The development and application of caring-oriented disability human rights education program for early childhood teacher

2018 ◽  
Vol 18 (4) ◽  
pp. 221-247
Author(s):  
Jae Sup Jin ◽  
Hyo Jin Ahn
Keyword(s):  
Human Rights ◽  
Early Childhood ◽  
Education Program ◽  
Early Childhood Teacher ◽  
Human Rights Education

“If Not Me, Then Who?”

2018 ◽  
pp. 1-22
Author(s):  
Elizabeth Ann Ethridge ◽  
Vickie E. Lake ◽  
Amber H. Beisly
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Mixed Methods ◽  
Service Learning ◽  
Education Program ◽  
Teacher Education Program ◽  
Early Childhood Teacher ◽  
Agents Of Change ◽  
Sense Of Power

Research has indicated that teachers typically do not view themselves as advocates for many reasons such as fear of personal and professional risk (Peters & Reid, 2009). Participants include both preservice teachers and graduates of an early childhood teacher education program. This chapter addresses how the program utilized intentional assignments and group and individual scaffolding as preservice teachers moved from experiencing service learning to pure advocacy. Through a mixed methods study, preservice teachers began to see themselves as agents of change with increased confidence and sense of power. These transformations continued as graduates of the program reported they were still engaging in advocacy.

scholarly journals Educating the Next Generation of Human Rights Advocates and Defenders

2020 ◽  
Vol 20 (2) ◽  
pp. 371-393
Author(s):  
Robin Deluca-Acconi ◽  
Suzanne L. Velazquez ◽  
Stephen Rabeno ◽  
Warren Graham
Keyword(s):  
Human Rights ◽  
Social Work ◽  
Social Welfare ◽  
Education Program ◽  
Social Work Education ◽  
Interprofessional Education ◽  
Collaborative Practice ◽  
Human Rights Education ◽  
Next Generation ◽  
Work Education

Defending human rights requires professionals to be unrelenting in the pursuit of systemic change. It requires the collaboration of varied professions bringing together their expertise to challenge the system of domination that has led to subjugation. Interprofessional education and collaborative practice (IPE) is a powerful tool where human rights defenders and advocates from different disciplines can learn from each other and advocate for change. This is an overview of an innovative collaboration between Robert F. Kennedy (RFK) Human Rights and Stony Brook University School of Social Welfare (SBUSSW) BSW Program. It will illustrate the way the RFK Human Rights’ human rights education program, Speak Truth To Power (STTP) is being adapted to baccalaureate social work education. Included is the method that the SBUSSW incorporates the Council on Social Work Education (CSWE) and Interprofessional Education Collaborative (IPEC) competencies in a human rights context through the partnership with RFK Human Rights

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