The focus of this publication is on answering the central research question: How can Human Rights be advanced with regard to different kinds of diversities, and in different educational settings? The publication pays special attention to the advancement of human rights in a variety of education-related contexts, in keeping with human rights as a declared national priority for both society at large and the education system. One strategic priority of the Faculty of Education is research based on market requirements and needs. This book strives towards meeting this expectation by directly aiming at building human rights and social justice in the South African society, public schools and higher education institutions. Adjudication in the education context of the constitutional values of dignity, equality and freedom focusses regularly on learners. The book highlights the value of education for full-fledged citizenship by delineating what schooling should entail to inspire learners towards both claiming equal freedoms and rights and taking accountability for the responsibilities attached to citizenship.

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.

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.

The objective of this book is to highlight the need and value of imbuing the dynamic intersections between education, human rights and diversity with perspectives from the Global South. The chapters approach key intellectual conundrums of the day from a Global South perspective to reflect a credible scholarly footprint in Africa and in the SADC region. This is deemed timely considering that the field is deeply embedded in western, Eurocentric and overall Global North dominance. This book will provide a Southern perspective on education and human rights in diversity by unpacking each of the following key areas in the intersection between education, human rights and diversity from a Southern perspective: comparative international perspectives, citizenship education, human rights literacies, human rights education pedagogy, learner discipline in schools, aggression and bullying in schools, addressing human trafficking by means of human rights education, social justice, and the decolonisation of human rights and human rights education.

The field of education has been and will continue to be essential to the survival and sustainability of the Black community. Unfortunately, over the past five decades, two major trends have become clearly evident in the Black community: (a) the decline of the academic achievement levels of Black students and (b) the disappearance of Black teachers, particularly Black males. Today, of the 3.5 million teachers in America’s classrooms (AACTE, 2010) only 8% are Black teachers, and approximately 2% of these teachers are Black males (NCES, 2010). Over the past few decades, the Black teaching force in the U.S. has dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd, & James, 2008; Milner & Howard, 2004), and this educational crisis shows no signs of ending in the near future. As the population of Black students in K-12 schools in the U. S. continue to rise—currently over 16% of students in America’s schools are Black (NCES, 2010)—there is an urgent need to increase the presence of Black educators. The overall purpose of this edited volume is to stimulate thought and discussion among diverse audiences (e.g., policymakers, practitioners, and educational researchers) who are concerned about the performance of Black students in our nation’s schools, and to provide evidence-based strategies to expand our nation’s pool of Black teachers. To this end, it is our hope that this book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.

12. Parental educational rights

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.

This book explores the journey of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) as it is interpreted and translated from International Human Rights Law into domestic law and policy in different cultural contexts. Beginning with reflections on ‘culture’, ‘disability’ and ‘human rights’ from different disciplinary perspectives, the work is then organised as ‘snapshots’ of the journey of the CRPD from the international level to the domestic; the process of ratification, the process of implementation, and then the process of monitoring the CRPD’s implementation in States Parties cultural contexts. Leading global contributors provide cutting-edge accounts of the interactions between the CRPD and diverse cultures, revealing variations in the way that the concept of ‘culture’ is defined. This collection will appeal to academics and students in Law and Socio-Legal Studies, Disability Studies, Policy Studies and Social Work, Sociology, Anthropology; and those training to be service providers with persons with disabilities.

Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on twelve general areas that encompass the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.

Several factors have resulted in increased intra- and inter-state migration. This has led to an increase in the enrollment of students with diverse linguistics backgrounds, placing more academic demands on educators. Linguistic diversity presents both opportunities and challenges for educators across the educational spectrum. Language ideologies profoundly shape and constrain the use of language as a resource for learning in multilingual or linguistically diverse classrooms. While English has become the world language, most communities remain, and are becoming more and more multicultural, multilingual, and diverse. The Handbook of Research on Teaching in Multicultural and Multilingual Contexts moves beyond the constraints of current language ideologies and enables the use of a wide range of resources from local semiotic repertoires. It examines the phenomenon of language use, language teaching, multiculturalism, and multilingualism in different learning areas, giving practitioners a voice to spotlight their efforts in order to keep their teaching afloat in culturally and linguistically diverse situations. Covering topics such as Indigenous languages, multilingual deaf communities, and intercultural competence, this major reference work is an essential resource for educators of both K-12 and higher education, pre-service teachers, educational psychologists, linguists, education administrators and policymakers, government officials, researchers, and academicians.