Human Rights In Education Science And Culture Legal Developments And Challenges

Human rights are at the heart of UNESCO's work in the fields of education, science and culture. Conceived from an international human rights legal framework, this publication combines insights into the content, scope of application and corresponding state obligations of these rights with analyses of issues relating to their implementation.--Publisher's description.

This book explores the question of whether the ideal right to science and culture exists. It proposes that the human right to science and culture is of a utopian character and argues for the necessity of the existence of such a right by developing a philosophical project situated in postmodernity, based on the assumption of ’thinking in terms of excendence’. The book brings a novel and critical approach to human rights in general and to the human right to science and culture in particular. It offers a new way of thinking about access to knowledge in the postanalogue, postmodern society. Inspired by twentieth-century critical theorists such as Levinas, Gadamer, Bauman and Habermas, the book begins by using excendence as a way of thinking about the individual, speech and text. It considers paradigms arising from postanalogue society, revealing the neglected normative content of the human right to science and culture and proposes a morality, dignity and solidarity situated in a postmodern context. Finally the book concludes by responding to questions on happiness, dignity and that which is social. Including an Annex which presents the author’s private project related to thinking in the context of the journey from ’myth to reason’, this book is of interest to researchers in the fields of philosophy and the theory of law, human rights, intellectual property and social theory.

First published in 1998, this first volume of The Manual on Human Rights Education for Universities has been prepared in the hope that it will serve as a teaching aid for institutions of higher education, as well as for UNESCO Chairs, and focuses on new dimensions and challenges. UNESCO’s long experience in this field goes back to 1951, when the first guide for teachers on the Universal Declaration of Human Rights was published. This formed part of UNESCO’s efforts to create a comprehensive system of human rights education, embracing formal and non-formal education. Issues explored include peace, the environment, education, discrimination and extreme poverty.

This book offers research-based models of exemplary practice for educators at all grade levels, from primary school to university, who want to integrate human rights education into their classrooms. It includes ten examples of projects that have been effectively implemented in classrooms: two from elementary school, two from middle school, three from high school, two from community college, and one from a university. Each model discusses the scope of the project, its rationale, students' response to the content and pedagogy, challenges or controversies that arose, and their resolution. Unique in integrating theory and practice and in addressing human rights issues with special relevance for communities of color in the US, this book provides indispensable guidance for those studying and teaching human rights.

This book examines the social impact of intellectual property laws. It addresses issues and trends relating to health, food security, education, new technologies, preservation of bio-cultural heritage and contemporary challenges in promoting the arts. It explores how intellectual property frameworks could be better calibrated to meet socio-economic needs in countries at different stages of development, with local contexts and culture in mind. A resource for policy-makers, stakeholders, non-profits and students, this volume furthermore highlights alternative modes of innovation that are emerging to address such diverse challenges as neglected or resurgent diseases in developing countries and the harnessing of creative possibilities on the Internet. The collected essays emphasize not only fair access by individuals and communities to intellectual property – protected material, whether a cure, a crop variety, clean technology, a textbook or a tune – but also the enhancement of their own capabilities in cultural participation and innovation.

In Cultural Rights in International Law and Discourse, Pok Yin S. Chow explains why the very understanding of ‘culture’ as described in international human rights law failed to capture and address the cultural concerns of groups and communities worldwide.

This book examines the ways in which law can be used to structure the return of indigenous sacred cultural heritage to indigenous communities, referred to as repatriation in this volume. In particular, it aims at developing legal structures that align repatriation with contemporary international human rights standards. To do so, it gathers the most valuable lessons learned from different repatriation laws and frameworks adopted in the United States and Canada. In both countries, very different ways of approaching repatriation have been used for several decades, highlighting the context-dependent nature of repatriation. The volume is divided into four parts, looking first at international law, then at the national legal landscape in the United States, followed by Canada, before the different repatriation models are evaluated against the backdrop of human rights law standards. Emphasis is placed not only on repatriation-specific legislation but also on the legal context in which it was developed and operates. In turn, the fourth part develops various models on the basis of these experiences that can be aligned with contemporary indigenous and cultural rights. The book ends by considering the models’ suitability for international repatriation and the lessons that can be learned from them. The primary audience includes those addressing the legal hurdles to repatriation, be they researchers, policymakers, communities, or museums.