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Part III. The Substance of Policy Analysis and Comparative Education Research

Part III. The Substance of Policy Analysis and Comparative Education Research. Purposes and Goals of Education Negotiating Civic Education in China ( Civitas ) Education Against Extremism Evolution of Human Rights Education Negotiating measurement of Civic Competency .

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Part III. The Substance of Policy Analysis and Comparative Education Research

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  1. Part III. The Substance of Policy Analysis and Comparative Education Research

  2. Purposes and Goals of Education • Negotiating Civic Education in China (Civitas) • Education Against Extremism • Evolution of Human Rights Education • Negotiating measurement of Civic Competency

  3. Civic Education in China • A conversation with Dr. Richard A. Nuccio, Director/Civitas International Programs Center for Civic Education

  4. http://www.edutopia.org/first-class-citizens-video • As you watch this video think about which 21st century skills are developed by participation in the council?

  5. Convention on the Rights of the ChildAdopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20 November 1989 • Article 29 • 1. States Parties agree that the education of the child shall be directed to: • (a) The development of the child's personality, talents and mental and physical abilities to their fullest potential; • (b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations; • (c) The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own; • (d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin; • (e) The development of respect for the natural environment. • 2. No part of the present article or article 28 shall be construed so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions, subject always to the observance of the principle set forth in paragraph 1 of the present article and to the requirements that the education given in such institutions shall conform to such minimum standards as may be laid down by the State. http://www.unhchr.ch/html/menu3/b/k2crc.htm

  6. Are the rights specified in article 29 of the Convention of the Rights of the Child acceptable in any culture? • Yes • No

  7. Article 131. The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child's choice.Is this right compatible with any cultural values and acceptable in any culture that you know of? • Yes • No

  8. Teaching Conflict Resolution • http://www.edutopia.org/forum • As you watch this video, is this approach to teaching conflict resolution relevant in the cultural contexts you know of? Can you think of contexts where this approach would not be adaptive?

  9. Mitigating Extremism • Knowledge Base –including media education— • Process –Climate, communication, honesty, humor • Value system –Human Rights • Scaffoldig –Integrated schools, emphasis on commonalities, non-streaming

  10. The Role of Pedagogy in Human Rights

  11. The Right to Education • 2. Human Rights Education

  12. Article 26. • (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. • (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. • (3) Parents have a prior right to choose the kind of education that shall be given to their children.

  13. "Since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed."(UNESCO Constitution) • "A peace based exclusively upon the political and economic arrangements of governments would not be a peace which could secure the unanimous, lasting and sincere support of the peoples of the world, and that the peace must therefore be founded, if it is not to fail, upon the intellectual and moral solidarity of mankind.The purpose of the Organization is to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respect for justice, for the rule of law and for the human rights and fundamental freedoms which are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations." • The Constitution of UNESCO was signed by 37 countries in London on the 16th November 1945. It came into force on the 4th November 1946.

  14. The incorporation of human rights education in national legislation regulating education in schools; • The revision of curricula and textbooks; • Pre-service and in-service training for teachers to include training on human rights and human rights education methodologies; • The organization of extracurricular activities, both based on schools and reaching out to the family and the community; • The development of educational materials; • The establishment of support networks of teachers and other professionals (from human rights groups, teachers’ unions, non-governmental organizations or professional associations) and so on.

  15. AMNESTY INTERNATIONAL:HUMAN RIGHTS EDUCATION • Human rights educationis both a lens through which to observe the world and a methodology for teaching and leading others. • Amnesty International believes that learning about human rights is the first step toward respecting, promoting and defending those rights. The Human Rights Education program (HRE) was established in order to facilitate the teaching of human rights. Designed to support teachers of kindergarten through college as well as educators working in non-formal settings such as community associations and cultural forums, HRE is dedicated to promoting the human rights principles and positive value system that are set forth in the Universal Declaration of Human Rights.

  16. Social and Emotional Learning • http://www.edutopia.org/social-emotional-learning-introduction-video

  17. Learning about world affairs and human rights through technology • http://www.edutopia.org/digital-generation-global-kids-video# • http://www.edutopia.org/node/6281 • http://www.edutopia.org/digital-generation-thinkquest-video

  18. Project Learning • http://www.edutopia.org/project-learning-introduction-video

  19. A conversation with Dr. Eugenio Gonzalez, ETS and IEA. Third Civic Education Study.

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