The Practitioner’s Bookshelf: New Books on Undocumented Storytellers in the United States and on the Crime of Aggression in International Law

2019 ◽  
Vol 11 (3) ◽  
pp. 607-611
Author(s):  
Rubia R Valente ◽  
Brian Phillips

Abstract In this instalment of ‘The Practitioner’s Bookshelf’—a new feature of the JHRP Review section containing brief reviews of recent publications of particular interest to human rights practitioners—Rubia R. Valente (Baruch College, City University of New York) discusses an analysis of narratives from the immigrant rights movement in the USA and Brian Phillips (Reviews Editor, JHRP) assesses a study of the crime of aggression in international law.

Author(s):  
Sarah C. Bishop

This chapter introduces the role of storytelling in the immigrant rights movement. It presents the questions that animate the remainder of the book: How and why are young undocumented activists in New York choosing to use their stories as activism? What are the prospects and limitations of storytelling for developing a public and political voice? How do immigrant-produced mediated narratives abate the effects of isolation for undocumented immigrants and facilitate communal coping? By what means do immigrant activists confront foundational notions that predispose many US citizens to believe that the United States is simultaneously a result of the labors and dreams of an ideal class of immigrants and the victim of a new class of unworthy and illegal job stealers who refuse to “get in line” for citizenship? The chapter offers an overview of Walter Fisher’s narrative paradigm and explicates how this paradigm is applied to the context of undocumented storytelling. The chapter contains a literature review, a detailed description of the methods of oral history, critical-rhetorical ethnography, and narrative analysis, and concludes with a chapter outline.


1993 ◽  
Vol 87 (1) ◽  
pp. 103-111
Author(s):  
Marian Nash

On September 8, 1992, President George Bush transmitted to the Senate for advice and consent to ratification the United Nations Framework Convention on Climate Change, adopted at New York on May 9, 1992, by the Intergovernmental Negotiating Committee for a Framework Convention on Climate Change and signed on behalf of the United States at the United Nations Conference on Environment and Development (UNCED) in Rio de Janeiro on June 12, 1992.


2001 ◽  
Vol 4 ◽  
pp. 255-327
Author(s):  
Avril McDonald

The defining moments of 2001, the terrorist attacks of September 11 against the United States of America, marked a turning point in international law and relations. By their scale and audaciousness, overnight they helped to propel the issue of international terrorism to the top of the international security agenda and particularly that of the USA, with consequences for many branches of international law, including thejus ad bellum, thejus in bello, international law relating to terrorism, international human rights law and international criminal law, that were just beginning to be felt as the year closed.


2021 ◽  
Vol 9 (2) ◽  
pp. 630-640
Author(s):  
Tuğba Kafadar ◽  

The present study aimed to compare social studies or equivalent course textbooks in Turkey, the United States, and France (ethics-citizenship education) based on values education content. The study was designed with the holistic multi-case method, a qualitative research approach, and the study data were collected with document analysis. The study group was assigned with criterion sampling, a purposive sampling method. The study data were analyzed with the content analysis technique. The study findings were as follows: Value dimensions in the textbooks employed in the three countries were similar in the self-transcendence value dimension in Turkey and France, while self-enhancement value dimension was identified in the US (New York) textbooks. Analysis of the value types identified in the textbooks of the three countries demonstrated that the achievement category was prominent in Turkish and American (New York) textbooks, while universalism-concern value type was observed in France. Modesty value type was observed the least in the USA (New York) and France textbooks. However, the least frequent category was prestige in Turkish textbooks. The instruction approaches that were frequently observed in the textbook learning-instruction processes in the three countries were similar and the value explanation approach was adopted in Turkish and American (New York) social studies and French ethics-citizenship textbooks. The least frequent value instruction approaches in the textbooks were value instruction by observation in Turkish and French textbooks and moral reasoning method in the American (New York) social studies textbooks. Furthermore, American (New York) textbooks did not employ the value instruction by observation approach.


Author(s):  
M. Chekunova

The presented article tests the application of the method of quantitative content analysis to identify the spread of confrontational tendencies in the public consciousness. It proves the broad possibilities of monitoring and forecasting conflicts in society on the basis of it. The source base of the study was the archives of the New York Times newspaper for the period from 1851 to 2019. The author calculated the number of used indicative conflict-containing lexemes, the integrated dynamics of which expresses the coefficient of confrontation. The coefficient of confrontation correlates with the dynamics of conflicts in the history of the United States and the world, explanations of the increase and decrease of the corresponding indicators are given. The maximum phases of the confrontation coefficient fall on the period of the Second World War and the modern period. Modern maximization is viewed as a significant threat to the security of Russian society.


2015 ◽  
pp. 195-213
Author(s):  
Elizabeth Bishop

This chapter discusses the recent findings of the Drop Knowledge Project in New York City (DKPNYC). The DKPNYC is a cultural studies research project designed to excavate the discourses of urban youth activism and organizing in relation to critical literacy learning. In this chapter, the authors look at the work of the DKPNYC youth activists around issues related to immigrant rights and educational justice in out-of-school spaces. Amongst the interconnected issues surrounding this work, the youth participants in the DKPNYC all organize around issues related to the struggle of undocumented youth to access quality education in the United States. Data collected from the study is decidedly cross-cultural, with participants articulating visions of themselves and their future in relation to their cultural heritage and their inter-subjective ethical learning. Implications from the study provide insight to educators, researchers, and community-based organizations about educating immigrant youth and others on pressing issues around immigrant learning.


2014 ◽  
Vol 44 (1) ◽  
pp. 42-51
Author(s):  
Chris Hedges

In this no-holds-barred essay, former New York Times Middle East correspondent and Pulitzer Prize–winning journalist Chris Hedges examines how the United States’ staunch support provides Israel with impunity to visit mayhem on a population which it subjugates and holds captive. Notwithstanding occasional and momentary criticism, the official U.S. cheerleading stance is not only an embarrassing spectacle, Hedges argues, it is also a violation of international law, and an illustration of the disfiguring and poisonous effect of the psychosis of permanent war characteristic of both countries. The author goes on to conclude that the reality of its actions against the Palestinians, both current and historical, exposes the fiction that Israel stands for the rule of law and human rights, and gives the lie to the myth of the Jewish state and that of its sponsor, the United States.


1911 ◽  
Vol 5 (2) ◽  
pp. 355-393 ◽  
Author(s):  
Ernest Nys

During the fourteen years that he occupied the chair of history and political economy at Columbia College, in the city of New York, Francis Lieber displayed praiseworthy activity. This period of his life covered some restless years; the theatre of operations was of a size whose equal can be shown by few historical dramas. Terrorstricken, the civilized world witnessed a tremendous struggle, whence, fortunately, the cause of civilization was to issue triumphant. The learned professor did not content himself with zealously performing his university obligations; neither was he satisfied with fulfilling his civic duties; he threw himself resolutely into the conflict; he fought with his tongue and his pen; he made himself the organizer and representative of a ceaseless propaganda for the Union cause against the secessionists; by his advice and by his legal works he gave the Federal Government the most valuable assistance. For a long time he had been occupied with public law; he now enlarged the field of his researches and his studies, and he studied ardently the laws of war and important problems of international law. The serious events taking place before his eyes led him, too, to write his opinions and to draft The instructions for the government of armies of the United States in the field, which will ever be an honor to him.


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