Monetary Compensation for Survivors of Torture: Some Lessons from Nepal

The Nepali Compensation Relating to Torture Act (1996) is one of the earliest pieces of specific anti-torture legislation adopted in the global South. Despite a number of important limitations, scores of Nepalis have successfully litigated for monetary compensation under the Act, on a scale relatively rare on the global human rights scene. Using a qualitative case study approach, this article examines the conditions under which survivors of torture are awarded compensation in Nepal, and asks what lessons does this have for broader struggles to win monetary compensation for torture survivors? We end by suggesting that there can be practical tensions between providing individual financial compensation and addressing wider issues of accountability

Value/s in early childhood education

Twenty years ago, as an early childhood teacher, I was fortunate to attend a professional development day conference led by the inimitable Professor Tina Bruce. At the conference, Tina asked we early childhood teachers: ‘What one thing would you put your back to the wall for in your job?’ In other words, Tina wanted us to share with one another the values that guide our daily work with young children and their families. An avowed Froebelian, Tina herself subscribes to a very particular set of values (Bruce 2015) and she is not alone. Many early childhood educators over two centuries have been influenced by the principles and philosophy developed by Froebel, the original kindergarten practitioner (Froebel Trust 2018). Indeed, as for so many others, my own initial teacher education was strongly influenced by Froebelian principles which have continued to guide my work in the field for thirty-five years. We live in an era of unprecedented global focus on early childhood development (UNESCO 2017; WHO 2018), in this editorial I revisit Froebel’s principles and I argue that we would be wise to continue to regard them as relevant and valuable touchstones for early childhood education in the twenty-first century

‘Repeal the 8th’ in a Transnational Context: The Potential of SRHRs for Advancing Abortion Access in El Salvador

This article undertakes a discursive feminist reading of citizenship and human rights to understand, through the cases of Ireland and El Salvador, domestic abortion rights movements as part of a transnational women’s rights movement. While abortion has been partially decriminalised in Ireland, approximately 42 per cent of the world’s women1 of reproductive age still live in a country where abortion is prohibited entirely or only permitted to save a woman’s life or health (Singh et al., 2018, p. 4). In El Salvador, abortion is illegal and those suspected of having the procedure are prosecuted. As in Ireland, since 2012/2013 numerous controversies have brought the issue to wider public attention and have further galvanised the feminist movement to campaign for reform. Feminist abortion rights campaigns in both countries have connected important sites of activism and contestation: civil society, national parliaments, regional human rights systems and the United Nations

100 key research questions for the post-2015 development agenda

The Sustainable Development Goals (SDGs) herald a new phase for international development. This article presents the results of a consultative exercise to collaboratively identify 100 research questions of critical importance for the post-2015 international development agenda. The final shortlist is grouped into nine thematic areas and was selected by 21 representatives of international and non-governmental organisations and consultancies, and 14 academics with diverse disciplinary expertise from an initial pool of 704 questions submitted by 110 organisations based in 34 countries. The shortlist includes questions addressing long-standing problems, new challenges and broader issues related to development policies, practices and institutions. Collectively, these questions are relevant for future development-related research priorities of governmental and non- governmental organisations worldwide and could act as focal points for transdisciplinary research collaboration

Can the observance of human rights of individuals enhance their resilience to cope with natural disasters?

AbstractHuman rights are largely understood as rights of human beings arising from their very human nature and inherent dignity. It is generally accepted that members of society in a position of vulnerability are more likely to face serious human rights violations. The paper focuses on how do human rights address the most vulnerable in society, with the view of assessing if and how they can enhance the resilience of individuals also when confronted with natural disasters. As put by the International Federation of Red Cross and Red Crescent Societies: ‘a disaster occurs when a hazard impacts on vulnerable people’. The paper focuses on both governments and individuals. In relation to governments it discusses the notion of responsibility to protect from human rights violations. In relation to individuals, it looks at how to enhance their agency in society through the observance of human rights. It considers among other factors the access of individuals to relevant information, participation in decision-making and education. The conclusion is that human rights can enhance individuals’ resilience to face natural disasters, hence the article argues that human rights shall inform disaster-related programs and studies