Voluntary rights and statutory wrongs: the case of child migration, 1948-67

Between the years 1918 and 1953 a remarkable and sustained experiment in education occurred at an unremarkable village elementary school mid‐way between Manchester and Bolton in Lancashire, England. Prestolee School at the heart of the industrial mill town of Kearsley was transformed by the head teacher, Edward Frances O’Neill (1890–1975). O’Neill’s experiment to educate within an atmosphere of freedom is re‐examined in this article in the light of an archive of materials which were originally collected by the celebrated mathematics educator, W. W. Sawyer. This archive of photographs, letters, memos and children’s work has been explored alongside records of school inspections and other formal records of the school and its head teacher during these years.     

Translating human rights principles into classroom practices: inequities in educating about human rights

The overarching aim of this paper is to explore how key principles inherent in human rights declarations and conventions are translated into practices associated with human rights education within school contexts. It is argued that this translation from discourse to practice opens up the potential for children and young people to encounter inequitable experiences of human rights education, and that this is an ethical issue that needs addressing. Within the paper, human rights education relates to both direct teaching about human rights, and to children and young peoples’ experiences of how school practitioners acknowledge and uphold their rights. In both national and international contexts, knowledge and understanding about school-based human rights education is lacking; this paper aims to address this issue by developing a theoretical framework through which to view human rights education practices within school settings.     

Educating teachers about human rights: building a rights based culture in Australian schools

A well-educated active citizenry is the primary aim of our education systems. An essential component of a well-educated citizenry in a civil society is its understanding of the value of human rights and what it means to live with dignity in a community, where rights and freedoms are protected. This paper uses evidence from international and national reports and programmes to argue that HRE should be an essential component of the curriculum in Australian schools. It draws on data from the first national cross-sectoral Australian study investigating the place of HRE in the school curriculum. There is a need for both pre-service and in-service teachers to have focused professional training, in order to better engage students to be critically aware of the importance of developing a human rights culture within a school; also, to adopt a transformative “whole school” approach linked to local, national, and global communities.     

浅谈人权入宪后的人权保障

在全国人大十届二次会议上通过的宪法修正案中增加了“国家尊重和保障人权”，使我国的人权保障有了宪法依据，但仅仅有宪法保障是不够的，只有通过推进宪法司法化、构建完备的人权法律体系、设立人权监督和协调机构、加大人权宣传教育力度才能使人权得到切实、充分的保障。     

Building Intercultural Citizenship through Education: a human rights approach

This article analyses the challenges posed by traditional ethnic and linguistic minorities in multicultural states and more specifically the problems faced by indigenous peoples and communities. Their educational and cultural needs and demands are increasingly being framed in the language of human rights, based on the expanding international legal and institutional human rights system. The United Nations World Conference on Human Rights, held in Vienna in 1993, endorsed a rights-based approach to development, human rights education is a growing field in educational practice, respect for cultural diversity is now enshrined in international and domestic laws, and the right of every person to education and to culture has become a mainstay of international human rights principles to which a majority of the world's states has subscribed.     

Gendering corporal punishment: beyond the discourse of human rights

In the last few years the Global Initiative to End All Corporal Punishment of Children has been gathering momentum, with a submission to The United Nations Secretary General’s study on violence against children the most recent addition to the cause. Nevertheless, corporal punishment in schools is still condoned in many countries and its practice persists even where it is now illegal. However, it is usually discussed within a gender‐‘neutral’ human rights framework rather than being more usefully considered as a gendered practice, pivotal in sustaining the gender regimes of schools. Drawing primarily on an ethnographic study in four junior secondary schools in Botswana, in conjunction with other related studies in Sub‐Saharan Africa, it is argued that corporal punishment is gendered at the level of both policy and practice. Female and male students and teachers understand and experience the ‘giving’ and ‘receiving’ of corporal punishment differently as gender interacts with, and often takes precedence over, age and authority relations. Understanding corporal punishment as a gendered practice has important implications for how its persistence in schools might be more successfully addressed as part of the current drive to achieve the Millennium Development and Education for All Goals in relation to universal primary education and gender equality.     

Tertiary institutions and human rights obligations

One question arising in the context of universities as corporate entities is the reason why being an ‘entity’ is important. One relevant consideration is whether it is necessary or sensible that a ‘community of scholars’ has the status of a ‘corporation of scholars’ because that ensures that the community abides by various obligations, including those based on considerations of equity and rights. This article examines universities as legal entities in light of the human rights framework, with a focus on the right to tertiary education to illustrate the more general question of rights. It does so by setting out, first, the use of legal personhood for corporations generally and universities particularly. Secondly, it notes that the modern international regime for the protection of human rights commenced with the idea that its obligations should rest on all elements of society, including corporations. Thirdly, it point out that the developed regime has a focus on the obligations of states to secure rights, including through ensuring remedies against corporate and other private actors. Finally, the main part of the article examines the substance of the right to education and suggests that its realisation is most likely if there are obligations on universities, which they can adopt themselves.     

中国近代的人权立法

在中国近代史上，随着西方人权等观念的传入，在有识之士的推动下，中国曾出现了含有保护人权内容的法律文件。如《钦定宪法大纲》《中华民国临时约法》等。这些法律文件在保护人权方面虽然仅仅处在起步阶段。还有许多局限性，但在中国的人权立法史上却具有重要的意义，并为以后的人权立法奠定了坚实的基础。     

Culture of peace, human rights,

We say often that we are living in a Global Age. Then, what is Global Age? I define it as the Age prevailing and deepening the sense of human bond and human-nature bond globally. From what time? After 1945, as the historical turning period; from otal war to world peace, beginning of the nuclear age, independence of colonized people and regions, development of human rights and democracy, environmental pollution and sustainable development, advancement of the cosmic science. These are the indexes of Global Age. But we should say we are just straying at the entrance gate of Global Age. In 21th century, we have to develop our Vison and pursuit towards a Culture of Peace, Human Rights and Living Together (Kyosei), especially in Asia, through education. I will develop these ideas in this paper.