scholarly journals Escaping Social Injustices: Changemaking Escape Rooms for Human Rights in the Literature Classroom

2021 ◽  
pp. 115-140
Author(s):  
Emily Andrea Sendin ◽  
Keyword(s):  
Human Rights ◽  
Social Change ◽  
Civic Engagement ◽  
Learning Process ◽  
Higher Learning ◽  
Successful Implementation ◽  
Literature Classroom ◽  
Project Participants ◽  
Human Rights Violation ◽  
Do So

Escape rooms have been used in STEM classrooms, but there is little evidence of successful implementation of escape rooms in humanities courses in higher learning. This paper examines the experience of adapting escape rooms for the education setting in literature. To do so, two new components in the learning process were incorporated: (a) students are required to create their own escape rooms, thus increasing the stakes and the level of ownership; they are not only responsible for their own learning, but they also need to teach others; and, (b) students are required to explore a human rights violation or social injustices in their escape rooms, making civic engagement an end goal of the project. Participants in their escape room come out of the experience learning something about social change and being called to action.

Critical Listening and Storying: Fostering Respect for Difference and Action Within and Beyond a Native American Literature Classroom

2016 ◽  
Vol 52 (5) ◽  
pp. 667-693 ◽  
Author(s):  
Timothy San Pedro ◽  
Elijah Carlos ◽  
Jane Mburu
Keyword(s):  
Native American ◽  
Social Change ◽  
American Literature ◽  
Native American Literature ◽  
Indigenous Research ◽  
Research Methodologies ◽  
Literature Classroom ◽  
Indigenous Research Methodologies ◽  
Meaningful Relationships ◽  
Do So

Relying on the intersections of Indigenous Research Methodologies and Humanizing Research, the authors of this article argue that by re-centering relationships through critical listening and storying, we are better suited to co-construct our shared truths and realities in the space between the telling and hearing of stories. As we do so, we move beyond the sometimes dehumanizing “slash” of researcher/participant and professor/student and into more fertile spaces where our collective desires for educational, political, and social change are forged because of our commitment to sustaining meaningful relationships as well as our refusal to ignore our impact on each other.

Moral Panic and Power: The Means of Legitimisation of Religious Intolerance & Human Rights Violation against the Bahá’ís in Iran

2018 ◽  
Vol 13 (2) ◽  
pp. 179-212
Author(s):  
Shabnam Moinipour
Keyword(s):  
Human Rights ◽  
Moral Panic ◽  
Domestic Policy ◽  
Human Rights Violations ◽  
Islamic Republic ◽  
Religious Minority ◽  
Religious Intolerance ◽  
International Attention ◽  
Human Rights Violation ◽  
Do So

Abstract The case of the Bahá’ís of Iran, the country’s largest non-Muslim religious minority, is a “suspended” genocide and hence alarming. The human rights violations against the members of the Bahá’í community have been designed in such a way to draw as little international attention as possible. It is designed to eliminate slowly rather than to eradicate abruptly. Since its inception in 1979, the Islamic Republic has actively pursued the policy of Bahá’í persecution. This paper focuses on one aspect of the tactics used by the Iranian regime to violate the human rights of the Bahá’í community in Iran. To do so, moral panic theory and Foucault’s power discourse have been used to offer an analysis of the Bahá’í persecutions as an underlying feature of Iran’s domestic policy of othering, religious intolerance and Shi’a supremacy.

PERSEFEKTIF IN HUMAN TRAFFICKING CRIME LAW NUMBER 39 OF 1999 ON HUMAN RIGHTS CASE AGAINST CHILD TRAFFICKING IN MEDAN

2020 ◽  
Vol 2 (1) ◽  
pp. 46-51
Author(s):  
Ida Monika Putu Ayu Dewi
Keyword(s):  
Human Rights ◽  
Human Trafficking ◽  
Criminal Law ◽  
Sexual Exploitation ◽  
Trafficking In Persons ◽  
The People ◽  
Public Company ◽  
Legal Sanctions ◽  
Women And Children ◽  
Human Rights Violation

Laws are the norms that govern all human actions that can be done and should not be carried out both written and unwritten and have sanctions, so that the entry into force of these rules can be forced or coercive and binding for all the people of Indonesia. The most obvious form of manifestation of legal sanctions appear in criminal law. In criminal law there are various forms of crimes and violations, one of the crimes listed in the criminal law, namely the crime of Human Trafficking is often perpetrated against women and children. Human Trafficking is any act of trafficking offenders that contains one or more acts, the recruitment, transportation between regions and countries, alienation, departure, reception. With the threat of the use of verbal and physical abuse, abduction, fraud, deception, abuse of a position of vulnerability, example when a person has no other choice, isolated, drug dependence, forest traps, and others, giving or receiving of payments or benefits women and children used for the purpose of prostitution and sexual exploitation. These crimes often involving women and children into slavery. Trafficking in persons is a modern form of human slavery and is one of the worst forms of violation of human dignity (Public Company Act No. 21 of 2007, on the Eradication of Trafficking in Persons). Crime human trafficking crime has been agreed by the international community as a form of human rights violation.  

Tinjauan Aspek Budaya pada Pembelajaran IPA: Pentingnya Pengembangan Kurikulum IPA

1970 ◽  
Vol 12 (2) ◽  
Author(s):  
Fajar Hardoyono
Keyword(s):  
Local Government ◽  
Human Resources ◽  
Learning Process ◽  
Local Community ◽  
Cultural Background ◽  
Natural Sciences ◽  
Local Authorities ◽  
Indonesian Government ◽  
Learning Attitude ◽  
Do So

: Education deals with enlightening people and developing human resources. The reasecher concluded that cultural background of students influences their learning attitude in the school. Therefore, the developing learning process of Natural Sciences insist student to elaborate principles of Natural Sciences without ignoring cultural valuesof local community. The policy of decentralization of Indonesian Government had authorized and legitimated local authorities to develop curriculum based on the local cultures. To do so, each local government through the officers of Education has to create a curiculum by involving some curriculum experts, instructures, natural sciences theachers, and the lectures of universities who adequately understand learning model of Natural Sciences.

Can Multinational Corporations be responsible for human rights violation of its outsourcee company? Response of national or international law?

2020 ◽  
Vol 20 (1) ◽  
pp. 153-179
Author(s):  
Alessandro Suppa ◽  
Pavel Bureš
Keyword(s):  
Human Rights ◽  
International Law ◽  
Multinational Corporations ◽  
Corporate Law ◽  
International Economy ◽  
Due Diligence ◽  
Business And Human Rights ◽  
Original Question ◽  
Definition Of ◽  
Human Rights Violation

SummaryNowadays, an important role in the world is played by Multinational Corporations (MNCs). They hire, produce, and influence the international economy, but also, they exploit, pollute. Their business activities might have a worldwide effect on human lives. The question of the responsibility of MNCs has drawn the attention of many scholars, mainly from the study field labelled “Business and Human Rights”. The present paper does not examine the topic under the same approach. The authors aim at presenting the issue in a broader perspective, exploring the concept of due diligence both in international and corporate law. In this paper, authors strategically use the uniformity of national legislations as a possible and alternative solution to the issue. They are aware of three fundamental factors: 1) the definition of MNCs needs to be as clear as possible, so to avoid any degree of uncertainty; 2) the outsourcing phenomenon interacts with that definition; 3) in case of no possibility to include outsourcing in the definition of MNC, the original question arises in a significant way.

“As Slow as a Tortoise, and as Clever as a Hare.” Folktales as Lessons on Democracy, Equal Opportunities, and Human Rights among the Ndebele

2018 ◽  
Vol 28 (1) ◽  
Author(s):  
Lindiwe Ndlovu ◽  
Faith Sibanda
Keyword(s):  
Human Rights ◽  
Indigenous Knowledge ◽  
Indigenous People ◽  
Developing World ◽  
Equal Opportunities ◽  
Long Time ◽  
Animal Community ◽  
Do So

Indigenous African societies have, for a long time, been using their knowledge for the betterment of their lives. They have also demonstrated an ability to manipulate their immediate or remote surroundings to live sustainably. Those who claim to fight for equal and human rights in Africa do so under the misconception that they, and the developing world, have historically and inherently violated, and continue to violate, human rights in numerous ways. While this might not be completely dismissed, there is a plethora of evidence from African folktales to demonstrate that Africans have not only respected human rights, but have also encouraged equal opportunities for every member of their society. This article cross-examines Ndebele folktales with the intention of demonstrating that African indigenous knowledge exhibited through folktales was a well-organised system, which ensured respect for human rights for all members, regardless of their physical or social stature. Central to this discussion are the folktales which focus on the role played by the vulnerable members of the animal community, who replicate their human counterparts. Folktales are unarguably a creation by the indigenes and emanate from their socio-political experiences, as well as their observations of the surroundings. This suggests that indigenous people already had an idea about human rights as well as the need for equal opportunities since time immemorial. 

Engaging Youth in Education for Sustainable Development: Strategies and Interventions

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Khushgeet Kaur
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Social Change ◽  
Young Women ◽  
Local Level ◽  
Education For Sustainable Development ◽  
Development Strategies ◽  
Children And Youth ◽  
Opportunities To Learn ◽  
The World

Although youth are often thought of as targets for Education for Sustainable Development (ESD) programmes, they are also active partners in creating a more sustainable world and effective ESD programmes. Today, more than ever, young women and men are change-makers, building new realities for themselves and their communities. All over the world, youth are driving social change and innovation, claiming respect for their fundamental human rights and freedoms, and seeking new opportunities to learn and work together for a better future. The education sector is generally seen as the most appropriate forum for involving children and youth in sustainable development, and initiatives to this end have been adopted in many countries. The present paper puts forth such initiatives, interventions and strategies that can be undertaken to engage youth in education for sustainable development at the global as well as the local level.

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