A modern classic for our time and for all time-this beloved, award-winning bestseller resonates with fresh meaning for each new generation. Perfect for fans of Kate DiCamillo, Christopher Paul Curtis, and Rita Williams-Garcia. Pura Belpre Award Winner * "Readers will be swept up." -Publishers Weekly, starred review Esperanza thought she'd always live a privileged life on her family's ranch in Mexico. She'd always have fancy dresses, a beautiful home filled with servants, and Mama, Papa, and Abuelita to care for her. But a sudden tragedy forces Esperanza and Mama to flee to California and settle in a Mexican farm labor camp. Esperanza isn't ready for the hard work, financial struggles brought on by the Great Depression, or lack of acceptance she now faces. When Mama gets sick and a strike for better working conditions threatens to uproot their new life, Esperanza must find a way to rise above her difficult circumstances--because Mama's life, and her own, depend on it.
This new edition of Human Rights Module updates and expands the first. This book provides an up-to-date exploration of the "core" international crimes most often associated with human rights infractions for those interested in human rights and for use in international law courses, human rights courses, or seminars. "Core" crimes include crimes against humanity, genocide, other crimes against human rights (such as torture, criminalized race discrimination, apartheid, hostage-taking, and disappearances), and war crimes. There is also a separate chapter on sanctions against Karadzic that applies many of the core crimes in both criminal and civil sanctions arenas (before the International Criminal Tribunal for former Yugoslavia and the U.S. federal courts) with respect to one setting: the conflict in Bosnia-Herzegovina. This book is an excellent resource for courses focusing on crimes against humanity, genocide, and other crimes against human rights (and/or war crimes). Author Jordan J. Paust presents cases and materials in Part One and documents in Part Two. These sections may be used separately or in different groupings as relevant to particular needs. Non-scholarly readers interested in human rights will also find the book informative.
Human Rights Education for the Twenty-First Century is a comprehensive resource for training, education, and raising awareness in a wide variety of settings, both formal and informal. A diverse group of contributors—experienced activists, education experts, and representatives of several international governmental organizations—provides a rich potpourri of ideas and real-world approaches to initiating, planning, and implementing programs for teaching people about their human rights and fundamental freedoms. This volume has been developed for a global audience of educators, scholars in many disciplines, nongovernmental organizations, and foundation officers.
"Based on a four-year research project funded by the U.S. Department of Education, this book is divided into four sections: Talk in the Mathematics Class (introducing five discussion strategies, or “moves,” that help teachers achieve their instructional goal of strengthening students’ mathematical thinking and learning), What Do We Talk About?, Implementing Talk in the Classroom, and Case Studies."--pub. desc.
This volume explores the application of human rights to higher education through a critical lens. Combining theoretical and applied perspectives, it asks what a human rights framework grounded in liberation and justice can offer to ways of working and teaching practices in higher education. Human rights, in this edited compilation, call for continuous critical engagements around the higher education transformation project. The book recognizes human rights simultaneously as law, values, and emancipatory vision. It showcases global north and global south perspectives and encourages a dialogue between the human rights approach and other approaches to higher education transformation, such as decolonialization, anti-racism, diversity and inclusion, and intersectionality. Individual chapters featuring a range of case studies written from global south and north perspectives critically examine higher education practices linked with human rights, ranging from curricular practices to student activism and community partnerships. The critical space of the university and its role in the transformation of society is therefore viewed in multi-dimensional ways. Underlining the value of applying human rights as a framework in understanding and designing higher education transformation, the book will be of great interest to scholars, researchers, and post-graduate students in the fields of the sociology of education, human rights education, higher education, and social justice education
Human Rights are the basic rights which one gets being human. These are inherent rights which are received since inception. Knowing and valuing the Human Rights is the best practice to prevent the violation in any form. When an individual learns about ones rights it builds respect for the right of other which helps in constructing more tolerant and peaceful citizens ultimately leading to peaceful civil societies. All Human Rights for All ascertains the universality, indivisibility and interrelationship of all human rights. The fact of unchangeable nature of Human Rights is essential for human existence Human rights in Teaching Practices" is a book for students, teacher educators, teachers as well as researchers in the field of Education and Human Rights Education who intends to know about Human Rights and how to impart them to their students. The main objective of this book is to share knowledge and skills to generate awareness and develop attitude towards Human Rights Education amongst student teachers. It provides an indepth description of concepts of Human Rights, Human Rights Education and strategies for teaching Human Rights in B.Ed course. The book is divided mainly in three parts: first part deals with concept of human rights, Human Rights Education, the policy perspective of Human Rights, the concept of human rights awareness and attitude towards human rights. This section describes the theoretical underpinnings of human rights from different approaches, Universal Declaration of Human Rights and how and where human rights are reflected in Indian Constitution. The concept of human rights Education and its policy perspectives in Indian Education system. Human Rights Education at different levels of school and at Teacher Education are described in detail from Indian Education policy perspective. Researchers at National and International level are studied with respect to human rights of different persons in the society such as- children, women and other vulnerable groups. Second part deals with the analysis of various components of human rights education programme for teacher education. Following areas are included in the present module of Human Rights Education. Concept, Foundation, and History of Human Rights, Gender Discrimination and Equality, Rights of the Child, Secularism and Education, Environmental Protection and Human Rights, The Right to Education, Egalitarianism and Education, Protection of Human rights in India. The Human Rights Education programme for student teachers of Bachelor in Education course was developed and its effectiveness was studied. This part explains different teaching strategies for imparting Human Rights Education. The constructivist and experiential learning approaches were used to inculcate the human rights culture among student teachers awareness about human rights and their attitude towards human rights. Third part deals with the research work and findings. Experimental research on student teachers was done and the effectiveness of the programme was tested. The Human Rights Education programme for generating awareness about Human Rights and attitude towards human rights was ascertained by considering various moderator variables. The research findings have manifold uses for school teachers, student teachers, curriculum planners in teacher education, all stakeholders of Education and human rights education so as to contribute directly or indirectly creating a peaceful and progressive society.
This book considers the philosophical, sociological and legal implications of the distinction between universal human rights accorded to all because of their membership of the human species, and the more particularistic ‘citizenship’ rights, accorded to those who are members of a political community. Contributions come from a wide range of disciplinary and interdisciplinary fields including education, law and political philosophy, as well as from practitioner perspectives. Contributions address the three themes of firstly whether human rights and citizenship are complementary or competing conceptions, secondly the justifications for human rights, and thirdly human rights and citizenship in different cultural contexts. This book was originally published as a special issue of the Cambridge Journal of Education.
This book makes a significant contribution to the on-going international dialogue on the meaning of concepts such as human rights, humanity, and cosmopolitanism. The authors propose a new agenda for research into a Critical Theory of Human Rights. Each chapter pursues three goals: to reconstruct modern philosophical theories that have contributed to our views on human rights; to highlight the importance of humanity and human dignity as a complementary dimension to liberal rights; and, finally, to integrate these issues more directly in contemporary discussions about cosmopolitanism. The authors not only present multicultural perspectives on how to rethink political and international theory in terms of the normativity of human rights, but also promote an international dialogue on the prospects for a critical theory of human rights discourses in the 21st century.
All institutions have human rights responsibilities. Some have been set up with this function and others have had human rights principles thrust upon them. This book explores how different institutions, from state entities, national human rights commissions and the judiciary, to the United Nations agencies and international courts, have engaged in human rights protection. There is analysis of their evolution in this role and the methods that they use. Northern Ireland and Bosnia & Herzegovina are illustrative of what can happen to human rights when societies are in conflict. Other chapters consider the development of international criminal law, the trouble with treaties, and the increasing pressure on corporations to demonstrate social responsibility. There is plenty of evidence that human rights protection is as important as ever and this book looks at what is required to achieve this effectively. The British Institute of Human Rights aims to further the protection of human rights through education and research. It is a charity based at King's College London.
