Advocacy and Teacher Mentoring

2018 ◽  
pp. 65-87
Author(s):  
Georgios A. Kougioumtzis ◽  
Dimitra Louka
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Mentoring Programs ◽  
Teacher Mentoring ◽  
University Departments ◽  
Human Rights Advocacy ◽  
The Subject

Undoubtedly, key parameters in reinforcing the role of the teacher are guidance and his empowerment at the early stages of his training as a teacher. This chapter discusses the interconnection of advocacy with teacher mentoring programs, so that teachers may develop the relevant advocacy skills in order to act as defenders of equality and social justice. Moreover, specific aspects which are developed are the investigation of the concept of advocacy and social justice, the need for teachers to develop advocacy skills, the role of the mentor and the presentation of basic counseling models. Also, participatory advocacy practices, recruitment of mentors and the conception of a development plan of a wider program of advocacy, as well as advocacy models and the involvement of pupils themselves in all human rights advocacy processes are presented. Finally, the necessity for individual University Departments of Teacher Training to integrate the subject of advocacy in their curricula and provide prospective teachers with practice in this field are highlighted.

Advocacy and Teacher Mentoring

2021 ◽  
pp. 138-160
Author(s):  
Georgios A. Kougioumtzis ◽  
Dimitra Louka
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Mentoring Programs ◽  
Teacher Mentoring ◽  
University Departments ◽  
Human Rights Advocacy ◽  
The Subject

Undoubtedly, key parameters in reinforcing the role of the teacher are guidance and his empowerment at the early stages of his training as a teacher. This chapter discusses the interconnection of advocacy with teacher mentoring programs, so that teachers may develop the relevant advocacy skills in order to act as defenders of equality and social justice. Moreover, specific aspects which are developed are the investigation of the concept of advocacy and social justice, the need for teachers to develop advocacy skills, the role of the mentor and the presentation of basic counseling models. Also, participatory advocacy practices, recruitment of mentors and the conception of a development plan of a wider program of advocacy, as well as advocacy models and the involvement of pupils themselves in all human rights advocacy processes are presented. Finally, the necessity for individual University Departments of Teacher Training to integrate the subject of advocacy in their curricula and provide prospective teachers with practice in this field are highlighted.

Human Rights Activities as a Function of the Prosecutor’s Office

2020 ◽  
Vol 3 ◽  
pp. 88-93
Author(s):  
K.N. Golikov ◽  
Keyword(s):  
Human Rights ◽  
Civil Rights ◽  
Russian Federation ◽  
The State ◽  
Main Function ◽  
Federal Law ◽  
The Subject ◽  
The Russian Federation ◽  
The Law

The subject of this article is the problems of the nature, essence and purpose of prosecutorial activity. The purpose of the article is to study and justify the role of the human rights function in prosecutorial activities in the concept of a modern legal state. At the heart of prosecutorial activity is the implementation of the main function of the Prosecutor’s office – its rights and freedoms, their protection. This means that any type (branch) of Prosecutor's supervision is permeated with human rights content in relation to a citizen, society, or the state. This is confirmed by the fact that the Federal law “On the Prosecutor's office of the Russian Federation” establishes an independent type of Prosecutor's supervision-supervision over the observance of human and civil rights and freedoms. It is argued that the legislation enshrines the human rights activities of the Prosecutor's office as its most important function. It is proposed to add this to the Law “On the Prosecutor's office of the Russian Federation”.

An International Relations Perspective on the Reform Needs of the Human Rights Council

2021 ◽  
Vol 62 (1) ◽  
pp. 43-80
Author(s):  
Wolfgang S. Heinz
Keyword(s):  
Human Rights ◽  
International Relations ◽  
International Law ◽  
Structure And Dynamics ◽  
Human Rights Council ◽  
Local Actors ◽  
Protection Of Human Rights ◽  
The Subject

Abstract: This article approaches the matter of institutional reform of the United Nations Human Rights Council from an international relations perspective. A well-known tension exists between State representatives acting for their governments in international organisations, but whose decisions are presented as UN policies. The latter should be guided primarily by the UN Charter and public international law. However, in reality, different worldviews and foreign policy considerations play a more significant role. In a comprehensive stock-take, the article looks at four major dimensions of the Council, starting with structure and dynamics and major trends, followed by its country and thematic activities, and the role of key actors. Council reform proposals from both States and civil society are explored. Whilst the intergovernmental body remains the most important authority responsible for the protection of human rights in the international sphere, it has also been the subject of considerable criticism. Although it has made considerable progress towards enlarging its coverage and taking on more challenging human rights crises, among some of its major weaknesses are the election of human rights-unfriendly countries into its ranks, the failure to apply stronger sanctions on large, politically influential countries in the South and North, and lack of influence on human rights crises and chronic human rights problems in certain countries. Whilst various reform proposals have emerged from States and NGOs, other more far reaching propositions are under sometimes difficult negotiations. In the mid- to long-term, the UN human rights machinery can only have a stronger and more lasting impact if support from national/local actors and coalitions in politics and society can be strengthened.

Democracy and Economic Growth: the role of the I.L.O.

1970 ◽  
Vol 8 (2) ◽  
pp. 293-296
Author(s):  
C. Wilfred Jenks
Keyword(s):  
Economic Growth ◽  
Human Rights ◽  
Social Justice ◽  
Free Trade ◽  
Civil Liberties ◽  
Political Stability ◽  
Fundamental Question ◽  
Free Enterprise ◽  
Trade Unionism

Throughout the developing world today the accent is upon economic growth. No reasonable man can question this emphasis while inequalities among nations, and inequalities within nations, remain so glaring. Inevitable and healthy as this may be, it raises one fundamental question, Growth for what? Growth for growth's sake? Growth for those astute enough to profit from it? Or growth as an essential concomitant of political stability and social justice for the whole community? There are other searching questions. Is democracy compatible with economic growth? Are human rights and civil liberties, free enterprise and free trade unionism, compatible with growth? Where they conflict, which comes first? or what reasonable compromise can be made?

The Role of the Paraguayan Catholic Church in the Downfall of the Stroessner Regime

1990 ◽  
Vol 32 (4) ◽  
pp. 67-122 ◽  
Author(s):  
Miguel Carter
Keyword(s):  
Human Rights ◽  
Catholic Church ◽  
Political Prisoners ◽  
Coup D'etat ◽  
New Era ◽  
National Debate ◽  
The Subject ◽  
The Catholic Church

The Coup d'Etat that overthrew General Alfredo Stroessner on the second night of February 1989 signaled the beginning of a new era for Paraguayan politics and the close of another chapter of Latin American caudillismo. He was replaced by General Andrés Rodríguez, Paraguay's second most powerful figure, in what was, in effect, a “palace coup.” General Rodríguez startled the nation by issuing a proclamation that called for (a) democratization of Paraguay, (b) full respect for human rights, and (c) restoration of the badly damaged relations with the Catholic Church. The proclamation ushered in a series of events which amazed the populace even more: opposition leaders — once banned and exiled by the Stroessner regime — were embraced and greeted by longtime adversaries; dozens of prominent exiled figures returned to find an enthusiastic atmosphere; political prisoners were freed; while corruption and torture became the subject of national debate as people sought both to uncover, and to bury, the legacy of the Stroessner years.

scholarly journals Intervening Role of Metacognition to Improve Task performance in Prospective Teachers: An Experimental Study

2020 ◽  
Vol 7 (2) ◽  
pp. 52-59
Author(s):  
Ghazal Khalid Siddiqui ◽  
Huma Lodhi ◽  
Tahira Kalsoom
Keyword(s):  
Experimental Study ◽  
Teacher Training ◽  
Task Performance ◽  
Prospective Teachers ◽  
Public University ◽  
Metacognitive Awareness ◽  
Knowledge And Skills ◽  
The Third ◽  
Metacognitive Awareness Inventory

The teachers are trained with the aim to provide the necessary knowledge and skills that could help them in dealing with difficulties that they face during teaching, from the planning of a lesson to its implementation. All those skills could be developed among prospective teachers during the phase of their learning. The current study was supposeded to assess the implementation of such skills in classrooms and then measure its effect on the students’ performance. For this purpose, a quasi-experiment was carried out. Consequently, two intact groups enrolled in the third semester of B.Ed. honors at a public university were considered as a sample of the study. Metacognitive Awareness Inventory (MAI) by Schraw and Dennison (1994) was adapted to test Metacognition. Parallel to this, the researcher developed rubrics and observation sheets to assess students’ performance of tasks. Results of the current research reflected that metacognition development has a significant effect on the task performance of students who received the intervention. In light of these results, it is suggested that teacher training institutes should consider the development of Metacognition among their students. Teachers should incorporate different techniques that help them in inculcate metacognition development among their students.

scholarly journals PREFACE: SOCIAL JUSTICE IN CHILD, YOUTH AND FAMILY STUDIES

2011 ◽  
Vol 2 (3/4) ◽  
pp. 353 ◽  
Author(s):  
Shannon A. Moore
Keyword(s):  
Health Promotion ◽  
Human Rights ◽  
Social Justice ◽  
Critical Pedagogy ◽  
Family Studies ◽  
Special Issue ◽  
Children And Young People ◽  
Post Colonial ◽  
Selection Of

<p>This special issue of the <em>International Journal of Child, Youth and Family Studies</em> offers critical insights into contemporary social justice issues impacting the lives of children and young people, their caregivers, and their communities. The authors write from a range of fields as they question taken-for-granted knowledges within social work, child welfare, health promotion, psychology, sociology, education, human rights, and women’s studies. As such, the collection includes feminist, post-colonial, post-structural, and post-modern analyses organized through an editorial standpoint of critical pedagogy. The preface offers additional insights into my own personal, professional, epistemological, and pedagogical locations that illuminate my role of guest editor, and further contextualizes the transdisciplinary selection of manuscripts within a social justice discourse.</p>

scholarly journals El arte de la educación en México

2019 ◽  
pp. 45-52
Author(s):  
José De La Cruz Diaz-Ledezma
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Critical Analysis ◽  
Basic Education ◽  
The State ◽  
Educational Process ◽  
Educational Levels ◽  
The Subject ◽  
The Relationship

This article presents a vision of the relationship that can be established between education and art in our country, starting from the analysis of the objectives of teacher education and the role it plays in the educational process, presents a critical analysis of the intentionality of Basic education and teacher training. It is an intentional study of the role of the teacher in a country where the role of the educating State takes on the functions of designing, orienting, organizing and directing, through the school the destinies of the new generations, forming them in an educational process according to the interests and needs of. Objective: to identify the influence that the State exerts through education, in active teachers, in the training of teachers and in students of the different educational levels of our country. Methodology: qualitative documentary research, where different moments of teacher training are analyzed in the light of theory, educational laws and others related to the subject. Contribution: originate discussion points around the educational process and the State's aims in educational matters, from the training of teachers and their performance in the classroom as an agent not of transformation, but as a reproductive agent of the wishes of the State.

scholarly journals EDUCAÇÃO, DIREITOS HUMANOS E FORMAÇÃO DE PROFESSORES: reflexões e proposições

2020 ◽  
Vol 27 (4) ◽  
pp. 8
Author(s):  
Kilza Fernanda Moreira de Viveiros
Keyword(s):  
Human Rights ◽  
Teacher Training ◽  
Social Inequalities ◽  
Basic Education ◽  
The State ◽  
Derechos Humanos ◽  
Role Of The State ◽  
Political Principle ◽  
The Relationship

Artigo trata na construção de reflexões e proposições sobre a relação da educação, direitos humanos e formação de professores para atuarem na educação básica. Aborda a relação entre o poder político e a sociedade a partir da análise do Estado como instância promotora de direitos e pelos mecanismos que o mesmo se apodera para forjá-los na educação. Analisa o papel das reformas curriculares em conformidade às políticas dominantes. Discute a formação de professores e sua relação com a pobreza, com as desigualdades sociais e direitos humanos. Os fundamentos que norteiam as análises são do campo de conhecimento educacional e pedagógico. Para elucidações contextuais apropria-se de referencial sócio histórico, das políticas educacionais e políticas curriculares. Permite o diálogo com o objeto da formação e atuação de professores na área dos direitos humanos. Artigo se organiza metodologicamente em cinco tópicos a saber: Introdução, O Estado e a promoção de direitos, Currículo enquanto princípio político, Formação de professores para os direitos humanos e Considerações. Conclui ponderando a importância do papel do Estado na promoção dos direitos humanos a partir de políticas públicas comprometidas com a educação e com a formação de professores para o trabalho com os vulneráveis, as desigualdades sociais e os direitos humanos. Também chama a atenção da educação para os direitos humanos nos diferentes níveis e modalidades de ensino, expansiva à comunidade escolar.Palavras-chave: Educação. Direitos humanos. Formação de Professores. Estado. Currículo.EDUCATION, HUMAN RIGHTS AND TEACHER TRAINING: reflections and propositions.AbstractArticle deals in the construction of reflections and propositions on the relationship of education, human rights and teacher training to work in basic education. It addresses the relationship between political power and society based on the analysis of the State as a promoter of rights and the mechanisms it takes to forge them in education. It analyses the role of curricular reforms in line with dominant policies. It discusses teacher education and its relation to poverty, social inequalities and human rights. The foundations that guide the analyses are the field of educational and pedagogical knowledge. For contextual elucidations it appropriates the socio-historical reference, educational policies and curricular policies. It allows dialogue with the subject of the training and action of teachers in the area of human rights. Article is organized methodologically in five topics: Introduction, The State and the promotion of rights, Curriculum as a political principle, Training of teachers for human rights and Considerations. He concludes by considering the importance of the role of the State in the promotion of human rights from public policies committed to education and teacher training for working with the vulnerable, social inequalities and human rights. It also draws the attention of education for human rights in the different levels and modalities of education, expansive to the school community.Keywords: Education. Human rights. Teacher Training. State. Curriculum.EDUCACIÓN, DERECHOS HUMANOS Y FORMACIÓN DE PROFESSORES: reflexiones y proposicionesResumenArtículo trata en la construcción de reflexiones y proposiciones sobre la relación de la educación, derechos humanos y formación del professora do para actuar en la educación básica. Aborda la relación entre el poder político y la sociedad a partir del análisis del Estado como instancia promotora de derechos y por los mecanismos que el mismo se apodera para forjarlos en la educación. Analiza el papel de las reformas curriculares en consonancia con las políticas dominantes. Discute la formación de profesores y su relación con la pobreza, con las desigualdades sociales y derechos humanos. Los fundamentos que guían los análisis son del campo de conocimiento educativo y pedagógico. Para aclaraciones contextuales se apropia de un marco socio histórico, políticas educativas y políticas curriculares. Permite el diálogo con el objeto de formar y actuar a los docentes en el área de derechos humanos. El artículo se organiza metodológicamente en cinco temas, a saber: Introducción, El Estado y la promoción de los derechos, El currículo como principio político, La formación del profesorado en derechos humanos y Consideraciones. Se concluye considerando la importancia del papel del Estado en la promoción de los derechos humanos a partir de políticas públicas comprometidas con la educación y la formación de docentes para trabajar con las personas vulnerables, las desigualdades sociales y los derechos humanos. También llama la atención de la educación en materia de derechos humanos en los diferentes niveles y modalidades de educación, expandiéndose a la comunidad escolar.Palabras clave: Educación. Derechos humanos. Formación del profesorado. Estado. Plan de estudios.

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