An investigation into social studies curriculum and course books in the context of women's and children's rights

2021 ◽  
Vol 9 (2) ◽  
pp. 385-394
Author(s):  
Hüseyin Erol ◽  
Keyword(s):  
Social Sciences ◽  
Human Rights ◽  
Social Studies ◽  
Learning Outcomes ◽  
Women's Rights ◽  
Women’S Rights ◽  
The Past ◽  
Theory To Practice ◽  
Or Groups ◽  
The Social

Human rights are necessary and compulsory for all people irrespective of language, religion, race, gender or sect. Learning about these rights begins within family and continues in school formally. Human rights education is necessary for values of human rights to pass from theory to practice. The rights given to people or groups with certain characteristics only in the past are today offered on the basis of equality and freedom in the contemporary society. Among those groups, children and women who obtained their rights later than others are of sensitive importance. This study investigated the extent to which children’s and women’s rights are included in the social sciences curriculum and social sciences course books. Among qualitative research methods, the document analysis was used in the study. The results of study showed that children's and women's rights are not included in social sciences course and curriculum at a desired level, the values that can be associated with human rights are included, yet these values are not distributed in a balanced way across grades. Learning outcomes regarding human rights in the curriculum of social sciences can be increased. The contents about children's and women's rights can be increased. Also, the current and controversial topics regarding children's and women's rights can be added in the course books.

Reflections on Human Rights: An Eastern European Perspective

1989 ◽  
Vol 23 (1) ◽  
pp. 26-33
Author(s):  
Tamäs Földesi
Keyword(s):  
Social Sciences ◽  
Human Rights ◽  
State Theory ◽  
Main Task ◽  
Eastern European ◽  
European Perspective ◽  
The Past ◽  
The Social ◽  
Theoretical Issues ◽  
Do So

To create a state-theory that can answer the social problems of today, to break away from the theses that merely interpret the classics – as the sciences dealing with the economy managed to do during the past 15–20 years – is the main task of social sciences dealing with the theoretical issues of the state these days. If they fail to do so, their work will be forced to the periphery of the social movements, will not be able to assist the processes of society. It is my conviction that this is a vast responsibility of the social sciences in our age.

scholarly journals Enhancing Elementary School Students’ Learning Outcomes in the Field of Social Sciences Studies through Problem Based Learning Method

AL-TA LIM ◽  
2019 ◽  
Vol 26 (2) ◽  
pp. 97-111
Author(s):  
Sita Ratna Ningsih ◽  
Mohamad Syarif Sumantri ◽  
Nurjanah Nurjanah ◽  
Erry Utomo
Keyword(s):  
Social Sciences ◽  
Social Studies ◽  
Learning Outcomes ◽  
Conventional Method ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Logical Thinking ◽  
Learning Method ◽  
The Social

The learning outcomes of the Social Sciences study at the Elementary School level in Indonesia in general have not shown maximum results, this is because the social studies field includes subjects that are less attractive to students. This study aims to determine the effect of Problem Based Learning learning method and Conventional learning method as well as the ability to think logically towards learning outcomes in Social Sciences. This research was conducted on class VI students of the State Ibtidaiyah Madrasah in Ciputat, with a total of 60 students. This study uses treatment by level 2 x 2. The data analysis technique is the analysis of two-way variance (ANAVA). The results of the study showed that: (1) Student learning outcomes in social studies subjects taught using PBL learning method were higher than students taught using conventional method, (2) for students who have high logical thinking skills, the learning outcomes of students taught using the Problem Based Learning method are higher than those taught using conventional method, (3) for students who have low logical thinking skills, student learning outcomes are taught using the PBL method lower than students taught using conventional method.(4) there was an interaction effect between PBL learning method and logical thinking skills.

Constructing Women’s Rights in Afghanistan

2017 ◽  
Author(s):  
Sally L. Kitch
Keyword(s):  
Human Rights ◽  
Women's Rights ◽  
Urban Women ◽  
Women’S Rights ◽  
Basic Definition ◽  
Educational Levels ◽  
International Understanding ◽  
Social Stratum ◽  
The Past ◽  
Definition Of

This chapter provides a detailed look at women's rights in Afghanistan. The basic definition of women's rights has varied in Afghanistan according to region, social stratum, time, and educational levels, and it has rarely if ever been consistent across the country at any given moment. In the past few decades at least, many educated urban women (and some men) have understood the concept of women's rights according to two major referents. One is Islam, represented by the Holy Qur'an and hadith, understood and interpreted by educated people like Marzia and Jamila. The second referent for this group is the international understanding of human rights and the rights to which all the world's women are presumably entitled.

DIALECTS OF WOMEN'S EMPOWERMENT: THE INTERNATIONAL CIRCUITRY OF THEARAB HUMAN DEVELOPMENT REPORT 2005

2009 ◽  
Vol 41 (1) ◽  
pp. 83-103 ◽  
Author(s):  
Lila Abu-Lughod
Keyword(s):  
Human Rights ◽  
Middle East ◽  
Human Development ◽  
Women's Rights ◽  
Muslim Women ◽  
Women’S Rights ◽  
Development Projects ◽  
Political Imagination ◽  
The Past ◽  
Universal Human Rights

The ethical and political dilemmas posed by the construction and international circulation of discourses on women's rights in the Middle East are formidable. The plight of “Muslim women” has long occupied a special place in the Western political imagination, whether in colonial officials' dedication to saving them from barbaric practices or development projects devoted to empowering them. In the past fifteen years or so, through a series of international conferences and the efforts of feminist activists, women's rights have come to be framed successfully as universal human rights. Building on the U.N. conferences on women that started in 1975 and led to other initiatives, the appropriate arena of women's rights work has been redefined from the national to the international.

International Obstacles to Russian Gender Discrimination Cases at the European Court of Human Rights

2019 ◽  
pp. 135-174
Author(s):  
Lisa McIntosh Sundstrom ◽  
Valerie Sperling ◽  
Melike Sayoglu
Keyword(s):  
Human Rights ◽  
Women's Rights ◽  
Gender Discrimination ◽  
European Convention ◽  
Women’S Rights ◽  
Council Of Europe ◽  
Case Record ◽  
The Past ◽  
European Court ◽  
Very High

Chapter 5 takes up the international obstacles to successful gender discrimination claims at the European Court of Human Rights (ECtHR), both across the Council of Europe, and from Russia specifically. The reluctance of the Court until recently to find violations of Article 14 alongside violations of other articles of the European Convention on Human Rights (ECHR), the limited set of circumstances in which discrimination falls under the Convention’s jurisdiction, and the very high bar of evidence required to prove discrimination, all play a large part in explaining the Court’s miniscule case record on gender discrimination. Yet we also document how the Court has become more open in the past several years to finding sex-based discrimination violations, in part due to the diffusion of successful logics of argument among women’s rights lawyers, as well as the emergence of standards in other international women’s rights conventions that the ECtHR has begun to acknowledge, such as the Convention on Eliminating All Forms of Discrimination Against Women (CEDAW). The chapter discusses a variety of landmark cases at the ECtHR in this area, such as Opuz v. Turkey and Konstantin Markin v. Russia.

Women’s Rights as Human Rights

2018 ◽  
Author(s):  
Jutta Joachim
Keyword(s):  
Human Rights ◽  
United Nations ◽  
Violence Against Women ◽  
Women's Rights ◽  
Women’S Rights ◽  
Societal Change ◽  
World Conference ◽  
Movement Theory ◽  
Political Opportunities ◽  
The Social

For centuries, women have been struggling for the recognition of their rights. Women’s rights are still being dismissed by United Nations (UN) human rights bodies and even governments, despite the Universal Declaration of Human Rights of 1948 prohibiting discrimination on the basis of sex. It was not until the 1993 UN World Conference on Human Rights in Vienna, Austria that states began to recognize women’s rights as human rights. However, this institutional change cannot solely be credited to the UN, but more importantly to the work of international women’s organizations. According to the social movement theory, these organizations have been permeating intergovernmental structures and, with the help of their constituents and experienced leaders, framing women’s rights as human rights in different ways throughout time. It is through mobilizing resources and seizing political opportunities that women’s rights activists rationalize how discrimination and exclusion resulted from gendered traditions, and that societal change is crucial in accepting women’s rights as fully human. But seeing as there are still oppositions to the issue of women’s rights as human rights, further research still needs to be conducted. Some possible venues for research include how well women’s rights as human rights travel across different institutions, violence against women, how and in what way women’s rights enhance human rights, and the changes that have taken place in mainstream human rights and specialized women’s rights institutions since the late 1980s as well as their impact.

Intersectionality: From Theory to Practice

2019 ◽  
Vol 15 (1) ◽  
pp. 247-265
Author(s):  
Hajer Al-Faham ◽  
Angelique M. Davis ◽  
Rose Ernst
Keyword(s):  
Social Sciences ◽  
Social Movements ◽  
Political Behavior ◽  
Reproductive Rights ◽  
Coalition Building ◽  
Research Approach ◽  
Grassroots Organizations ◽  
The Past ◽  
Theory To Practice ◽  
The Social

Intersectionality as a framework and praxis has gathered significance in law and the social sciences over the past 20 years. This article begins by reviewing how intersectionality has been conceptualized, as well as the implications of varying definitions attributed to intersectionality. We then explore applications of intersectionality, first in research that focuses on uncovering processes of differentiation and systems of inequality across a range of topics, including reproductive rights, colonization, religion, immigration, and political behavior. After examining these processes and systems, we turn to a second research approach that focuses on categories of difference and between-category relationships. We find that despite different views on conceptualization, application, and implications, intersectionality may nevertheless open new avenues of inquiry for scholars as well as opportunities for transformative coalition building in social movements and grassroots organizations.

Experience and Concepts ‐ Between Democracy and Dictatorship

1980 ◽  
Vol 15 (3-4) ◽  
pp. 289-296 ◽  
Author(s):  
Karl Dietrich Bracher
Keyword(s):  
Social Sciences ◽  
Social Studies ◽  
Public Support ◽  
German Society ◽  
Contemporary History ◽  
The Past ◽  
The Social ◽  
History Of ◽  
Increasing Demand ◽  
The One

IN THE FIELDS OF CONTEMPORARY HISTORY AND POLITICAL science, the German discussion during the past thirty years has taken many unexpected turns. On the one hand, the expansion of political and social studies has led to often very exaggerated forms of specialization and theorization; the quantity of books and articles either on methodology or on fragmented details can hardly be mastered even by dedicated professionals. On the other hand, symptomatic of profound changes on the institutional and political level of German society is a marked polarization among social and political scientists, which has taken place mainly during the past ten to fifteen years; the historians are following the trend by confronting the ‘progressive’ methods of social and structural analysis with the ‘traditional’ history of persons, events and institutions. At the same time, an increasing demand for more personnel and more funds in the field of the social sciences, initially justified by the scarcity of public support, has now been followed by critical doubts about the expanding number of students and academic people pressing for positions.

MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VC SD NEGERI 164 PEKANBARU DENGAN MENGGUNAKAN METODE PEMBELAJARAN KOOPERATIF NUMBERED HEADS TOGETHER (NHT)

2019 ◽  
Vol 3 (1) ◽  
pp. 197
Author(s):  
Rosita L. Tobing
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Learning Outcomes ◽  
Class Actions ◽  
Heterogeneous Groups ◽  
The Social ◽  
Classroom Action Research ◽  
Improved Learning ◽  
Academic Year

The problem of classroom action research is the low learning outcomes of VC grade 164 students in Pekanbaru. This study aims to improve social studies learning outcomes of VC grade 164 students in Pekanbaru by applying the cooperative method of numbered heads together (NHT). The results of the research and class actions of the Social Studies Course conducted at the VC class SDN 164 Pekanbaru students concluded; Learning outcomes in the first cycle have increased compared to conventional learning. Pre-cycle learning outcomes are an average of 50.25 or sufficient categories; in cycle I, learning outcomes reached an average of 71.75 or in the Good category; in cycle II it increased again by 80.25 or in the Good category; Prasiklus classical completeness is 10 students (25.00%.); the first cycle is 27 students (67.50%); and in the second cycle were 38 students (95.00%). Students who have not been completed are remedial. Observers observed that VC grade 164 students at Pekanbaru Pekanbaru seemed to understand the Numbered Heads Together (NHT) Cooperative Method. They learn and understand shared material in heterogeneous groups of 4-5 students. Based on the results of improved learning studies, the application of the cooperative method of numbered heads together (NHT) succeeded in correcting the problem of the low social studies learning outcomes in VC Class SDN 164 Pekanbaru 2017/2018 Academic Year.

Sign in / Sign up

Export Citation Format

Share Document