Suchergebnisse

In this fascinating book, originally published in 1989, Anne Smith records interviews with a group of octogenerian women, covering all social classes and a great variety of experience. She allows the women to speak for themselves, bringing to light the submerged history of ordinary women's lives. This book should be of interest to wide general readership, as well as students of British social history and women's studies

AbstractThis article looks at the recent phenomena of internationalisation and constitutional borrowing in drafting Bills of Rights. Using South Africa, Canada and Northern Ireland as its focus, this article posits key lessons to be considered in any society hoping to use these two strategies to best effect in designing indigenous Bills of Rights. This contribution makes the case that while these are viable strategies in equality and other rights provision drafting, before embarking on such trajectories, the local context must be considered. In short, effective and sensitive interaction between the 'local and the global' can result in a more rewarding project when those involved in formulating an indigenous Bill of Rights simultaneously reflect best international practice. The article is supported in its conclusions by a series of semi-structured interviews with key players involved in the drafting process in Northern Ireland and Canada.

National Human Rights Institutions can play a key role in promoting and protecting human rights. They are able to do so by the unique position they occupy between government, civil society, and nongovernmental organizations (NGOs). However, this unique position which holds out opportunities for national human rights institutions also gives rise to problems for such institutions. National human rights institutions have to define and defend their role or space in relation to where they fit in with government and civil society. This can create difficulties for national human rights institutions with respect to their independence and accountability; two key concepts which are crucial for a national human rights institution's legitimacy, credibility, and ultimately its effectiveness. This article explores these challenges and opportunities using examples from different countries. It further draws out a more subtle understanding of independence and accountability by conceptually unearthing the different layers within the two concepts. In conclusion, a number of recommendations are made as to how national human rights institutions can maintain their independence, while engaging with and being accountable to both government and civil society. The article is supported in its conclusions by a series of semi-structured interviews with key institutional players in the national human rights institution world.

The other is a way of distinguishing those who are different from us. Being the other can be based on skin color, language, culture, ethnicity, religious affiliation, class, sexual orientation, gender, and presence of disability. The nature and construction of individual and group identities inform our understanding of race, ethnicity, and disability and are inextricably linked to issues of ethics, power, privilege, and context in determining what is normative and how we become sorted into us, them, and the other. This article uses a critical approach to social analysis and knowledge construction that suggests two conjoined projects: A critique of what is and an advancement toward an ought. The first part of the article is a critique of categorical approaches to special education, overrepresentation of minority children in special education, inclusion and exclusion and White privilege. The second part of the article describes the potential of multicultural education, transformation, and participatory leadership approaches to address the issues raised in the critique.

Our schools will need to hire more than two million teachers in the next decade for classrooms that already face shortages of qualified teachers, particularly in high-poverty communities. Many districts hire teachers on substandard licenses. New teachers often enter classrooms underprepared for the challenges they will face and are given insufficient support in their first years. For teachers in the classrooms, opportunities to strengthen their skills and knowledge remain largely disjointed, unfocused, and unconnected to classroom practice. (Riley, 2000, p. iii).