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Human Rights Education and Social Studies Teacher Preparation: Is There any “There” There?

Descriptive

TypeOfResource
Text
TitleInfo
Title
Human Rights Education and Social Studies Teacher Preparation: Is There any “There” There?
Name (type = personal)
NamePart (type = family)
Fernekes
NamePart (type = given)
William R.
Affiliation
Educational Theory, Policy, and Administration, Rutgers University
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (authority = RutgersOrg-Department); (type = corporate)
NamePart
Educational Theory, Policy, and Administration
Name (authority = RutgersOrg-School); (type = corporate)
NamePart
Graduate School of Education (GSE)
Genre (authority = RULIB-FS)
Conference Paper or Lecture
Genre (authority = NISO JAV)
Author's original (AO)
Genre (authority = ExL-Esploro)
Conference paper
OriginInfo
DateCreated (encoding = w3cdtf); (keyDate = yes); (qualifier = exact)
2014
Abstract (type = Abstract)
Using data from a survey of social studies professors and program directors in New Jersey, this paper presents the results of an investigation about the degree to which human rights education is integrated within the professional teacher preparation programs leading to social studies certification at colleges and universities in New Jersey. Seven institutions of higher education are represented, combining both public and private colleges and universities. Findings indicate that human rights education is not heavily represented in the content of social studies certification coursework, nor are students enrolled in such classes very knowledgeable about the history of human rights, the UN/international treaty and legal framework, and humanitarian law issues based upon prior courses in their subject field majors. Students who exit these programs prior to receiving initial licensure in New Jersey have a relatively strong understanding of student-centered, participatory pedagogy compatible with human rights education concepts and strategies, but there is little evidence that study of core topics in U. S. or world history is placed within the broader context of the development of human rights. Recommendations emphasize a more cohesive integration of the NCSS standards for teacher preparation into social studies teacher preparation program design and implementation, with a specific focus on five standards where human rights content and themes can be effectively used. Additionally, more intensive collaboration between subject field faculty in the humanities and social sciences and social studies education faculty is needed to insure that human rights content and themes are actually studied regularly by social studies teacher preparation candidates prior to their exit from certification programs.
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
PhysicalDescription
InternetMediaType
application/pdf
Extent
34 p.
Extension
DescriptiveEvent
Type
Citation
DateTime (encoding = w3cdtf)
2014-12
AssociatedObject
Type
Conference
Name
International Conference on Human Rights Education (5th)
Label
International Conference on Human Rights Education
Place
Washington, D.C.
Detail
5th
Subject (authority = LCSH)
Topic
Human rights
Subject (authority = LCSH)
Topic
Social sciences--Study and teaching--New Jersey
Subject (authority = LCSH)
Topic
Teachers--Training of
Note
Paper prepared for the 5th International Conference on Human Rights Education presentation on the panel: Human Rights Education in the USA: Collaborative Strategies to Effect Change
RelatedItem (type = host)
TitleInfo
Title
Fernekes, William R.
Identifier (type = local)
rucore30198100001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3TM7D62
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RightsDeclaration (AUTHORITY = FS); (ID = rulibRdec0004)
Copyright for scholarly resources published in RUcore is retained by the copyright holder. By virtue of its appearance in this open access medium, you are free to use this resource, with proper attribution, in educational and other non-commercial settings. Other uses, such as reproduction or republication, may require the permission of the copyright holder.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsEvent
Type
Permission or license
AssociatedObject
Type
License
Name
Sole author license v. 1
Detail
I hereby grant to Rutgers, The State University of New Jersey (Rutgers) the non-exclusive right to retain, reproduce, and distribute the deposited work (Work) in whole or in part, in and from its electronic format, without fee. This agreement does not represent a transfer of copyright to Rutgers.Rutgers may make and keep more than one copy of the Work for purposes of security, backup, preservation, and access and may migrate the Work to any medium or format for the purpose of preservation and access in the future. Rutgers will not make any alteration, other than as allowed by this agreement, to the Work.I represent and warrant to Rutgers that the Work is my original work. I also represent that the Work does not, to the best of my knowledge, infringe or violate any rights of others.I further represent and warrant that I have obtained all necessary rights to permit Rutgers to reproduce and distribute the Work and that any third-party owned content is clearly identified and acknowledged within the Work.By granting this license, I acknowledge that I have read and agreed to the terms of this agreement and all related RUcore and Rutgers policies.
RightsHolder (type = personal)
Name
FamilyName
Fernekes
GivenName
William
MiddleName
R.
Role
Copyright holder
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
Document
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