Suchergebnisse

Globalisations, economic, cultural and social change over the last four decades have affected the nature of the discourse in human rights education. The chapter explores human rights education research and the problematic relationship between human rights education and the state, against
the background of globalisation, and economic, political, social and cultural factors. This article aims to link human rights international standards and institutions to grass-roots human rights culture and its impact on social cohesion in South Asia. It begins with an analysis of the nexus
between human rights and social cohesion and draws attention to some ideas that complement both. It then analyses how international human rights standards and associated implementation machinery can be used to advance social cohesion around the world. The article critiques current social cohesion
trends globally - with some references to Australia and South Asia and focuses on the role of National Human Rights Institutions (NHRIs) in advancing human rights culture.

Publikacja recenzowana / Peer-reviewed publication ; The paper is based on an address to "Immigration and Multiculturalism in XXI Century. The Case of Poland", conference organised by the Adam Mickiewicz University, Poznan in April 2016. It reviews both the Australian immigration experience and Australian multiculturalism from an historical perspective and also reviews current practice in an attempt to evaluate its relevance to Europe. The paper starts with an examination of objectives and principles underlying the Australian immigration system over the last two centuries with particular focus on economic development, national security and identity issues. Then the paper outlines the settlement and multicultural policies and programs that have been put in place since 1975 to integrate migrant and refugee intake into broader Australian society. It also considers the linkages that exists between immigration and multiculturalism and evaluates the success or otherwise of these policies/programs in terms of social cohesion outcomes. Finally, the paper examines the Australian solutions and contemporary challenges and considers the applicability of the Australian model to guide the development of European responses to the 2015–16 migration/refugee crises. It concludes that at present the European Union has neither an eff ective immigration policy nor Australian style multiculturalism and settlement policies to deal with the current immigration crisis and/or its social cohesion consequences. ; Artykuł jest rozwinięciem wykładu wygłoszonego na konferencji "Imigracja i wielokulturowość w XXI wieku. Przypadek Polski", zorganizowanej przez Uniwersytet im. Adama Mickiewicza w Poznaniu w kwietniu 2016 r. Zawiera on historyczny i współczesny przegląd australijskich doświadczeń z imigracją oraz wielokulturowością i próbuje ocenić przydatność tego doświadczeń dla Europy. Pierwsza część artykułu omawia cele i zasady australijskiego systemu imigracyjnego stosowane przez ostatnie dwieście lat, ze szczególnym naciskiem na ekonomię, bezpieczeństwo i świadomość narodową. Następnie autor rozwija temat polityki osadnictwa i wielokulturowości od roku 1975, z punktu widzenia sukcesu w integracji migrantów i uchodźców w społeczeństwo australijskie. Szczególny dyskurs dotyczy powiązań pomiędzy polityką imigracyjną i wielokulturowością. Artykuł ocenia wpływ tych programów rządowych na zapewnienie społecznej jedności. W końcowej części artykuł ocenia użyteczność australijskich rozwiązań dla formowania odpowiedzi na europejski kryzys związany z masowym napływem uchodźców i migrantów w latach 2015–2016. W konkluzji autor stwierdza, iż Unia Europejska nie ma obecnie ani skutecznej polityki imigracyjnej ani programów osadnictwa, które pozwoliłyby na efektywną kontrolę granic i na zapewnienie spokoju społecznego.

Aus juristischer Sicht + Aus westeuropäischer Sicht + Aus wirtschaftlicher Sicht

This paper investigates the impact of the two major divorce law changes in Australia on the level and the trend of divorce rates. A time series analysis indicated that the impact of the Matrimonial Causes Act was negligible, while that of the Family Law Act was substantial, but temporary in its nature. A non‐linear regression equation indicated that by 1979 the divorce rate was returning to a level consonant with the pre‐1975 trends. The authors concentrated on explaining the change related to the emergence of the 1975 law and addressed the question whether the post‐1976 increase could be regarded as indicating that the FLA undermined the stability of Australian marriages.

This book, the seventeenth instalment in the 24-volume series Globalisation, Comparative Education and Policy Research, explores the interrelationship between ideology, the state and human rights education reforms, setting it in a global context. The book examines major human rights education reforms and policy issues in a global culture. It focuses on the ambivalent and problematic relationship between the state, globalisation and human rights education discourses. Using a number of diverse paradigms, ranging from critical theory to historical-comparative research, the authors examine the reasons for, and the outcomes of human rights education reforms and policy. The authors discuss discourses surrounding the major dimensions affecting the human rights education, namely national identity, democracy, and ideology. These dimensions are among the most critical and significant dimensions defining and contextualising the processes surrounding the nation-building, identity politics and human rights education globally. With this as its focus, the chapters represent hand-picked scholarly research on major discourses in the field of human rights education reforms. The book draws upon recent studies in the areas of globalisation, equality, and the role of the state in human rights education reforms. Furthermore, the perception of globalisation as dynamic and multi-faceted processes clearly necessitates a multiple-perspective approach in the study of human rights education. This book provides that perspective commendably. It also critiques current human rights education practices and policy reforms. It illustrates the way shifts in the relationship between the state and human rights education policy. In the book, the authors, who come from diverse backgrounds and regions, attempt insightfully to provide a worldview of current developments in research concerning human rights education, and citizenship education globally. The book contributes, in a very scholarly way, to a more holistic understanding of the nexus between nation-state, human rights education both locally and globally.