Aleksandr Solzhenitsyn, <Emphasis Type="Italic">March 1917, Node III,The Red Wheel</Emphasis>. Trans. Marian Schwartz

A review of Aleksandr Solzhenitsyn's March 1917, translated by Marian Schwartz     

An end-value theory of charismatic influence

The end-value theory of charismatic influence is premised on the existence of two basic types of values which underlie and primarily determine all influence relations. Charismatic and transactional influence relations are defined by these value types. A values typology is proposed as a general framework for analysis of influence relations, leadership, and related constructs. Predictive models, both primary and extended, are derived and specified. Implications for testing the models, for the study of a set of related constructs, and for management practice are discussed.     

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).