Fortifying the future of human rights with human rights education

Abstract

Those scholars debating the health of the human rights movement completely ignore the role of human rights education, HRE. Whether it is Samuel Moyn and Stephen Hopgood declaring the demise of what they also term the “human rights project”, or Kathryn Sikkink defending it, none explore the effect HRE is having or can have. This article argues that those who neglect to recognize the substantial and substantive conversation going on in our institutions of higher education cannot provide a complete picture of the human rights project. It will demonstrate which of the naysayers Moyn and Hopgood's arguments are weakened by ignoring HRE and argue that Sikkink's recommendations for human rights efforts can be strengthened by HRE. Also explored is what HRE should learn from the critiques of these three scholars and how university HRE can be improved.     

Introduction: a special issue in honoring Janos Kornai

Public Choice - We ask whether fiscal rules constrain incumbents from using fiscal policy tools for reelection purposes. Using data on fiscal rules provided by the IMF for a sample of 77 (advanced...     

A systems approach to higher education with special reference to the core curriculum

The general problem of interdisciplinary relations and transdisciplinary integration has its counterpart in the field of education in the problem of producing generalists rather than specialists, and at the undergraduate college level, in the problem of devising a rational core curriculum. At present, neither the student nor the faculty knows why one mixture of courses is better or worse than another.This paper advocates a solution to this problem based on the development of a computerized model of the core curriculum in which the interrelated mutually relevant concepts of various disciplines would be associated with teaching time allocations proportional to their degree of conceptual relevance. The foundation for such a development is laid by a discussion of conceptualvs. personal relevance, of acculturationvs. exculturation, of educationvs. instruction, and of immediatevs. delayed motivation.An algorithmic procedure is then outlined which would result in a dynamic model allowing the determination of educational bottlenecks or critical paths in the communication network transforming inputs into outputs. The general concepts of dynamic programming, program evaluation and review techniques, system and decision theory are used in developing the algorithm. The existence of such a model would allow a rational optimization of the curriculum and would make the present perennial trial-and-error experimentation in curriculum design unnecessary, since the computer could test various alternatives quickly and efficiently.     

Introduction to issue number two

“Groen Links (Green Left) is Holland's new, radical, green party, which occupies a space to the left of the Social Democrats. It has been formed through the unification of four smaller left wing parties, and as its name makes clear it involves a conscious attempt at a fusion of red and green politics.”     

Introduction: Blogs, politics and power: a special issue of Public Choice

There is good reason to believe that blogs are changing politics, but we don’t know exactly how. Nor do we know whether the normative consequences of blogs for politics are likely to be good or bad. In this special issue, we and our co-authors undertake the first sustained effort to map the empirical and normative consequences of blogs for politics. We begin by setting out basic information about blogs, and some anecdotal evidence suggesting that they are indeed politically important. We go on to identify the key empirical and normative questions that blogs raise, and discuss the dearth of relevant data in the existing literature. We conclude by summarizing how the authors of the articles gathered in this special issue help fill this gap.     

Introduction to the issue in honor of Keith T. Poole

William Baumol’s model predicts a steady increase in relative public sector prices (or costs) because of the combination of slow productivity growth and wage growth similar to sectors wherein productivity is growing more quickly. In this paper, we extend the Baumol model with political variables and analyze price growth in defense and public administration using Norwegian data. We find strong support for the mechanism of the Baumol model since manufacturing productivity is the most important determinant of relative public-sector prices. Greater political fragmentation has also contributed to the price growth, but its quantitative effect is smaller than that of manufacturing productivity. An analysis of a labor-intensive private service (restaurants and cafes) supports the broader relevance of the Baumol mechanism and the validity of the estimated effect of political fragmentation on the two sectors considered herein.     

From the curriculum to the classroom: The urgent need for preservice human rights teacher education in the United States

Abstract

Despite recent progress made by the human rights education movement in the United States to bring human rights education into curriculum standards, textbooks, and classrooms, preservice and in-service teachers have few opportunities to receive human rights education themselves. I argue that future teachers urgently need to receive preservice human right teacher education for a number of reasons. First, social studies curriculum standards in forty-two US states include human rights standards (Advocates for Human Rights 2016). Second, human rights education allows learners to engage with the human rights framework and gain skills to advocate to end human rights violations. Third, for human rights education to be effective in ending human rights violations, teachers must teach in a way that can help to dismantle oppression rather than perpetuate it. Thus, teacher educators must implement preservice human rights teacher education thoughtfully. I address challenges to, critiques of, and recommendations for implementation. Following this, I build on these ideas with my own recommendations for implementation. These recommendations are based on interviews I conducted with members of Human Rights Educators USA, a national volunteer network of educators and advocates who promote human rights education in the United States (HRE USA 2018).     

Doing (things with) sounds: introduction to the special issue

This special issue aims at analyzing music as a site of social semiosis, i.e., at investigating the manifold ways in which music is constituted as a socially shared event. The papers collected here follow three main threads, considered as central aspects of music making: studying the kind of coordination and participation required to make music together; looking at the semiotic resources employed by musicians to construct their roles in interaction; examining the relationship between language and music. A variety of perspectives is adopted, ranging from social semiotics to conversation analysis, anthropology, multimodal analysis, and critical discourse analysis. Such a variety is also reflected in the musical traditions – Western art music, jazz, gospel, church hymns, pop music – and in the settings under examination, which comprise instructional activities like musical classes and rehearsals, as well as ordinary conversations and written accounts of musicians' biographies. Issues of epistemicity and authority, intersubjectivity, correction of musical action, solidarity, and ideology are thereby addressed. The issue thus aims at exploring the richness and complexity of music making as a social practice, and documents how the integration of different disciplinary perspectives can offer fruitful insights on music as a domain of sociality which lies at the intersection of aurality and writing, norm and creativity, individuality and collectiveness.     

浅析人权、主权和球权的关系

人权、主权、球权是当今人类社会最为重要的三项权利。三者中,人权是核心;主权是人权的延伸,目的是为了保护人权;而球权则是人权和主权的让渡,根本目的是为了在全球化时代维护国家主权和保护基本的人权。因此,可以认为人权是目标,主权和球权则是达成这一目标的手段。     

Problem-based learning beyond borders: Impact and potential for university-level human rights education

Abstract

This article outlines a cutting-edge pedagogy I have branded problem-based learning beyond borders, which I have employed in a wide variety of human rights courses and in developing curriculum for two graduate programs in human rights. It involves engaging students, faculty, and community members in real-world problems usually raised by the community members. This pedagogy could be employed successfully in a range of human rights courses and programs but faculty members are often reluctant to adopt a new pedagogy, especially when it involves shifting their pedagogical ethos. So here I offer a number of compelling examples of this pedagogy drawn from my human rights classes, and then I turn to the question of best practices for encouraging other human rights faculty members to adopt such cutting-edge active-learning pedagogies. I end with some practical advice that should be applicable when encouraging faculty to experiment with such innovative pedagogies.