Locating Culture, Identity, and Human Rights Symposium in Celebration Of
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American Declaration on the Rights of Indigenous Peoples
Approved in Santo Domingo, Dominican Republic June 14, 2016 During the Forty-sixth Ordinary Period of Sessions of the OAS General Assembly AMERICAN DECLARATION ON THE RIGHTS OF INDIGENOUS PEOPLES Organization of American States General Secretariat Secretariat of Access to Rights and Equity Department of Social Inclusion 1889 F Street, NW | Washington, DC 20006 | USA 1 (202) 370 5000 www.oas.org ISBN 978-0-8270-6710-3 More rights for more people OAS Cataloging-in-Publication Data Organization of American States. General Assembly. Regular Session. (46th : 2016 : Santo Domingo, Dominican Republic) American Declaration on the Rights of Indigenous Peoples : AG/RES.2888 (XLVI-O/16) : (Adopted at the thirds plenary session, held on June 15, 2016). p. ; cm. (OAS. Official records ; OEA/Ser.P) ; (OAS. Official records ; OEA/ Ser.D) ISBN 978-0-8270-6710-3 1. American Declaration on the Rights of Indigenous Peoples (2016). 2. Indigenous peoples--Civil rights--America. 3. Indigenous peoples--Legal status, laws, etc.--America. I. Organization of American States. Secretariat for Access to Rights and Equity. Department of Social Inclusion. II. Title. III. Series. OEA/Ser.P AG/RES.2888 (XLVI-O/16) OEA/Ser.D/XXVI.19 AG/RES. 2888 (XLVI-O/16) AMERICAN DECLARATION ON THE RIGHTS OF INDIGENOUS PEOPLES (Adopted at the third plenary session, held on June 15, 2016) THE GENERAL ASSEMBLY, RECALLING the contents of resolution AG/RES. 2867 (XLIV-O/14), “Draft American Declaration on the Rights of Indigenous Peoples,” as well as all previous resolutions on this issue; RECALLING ALSO the declaration “Rights of the Indigenous Peoples of the Americas” [AG/DEC. -
Cultural Rights in the United States: a Conflict of Aluesv
Minnesota Journal of Law & Inequality Volume 5 Issue 2 Article 3 June 1987 Cultural Rights in the United States: A Conflict of aluesV Sharon O'Brien Follow this and additional works at: https://lawandinequality.org/ Recommended Citation Sharon O'Brien, Cultural Rights in the United States: A Conflict of aluesV , 5(2) LAW & INEQ. 267 (1987). Available at: https://scholarship.law.umn.edu/lawineq/vol5/iss2/3 Minnesota Journal of Law & Inequality is published by the University of Minnesota Libraries Publishing. Cultural Rights in the United States: A Conflict of Values Sharon O'Brien* Introduction ................................................... 268 I. Historical Development of Minority Rights ............. 270 Historical Examples of Pluralistic Arrangements ..... 271 International Protection of Group Rights ............. 273 Leading National Examples of Group Rights Protection ............................................. 279 Twentieth-Century Pluralist Thought ................. 281 The United States and the Rights of Minorities ...... 283 Available Constitutional Mechanisms ................. 287 II. Am erican Indians ....................................... 290 Historical Background and Assimilation Efforts ...... 290 Cultural Protection ................................... 296 Freedom of Religion .................................. 298 III. Native Hawaiians ........................................ 308 Historical Background ................................. 308 Cultural Protection ................................... 314 Protection of the -
Beyond Intellectual Insularity: Multicultural Literacy As a Measure of Respect
Beyond Intellectual Insularity: Multicultural Literacy as a Measure of Respect Lisa Taylor Bishops University Michael Hoechsmann McGill University Authors’ Note For their support of this research we are deeply indebted to the Social Sciences and Humanities Research Council, the Canadian Race Relations Foundation, Bishop’s University, and our participating school boards, schools, teachers, and students. Note des auteurs Pour leur soutien à cette recherche, nous sommes profondément reconnaissants au Conseil de recherche en sciences humaines du Canada, à la Fondation canadienne des relations raciales, à l'Université Bishop's, et aux conseils scolaires qui ont participé ainsi qu'aux écoles, aux enseignants et aux étudiants. Abstract We report on a national survey (942 secondary students, 10 school boards, 5 provinces) that measures what young people know about the histories and the intellectual, political, and cultural legacies of racialized peoples, globally and nationally, and where they learned it (school, media, family, community). Intended as a contribution to, and challenge of, existing frameworks for multicultural education, the research demonstrates the importance of in and out of school learning, and how the various sites of learning resonate differently for particular groups of young people. It demonstrates the key role schools can play for different youth in building, or augmenting, a consistent, common knowledge base. Résumé Nous faisons le rapport d'une enquête nationale (942 élèves du secondaire, 10 conseils scolaires, 5 provinces) qui mesure la connaissance des jeunes, de l'histoire et de l'héritage intellectuel, politique et culturelle des peuples racialisés, mondialement et nationalement, et où ils l'ont appris (l'école, les médias, la famille, la communauté). -
Cultural Stereotypes: from Dracula's Myth to Contemporary Diasporic Productions
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2006 Cultural Stereotypes: From Dracula's Myth to Contemporary Diasporic Productions Ileana F. Popa Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the English Language and Literature Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/1345 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. Cultural Stereotypes: From Dracula's Myth to Contemporary Diasporic Productions A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts at Virginia Commonwealth University. Ileana Florentina Popa BA, University of Bucharest, February 1991 MA, Virginia Commonwealth University, May 2006 Director: Marcel Cornis-Pope, Chair, Department of English Virginia Commonwealth University Richmond, Virginia May 2006 Table of Contents Page Abstract.. ...............................................................................................vi Chapter I. About Stereotypes and Stereotyping. Definitions, Categories, Examples ..............................................................................1 a. Ethnic stereotypes.. ........................................................................3 b. Racial stereotypes. -
Human Rights and Cultural Diversity
Textbooks in Global Justice and Human Rights Human Rights and Cultural Diversity Core Issues and Cases Andrew Fagan HUMAN RIGHTS AND CULTURAL DIVERSITY Core Issues and Cases Andrew Fagan Edinburgh University Press is one of the leading university presses in the UK. We publish academic books and journals in our selected subject areas across the humanities and social sciences, combining cutting-edge scholarship with high editorial and production values to produce academic works of lasting importance. For more information visit our website: edinburghuniversitypress.com © Andrew Fagan, 2017 Edinburgh University Press Ltd The Tun – Holyrood Road, 12(2f) Jackson’s Entry, Edinburgh EH8 8PJ Typeset in 11/13 Palatino Light by Servis Filmsetting Ltd, Stockport, Cheshire, and printed and bound in Great Britain by CPI Group (UK) Ltd, Croydon CR0 4YY A CIP record for this book is available from the British Library ISBN 978 1 4744 0116 6 (hardback) ISBN 978 1 4744 0118 0 (paperback) ISBN 978 1 4744 0117 3 (webready PDF) ISBN 978 1 4744 0119 7 (epub) The right of Andrew Fagan to be identified as the author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988, and the Copyright and Related Rights Regulations 2003 (SI No. 2498). Contents Acknowledgements vi Abbreviations vii Introduction 1 1 A Defensible Universalism 7 2 Culture and Transcending Relativism 37 3 A Right to Cultural Identity 66 4 The Rights of Women – Patriarchy, Harm and Empowerment 94 5 The Rights of National and Ethnic Minorities 129 6 The Rights -
O Discurso Da Antropofagia Como Estratégia De Construção Da Identidade Cultural Brasileira
Acta Scientiarum http://www.uem.br/acta ISSN printed: 1983-4675 ISSN on-line: 1983-4683 Doi: 10.4025/actascilangcult.v38i3.31204 O discurso da antropofagia como estratégia de construção da identidade cultural brasileira Weslei Roberto Cândido* e Nelci Alves Coelho Silvestre 1Departamento de Teorias Linguísticas e Literárias, Universidade Estadual de Maringá, Av. Colombo, 5790, 87020-900, Maringá, Paraná, Brasil. 2Departamento de Letras Modernas, Universidade Estadual de Maringá, Maringá, Paraná, Brasil. *Autor para correspondencia. E-mail: [email protected] RESUMO. Este artigo apresenta uma reflexão teórica a respeito do termo ‘deglutição’ utilizado por Oswald de Andrade no Manifesto Antropófago (1928). Nesse manifesto, recortamos o conceito de antropofagia, vocábulo que descreve a devoração do Outro no intuito de absorvê-lo, no afã de assimilar as características das estéticas estrangeiras, e que expressa o impacto dos processos colonizadores na formação da identidade brasileira. Partindo da crítica à civilização europeia (colonialista), Oswald de Andrade, nas entrelinhas de seu discurso sobre a antropofagia, dialoga com as atuais discussões acerca da dependência cultural dos países periféricos. Diante desses apontamentos, nosso propósito é traçar um percurso histórico das leituras e apropriações que o termo ‘deglutição’ sofreu ao longo destes 88 anos, na esteira de estudos de críticos consagrados como Candido, Schwarz e Santiago. Palavras-chave: antropofagia; deglutição; identidade cultural. The discourse of cannibalism as a strategy of building Brazilian cultural identity ABSTRACT. This paper presents a theoretical discussion about the term ‘swallowing’ used by Oswald de Andrade in Manifesto Antropófago (1928). In this manifesto we cut the concept of cannibalism, a word that describes the devouring of the Other in order to absorb it, in his eagerness to assimilate the characteristics of foreign aesthetic, which expresses the impact of colonizing processes in the formation of Brazilian identity. -
Curriculum Vitae
Yongming Zhou Department of Anthropology 1-608-262-2866 (office) 5458 Social Science Building 1-608-663-3906 (home) University of Wisconsin-Madison Fax: 1-608-265-4216 Madison, Wisconsin 53706 Email: [email protected] I. FORMAL EDUCATION 1997 Ph.D Duke University (Cultural Anthropology) 1987 M.A. Nanjing University (Chinese) 1984 B.A. Nanjing University (Chinese) II. TITLE OF DISSERTATION Ph.D: Nationalism, History and State Building: Anti-Drug Crusades in Modern China, 1924—1997. III. POSITIONS HELD A. Teaching Positions 2010-present Professor, Department of Anthropology, University of Wisconsin-Madison 2005-2010 Associate Professor, Department of Anthropology, University of Wisconsin-Madison 1999- 2005 Assistant Professor, Department of Anthropology, University of Wisconsin-Madison 1998 Fall Visiting Assistant Professor, Department of History, Duke University 1996 Fall Visiting Lecturer, Curriculum in Asian Studies, University of North Carolina-Chapel Hill B. Affiliations Director, Center for Anthropological Research, Chongqing University Center for East Asian Studies, UW-Madison Center for Culture, History, and Environment, UW-Madison Nelson Institute for Environmental Studies, UW-Madison 1 IV. SPECIAL HONORS AND AWARDS 2013-present Founder and Chair of Selection Committee, China Fieldwork Fellowships for Graduate Students 2014-18 Senior Fellow, Institute for Research in the Humanities, UW-Madison 2012 President, The Midwest Conference on Asian Affairs 2012 Andrew W. Mellon Foundation Post-Fellowship Award 2010 American Council of Learned Societies, Collaborative Research Fellowship, 2008 spring Senior Visiting Fellow, Asia Research Institute, National University of Singapore 2008 Andrew W. Mellon Foundation, New Directions Fellowship 2004 Fellow, Institute for the Research in Humanities, UW-Madison 2003 summer Mellon Fellow, Needham Research Institute, Cambridge, England 2001-02 Fellow, The Woodrow Wilson International Center for Scholars 2001-02 Fellowship, National Program for Advanced Study and Research in China. -
Enhancing Enforcement of Economic, Social, and Cultural Rights Using
Cornell Law Library Scholarship@Cornell Law: A Digital Repository Cornell Law Faculty Publications Faculty Scholarship 2010 Enhancing Enforcement of Economic, Social, and Cultural Rights Using Indicators: A Focus on the Right to Education in the ICESCR Sital Kalantry Cornell Law School, [email protected] Jocelyn E. Getgen Cornell Law School, [email protected] Steven A. Koh United States Court of Appeals for the Fifth Circuit Follow this and additional works at: http://scholarship.law.cornell.edu/facpub Part of the Education Law Commons, Human Rights Law Commons, and the International Law Commons Recommended Citation Kalantry, Sital; Getgen, Jocelyn E.; and Koh, Steven A., "Enhancing Enforcement of Economic, Social, and Cultural Rights Using Indicators: A Focus on the Right to Education in the ICESCR" (2010). Cornell Law Faculty Publications. Paper 1076. http://scholarship.law.cornell.edu/facpub/1076 This Article is brought to you for free and open access by the Faculty Scholarship at Scholarship@Cornell Law: A Digital Repository. It has been accepted for inclusion in Cornell Law Faculty Publications by an authorized administrator of Scholarship@Cornell Law: A Digital Repository. For more information, please contact [email protected]. HUMAN RIGHTS QUARTERLY Enhancing Enforcement of Economic, Social, and Cultural Rights Using Indicators: A Focus on the Right to Education in the ICESCR Sital Kalantry, * Jocelyn E. Getgen** & Steven Arrigg Koh*** I. Intro ductio n .................................................................................... 254 II. The Right to Education in the ICESCR: A Brief History and Theory. 262 Ill. Measuring Compliance with the Right to Education under the ICESC R...................................................................................... 26 6 A. Right to Education Language in the ICESCR .............................. -
Community Chapter Draft 2.0 Sep 03
-1- “A Century of Difference” Working Paper THE SURVEY RESEARCH CENTER University of California, Berkeley 2538 Channing Way Berkeley, CA 94720-5100 -------------------------------------------- http://ucdata.berkeley.edu/rsfcensus 510-643-6874 510-643-8292 Different Places, Different People: 1 The Redrawing of America’s Social Geography by Claude S. Fischer ([email protected]) Michael Hout ([email protected]) DRAFT 2.0 of September, 2003 1 This draft working paper will be developed into a chapter of a book in progress commissioned by the Russell Sage Foundation as part of the “Century of Difference” project. Other working papers can be found at the web site above. This work was critically assisted and much improved by Jon Stiles and Gretchen Stockmayer. American Sociological Association Disclaimer: Copyright 2003 . All rights reserved. This paper is for the reader's personal use only. This paper may not be quoted, reproduced, distributed, transmitted or retransmitted, performed, displayed, downloaded, or adapted in any medium for any purpose, including, without limitation, teaching purposes, without the authors’ express written permission. Permission requests should be directed to [email protected]. -2- Different Places, Different People:The Redrawing of America’s Social Geography In 1900, Americans were bitterly divided by region. They remembered the Civil War – it was as recent to them as the Vietnam War is to us in 2003 – and their memories were regularly refreshed by politicians “waving the bloody shirt.” Even before the War Between the States, Americans had harped on cultural differences between North and South, East and West. Many Midwesterners, for example, used the verb “to yankee” to mean to cheat. -
The Nexus Between Human Rights and Democracy
E-PAPER A Companion to Democracy #1 To be Equal and Free: The Nexus Between Human Rights and Democracy THANDIWE MATTHEWS A Publication of Heinrich Böll Foundation, December 2019 Preface to the E-Paper Series “A Companion to Democracy” Democracy is a fluid, ever evolving and adaptable concept. It is influenced by historical and social context, geopolitical characteristics of a country, its neighbors, allies and adversaries, the political climate, local and global trends. The e-papers series “A Companion to Democracy” examine the phenomena and concepts closely related to democracy and democratization – those which have both a positive and a negative influence upon it. Some, like autocratization, corruption, the loss of legitimacy for democratic institutions and parties, curtailing civic participation or the uncontrolled proliferation of misleading information can rock democracy to its core. Others like human rights, active civil society engagement and accountability strengthen its foundations and develop alongside it. Our e-paper series delves into the most recent global trends and debates regarding democracy and its interactions with society, politics, rights and freedom. To be Equal and Free: The Nexus Between Human Rights and Democracy 2/ 29 To be Equal and Free: The Nexus Between Human Rights and Democracy Thandiwe Matthews 3 Contents Introduction 4 The ambiguous relationship between democracy and human rights 6 The evolution of the international human rights system: achievements and shortcomings 9 The erosion of human rights and its -
Multicultural Education As Community Engagement: Policies and Planning in a Transnational Era
Vol. 14, No. 3 International Journal of Multicultural Education 2012 Multicultural Education as Community Engagement: Policies and Planning in a Transnational Era Kathryn A. Davis Prem Phyak Thuy Thi Ngoc Bui University of Hawai`i at Mānoa U. S. A. Through viewing multicultural education as policy and planning that is enacted at national, regional, and local levels in Nepal and Vietnam, we explore the challenges and possibilities of engaging communities. We examine transnationalism, neoliberalism, and globalization as these impact national policies, community ideologies, regional/local economy, social welfare, and education. Critical ethnographic studies further focus on history, place, and culture in engaging communities of policy makers, educators, students, families and activists in reflection and transformation, policy making, and planning. These studies serve to re-envision multicultural education as critical community engagement and transformation within a transnational era. Transnationalism, Neoliberalism, and Education Resisting Monoculturalism in Nepal Reimagining Globalization, Multiculturalism and Education in Vietnam Multicultural Education as Community Engagement Notes References Indigenous and multicultural education across borders reveals ongoing debate over policies affecting achievement among students from linguistically-diverse and socioeconomically-marginal communities (Davis, 2009; Luke, 2008, 2011). Researchers (Evans & Hornberger, 2005; Luke, 2011; Wiley & Wright, 2004) document the negative impact on students of global trends towards one-size-fits-all approaches to basic skills, textbooks, and standardized assessment. These and other scholars from multilingual countries such as Australia, Canada, Namibia, New Zealand, and the Republic of South Africa (Beukes, 2009; Luke, 2011) have argued for policies of inclusion which promote community ideologies and language choice in schools through culturally responsive and linguistically responsible education. -
International Covenant on Economic, Social and Cultural Rights
International Covenant on Economic, Social and Cultural Rights Adopted and opened for signature, ratification and accession by General Assembly resolution 2200A (XXI) of 16 December 1966 entry into force 3 January 1976, in accordance with article 27 Preamble The States Parties to the present Covenant, Considering that, in accordance with the principles proclaimed in the Charter of the United Nations, recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world, Recognizing that these rights derive from the inherent dignity of the human person, Recognizing that, in accordance with the Universal Declaration of Human Rights, the ideal of free human beings enjoying freedom from fear and want can only be achieved if conditions are created whereby everyone may enjoy his economic, social and cultural rights, as well as his civil and political rights, Considering the obligation of States under the Charter of the United Nations to promote universal respect for, and observance of, human rights and freedoms, Realizing that the individual, having duties to other individuals and to the community to which he belongs, is under a responsibility to strive for the promotion and observance of the rights recognized in the present Covenant, Agree upon the following articles: PART I Article 1 1. All peoples have the right of self-determination. By virtue of that right they freely determine their political status and freely pursue their economic, social and cultural development. 2. All peoples may, for their own ends, freely dispose of their natural wealth and resources without prejudice to any obligations arising out of international economic co-operation, based upon the principle of mutual benefit, and international law.