Human Rights Education as a Link to the Counterbalance Strategy of the Sanctuary Cities Against Federal Immigration Programs in the USA

2020 ◽  
pp. 91-107
Author(s):  
Leonardo Diaz Abraham
Keyword(s):  
Human Rights ◽  
Human Rights Education ◽  
The Usa

scholarly journals The Global Movement for Human Rights Education

2015 ◽  
Vol 103 ◽  
pp. 5-16 ◽  
Author(s):  
Nancy Flowers
Keyword(s):  
South Africa ◽  
Human Rights ◽  
Latin America ◽  
Middle East ◽  
International Perspective ◽  
The Philippines ◽  
Human Rights Education ◽  
The World ◽  
Global Movement ◽  
The Usa

An overview of the global movement for human rights education (HRE), its impetus, challenges, and contrasting developments in different regions of the world, focusing especially on Latin America, the Philippines, South Africa, the Middle East, and Europe. Seeks to put HRE in the USA into an international perspective, as well as to show the variety of goals that inspire HRE and how methodologies have evolved to meet specific regional and political cultures and needs.

Human Rights Education for Youth With Intellectual Disabilities and Families

2009 ◽  
Author(s):  
Robyn Saaltink ◽  
Frances A. Owen ◽  
Donato Tarulli ◽  
Christine Y. Tardif-Williams
Keyword(s):  
Human Rights ◽  
Intellectual Disabilities ◽  
Human Rights Education

Building tolerance through human rights education: The missing link

2020 ◽  
pp. 174619792097729
Author(s):  
Marlana Salmon-Letelier ◽  
S. Garnett Russell
Keyword(s):  
New York ◽  
New York City ◽  
Human Rights ◽  
Longitudinal Study ◽  
York City ◽  
Human Rights Education ◽  
Classroom Observations ◽  
Public High Schools ◽  
Group Interviews ◽  
Rights Issues

Human rights education (HRE) is an emerging practice across formal and informal educational sectors worldwide. However, most literature and theory on HRE emphasize the importance of imparting knowledge about human rights. In this paper, we argue that increasing tolerance among students is a vital but understudied aspect of HRE. This paper is based on the results of a mixed methods longitudinal study conducted in three classrooms across two New York City public high schools. Our methods include a pre-/post- survey, classroom observations, and semi-structured individual and group interviews. The findings indicate that merely teaching about human rights issues is necessary but not sufficient to shift deeply embedded attitudes that contribute to the transformative nature of the human rights framework. We present tolerance as a necessary precursor to positive social change and sustainable human rights implementation.

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