Human Rights Education: An Elementary School Level Case Study By Megumi Yamasaki Ph. D. Thesis Completed June 2002 University of Minnesota Education Policy & Administration/Comparative & International Development Education Chapter 1



Download 0.69 Mb.
Page25/25
Date conversion16.05.2016
Size0.69 Mb.
1   ...   17   18   19   20   21   22   23   24   25

http://www.un.org/special-rep/children-armed-conflict/fUnDocs.htm retrieved on December 31st, 2001.

Appendix L

Time Table

July 1997 Met with the director of Human Rights Center, University of Minnesota talked about a possible research project for me conjunction with this evaluation project that was taking a place already between the Partners and the Search Institute.
August 12th, 1997 First meeting with staff of Partners in Human Rights Education
August 22nd to 24th, 1997 Attended the meeting with Human Rights USA project teams from Minneapolis, Minnesota; St. Louis, Missouri; San Antonio, Texas; and Atlanta, Georgia in Minneapolis. During this meeting, the Partners Project was introduced to the members from these respective cities and possible similar programs in those sites. The teachers, lawyers and students who participated in partners program shared their experiences. During this weekend, each city representative shared his or her experiences and struggles regarding HRE. The participants also discussed their concerns and ideas on how they could implement the program similar to the Partners in their own areas.
September 27th, 1997 Participated in the Partners Project training, and then decided to become a volunteer as a community representative. During this meeting, met with the social worker who taught human rights at School X for the first time. She demonstrated what she did with her students in HRE and brought couple of her students. They shared what they learned and what they were doing because of HRE. The most valuable information I received that day was from students. Both of them became active to protect and promote human rights for others in and outside of the US.

September 30th, 1997 Met with the director of the Human Rights Center and another researcher who conducted quantitative data collection and analysis for the evaluation project. During this meeting, they explained how the research project was started and what survey questions were asked to the students (Appendix I) and how the survey questions were developed. This meeting particularly helped me understanding the intent of the questions and survey itself. This became important when I understand the outcomes these surveys.
Due to the beginning of the school year and other seasonal events, i.e. Thanks Giving, Christmas, and spring break, experienced difficulty meeting with the HRE instructor.
September 30th, 1997 Met with the quantitative researcher several times. Discussed what questions were aiming at what values, attitude and behavior, how the quantitative data was analyzed. This information was very helpful to understand which question addressed what and how they were analyzed.

Discussed the interview questions, a consent form, and a permission letter from the principal of the school. Communicated with the HRE instructor several times through phone call and fax. After several drafts, developed the tentative final drafts of permission letter and consent form.



Met with my academic advisor to go over these materials before presenting to the social worker, the principal, and Human Subjects Committee at the University of Minnesota.
January 7th, 1998 Met with the quantitative researcher to talk about a consent form and research questions.
January 9th, 1998 Met with the HRE instructor and showed ten interview questions and a consent form. At the meeting, she agreed on these questions, but wanted to revise the consent form. She gave me a consent form that she used to get parents permission for HRE to their children. Based on this consent form, I developed two versions of consent forms (Appendix F). Human Subject Committee approved the consent form after one more revision.
March 9th, 1998 Finalized couple consent form options with the quantitative researcher.
March 11th, 1998 Met with a school principal and received a permission to conduct interviews to the students.

April 27th, 1998 Met with the HRE instructor regarding a consent form distribution and interview questions.

May 4th, 1998 Received permission from Human Subject Committee, the University of Minnesota and sent the consent form to the social worker by fax. Along with the consent form, also attached the cover letter explaining which consent form was approved and the change made by Human Subject Committee’s request.
May 5th, 1998 The HRE instructor explained to her students who went through HRE an opportunity to participate in the interviews voluntary and distributed the consent form.


May 18th, 1998 Contacted the HRE instructor regarding interview schedule date(s).

May 29th and June 1st, 1998 Conducted interviews at School X.

November, 2000 Revisited School X and talked with a public relations staff.

1 Hermeneutics methodology’s significance is given to lived experiences as the readers, through interpretive acts, assign meaning to the phenomena of lived life. Hermeneutics is the theory and practice of interpretation. (Van Manen, 1990)

2 Positivistic methodology is a methodology which Wulff (cited in Schrag, 1996) explains as “educational trial.” The format goes (1) select individuals and allocate tratment and control groups, (2) provide alternative “treatment” to the two or more groups and record one or more “dependent variables,” and (3) assess difference between the results in the groups by statistical evaluation cased by chance.

33 Phenomenology is the study of essences. It asks what the nature and the meaning of the phenomenon is experienced. Phenomenology is the description of how the world (life world) is constituted and experienced through conscious act. (Van Manen, 1990 )

4 Iqbal was a boy who was sold to a carpet factory to support his family. He and other children who were working at the factory was tied with chain, so that they could not escape and keep working. One day, he escaped from the factory and got freedom. After that, he became the smallest advocate against child labor. He traveled around a world calling for stopping child labor . In 1995, Iqbal was murdered by the members of carpet industry when he was riding a bike with his friend. (http://www.freethechildren.org/campaigns/cl_realstories_iqbal.html, retreaved on November 9th, 2001)


5 Amnesty International is an independent, worldwide, voluntary movement that works to prevent some of the gravest violations by governments of people’s fundamental human rights. The main focus of its campaigning is to free all prisoners of conscience; ensure fair and prompt trails for political prisoners; abolish the death penalty, torture, and other cruel treatment of prisoners; and end extrajudical executions and disappearances. Amnesty works to promote all the human rights enshrined in the Universal Declaration of Human Rights and other international standards, through human rights education programs and campaigning for ratification of human rights treaties. (The Human Rights Educators’ Network of Amnesty International, 1998)
1   ...   17   18   19   20   21   22   23   24   25


The database is protected by copyright ©essaydocs.org 2016
send message

    Main page