Convention on the rights of the child. (2014). Retrieved from https://www.unicef.org/crc/
Designed specifically to advance children’s rights, this convention defines children as human beings with a distinct set of rights. This can be used to help show how HBV both protects the rights of the children in their care, teaches these children about their rights, and educates them on how to respect the rights of others.
Espinosa, E. (2015, October 2). Proportion of girls in juvenile justice system is going up, studies find (A. Shapiro, Interviewer) [Audio file]. Retrieved from http://www.npr.org/ 2015/10/02/445346727/proportion-of-girls-in-juvenile-justice-system-is-going-up- studies-find
In this interview, Espinosa focuses on the idea of a “system of care” that can serve as a long-term solution for at-risk youth. She makes the case for education, revised legislation, and juvenile justice reform.
Freire, P. (1985). The politics of education: culture, power, and liberation. Westport, CT: Bergin & Garvey.
Freire provides a revolutionary message around pedagogy by structuring education within the frame of compassion. This book promotes an activist approach to education, looking to the education system as a system capable of creating transformative change.
Freire, P. & Horton, M. (1990). We make the road by walking: conversations on education and social change. Philadelphia, PA: Temple University Press.
This book began as a conversation with Freire walking Horton through his life and experiences as a child, an educator, a father, and an activist. He expands upon his many ideas such as: the paradox of learning depending upon unlearning, the love and appreciation that must exist for reading, and my favorite: “conflicts are a midwife of consciousness.” Reflective, funny, and informative, Freire’s passion for education helps one to recognize a similar passion in oneself and in others.
Freire, P., Leonard, P., Macedo, D., McLaren, P., & West, C. (1992). Paulo Freire: a critical encounter. London, UK: Taylor & Francis Group. Retrieved from http:// ebookcentral.proquest.com/lib/nyulibrary-ebooks/detail.action?docID=166704
Based on the themes of the radical sociology of education and the politics of liberation, this book contains a volume of writings from scholars known for their contributions to, and ideas about critical theory and critical pedagogy. This book helps break down Friere’s literacy campaigns, in order to apply his strategies and models to different fields.
Hadley, S. & Yancy, G. (Eds.). (2012). Therapeutic uses of rap and hip hop. New York, NY: Routledge.
Susan Hadley and George Yancy, professors of music therapy and philosophy respectively, dismantle the myth that rap and hip-hop music is violent; instead they highlight its unique ability to explore what many youth experience. Rap and hip-hop are valuable therapeutic tools, and this book offers experiences and case studies while breaking down the process of using these songs as a deeper form of communication.
Harris, I. & Morrison, M.L. (2003). Peace education. Jefferson, NC: McFarland & Company Publishers.
Offering the concept of peace education as an alternative to violence, this book discusses religious and historical concepts of war, ways to begin implementing peace education in schools and churches, or other community settings. In this new edition, additional discussions center around feminist theory, and the role of the family.
Kaschub, M. & Smith, J.P. (Eds.). (2013). Composing our future: preparing music educators to teach composition. New York, NY: Oxford University Press.
The editors, compiling a collection of chapters focusing on different aspects of composition, focus on teaching the actual process behind composition. Blending the theoretical and the practical, this book breaks down students by demographic, allowing the reader to focus on chapters that are most appropriate. While the entire book is relevant, Sandra L. Stauffer’s chapter on engaging children in the creative process, as well as Janice Smith’s chapter on teaching in urban settings are particularly relevant.
Lucas, P. (2007). The crystallization of violence, human rights, and peace education. Patio: Revista Pedagogica. Ano 11, No. 42.
Using the five elements that make up the crystallization paradigm, Lucas uses identification, standards, representation, response, and education, as generative themes to provoke questions. Each issue leads to the next, providing a conceptual framework approach to understanding issues as thickly as possible within the context of human rights and peace education.
Morris, M. W. (2016). Pushout: the criminalization of black girls in schools. New York, NY: The New Press.
In this book, Morris analyzes and contextualizes stories, case studies, and interviews offered by young black women in the juvenile justice system. With more than twenty years of experience in education, civil rights, and social justice, Morris focuses in this book on the disproportionately large space that young black women occupy in the criminal justice system, while offering preventative strategies for educators based in dignity, safety and human rights.
Murphy, B. (2000). Human rights discussions in college-level geography textbooks (master’s thesis). California State University, Long Beach, CA.
This thesis paper offers a convincing argument for including human rights discussions in the classroom. Making a value-based curriculum is difficult, which is why Murphy suggests structuring the curriculum around the Universal Declaration of Human Rights as a way to denounce inequality, encourage ethical reflection, and take social action, which she includes in a geography curriculum.
Noddings, N. (2005). The challenge to care in schools. New York, NY: Teachers College Press.
Noddings acknowledges that students have different strengths, and encourages an educational environment built around cultivating these strengths. She places these strategies within an environment and system based on caring, offering strategies and advice for implementing a caring curriculum.
Office of juvenile justice and delinquency prevention: working for youth justice and safety. (2017, October 9). Retrieved from https://www.ojjdp.gov/
This site provides recent national datasets that can be analyzed and interpreted to better understand the make up of the juvenile justice population. Offender and victim sets can be broken down by gender and race, allowing for more specific analysis and reference. The children most often to end up in juvenile detention are the same socio-economic and racial make up as the children who attend HBV. In addition to pure data, the website offers advice on prevention and early intervention when it comes to working with kids.
Reardon, B. (1995). Educating for human dignity. Philadelphia, PA: University of Pennsylvania Press.
As the world changes, the classroom changes, and Reardon offers strategies on how to allow a curriculum to evolve, as well as how to implement a human rights education into each level of progress. Offering strategies for children in kindergarten, 12th grade, and everything in between, these chapters strive to prepare students for global conscious citizenship. It also offers an entire chapter on resources for a human rights education.
Simply smiles: providing bright futures. (2018, May 1). Retrieved from http:// www.simplysmiles.org/
Simply Smiles is an organization that I helped found in 2003. Built on dignity-based relationships, this organization has experience in both reactionary projects as well as proactive projects and peace education; with all projects on track to becoming proactive peace education projects. A volunteer-centric organization, it’s mission statement is: “providing bright futures,” which it does by connecting volunteers with the communities they’re supporting.
Toney, J. H. (2010). Break down academic silos by appealing to the human spirit. Dean & Provost, 11(10), 4-5. Retrieved from http://eds.b.ebscohost.com.proxy.library.nyu.edu/ eds/pdfviewer/pdfviewer?vid=3&sid=011cb0b0-c53b-466e-845c-f67c11fe91fd %40sessionmgr101
This article by Dr. Toney (then Dean, and now VP of Academic Affairs at Kean University) offers strategies on how and why to incorporate human rights into a curriculum, and uses case studies as examples. The curriculum focuses on student engagement through hands-on experience and interdisciplinary collaboration. He offers strategies on how to build a human rights education into a curriculum by working within the existing model of education and attempting to develop it into a model of transformative education.
Universal Declaration of Human Rights. (2015, October 6). Retrieved from http://www.un.org/ en/universal-declaration-human-rights/
Translated into over 500 languages, the Universal Declaration of Human Rights (UDHR) recognizes the inherent dignity and equality of all humans. It contains a list of fundamental and inalienable rights that are written in such language that have allowed it to grow throughout history alongside progress. Of course, this flexible language also allows for interpretation in less progressive or even detrimental ways. For example, in the case of LGBTQ rights, when people disagree with equality they may point out the document’s lack of specificity when it comes to explicitly defining rights for this community. This is a great place to start researching, and can be a helpful tool for categorizing information and observations.