Books: 'Roma Rights and Education Project'

1

Center, European Roma Rights. A special remedy: Roma and schools for the mentally handicapped in the Czech Republic. Budapest: European Roma Rights Center, 1999.

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2

Gynther, Paivi. Beyond systemic discrimination: Educational rights, skills acquisition and the case of Roma. Leiden: Martinus Nijhoff Publishers, 2007.

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3

Franger, Gaby. Roma rights and discrimination: The pursuit of reflective social and educational work. Oldenburg: PFV, Paulo Freire Verlag, 2014.

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4

Nicoletti, Paola. 1957-2007: Dai Trattati di Roma all'Europa dei cittadini. Milano: FrancoAngeli, 2007.

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5

Lincei, Accademia nazionale dei, and Società italiana per l'organizzazione internazionale, eds. Convegno sul tema i diritti umani nella scuola, oggi: Come viverli e come insegnarli : Roma, 22 maggio 2003. Roma: Accademia nazionale dei Lincei, 2004.

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6

Moses, Robert Parris. Radical equations: Civil rights from Mississippi to the Algebra Project. Boston: Beacon Press, 2001.

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7

Morelli, Paula T. The NWCAMH education research project: Existing anti-bigotry policies, curricula, and programs in Northwestern schools. Seattle, Wash: University of Washington, School of Social Work, 1994.

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8

Maluwa-Banda, Dixie. Baseline survey report on meeting development and participation rights of adolescent girls in Malawi: Project MLW/01/P57. Malawi]: [National Youth Council?], 2002.

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9

Education of Roma and travellers in Europe: Recommendation CM/Rec(2009)4 adopted by the Committee of Ministers of the Council of Europe on 17 June 2009 and explanatory memorandum. Strasbourg: Council of Europe Pub., 2010.

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10

Owino, Chris. Community education for peace programme: Report of project on engendering local governance & peace building. Nairobi: African Community Education Network, 2004.

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11

Regional Conference on the Conflict in Northern Uganda: Challenges to Reconciliation and the Protection of Human Rights (1997 Gulu District Council Hall). Popular Human Rights Education Project: Report of the Regional Conference on the Conflict in Northern Uganda: Challenges to Reconciliation and the Protection of Human Rights : Gulu District Council Hall, 6-9 July 1997. [Kampala]: Foundation for Human Rights Initiative, 1997.

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12

interviewer, Hall Jacquelyn Dowd, Bresler Helen interviewer, Hall Bob 1944 interviewer, Dunbar Peggy interviewee, Southern Oral History Program, University of North Carolina at Chapel Hill. Documenting the American South (Project), and University of North Carolina at Chapel Hill. Library, eds. Oral history interview with Leslie W. Dunbar, December 18, 1978: Interview G-0075, Southern Oral History Program Collection (#4007). [Chapel Hill, N.C.]: University Library, UNC-Chapel Hill, 2006.

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13

Conference for Eastern Region on the New Ugandan Constitution: a Basis for Democratic Governance: Issues and Concerns (1995 Mbale, Uganda). Popular Human Rights Education Project: Report of a Conference for Eastern Region on the New Ugandan Constitution : a Basis for Democratic Governance : Issues and Concerns, Elgon Hotel, Mbale, 26-29 September, 1995. [Kampala]: FHRI, 1995.

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14

Conference for Western and Southern Regions on the New Ugandan Constitution: a Basis for Democratic Governance: Issues and Concerns (1996 Mbarara, Uganda). Popular Human Rights Education Project: Report of a Conference for Western and Southern Regions on the New Ugandan Constitution : a Basis for Democratic Governance : Issues and Concerns, Lake View Hotel, Mbarara, 25-29 March, 1996. [Kampala]: FHRI, 1996.

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15

Conference for Western and Southern Regions on the New Ugandan Constitution: a Basis for Democratic Governance: Issues and Concerns (1996 Mbarara, Uganda). Popular Human Rights Education Project: Report of a Conference for Western and Southern Eastern Regions on the New Ugandan Constitution : a Basis for Democratic Governance : Issues and Concerns, Lake View Hotel, Mbarara, 25-29 March, 1996. [Kampala]: FHRI, 1996.

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16

Gynther, Paivi. Beyond Systemic Discrimination: Educational Rights, Skills Acquisition and the Case of Roma. BRILL, 2007.

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17

Watch, Human Rights. Underwater: Human Rights Impacts of a China Belt and Road Project in Cambodia. Human Rights Watch, 2021.

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18

Moses, Robert P., and Charles E. Cobb. Radical Equations: Civil Rights from Mississippi to the Algebra Project. Beacon Press, 2002.

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19

Equal educational opportunity project series: A report of the United States Commission on Civil Rights. [Washington, D.C.]: The Commission, 1997.

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20

Faulkenbury, Evan. Poll Power: The Voter Education Project and the Movement for the Ballot in the American South. The University of North Carolina Press, 2019.

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21

Poll Power: The Voter Education Project and the Movement for the Ballot in the American South. University of North Carolina Press, 2019.

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22

Faulkenbury, Evan. Poll Power: The Voter Education Project and the Movement for the Ballot in the American South. University of North Carolina Press, 2019.

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23

Hall, Anthony. N'ungosuk project: A study in aboriginal language renewal. Sudbury, Ont, 1986.

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24

Croddy, Marshall, Constitutional Rights Foundation (1963- ), Lois Berkowitz, and Mary Jane Turner. Active Citizenship Today: A Handbook for Middle School Teachers : A Joint Project of Close Up Foundation and Constitutional Rights Foundation. Close Up Foundation, 1995.

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25

Tweyman-Erez, Justine. The effects of a humane education curriculum, involving the Great Ape Project, on the attitudes of fourth grade students. 1997.

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26

North, Amy, and Elaine Unterhalter. Education, Poverty and Global Goals for Gender Equality: How People Make Policy Happen. Taylor & Francis Group, 2017.

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27

North, Amy, and Elaine Unterhalter. Education, Poverty and Global Goals for Gender Equality: How People Make Policy Happen. Taylor & Francis Group, 2017.

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28

Education Poverty and Global Goals for Gender Equality: The Politics of Policy Implementation. Taylor & Francis Group, 2017.

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29

North, Amy, and Elaine Unterhalter. Education, Poverty and Global Goals for Gender Equality: How People Make Policy Happen. Taylor & Francis Group, 2019.

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30

Blackwell, David. National Visionary Leadership Project interviews and conference collection. 1997.

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31

Blackwell, David. National Visionary Leadership Project interviews and conference collection. 1997.

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32

The Legacy of a Freedom School. Palgrave Macmillan, 2005.

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33

Adickes, Sandra E. The Legacy of a Freedom School. Palgrave Macmillan, 2005.

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34

Cultural Rights for a Tunisian-Spanish Bridge. Teseo, 2019. http://dx.doi.org/10.55778/ts698571034.

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This book has its origin in the project “<a href="https://humanrightsandculture.com/">A Tunisian-Spanish Bridge for Counteracting Violent Extremism and Xenophobia through the Right to Take Part in Cultural Life</a>”, financed by the <a href="https://www.culturalfoundation.eu/">European Cultural Foundation (ECF)</a>.The idea behind this book, in line with the project, is tooffer some toolswhich can contribute in the fighting of misconceptions concerning cultural identities and in the construction ofinclusive societies. A more specific objective of this book is to contribute to the developing of a conceptual reflection on cultural rights and linked topics and to offer new ways for designing intercultural artistic education tools enabling interactions between young people and children of diverse cultures. The creation of the <a href="https://humanrightsandculture.com/">Cultural-Artistic Group Kasserine-Madrid</a>, some of which results are included in this group, is an exemple of these tools.The book is divided in three parts. The first one includes some of the contributions presented by experts in the field of Social Sciences and Law during two seminars organised with the support both of the ECF and of Rey Juan Carlos University. The second part gathers personal and artistic experiences presented or developed within this project. Finally, the third part includes the “Charter of Cultural Rights of Children” created and developed during this project as well.

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35

Sex Work Politics. University of Pennsylvania Press, 2013.

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36

Sex Work Politics: From Protest to Service Provision. University of Pennsylvania Press, 2014.

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37

Majic, Samantha. Sex Work Politics: From Protest to Service Provision. University of Pennsylvania Press, 2013.

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38

Faulkenbury, Evan. Poll Power. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469652009.001.0001.

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The civil rights movement required money. In the early 1960s, after years of grassroots organizing, civil rights activists convinced non-profit foundations to donate in support of voter education and registration efforts. One result was the Voter Education Project (VEP), which, starting in 1962, showed far-reaching results almost immediately and organized the groundwork that eventually led to the Voting Rights Act of 1965. In African American communities across the South, the VEP catalyzed existing campaigns; it paid for fuel, booked rallies, bought food for volunteers, and paid people to canvass neighborhoods. Despite this progress, powerful conservatives in Congress weaponized the federal tax code to undercut the important work of the VEP. Though local power had long existed in the hundreds of southern towns and cities that saw organized civil rights action, the VEP was vital to converting that power into political motion. Evan Faulkenbury offers a much-needed explanation of how philanthropic foundations, outside funding, and tax policy shaped the southern black freedom movement.

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39

Caldas, Stephen J., and Carl L. Bankston III. Forced to Fail. Greenwood Publishing Group, Inc., 2005. http://dx.doi.org/10.5040/9798400652929.

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Caldas and Bankston provide a critical, dispassionate analysis of why desegregation in the United States has failed to achieve the goal of providing equal educational opportunities for all students. They offer case histories through dozens of examples of failed desegregation plans from all over the country. The book takes a very broad perspective on race and education, situated in the larger context of the development of individual rights in Western civiliztion. The book traces the long legal history of first racial segregation, and then racial desegregation in America. The authors explain how rapidly changing demographics and family structure in the United States have greatly complicated the project of top-down government efforts to achieve an ideal racial balance in schools. It describes how social capital—a positive outcome of social interaction between and among parents, children, and teachers—creates strong bonds that lead to high academic achievement. The authors show how coercive desegregation weakens bonds and hurts not only students and schools, but also entire communities. Examples from all parts of the United States show how parents undermined desegregation plans by seeking better educational alternatives for their children rather than supporting the public schools to which their children were assigned. Most important, this book offers an alternative, more realistic viewpoint on class, race, and education in America.

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40

Biel Portero, Israel, Andrea Carolina Casanova Mejía, Amanda Janneth Riascos Mora, Alba Lucy Ortega Salas, Luis Andrés Salas Zambrano, Franco Andrés Montenegro Coral, Julie Andrea Benavides Melo, et al. Challenges and alternatives towards peacebuilding. Edited by Ángela Marcela Castillo Burbano and Claudia Andrea Guerrero Martínez. Ediciones Universidad Cooperativa de Colombia, 2020. http://dx.doi.org/10.16925/9789587602388.

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Rural development and peacebuilding in Colombia have been highly prioritized by higher education institutions since the signing of the Peace Agreement between the National Government and the FARC-EP. This has resulted in the need to further analyze rural strategies that contribute towards a better life for the population of territories where armed conflict is coming to an end, whilst understanding the pressing uncertainty that this process implies; on the one hand, for the urgency of generating rapid and concrete responses to social justice and equity, and on the other, because fulfilling the agreement guarantees scenarios of non-repetition of the war in the country. These were some of the reflections that motivated the research project “Rural development alternatives for peacebuilding: educational strategies to strengthen the ability of producers and young people that contribute to the coffee production chain in the municipalities of Leiva, Policarpa and Los Andes of the department of Narino, with international impact in the province of Carchi-Ecuador”. This work is presented as an investigative result that contains the analysis of theoretical and territorial Dynamic contributions regarding the construction of peace, education and the economy for rural development. The book is made up of three parts: Part 1 gathers sociological, legal and demographic works on the challenges of peacebuilding with the national and departmental context of Narino, and looks at human rights from the perspective of population health and quality of life. Part 2 presents texts on the dynamics of rural education in Colombia; national challenges and lessons learned based on case studies of specific forms of education. Part 3 presents economic analyses regarding the models that are behind the conception of rural development and the productive and institutional dynamics of the local sphere for the generation of employment and income. All three parts are relevant at both the national level and also the more specific area of the department of Narino and within this, the Cordillera region. This area, historically affected by the armed conflict, despite experiencing continuing uncertainty regarding the resurgence of violence and the increase in illegal crops, has also reignited hope with regards to finding solutions to the problems seen in the countryside; through educational, community and productive experiments. Although there are contradictory dynamics, the authors agree that the rural territory is a scene of permanent and collective construction, mediated by constant social struggles and power disputes with the State. It is therefore necessary to rethink the strategies for implementing the Peace Agreement in this region, with participatory scenarios being provided to include the rationale specific to rurality, such as: justice and reconciliation, social pedagogy, pertinence of study and student retention rates, social and solidarity economy, productive associativity, demographic conditions and health; including the physical, mental and social wellbeing of rural workers. With this work, we hope to reflect collectively with academics and human rights activists, spurring an increase in studies of rural areas and those analyses of community and innovative strategies that reinforce the road towards the construction of a lasting peace with social justice in Colombia.

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41

Terrón-Caro, María Teresa, Rocío Cárdenas-Rodríguez, Kassia Aleksic, Veronica Bajt, Sofia Bergano, Patience Biligha, Tiziana Chiappelli, et al. "Migrations, Gender and Inclusion in the European Context: An Interdisciplinary Approach". E-Learning Package. Universidad Pablo de Olavide, 2022. http://dx.doi.org/10.46661/rio.20220728_1.

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This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). The e-learning package is aimed at university students from different disciplines, research staff, Higher Education professors and professionals who work in the field to address the social inclusion of migrant women with a gender perspective from Human Rights, an intersectional approach and interdisciplinary. The general objective of this resource is to improve the training of the different social agents who work or will work in the near future in migration and thus help combat discrimination, segregation, racism, harassment and violence, assuming the triple role that universities must carry out both in research, training and in social commitment. The contents are organized in 8 modules and each module has a double dimension: one transnational and one national. Training is based on theory and practice.

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42

Whitlinger, Claire. Between Remembrance and Repair. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469656335.001.0001.

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Few places are more notorious for civil rights–era violence than Philadelphia, Mississippi, the site of the 1964 “Mississippi Burning” murders. Yet in a striking turn of events, Philadelphia has become a beacon in Mississippi’s racial reckoning in the decades since. Claire Whitlinger investigates how this community came to acknowledge its past, offering significant insight into the social impacts of commemoration. Examining two commemorations around key anniversaries of the murders held in 1989 and 2004, Whitlinger shows the differences in how those events unfolded. She also charts how the 2004 commemoration offered a springboard for the trial of former Klan leader Edgar Ray Killen for his role in the 1964 murders, the 2006 passage of Mississippi’s Civil Rights/Human Rights education bill, and the initiation of the Mississippi Truth Project. In doing so, Whitlinger provides the first comprehensive account of these high profile events and expands our understanding of how commemorations both emerge out of and catalyze associated memory movements. Threading a compelling story with theoretical insights, Whitlinger delivers a study that will help scholars, students, and activists alike better understand the dynamics of commemorating difficult pasts, commemorative practices in general, and the links between memory, race, and social change.

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43

Jolly, Margaretta. Sisterhood and After. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190658847.001.0001.

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This ground-breaking history of the UK Women’s Liberation Movement explores the individual and collective memories of women at its heart. Spanning at least two generations and four nations, and moving through the tumultuous decades from the 1970s to the present, the narrative is powered by feminist oral history, notably the British Library’s Sisterhood and After: The Women’s Liberation Oral History Project. The book mines these precious archives to bring fresh insight into the lives of activists and the campaigns and ideas they mobilised. It navigates still-contested questions of class, race, violence, and upbringing—as well as the intimacies, sexualities and passions that helped fire women’s liberation—and shows why many feminists still regard notions of ‘equality’ or even ‘equal rights’ as insufficient. It casts new light on iconic campaigns and actions in what is sometimes simplified as feminism’s ‘second wave’, and enlivens a narrative too easily framed by ideological abstraction with candid, insightful, sometimes painful personal accounts of national and less well-known women activists. They describe lives shaped not only by structures of race, class, gender, sexuality and physical ability, but by education, age, love and cultural taste. At the same time, they offer extraordinary insights into feminist lifestyles and domestic pleasures, and the crossovers and conflicts between feminists. The work draws on oral history’s strength as creative method, as seen with its conclusion, where readers are urged to enter the archives of feminist memory and use what they find there to shape their own political futures.

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44

Megna-Wallace, Joanne. Understanding I Know Why the Caged Bird Sings. Greenwood, 1998. http://dx.doi.org/10.5040/9798216029502.

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Maya Angelou's autobiographyI Know Why the Caged Bird Singswas nominated for a National Book Award, yet in 1995 it topped the list of books most frequently challenged in schools and libraries. This interdisciplinary collection of documents and commentary explores the historical and social context, as well as the contemporary issues and controversies raised by Angelou's autobiography. A rich resource for teachers and students, it will help to enhance the reader's understanding of the historical and social forces that shaped Maya Angelou's experience—race relations in the pre-civil rights South, segregated schools, the African American church, and the African American family. It also examines the issue of childhood sexual abuse, the inclusion of which has been the basis of most of the challenges to the autobiography, and the issue of the work's censorship since its publication. This rich resource begins with a literary analysis of the structure and dramatic elements of Angelou's autobiography, as well as discussion of the genre of autobiography. Subsequent chapters include introductions and documents that provide insight into the topics of race relations, lynchings, and racial etiquette; the education of African Americans in the South in the 1930s (particularly county training schools like the one Angelou attended); the otherworldliness, emotion, and music of the African American church; African American women as nurturers, and the effect of frequent migration on children such as Angelou; information from the National Center on Child Abuse and Neglect which puts the sexual abuse Angelou experiences in a broader context; and many news stories regarding censorship attempts onI Know Why the Caged Bird Sings. Documents in the work include newspaper articles, interviews and first-person narratives, government documents, excerpts from books and journals, and legal statutes. Study questions, ideas for project topics, and suggested readings conclude each chapter and further enhance the usefulness of this interdisciplinary research tool for students and teachers.

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Books on the topic 'Roma Rights and Education Project'

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