the field, spanning 18 countries and six continents, the book identifies how psychologists can ensure they are practising in a responsible way, as well as contributing to wider society with a clear knowledge of human rights issues in relation to culture, gender, organisations and more. Including hands-on recommendations, case studies and discussion points, this is essential reading for professional psychologists as part of continuing professional development and those in training and taking psychology courses. For additional electronic resources for students and teachers, see the support material tab on the Routledge book page: https://www.routledge.com/Human-Rights-Education-for-Psychologists/Hagenaars-Plavsic-Sveaass-Wagner-Wainwright/p/book/9780367222963 |
| education is a human right: The Universal Right to Education Joel Spring, 2000-04 In this book, Joel Spring offers a powerful and closely reasoned justification and definition for the universal right to education--applicable to all cultures--as provided for in Article 26 of the United Nation's Universal Declaration of Human Rights. One sixth of the world's population, nearly 855 million people, are functionally illiterate, and 130 million children in developing countries are without access to basic education. Spring argues that in our crowded global economy, educational deprivation has dire consequences for human welfare. Such deprivation diminishes political power. Education is essential for providing citizens with the tools for resisting totalitarian and repressive governments and economic exploitation. What is to be done? The historically grounded, highly original analysis and proposals Spring sets forth in this book go a long way toward answering this urgent question. Spring first looks at the debates leading up to the Universal Declaration of Human Rights in 1948, to see how the various writers dealt with the issue of cultural differences. These discussions provide a framework for examining the problem of reconciling cultural differences with universal concepts. He next expands on the issue of education and cultural differences by proposing a justification for education that is applicable to indigenous peoples and minority cultures and languages. This justification is then applied to all people within the current global economy. Acknowledging that the right to an education is inseparable from children's rights, he uses the concept of a universal right to education to justify children's rights, and, in turn, applies his definition of children's liberty rights to the concept of education. His synthesis of cultural, language, and children's rights provides the basis for a universal justification and definition for the right to education -- which, in the concluding chapters, Spring uses to propose universal guidelines for human rights education, and instruction in literacy, numeracy, cultural centeredness, and moral economy. |
| education is a human right: Educating for Peace and Human Rights Maria Hantzopoulos, Monisha Bajaj, 2021-04-08 Over the past five decades, both peace education and human rights education have emerged distinctly and separately as global fields of scholarship and practice. Promoted through multiple efforts (the United Nations, civil society, grassroots educators), both of these fields consider content, processes, and educational structures that seek to dismantle various forms of violence, as well as move towards cultures of peace, justice and human rights. Educating for Peace and Human Rights Education introduces students and educators to the challenges and possibilities of implementing peace and human rights education in diverse global sites. The book untangles the core concepts that define both fields, unpacking their histories and conceptual foundations, and presents models and key research findings to help consider their intersections, convergences, and divergences. Including an annotated bibliography, the book sets forth a comprehensive research agenda, allowing emerging and seasoned scholars the opportunity to situate their research in conversation with the global fields of peace and human rights education. |
| education is a human right: Holocaust and Human Rights Education Michael Polgar, 2018-11-30 Educators and students face many questions when exploring the history of the Holocaust. This book addresses the ways in which we teach and learn about the Holocaust, applying sociological concepts and discussing the wider implications of the Holocaust on human rights and international law. |
| education is a human right: Human Rights and Religion in Educational Contexts Manfred L. Pirner, Johannes Lähnemann, Heiner Bielefeldt, 2016-07-15 What is the role of religion(s) in a human rights culture and in human rights education? How do human rights and religion relate in the context of public education? And what can religious education at public schools contribute to human rights education? These are the core questions addressed by this book. Stimulating deliberations, illuminating analyses and promising conceptual perspectives are offered by renowned experts from ten countries and diverse academic disciplines. |
| education is a human right: Human Rights in Education Donald Vandenberg, 1983 |
| education is a human right: Human Rights and Schooling Audrey Osler, 2016-05-20 The author examines the theory, research, and practice linking human rights to education in order to broaden the concept of citizenship and social studies education. Osler anchors her examination of human rights in the U.N Convention on the Rights of the Child, as well as the U.N. Declaration on Human Rights Education and Training. |
| education is a human right: Human Rights Education in the Philippines Richard Pierre Claude, 1991 |
| education is a human right: Realizing the Abidjan Principles on the Right to Education Frank Adamson, Sylvain Aubry, Mireille de Koning, Delphine Dorsi, 2021-05-28 This insightful book analyses the process of the first adoption of guiding human rights principles for education, the Abidjan Principles. It explains the development of the Abidjan Principles, including their articulation of the right to education, the state obligation to provide quality public education, and the role of private actors in education. |
| education is a human right: The Human Rights-based Approach to Higher Education Jane Kotzmann, 2018 1. The human right to higher education -- 2. Theoretical approaches to higher education -- 3. Evaluating higher education policy and legislation -- 4. Practical approaches to higher education -- Appendix A. Signs and measures of a successful higher education system -- Appendix B. Evaluation of state higher education policy: by country -- Appendix C. Summary country comparison. |
| education is a human right: Teaching Human Rights in Primary Schools Alison E. C. Struthers, 2019-11-07 Teaching Human Rights in Primary Schools delves into the important issue of Human Rights Education (HRE) implementation, exploring the nature and extent of HRE in education policy and practice in English primary schooling, and seeking to understand the reasons for deficiencies in practice in this area. HRE enables people not only to identify rights violations in their own lives, but also equips them with the knowledge, values and skills required to accept, defend and promote human rights more broadly. An awareness of human rights is therefore crucial, no matter what a person’s age, and as such it is vital that information about human rights is included within formal education. Beginning with an overview of the relevant international obligations and agreements related to HRE, Struthers then demonstrates that these are ostensibly not currently being met in either policy or practice in England. The book then draws upon current literature and empirical research with teachers to explore and analyse the barriers to HRE implementation. While the book uses the specific context of English primary education, it makes broad interdisciplinary recommendations concerning how the provision of HRE could be improved, which will be relevant to other countries instituting programmes of HRE or values and citizenship education. Interdisciplinary in nature and addressing HRE at both the international and domestic levels, this book will be of great interest to scholars, researchers and postgraduate students in both education and law. It will be of particular interest to those engaged in the study of human rights, children’s rights and education law, as well as those interested in curriculum policy and development, teaching methodologies and the sociology of education. It should also be essential reading for teacher educators, teachers and policymakers. |
| education is a human right: Know Your Rights and Claim Them Amnesty International, Angelina Jolie, Geraldine Van Bueren, 2021-09-17 This book is a guide for every young person who believes in a better world for all—Malala Yousafzai Adults are aware of their universal human rights of freedom and equality, but children often are ignorant of the rights they possess before reaching the age of majority. Enter Know Your Rights and Claim Them, written in partnership with Amnesty International, Angelina Jolie, and Geraldine Van Bueren. Know Your Rights and Claim Them details the rights promised in the United Nations Convention on the Rights of the Child, starting with the history of child rights, and providing a clear description of the types of child rights, the young activists from around the world who fought to defend them, and how readers can stand up for their own rights. This is the perfect book for young people who care about the world and want to make a difference—Greta Thunberg |
| education is a human right: Promoting Language and STEAM as Human Rights in Education Zehlia Babaci-Wilhite, 2018-12-18 This book argues that integrating artistic contributions – with an emphasis on culture and language – can make Science, Technology, Engineering and Mathematics (STEM) subjects more accessible, and therefore promote creativity and innovation in teaching and learning at all levels of education. It provides tools and strategies for managing interdisciplinary learning and teaching based on successful collaborations between researchers, practitioners and artists in the fields of the Arts and STEM subjects. Based on contributions by educators, scientists, scholars, linguistics and artists from around the globe, the book highlights how we can demonstrate teamwork and collaboration for innovation and creativity in STEAM subjects in the classroom and beyond. The book reflects the core of human rights education, using local languages and local knowledge through art as a tool for teaching human rights at school, and bringing to light questions on diversity, ecology, climate change, environmental issues, health and the future of human beings, as well as power relations between non-dominant (minorities) and dominant (the majority) groups in society. |
| education is a human right: Human Rights Education Globally Joseph Zajda, 2020-06-02 This book presents a comprehensive overview of selected research concerning global and comparative trends in dominant discourses on human rights education. Using diverse paradigms, ranging from critical theory to historical-comparative research, the book examines major human rights education reforms and policy issues in a global culture with a focus on the ambivalent and problematic relationship between human rights education discourses, ideology and the state. Further, it discusses democracy, national identity, and social justice, which are among the most critical and significant factors defining and contextualising the processes surrounding nation-building, identity politics and human rights education globally, and also critiques current human rights education practices and policy reforms, illustrating the shifts in the relationship between the state and human rights education policy. Written by authors from diverse backgrounds and regions, the book examines current developments in research concerning human rights education, and citizenship education globally. As such it enables readers to gain a more holistic understanding of the nexus between nation-state, national identity and human rights education both locally and globally. It also provides an easily accessible, practical yet scholarly insights into international concerns in the field of human rights education in the context of global culture. |
| education is a human right: Inclusive Education for the 21st Century Linda Graham, 2020-07-16 Placing a student on the autism spectrum in a busy classroom with a pair of noise-cancelling headphones and an aide to deal with the inevitable meltdowns is often done in the name of 'inclusion', but this is integration and not inclusive. How can teachers and schools create genuinely inclusive classrooms that meet the needs of every student? Research evidence indicates the strategies that make schools inclusive for students with disability benefit all students. Yet many schools are still operating under twentieth-century models that disadvantage students, especially those with disability. Inclusive Education for the 21st Century provides a rigorous overview of the foundational principles of inclusive education, and the barriers to access and participation. It explores evidence-based strategies to support diverse learners, including specific changes in curriculum, pedagogy and assessment practices, and the use of data. It addresses the needs of children with physical, sensory and intellectual disabilities, as well as those with complex learning profiles, including mental health issues. With chapters from leading experts from Australia and the UK, Inclusive Education for the 21st Century addresses common issues in both primary and secondary schools. Underpinned throughout by research evidence, it is designed to assist educators to develop the deep knowledge required to make inclusive education a reality in all schools. |
| education is a human right: Advancing Human Rights in Social Work Education Kathryn Libal, 2014 This volume brings together a host of scholars to address curriculum development and teaching methodologies for integrating human rights into social work education. Contributors discuss the theoretical framework and practical applications of the human rights approach in the areas of diverse human rights orientations to curriculum development; policy, research, and social justice; travel study and exchange models; and special populations. The authors press readers to address not only the human rights violations reported widely in the media, but also more familiar issues such as child welfare, poverty, food insecurity, racism, and violence against women. In addition, readers will find ideas for course design and teaching strategies and ample reference material, such as specialized treaties of specific relevance to social work, country and shadow reports, and complaint mechanisms. This book illustrates how the powerful idea of human rights can inform and transform social work education, and ultimately, professional practice.Contributors: Joseph Wronka, David Androff, Jane McPherson, Elaine Congress, Nivedita Prasad, Sandra Chadwick-Parkes, Michael Reisch, Louise Simmons, Christina Chiarelli-Helminiak, Brunilda Ferraj, Viviene Taylor, Rosemary Barbera, Shirley Gatenio Gabel, Hugo Kamya, Dennis Ritchie, Laura Guzmán Stein, Jody Olsen, Anusha Chatterjee, Robin Spath, Joyce Lee Taylor, Kirk James, Julie Smyth, Uma A. Segal, Filomena M. Critelli, DeBrenna LaFa Agbényiga, Sudha Sankar, S. Megan Berthold, Rebecca L. Thomas, Lynne M. Healy, and Kathryn R. Libal. |
| education is a human right: Globalisation, Human Rights Education and Reforms Joseph Zajda, Sev Ozdowski, 2016-09-23 This book, the seventeenth instalment in the 24-volume series Globalisation, Comparative Education and Policy Research, explores the interrelationship between ideology, the state and human rights education reforms, setting it in a global context. The book examines major human rights education reforms and policy issues in a global culture. It focuses on the ambivalent and problematic relationship between the state, globalisation and human rights education discourses. Using a number of diverse paradigms, ranging from critical theory to historical-comparative research, the authors examine the reasons for, and the outcomes of human rights education reforms and policy. The authors discuss discourses surrounding the major dimensions affecting the human rights education, namely national identity, democracy, and ideology. These dimensions are among the most critical and significant dimensions defining and contextualising the processes surrounding the nation-building, identity politics and human rights education globally. With this as its focus, the chapters represent hand-picked scholarly research on major discourses in the field of human rights education reforms. The book draws upon recent studies in the areas of globalisation, equality, and the role of the state in human rights education reforms. Furthermore, the perception of globalisation as dynamic and multi-faceted processes clearly necessitates a multiple-perspective approach in the study of human rights education. This book provides that perspective commendably. It also critiques current human rights education practices and policy reforms. It illustrates the way shifts in the relationship between the state and human rights education policy. In the book, the authors, who come from diverse backgrounds and regions, attempt insightfully to provide a worldview of current developments in research concerning human rights education, and citizenship education globally. The book contributes, in a very scholarly way, to a more holistic understanding of the nexus between nation-state, human rights education both locally and globally. |
| education is a human right: Restoring Dignity in Public Schools Maria Hantzopoulos, 2016-02-12 For many students in urban public schools, the routines of standards-based instruction and frequent testing remove the possibilities for sustained inquiry and critical engagement in school and with the larger world. Restoring Dignity in Public Schools demonstrates how urban public schools can create thriving, authentic centers of learning. Drawing from rich narratives of human rights education (HRE) in action, the author shows how school leaders can create an environment in which a culture of dignity, respect, tolerance, and democracy flourishes. The book examines the dynamics of HRE in practice, defines its constituent elements, and explains how these components work in tandem to produce schooling that encourages young people to critically interact with the world around them and imagine different alternatives for the future. This timely book provides a viable alternative to the currently favoured strategies of increased testing, privitization, and disciplinary control. |
| education is a human right: Revolution of the Right to Education A. Reis Monteiro, 2021-07-19 In Revolution of the Right to Education, A. Reis Monteiro offers an interdisciplinary and topical introduction to the International Education Law, broadly defined, striving to explain why the normative integrity of the right to education carries far-reaching revolutionary significance. |
| education is a human right: The Future of Economic and Social Rights Katharine G. Young, 2019-04-11 Captures significant transformations in the theory and practice of economic and social rights in constitutional and human rights law. |
| education is a human right: Religion, Education and Human Rights Anders Sjöborg, Hans-Georg Ziebertz, 2017-04-13 This book examines the interconnectedness between religion, education, and human rights from an international perspective using an interdisciplinary approach. It deals with compulsory or secondary school education in different contexts, as well as higher education, and has as its common theme the multiplicity of secularisms in different national contexts. Presenting rich cases, the contributions include empirical and theoretical perspectives on how international trends of migration and cultural diversity, as well as judicialization of social and political processes, and rapid religious and social changes come into play as societies find their way in an increasingly diverse context. The book contains chapters that present case studies on how confessional or non-confessional Religious Education (RE) at schools in different societal contexts is related to the concept of universal human rights. It presents cases studies that display an intriguing array of problems that point to the role of religion in the public sphere and show that historical contexts play important and different roles. Other contributions deal with higher education, where one questions how human rights as a concept and as discourse is taught and examines whether withdrawing from certain clinical training when in university education to become a medical doctor or a midwife on the grounds of conscientious objections can be claimed as a human right. From a judicial point of view one chapter discerns the construction of the concept of religion in the Swedish Education Act, in relation to the Swedish constitution as well European legislation. Finally, an empirical study comparing data from young people in six different countries in three continents investigates factors that explain attitudes towards human rights. |
| education is a human right: Human Rights Andrew Clapham, 2015 Focusing on highly topical issues such as torture, arbitrary detention, privacy, and discrimination, this book will help readers to understand for themselves the controversies and complexities behind human rights. |
Right to enjoy the benefits of scientific progress and its ... - UNESCO
A human rights-based approach to science can ensure inclusive access to the benefits of scientific advancements, foster the place of women in sciences, and guide the establishment …
UNESCO
This question is for testing whether you are a human visitor and to prevent automated spam submission. Audio is not supported in your browser. What code is in the image? submit Your …
Seán Muller | UNESCO Inclusive Policy Lab
Among his specific areas of policy focus are public finance, legislature oversight, education and higher education, employment schemes, the energy transition, and migration.
Sushree Sangita Mohanty | UNESCO Inclusive Policy Lab
Dr. Sushree Sangita Mohanty specializes in applied anthropology, multilingual education, inclusive heritage management, and language revitalisation. She is the Founding Director of …
Klejda Mulaj | UNESCO Inclusive Policy Lab
My work is published in academic peer reviewed journals such as Review of International Studies; Security Dialogue; International Affairs; Journal of Human Rights; International Studies; …
Equality of opportunities and outcomes - UNESCO
Inclusive policies should be well placed to deal with both equality of opportunities (or lack thereof) and persistent structural factors that affect equality of outcomes. Two key points elaborate on …
M. Jae Moon | UNESCO Inclusive Policy Lab
M. Jae Moon is Dean of the College of Social Sciences and Underwood Distinguished Professor of the Department of Public Administration as well as Director of the Institute for Future …
K Ramesh Kumar | UNESCO Inclusive Policy Lab
Working as an Assistant Professor in the Department of Economics and Rural Development, Alagappa University ( A state Govt. University). I am completed my PhD in Economics on …
Mohamed Adel Hassan | UNESCO Inclusive Policy Lab
Holder of Bsc in Pharmaceutical sciences. Practiced Pharmacy in : Egypt and United Arab Emirates. Entrepreneur with focus on development , utilizing nouvelle technologies to make …
This question is for testing whether you are a human visitor and to ...
This question is for testing whether you are a human visitor and to prevent automated spam submission. Audio is not supported in your browser. What code is in the image? submit Your …
Right to enjoy the benefits of scientific progress and its ... - UNESCO
A human rights-based approach to science can ensure inclusive access to the benefits of scientific advancements, foster the place of women in sciences, and guide the establishment …
UNESCO
This question is for testing whether you are a human visitor and to prevent automated spam submission. Audio is not supported in your browser. What code is in the image? submit Your …
Seán Muller | UNESCO Inclusive Policy Lab
Among his specific areas of policy focus are public finance, legislature oversight, education and higher education, employment schemes, the energy transition, and migration.
Sushree Sangita Mohanty | UNESCO Inclusive Policy Lab
Dr. Sushree Sangita Mohanty specializes in applied anthropology, multilingual education, inclusive heritage management, and language revitalisation. She is the Founding Director of …
Klejda Mulaj | UNESCO Inclusive Policy Lab
My work is published in academic peer reviewed journals such as Review of International Studies; Security Dialogue; International Affairs; Journal of Human Rights; International Studies; …
Equality of opportunities and outcomes - UNESCO
Inclusive policies should be well placed to deal with both equality of opportunities (or lack thereof) and persistent structural factors that affect equality of outcomes. Two key points elaborate on …
M. Jae Moon | UNESCO Inclusive Policy Lab
M. Jae Moon is Dean of the College of Social Sciences and Underwood Distinguished Professor of the Department of Public Administration as well as Director of the Institute for Future …
K Ramesh Kumar | UNESCO Inclusive Policy Lab
Working as an Assistant Professor in the Department of Economics and Rural Development, Alagappa University ( A state Govt. University). I am completed my PhD in Economics on …
Mohamed Adel Hassan | UNESCO Inclusive Policy Lab
Holder of Bsc in Pharmaceutical sciences. Practiced Pharmacy in : Egypt and United Arab Emirates. Entrepreneur with focus on development , utilizing nouvelle technologies to make …
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