Catholic Universities, the Right to Education, and the Option for the Poor:

2021 ◽  
pp. 90-134
Keyword(s):  
Right To Education ◽  
The Poor ◽  
Catholic Universities ◽  
The Right

The Right to Education in India

2019 ◽  
Author(s):  
Florian Matthey-Prakash
Keyword(s):  
Private Education ◽  
The State ◽  
Legal Empowerment ◽  
Right To Education ◽  
The Poor ◽  
Potential System ◽  
Education In India ◽  
Alternative Means ◽  
Education Act ◽  
The Right

What does it mean for education to be a fundamental right, and how may children benefit from it? Surprisingly, even when the right to education was added to the Indian Constitution as Article 21A, this question received barely any attention. This book identifies justiciability (or, more broadly, enforceability) as the most important feature of Article 21A, meaning that children and their parents must be provided with means to effectively claim their right from the state. Otherwise, it would remain a ‘right’ only on paper. The book highlights how lack of access to the Indian judiciary means that the constitutional promise of justiciability is unfulfilled, particularly so because the poor, who cannot afford quality private education for their children, must be the main beneficiaries of the right. It then deals with possible alternative means the state may provide for the poor to claim the benefits under Article 21A, and identifies the grievance redress mechanism created by the Right to Education Act as a potential system of enforcement. Even though this system is found to be deficient, the book concludes with an optimistic outlook, hoping that rights advocates may, in the future, focus on improving such mechanisms for legal empowerment.

scholarly journals Ideological illusions, human rights and the right to education: the in(ex)clusion of the poor in post-apartheid education

2016 ◽  
Author(s):  
Anne Becker ◽  
Petro du Preez
Keyword(s):  
Human Rights ◽  
Student Teachers ◽  
Social Consequences ◽  
Open Spaces ◽  
Right To Education ◽  
The Poor ◽  
Quest For Meaning ◽  
Funded Project ◽  
Global Concern ◽  
The Right

Against the background of global concern about the political and social consequences of human rights, this article uses an ideological lens to explore the (non)existence of the right to education in South Africa. We argue that post-apartheid education actively (re)normalises the in(ex)clusions of the poor in education within neo-liberal capitalist human rights frameworks. Data from the NRF funded project Human Rights Literacy: A quest for meaning (Roux, 2012) indicate that student-teachers are aware of the ideological illusion presented in the Real and contrasting educational realities. We conclude by arguing for the need to assume common responsibility for the in(ex)clusions of the poor in education. The importance of human rights literacies cannot be underestimated in this regard. Human rights literacies open spaces in which student-teachers in common responsibility can engage with issues such as poverty and in(ex)clusions in education.

Catholic Universities, the Right to Education, and the Option for the Poor

2021 ◽  
pp. 90-134
Author(s):  
Gerald J. Beyer
Keyword(s):  
Higher Education ◽  
Colleges And Universities ◽  
Access To Higher Education ◽  
Catholic Social Thought ◽  
Right To Education ◽  
Catholic Colleges ◽  
Knowledge Based ◽  
The Poor ◽  
Catholic Colleges And Universities ◽  
The Right

This chapter argues that many Catholic colleges and universities failed to sufficiently embody Catholic social teaching’s option for the poor in recruiting, admissions, and retention policies. It begins with a brief overview of empirical trends concerning the access of students from economically disadvantaged backgrounds to higher education in the United States. Next, it discusses the right to education in Catholic social thought. This section of the chapter highlights Catholic social teaching’s emphasis on the importance of education in overcoming poverty and fostering the right to participation in the life of society. It also argues that in a knowledge-based society the right to education must include access to higher education, particularly for the economically marginalized (a subsequent chapter examines the distinct, but related disadvantages in access faced by racially minoritized students) The second part of the chapter presents empirical data concerning the socioeconomic background of students from selected Catholic colleges and universities. The chapter concludes with some normative conclusions about the degree to which Catholic colleges and universities promote access for low socioeconomic status students and suggests how they might be able to realize this goal to an ever-greater degree.

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
Human Beings ◽  
Right To Education ◽  
Education Gap ◽  
The Right ◽  
Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

The Global Rise of Social Cash Transfers

2018 ◽  
Author(s):  
Lutz Leisering
Keyword(s):  
Human Rights ◽  
Social Security ◽  
International Organizations ◽  
Cash Transfers ◽  
Social Citizenship ◽  
Human Beings ◽  
Sociological Approach ◽  
The Poor ◽  
Social Cash Transfers ◽  
The Right

The Universal Declaration of Human Rights (1948) proclaimed the equality of all human beings in dignity and rights. The right to social security, however, has been taken more seriously only since the 2000s, through calls for ‘Social security for all’ and ‘Leaving no one behind’. The book investigates a major response, social cash transfers to the poor. The idea of simply giving money to the poor had been rejected by all major development organizations until the 1990s, but since the early 2000s, social cash transfers have mushroomed in the global South and on agendas of international organizations. How come? What programmes have emerged in which countries? How inclusive are the programmes? What models have international organizations devised? Based on unique quantitative and qualitative data, the book takes stock of all identifiable cash transfers in all Southern countries and of the views of all major international organizations. The author argues that cash transfers reflect broader changes: new understandings of development, of human rights, of global risks, of the social responsibility of governments, and of universalism. Social cash transfers have turned the poor from objects of charity into rights-holders and agents of their own lives and of development. A repertoire of cash transfers has evolved that has enhanced social citizenship, but is limited by weak political commitments. The book also contributes to a general theory of social policy in development contexts, through a constructivist sociological approach that complements the dominant approaches from welfare economics and political economy and includes a theory of social assistance.

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