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Human Rights Education for the Twenty-First Century.
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Human rights education, which includes teaching people about their rights, is a difficult task. It is made somewhat easier because endorsements for human rights education have been proclaimed in various global and regional legal instruments ever since 1945 when the Charter of the United Nations called for cooperation "in promoting and encouraging respect for human rights and fundamental freedoms." Reaffirmed in 1993 in Vienna at the United Nations World Conference on Human Rights, this foundational premise of "promoting and encouraging" creates responsibilities at the State level (formal education) and among social institutions, including nongovernmental organizations (nonformal education). This book was published to help interested groups to meet these obligations, it is directed toward a global audience of educators, scholars in all disciplines, research specialists worldwide, NGOs and others concerned with human rights education.
Inhaltsverzeichnis :

Part 1. Theories and contexts
Human rights education in the post-cold war context, by George Andreopoulos
Human rights as education for peace, by Betty A. Reardon
Human rights education in UN peace building: from theory to practice, by Stephen P. Marks
Human rights education as a strategy for development, by Clarence Dias
Human rights education as empowerment: reflections on pedagogy, by Garth Meintjes
Conflict resolution and human rights education: broadening the agenda, by Donna Hicks
Education on the human rights of women as a vehicle for change, by Dorota Gierycz
Charter making and participatory research, by Ellen Dorsey
Human rights education: the promise of the third millennium? by Upendra Baxi

Part 2. Approaches to teacher-training, college and adult education
Teacher education and the human rights vision, by Nancy Flowers and David A. Shiman
Training of trainers, by Paul Spector
Teaching human rights at the universities: paradoxes and prospects, by Rita Maran
Curriculum development for an interdisciplinary minor, by Rhoda E. Howard
Human rights awareness and skill games in political science, by Bernard Hamilton
Toward a critical pedagogy for adult education, by Matthew Cowie

Part 3. Specialized human rights training for professionals
Clinical legal education for human rights advocates, by Richard J. Wilson
Human rights education for law enforcement, by Edy Kaufman
Military training for human rights and democratization, by D. Michael Hinkley
Human rights education for the police, by Marc DuBois
Teaching human rights to public health practitioners, by Jonathan Mann, Zita Lazzarini, Lawrence Gostin and Sophia Gruskin
A Cambodian human rights education program for health professionals, by Allen S. Keller, Sin Kim Horn, Sam Sopheap and Gabriel Otterman
Science, scientists, and human rights education, by Audrey Chapman, Herbert Spirer, Louise Spirer and Caroline Whitbeck
Beyond the "official story": what journalists need to know, by Anita Parlow

Part 4. Community-based and nonformal human rights education
Global human rights education: the challenges for nongovernmental organizations, by Richard Pierre Claude
Community education for law, democracy and human rights, by Edward L. O'Brien
Promoting human rights education in a marginalized Africa, by J. Paul Martin, Cosmas Gitta and Tokunbo Ige
Looking at women's empowerment initiatives from a grassroots level, by Unity Dow, Sheryl Stumbras and Sue Tatten
Problems in planning human rights education for reemerging Latin-American democracies, by Abraham K. Magendzo
Implementing human rights education in three transnational democracies: Romania, Slovakia and Albania, by Ligia Neacsu-Hendry, Ivan Turek, Jana
Kviecinska, Kozara Kati and Theodore S. Orlin
Labor union human rights education on foreign labor issues in Germany, by Alexander von Cube

Part 5. Resources and funding
Human rights education and the new telecommunications technology, by Lloyd S. Etheredge
Setting up a human rights education resource center, by Judith Dueck
Fund-raising for human rights education: enduring principles, emerging techniques, by Magda J. Seydegart and Edward T. Jackson
Epilogue: the next step, quality control, by J. Paul Martin

Reference documents
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