Human Rights Education For The Twenty First Century

Human Rights Education for the Twenty-First Century is a comprehensive resource for training, education, and raising awareness in a wide variety of settings, both formal and informal. A diverse group of contributors—experienced activists, education experts, and representatives of several international governmental organizations—provides a rich potpourri of ideas and real-world approaches to initiating, planning, and implementing programs for teaching people about their human rights and fundamental freedoms. This volume has been developed for a global audience of educators, scholars in many disciplines, nongovernmental organizations, and foundation officers.

The Global Citizenship Commission was convened, under the leadership of former British Prime Minister Gordon Brown and the auspices of NYU’s Global Institute for Advanced Study, to re-examine the spirit and stirring words of The Universal Declaration of Human Rights. The result – this volume – offers a 21st-century commentary on the original document, furthering the work of human rights and illuminating the ideal of global citizenship. What does it mean for each of us to be members of a global community? Since 1948, the Declaration has stood as a beacon and a standard for a better world. Yet the work of making its ideals real is far from over. Hideous and systemic human rights abuses continue to be perpetrated at an alarming rate around the world. Too many people, particularly those in power, are hostile to human rights or indifferent to their claims. Meanwhile, our global interdependence deepens. Bringing together world leaders and thinkers in the fields of politics, ethics, and philosophy, the Commission set out to develop a common understanding of the meaning of global citizenship – one that arises from basic human rights and empowers every individual in the world. This landmark report affirms the Universal Declaration of Human Rights and seeks to renew the 1948 enterprise, and the very ideal of the human family, for our day and generation.

This unique and challenging volume is the result of a major international rights conference entitled Human Rights in the Twenty-First Century: A Global Challengeconvened in Banff, Alberta, Canada in November 1990. The conference was supported and organized under the auspices of the Secretary-General of the Council of Europe, The European Court of Human Rights, the European Human Rights Commission, the Strasbourg Institute of Comparative Human Rights Law, the Alberta Law Foundation and the International Centre at the University of Calgary. Its main objectives were legal education and legal research, which were met by a total of 92 speakers representing 24 different nationalities presenting their views on 24 human rights topics. Women and participants from developing countries in particular, brought a new vision of human rights to topics as varied as reproductive technology, state violence, and biotechnology. The theme of this book is thus the interdependence of legal, social, economic and environmental problems which transcend national and international boundaries and the spirit of solidarity which is required to resolve them. Written by a team of international and renowned human experts, it will provide a substantial contribution to the legal literature on international human rights.

Contains 32 contributions. Includes the text of the Universal Declaration of Human Rights (1948).

This book describes how different nations have defined the core competencies and skills that young people will need in order to thrive in the twenty-first-century, and how those nations have fashioned educational policies and curricula meant to promote those skills. The book examines six countries—Chile, China, India, Mexico, Singapore, and the United States—exploring how each one defines, supports, and cultivates those competencies that students will need in order to succeed in the current century. Teaching and Learning for the Twenty-First Century appears at a time of heightened attention to comparative studies of national education systems, and to international student assessments such as those that have come out of PISA (the Program for International Student Assessment), led by the Organisation for Economic Co-operation and Development. This book’s crucial contribution to the burgeoning field of international education arises out of its special attention to first principles—and thus to first questions: As Reimers and Chung explain, “much can be gained by an explicit investigation of the intended purposes of education, in what they attempt to teach students, and in the related questions of why those purposes and how they are achieved.” These questions are crucial to education practice and reform at a time when educators (and the students they serve) face unique, pressing challenges. The book’s detailed attention to such questions signals its indispensable value for policy makers, scholars, and education leaders today.

The world is faced with significant and interrelated challenges in the 21st century which threaten human rights in a number of ways. This book examines three of the largest issues of the century - armed conflict, environment, and poverty - and examines how these may be addressed using a human rights framework. It considers how these challenges threaten human rights and reassesses our understanding of human rights in the light of these issues. This multidisciplinary text considers both foundational and applied questions such as the relationship between morality and the laws of war, as well as the application of the International Human Rights Framework in cyber space. Alongside analyses from some of the most prominent lawyers, philosophers, and political theorists in the debate, each section includes contributions by those who have served as Special Rapporteurs within the United Nations Human Rights System on the challenges facing international human rights laws today.

A history of the successes of the human rights movement and a case for why human rights work Evidence for Hope makes the case that yes, human rights work. Critics may counter that the movement is in serious jeopardy or even a questionable byproduct of Western imperialism. Guantánamo is still open and governments are cracking down on NGOs everywhere. But human rights expert Kathryn Sikkink draws on decades of research and fieldwork to provide a rigorous rebuttal to doubts about human rights laws and institutions. Past and current trends indicate that in the long term, human rights movements have been vastly effective. Exploring the strategies that have led to real humanitarian gains since the middle of the twentieth century, Evidence for Hope looks at how essential advances can be sustained for decades to come.

Considers the legal, moral and pragmatic issues at stake when international standards of human rights are trumped by culture and politics, and proposes new approaches to fill the gaps in current human rights theories and practice, namely relational sovereignty, reciprocal adjudication, and regional human rights courts.