scholarly journals The “Equity Waltz” in Canada: Whiteness and the informal realities of racism in education

2008 ◽  
Vol 3 (2) ◽  
Author(s):  
Paul R. Carr
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Educational Policy ◽  
Policy Process ◽  
Holistic Education ◽  
Neoliberal Reforms ◽  
Marginalized Groups ◽  
Racism In Education ◽  
Comprehensive Plans ◽  
Systemic Barriers

Canada has long perceived itself to be a country in which multiculturalism, and a concomitant respect for diversity, is a unique and defining feature of its identity. Although Canada is a de facto multicultural country, owing to its rapidly evolving demography and the explicit notion of multiculturalism enshrined in its Constitution, there remains a plethora of problems and issues related to equity, diversity and human rights. This paper explores the context and impact of racism in education within a framework that acknowledges and critically positions the predominance of Whiteness. The salience of identity, therefore, is a primary consideration to understanding how marginalized groups face systemic barriers in education. The concluding analysis sheds light on the educational policy process, and focuses on the notion of accountability for anti-racism and social justice in education within a time of neoliberal reforms. The paper is critical of the lack of attention, resources and comprehensive plans in place to ensure that all students benefit from a more holistic education that includes a focus on social justice.

scholarly journals Inclusive Education for Transhumance Groups in Himalayas: Educational Policy Challenge for Nepal

2013 ◽  
Vol 2 ◽  
pp. 26-29
Author(s):  
Shrestha Basnet ◽  
Mahesh Banskota
Keyword(s):  
Economic Growth ◽  
Human Rights ◽  
Social Justice ◽  
Social Development ◽  
Educational Policy ◽  
Inclusive Education ◽  
Social Transformation ◽  
Educational Development ◽  
Policy Documents ◽  
Policy Challenge

Nepal’s education policy documents lack a focus as they try to incorporate several issues like modernization and economic growth, to social transformation, social justice, inclusion, equality, social development, human rights etc. This lack of focus has been aggravated by the pathological approach by the international actors through ‘multiple diagnoses’ and ‘multiple prescriptions’. This paper discusses major challenges the educational development stakeholders face in this multiethnic and geographically diverse country where the issue of the inclusion is prominent. DOI: http://dx.doi.org/10.3126/jer.v2i0.7619 Journal of Education and Research Vol. 2, 2010 p.26-29

APA efforts in promoting human rights and social justice.

2017 ◽  
Vol 72 (8) ◽  
pp. 778-790 ◽  
Author(s):  
Frederick T. L. Leong ◽  
Wade E. Pickren ◽  
Melba J. T. Vasquez
Keyword(s):  
Human Rights ◽  
Social Justice

Towards an Archival Critique: Opening Possibilities for Addressing Neoliberalism in the Archival Field

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Marika Cifor ◽  
Jamie A. Lee
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Archival Studies ◽  
Ethical Practice ◽  
Political Practice ◽  
Starting Point ◽  
Hands On ◽  
Library And Information Studies ◽  
Information Studies ◽  
Contemporary Life

Neoliberalism, as economic doctrine, as political practice, and even as a "governing rationality" of contemporary life and work, has been encroaching on the library and information studies (LIS) field for decades. The shift towards a conscious grappling with social justice and human rights debates and concerns in archival studies scholarship and practice since the 1990s opens the possibility for addressing neoliberalism and its elusive presence. Despite its far-reaching influence, neoliberalism has yet to be substantively addressed in archival discourse. In this article, we propose a set of questions for archival practitioners and scholars to reflect on and consider through their own hands-on practices, research, and productions with records, records creators, and distinct archival communities in order to develop an ongoing archival critique. The goal of this critique is to move towards "an ethical practice of community, as an important mode of participation." This article marks a starting point for critically engaging the archival studies discipline along with the LIS field more broadly by interrogating the discursive and material evidences and implications of neoliberalism.

Private Water, Public Good

2017 ◽  
Author(s):  
Madeline Baer
Keyword(s):  
Human Rights ◽  
Citizen Participation ◽  
Water Policy ◽  
Human Right ◽  
The Public ◽  
Strong State ◽  
Neoliberal Reforms ◽  
Narrow Definition ◽  
Definition Of ◽  
State Interventions

Chapter 4 provides an in-depth case study of water policy in Chile from the 1970s to present, including an evaluation of the outcomes of water policy under the privatized system from a human rights perspective. The chapter interrogates Chile’s reputation as a privatization success story, finding that although Chile meets the narrow definition of the human right to water and sanitation in terms of access, quality, and price, it fails to meet the broader definition that includes citizen participation in water management and policy decisions. The chapter argues that Chile’s relative success in delivering water services is attributable to strong state capacity to govern the water sector in the public interest by embedding neoliberal reforms in state interventions. The Chile case shows that privatization is not necessarily antithetical to human rights-consistent outcomes if there is a strong state role in the private sector.

scholarly journals The Struggle Against Torture: Challenges, Assumptions and New Directions

2019 ◽  
Vol 11 (2) ◽  
pp. 324-333
Author(s):  
Tobias Kelly
Keyword(s):  
Human Rights ◽  
Multiple Forms ◽  
Marginalized Groups ◽  
Current State ◽  
New Directions ◽  
History Of ◽  
Emerging Themes ◽  
Short Essay ◽  
Forms Of Violence

Abstract This short essay offers a broad and necessarily incomplete review of the current state of the human rights struggle against torture and ill-treatment. It sketches four widespread assumptions in that struggle: 1) that torture is an issue of detention and interrogation; 2) that political or security detainees are archetypal victims of torture; 3) that legal reform is one of the best ways to fight torture; and 4) that human rights monitoring helps to stamp out violence. These four assumptions have all played an important role in the history of the human rights fight against torture, but also resulted in limitations in terms of the interventions that are used, the forms of violence that human rights practitioners respond to, and the types of survivors they seek to protect. Taken together, these four assumptions have created challenges for the human rights community in confronting the multiple forms of torture rooted in the deep and widespread inequality experienced by many poor and marginalized groups. The essay ends by pointing to some emerging themes in the fight against torture, such as a focus on inequality, extra-custodial violence, and the role of corruption.

scholarly journals Diversity and citizenship in the curriculum

2008 ◽  
Author(s):  
Hugh Starkey
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Cultural Diversity ◽  
National Unity ◽  
Shared Humanity ◽  
Definition Of

This article comments on keynote speeches given by Keith Ajegbo and Audrey Osler. The programme of study for citizenship derived from the Crick report and did not emphasise race equality and national unity for security. Osler argues that the Ajegbo review addressed teaching of ethnic, religious and cultural diversity but did not confront the inadequacies of British democracy or reassert social justice, a sense of shared humanity and a commitment to human rights. Proposing, let alone imposing, a definition of Britishness is futile, but it is possible to promote cosmopolitan patriotism supported by explicit principles, concepts and values.

Narratives in teaching and research for justice and human rights

2011 ◽  
Vol 6 (3) ◽  
pp. 223-235 ◽  
Author(s):  
Audrey Osler ◽  
Juanjuan Zhu
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Life History ◽  
Multiple Identities ◽  
Common Humanity ◽  
Pedagogical Tools ◽  
Overlapping Communities ◽  
Theory Of Justice ◽  
Collective Narratives ◽  
Living Together

Throughout history individual and collective narratives have been used in struggles for justice. We draw on Sen’s theory of justice to examine the potential of narratives in teaching and researching for social justice. Human rights are presented as powerful ethical claims that can be critically examined by learners to consider their rights and responsibilities to others, at scales from the local to the global. One life history is used as an illustrative example to examine the Universal Declaration of Human Rights 1948 and its possible meanings for learners in China and globally. This article discusses the strengths and limitations of narratives as research and pedagogical tools in understanding justice, human rights and inequalities; in stimulating solidarity and our common humanity; and in enabling learners to explore their multiple identities. We conclude by making the case for human rights as principles for learning and living together in overlapping communities of fate.

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