Human Rights Education in Different Contexts. A Book Review of \u3cem\u3eHuman Rights and Schooling: An Ethical Framework for Teaching for Social Justice\u3c/em\u3e

In her book, Human rights and schooling: An ethical framework for teaching for social justice, Audrey Osler covered design and implementation of human rights education (HRE) within local and global contexts, as well as for students ranging from childhood to university levels. One of the central themes that Osler developed throughout the book is a complex recognition of diversity while embracing solidarity in the name of social justice. Osler supported the development of her framework through examples from multiple contexts around the globe where HRE education has been implemented. These tangible illustrations from her experiences and research provided pictures of how narratives can be central to HRE and serve to strengthen alliances while recognizing diversity. The HRE framework that Osler provided gives support for school and community engagement towards engaging with social justice work. This is difficult work due to the prominence of dominant neoliberal discourses of standardization and accountability, but her book provides discourses of social justice that can transform schools and communities. Osler’s expertise in HRE and the range of her work make this book an important addition to HRE work

Iskorjenjivanje nepismenosti seoskoga stanovništva u Prvom svjetskom ratu: dječji list Il Piccolissimo

This study analyses a unique Italian publication linked to a wider project aimed at eradicating the illiteracy of the rural masses. Il Piccolissimo (1917– 1919), a magazine written for children in the agricultural area around Rome, informed them about the Great War and educated them about better values and the importance of making savings. This cultural project, conceived and edited by Giovanni Cena and other intellectuals of the time, also envisaged the establishment and management of rural schools and infirmaries to provide children with a better and healthier life. In Italy, during those years, the magazine Il Corriere dei Piccoli was published to entertain and educate children of the middle and upper classes, while Il Piccolissimo sought to develop an awareness of social responsibility in the poor and hardworking children of the countryside. By examining its contents, graphic layout, iconic language, and educational aims we intend to highlight how the type of childhood it targeted acquired unprecedented social visibility in Italy.U radu se analizira jedinstvena talijanska publikacija povezana sa širim projektom iskorjenjivanja nepismenosti ruralnoga stanovništva. List Il Piccolissimo (1917. – 1919.) bio je namijenjen djeci u poljoprivrednoj okolici Rima, a prenosio im je vijesti o Velikom ratu i poučavao ih boljim vrijednostima i štedljivosti. Taj kulturni projekt, novine koje je pokrenuo i uređivao Giovanni Cena u suradnji s drugim tadašnjim intelektualcima, također je pratio i poticao osnivanje i rad seoskih škola i ambulanta kako bi se djeci omogućio bolji i zdraviji život. Tih je godina u Italiji izlazio časopis za zabavu i pouku Il Corriere dei Piccoli namijenjen djeci srednje i više klase, dok je cilj časopisa Il Piccolissimo bio razvijati svijest o društvenoj odgovornosti među siromašnom i seoskom djecom koja su teško radila. Analiza sadržaja, grafičkoga dizajna, vizualnoga jezika i obrazovnih ciljeva toga časopisa, pokazuje kako se njegovom djelatnošću u Italiji ostvarila nepredviđena društvena vidljivost one vrste djetinjstva koja je bila svakodnevnica njegovih čitatelja

Understanding Conflict in Education for Democracy. A Response to The Value of Conflict and Disagreement in Democratic Teacher Education

Teachers are often apprehensive about facilitating deliberation in classrooms because conflicts can develop when deliberations surround issues of authentic concern to students. However, conflict is central to deliberation, and the identities and experiences of participants must be reflected in deliberation. These differences challenge the assumptions of neutrality and a common good that can restrain conflict. Harell’s article focuses upon many of these aspects of deliberation and the essential role of facilitators as conflicts emerge from deliberation. In my response to Harell, I extend his findings by developing the themes of conflict, identity, and inclusion. These themes are conceptually linked and can guide reflection before, during, and after deliberation. Finally, I discuss the implications for democratic education in general and teacher education in particular

Deliberation of controversial public school curriculum: Developing processes and outcomes that increase legitimacy and social justice

Public schools in the United States are charged with facilitating public deliberation of controversial school curriculum. This often entails managing the negotiations between multiple stakeholders who have very different positions on the proper design and implementation of curriculum. To maintain legitimacy as caretakers of the public interest in a liberal democracy, public schools are asked to recognize all legitimate perspectives in such disputes. But what happens when a perspective is not considered legitimate or in the public interest by the dominant community? When disputes over curriculum ensue, the rights of individuals to have their perspectives included in the curriculum must be considered in tandem with the public school’s primary responsibility—to teach students to nurture a democracy. This essay synthesizes frameworks from deliberative democracy theorists to better understand the ways that the process and outcome of public school curriculum deliberation can increase in legitimacy and responsiveness to issues of social justice. To develop and illustrate this theoretical framework, I examine the case of a small group of activists who challenged a curriculum’s claim that the internment of Japanese Americans during WWII was clearly a mistake. Activist wanted the curriculum to say that the internment was done out of military necessity. I conclude that Gutmann’s guidelines of non-discrimination and non-repression must be synthesized with Habermas’s guidelines for a proceduralist model of deliberation

Synthesizing Multicultural, Global, and Civic Perspectives in the Elementary School Curriculum and Educational Research

Social networks and communities are rapidly expanding and changing due to the accelerating pace of globalization. In this article, we examine new possibilities for the reform of curriculum and educational research in a way that is responsive to increasingly multicultural and global communities. Drawing on literatures in the areas of multicultural, global, and civic education, we conducted a critical qualitative case study of four elementary school teachers. The teachers, two in the United States and two in the United Kingdom, are known to be exemplary at synthesizing multicultural, global, and civic education. We, the two authors, one a female from China and the other a male from the United States, employed duoethnography methodology to utilize our different positionalities as researchers in our description, analysis and interpretation of the data. As the exemplary teachers in our study illustrate, education needs to be culturally responsive, socially just, well-integrated, and empowering. We conclude with findings that have implications for the reform of curriculum and educational research methodology

Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting

Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and how the teacher used culturally sustaining pedagogy to foster a third space where this understanding was encouraged

Examining Justice in Social Studies Research

Our article is an extension of a project involving a content analysis of two social studies journals, Theory andResearch in Social Education (TRSE) and The Social Studies. We performed an analysis on all articles in thesejournals from 2006-2016. Our findings from the analysis indicated a narrow frame of perspectives related toepistemologies and methodologies, and an increasing interest in examining a range of researcher andparticipant positionalities. We interpreted the range of perspectives in social studies journals in light of thepossible impact upon democratic education and social justice through Sen’s (2009) framework for theorizingjustice. We illustrate aspects of this framework by presenting positionality and autoethnography as methodsfor increasing epistemologies and perspectives in social studies education and research

PARP inhibitors affect growth, survival and radiation susceptibility of human alveolar and embryonal rhabdomyosarcoma cell lines

PARP inhibitors (PARPi) are used in a wide range of human solid tumours but a limited evidence is reported in rhabdomyosarcoma (RMS), the most frequent childhood soft-tissue sarcoma. The cellular and molecular effects of Olaparib, a specific PARP1/2 inhibitor, and AZD2461, a newly synthesized PARP1/2/3 inhibitor, were assessed in alveolar and embryonal RMS cells both as single-agent and in combination with ionizing radiation (IR)

Education for Democracy in the Social Media Century

Social media has provided challenges and opportunities for education for democracy. There have always been structural elements of communication that are hidden and perpetuate inequalities. Social media has accelerated and empowered these hidden structures through algorithms. In this argumentative essay, we examine how critical media literacy can uncover hidden power structures and support education for democracy. Critical media literacy can help students identify exclusionary, inaccurate, missing, and polarizing elements of social media while examining and discussing issues and events. Seen through this lens, social media provides opportunities for education for democracy. Critical media literacy and education for democracy provide opportunities for increasing civic engagement and renewal

Histone deacetylase enzymes as potential drug targets of Neglected Tropical Diseases caused by cestodes

Cestode parasites cause neglected diseases, such as echinococcosis and cysticercosis, which represent a significant problem in human and animal health. Benzimidazoles and praziquantel are the only available drugs for chemotherapy and it is therefore important to identify new alternative drugs against cestode parasites. Histone deacetylases (HDACs) are validated drug targets for the treatment of cancer and other diseases, including neglected diseases. However, knowledge of HDACs in cestodes is very scarce. In this work, we investigated cestode HDACs as potential drug targets to develop new therapies against neglected diseases caused by cestodes. Here we showed the full repertoire of HDAC coding genes in several members of the class Cestoda. Between 6 and 7 zinc-dependent HDAC coding genes were identified in the genomes of species from Echinococcus, Taenia, Mesocestoides and Hymenolepis genera. We classified them as Class I and II HDACs and analyzed their transcriptional expression levels throughout developmental stages of Echinococcus spp. We confirmed for the first time the complete HDAC8 nucleotide sequences from Echinococcus canadensis G7 and Mesocestoides corti. Homology models for these proteins showed particular structural features which differentiate them from HDAC8 from Homo sapiens. Furthermore, we showed that Trichostatin A (TSA), a pan-HDAC inhibitor, decreases the viability of M. corti, alters its tegument and morphology and produces an increment of the total amount of acetylated proteins, including acetylated histone H4. These results suggest that HDAC from cestodes are functional and might play important roles on survival and development. The particular structural features observed in cestode HDAC8 proteins suggest that these enzymes could be selectively targeted. This report provides the basis for further studies on cestode HDAC enzymes and for discovery of new HDAC inhibitors for the treatment of neglected diseases caused by cestode parasites.Fil: Vaca, Hugo Rolando. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Investigaciones en Microbiología y Parasitología Médica. Universidad de Buenos Aires. Facultad de Medicina. Instituto de Investigaciones en Microbiología y Parasitología Médica; ArgentinaFil: Celentano Stanic, Ana Maria Luisa Micaela. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Investigaciones en Microbiología y Parasitología Médica. Universidad de Buenos Aires. Facultad de Medicina. Instituto de Investigaciones en Microbiología y Parasitología Médica; ArgentinaFil: Macchiaroli, Natalia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Investigaciones en Microbiología y Parasitología Médica. Universidad de Buenos Aires. Facultad de Medicina. Instituto de Investigaciones en Microbiología y Parasitología Médica; ArgentinaFil: Kamenetzky, Laura. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Investigaciones en Microbiología y Parasitología Médica. Universidad de Buenos Aires. Facultad de Medicina. Instituto de Investigaciones en Microbiología y Parasitología Médica; ArgentinaFil: Camicia, Federico. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Investigaciones en Microbiología y Parasitología Médica. Universidad de Buenos Aires. Facultad de Medicina. Instituto de Investigaciones en Microbiología y Parasitología Médica; ArgentinaFil: Rosenzvit, Mara Cecilia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Investigaciones en Microbiología y Parasitología Médica. Universidad de Buenos Aires. Facultad de Medicina. Instituto de Investigaciones en Microbiología y Parasitología Médica; Argentin