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Globalisation, Comparative Education and Policy Research 17

Joseph Zajda
Sev Ozdowski Editors

Globalisation,
Human Rights
Education and
Reforms
Globalisation, Comparative Education
and Policy Research
Volume 17
Series Editor
Joseph Zajda, Faculty of Education and Arts, School of Education, Australian
Catholic University, Melbourne, Australia
Editorial Board for the Series
Professor Robert Arnove, Indiana University
Professor Birgit Brock-Utne, University of Oslo
Professor Martin Carnoy, Stanford University
Professor Lyn Davies, University of Birmingham
Professor Fred Dervin, University of Helsinki
Professor Karen Evans, University of London
Professor Kassie Freeman, Alcorn State University
Professor Andreas Kazamias, University of Wisconsin
Professor Leslie Limage, UNESCO
Professor MacLeans Geo-JaJa, Brigham Young University
Professor Nikolai Nikandrov, President, Russian Academy of Education (Moscow)
Professor Marcella Mollis, University of Buenos Aires
Professor Susan Majhanovich, University of Western Ontario
Professor Val Rust, UCLA, USA
Advisory Board
Professor Abdeljalil Akkari, University of Geneva
Professor Beatrice Avalos, National Ministry of Education, Chile
Sheng Yao Cheng, Chung Chen University
Professor Kingsley Banya, Misericordia University
Professor Karen Biraimah, University of Central Florida
Professor David Chapman, University of Minnesota
Professor David Gamage, University of Newcastle
Professor Mark Ginsburg, University of Pittsburgh
Professor Yaacov Iram, Bar Ilan University
Professor Henry Levin, Teachers College Columbia University
Professor Noel McGinn, Harvard University
Professor David Phillips, Oxford University
Professor Gerald Postglione, University of Hong Kong
Professor Heidi Ross, Colgate University
Professor M’hammed Sabour, University of Joensuu
Professor Jurgen Schriewer, Humboldt University
Professor Sandra Stacki, Hofstra University
Professor Nelly Stromquist, University of Southern California
Professor Carlos Torres, UCLA
Professor David Willis, Soai University, Japan
Aims & Scope
The Globalisation, Comparative Education and Policy Research series (volumes
13–24) aims to present a global overview of strategic comparative and international
education policy statements on recent reforms and shifts in education globally, and
offers new approaches to further exploration, development and improvement of
comparative education and policy research globally. In general, the book Series
seeks to address the nexus between comparative education, policy, reforms and
forces of globalisation.
The Series will present up-to date scholarly research on global trends in
comparative education and policy research. The idea is to advance research and
scholarship by providing an easily accessible, practical yet scholarly source of
information for researchers, policy-makers, college academics, and practitioners in
the field. Different volumes will provide substantive contributions to knowledge
and understanding of comparative education and policy research globally. This new
book series will offer major disciplinary perspectives from all world regions.

More information about this series at http://www.springer.com/series/6932

Joseph Zajda • Sev Ozdowski
Editors

Globalisation, Human Rights

Education and Reforms
Editors
Joseph Zajda Sev Ozdowski
Faculty of Education and Arts, School Equity and Diversity
of Education University of Western Sydney
Australian Catholic University NSW, Australia
East Melbourne, VIC, Australia

Globalisation, Comparative Education and Policy Research

ISBN 978-94-024-0870-6 ISBN 978-94-024-0871-3 (eBook)
DOI 10.1007/978-94-024-0871-3

Library of Congress Control Number: 2016942774

© Springer Science+Business Media Dordrecht 2017

This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of
the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation,
broadcasting, reproduction on microfilms or in any other physical way, and transmission or information
storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the
editors give a warranty, express or implied, with respect to the material contained herein or for any errors
or omissions that may have been made.

Printed on acid-free paper

This Springer imprint is published by Springer Nature

The registered company is Springer Science+Business Media B.V. Dordrecht
To Rea, Nikolai, Sophie, Imogen, Belinda,
Paulina and Dorothy
Foreword

A major aim of Globalisation, Human Rights Education and Reforms, which is

Vol. 17 in the 24-volume book series Globalisation, Comparative Education and
Policy Research, edited by Joseph Zajda and Sev Ozdowski, is to present a global
overview of selected scholarly research on global and comparative trends in
dominant discourses of human rights education. It provides an easily accessible and
practical yet scholarly source of information about the international concern in the
field of human rights education and citizenship education. Above all, the book
offers the latest findings on discourses surrounding trends in human rights educa-
tion in the global culture.
The book explores conceptual frameworks and methodological approaches
applicable in the research covering the state, globalization, and human rights educa-
tion. Various book chapters critique the dominant discourses and debates pertaining
to human rights education. The spirit of dialogical encounter has very soundly
directed the editor and the book chapter writers’ efforts in organizing this volume.
The editor’s task is to deepen, and in some cases open widely, diverse and signifi-
cant discourses related to human rights education and the politics surrounding the
debate.
The book explores the ambivalent and problematic relationship between the
state, globalization, and human rights education discourses. Using a number of
diverse paradigms, ranging from critical theory to globalization, the authors, by
focusing on globalization, ideology, and human rights education, attempt to exam-
ine critically recent trends in human rights education and their impact of identity
politics.
The authors focus on discourses surrounding three major dimensions affecting
the human rights education: national identity, democracy, and ideology. These are
among the most critical and significant dimensions defining and contextualizing the
processes surrounding the nation-building and identity politics globally.
Furthermore, the perception of globalization as dynamic and multi-faceted pro-
cesses clearly necessitates a multiple-perspective approach in the study of human
rights education, and this book provides that perspective commendably. In the book,
the authors, who come from diverse backgrounds and regions, attempt insightfully

vii
viii Foreword

to provide a worldview of current developments in research concerning human

rights education, and citizenship education globally. The book contributes in a very
scholarly way, to a more holistic understanding of the nexus between nation-state,
human rights education, and national identity globally.

Melbourne, VIC, Australia Joseph Zajda

Preface

Series title: Globalisation, Comparative Education and Policy Research

(24-volume series)
Globalisation, Human Rights Education and Reforms, Volume 17 (edited by
Joseph Zajda and Sev Ozdowski) in the 24-volume book series Globalisation,
Comparative Education and Policy Research, aims to present a global overview of
selected scholarly research on global and comparative trends in dominant discourses
of human rights education.
Human rights education is essential to the full realization of human rights and the
maintenance of participatory democracy, freedom, and peace. Human rights educa-
tion contributes significantly to promoting equality, respect for human dignity, pre-
venting discrimination, and enhancing participation in all democratic processes. It
reflects societal standards that need to be learned by each generation and transferred
to the next. During the last 70 years, human rights policies and standards were
defined, and a range of education programs, curricula, and best practices were
developed, both internationally and locally, to advance human rights education. The
Millennium Declaration recognized the “interdependence of social development,
human rights and global peace” (MacNaughton and Koutsioumpas 2016). By now,
the human rights education is not only about UN pronouncements, or officially
endorsed standards and pedagogy, but is also an important political and social
movement with many grass roots activities aiming to make a difference by making
human rights accessible to all.
Some recent research suggests that human rights education does not address our
growing diversity and interdependence, which is needed to help students address
global complexities affecting their lives (Spreen and Monaghan 2015). We need to
explore research dealing with the recent shift from HRE to Global Citizenship
Education (GCE) (Rapoport 2010; Dill 2013; Spreen and Monaghan 2015; Rapoport
2016).
By examining some of the major education policy issues in HRE in a global
culture, particularly in the light of recent shifts in HRE and policy research, the
volume aims to provide a comprehensive picture of the intersecting and diverse
discourses of globalization, HRE, and policy-driven reforms. Globalization, eco-

ix
x Preface

nomic, cultural, and social change have affected the nature of the debate in human
rights education. The impact of globalization on HRE and policy is a strategically
significant issue for us all. The volume is focussed on the importance of HRE, both
locally and globally. It presents an up-to-date scholarly research on global trends in
HRE curricular initiatives and policy research. It provides an easily accessible and
practical yet scholarly source of information about the international concerns in the
field of globalization, HRE, and policy research. The volume, as a sourcebook of
ideas for researchers, practitioners, and policy-makers in globalization and HRE
developments, provides a timely overview of current developments in HRE reforms
and policy research.

Melbourne, VIC, Australia Joseph Zajda

Reference

MacNaughton, G., & Koutsioumpas, K. (2016). Universal Human Rights Education in the Post-
2015 development agenda. In J. Zajda & S. Ozdowski (Eds.), Globalisation, human rights
education and reforms. Dordrecht: Springer.
Globalisation, Comparative Education
and Policy Research Series Volumes 13–24

Joseph Zajda, BA (Hons), MA, MEd, PhD, FACE, is associate professor in the
Faculty of Education and Arts at the Australian Catholic University (Melbourne
Campus). He specializes in globalization and education policy reforms, social jus-
tice, history education, and values education. He has written and edited 32 books
and over 150 book chapters and articles in the areas of globalization and education
policy, higher education, and curriculum reforms. Recent publications include:
Zajda, J. (2015) (Ed.). Nation-building and history education in a global culture.
Dordrecht: Springer. http://www.springer.com/gp/book/9789401797283
Zajda, J. (2016) (Ed.). Globalisation, ideology and politics of education reforms.
Dordrecht: Springer. http://www.springer.com/gp/book/9783319195056
Zajda, J. & Rust, V. (Ed.) (2016). Globalisation and Higher Education Reforms.
Dordrecht: Springer. http://www.springer.com/gp/book/9783319281902
He is the editor and author of the Second International Handbook on
Globalisation, Education and Policy Research. Springer (2015). http://www.
springer.com/education+%26+language/book/978-94-017-9492-3; Zajda, J (2014).
Globalisation and Neo-liberalism as Educational Policy in Australia. In H. Yolcu
and D. Turner (Eds.), Neoliberal Education Reforms: A Global Analysis. New York:
Taylor & Francis/Routledge; Zajda, J. (2014). The Russian Revolution. In G. Ritzer
and J. M. Ryan (Eds.), The Wiley-Blackwell Encyclopedia of Globalization Online;
Zajda, J. (2014). Ideology. In D. Phillips (Ed.), Encyclopedia of Educational Theory
and Philosophy. Thousand Oaks: Sage; Zajda, J. (2014). The Russian Revolution. In
G. Ritzer and J. M. Ryan (Eds.), The Wiley-Blackwell Encyclopedia of Globalization
Online; Zajda, J. (2014). Values Education. In D. Phillips (Ed.), Encyclopedia of
Educational Theory and Philosophy. Thousand Oaks: Sage; Zajda, J. (2014). The
Politics of Russian History Education in the Russian Media. Educational Practice
and Theory, 36(2). Values Education. In D. Phillips (Ed.), Encyclopedia of
Educational Theory and Philosophy. Thousand Oaks: Sage; Zajda, J. (2011).
Globalisation and Values Education in the History/Social Studies Classroom. Zajda
(2011), Educational Practice and Theory, 33(1), 83–96; Zajda (2008). Schooling
the New Russians, James Nicholas Publishers (2008).

xi
xii Globalisation, Comparative Education and Policy Research Series Volumes 13–24

He is the editor of the 24-volume book series Globalisation and Comparative

Education (Springer, 2009 and 2016).
He edits the following journals below:
http://www.jamesnicholaspublishers.com.au/journals/ct/; Editor, Curriculum and
Teaching, volume 30, 2016.
http://www.jamesnicholaspublishers.com.au/journals/es/; Editor, Education and
Society, volume 33, 2016
http://www.jamesnicholaspublishers.com.au/journals/wse/ Editor, World Studies
in Education, volume 16, 2016
His works are found in 265 publications in 4 languages and 9020 university
library holdings globally. He is the recipient of the 2012 Excellence in Research
Award, the Faculty of Education and Arts, the Australian Catholic University. The
award recognizes the high quality of research activities and particularly celebrates
sustained research that has had a substantive impact nationally and internationally.
He was also a recipient of the Australian Awards for University Teaching in 2011
(Citation for Outstanding Contributions to Student Learning, for an innovative,
influential, and sustained contribution to teacher education through scholarship and
publication). He received the vice-chancellor’s Excellence in Teaching Award in
April, 2004, at the Australian Catholic University (Melbourne Campus). He was
awarded an ARC Discovery Grant (with T. Taylor, Monash University) for 2011–
2015 for a comparative analysis of history national curriculum implementation in
Russia and Australia ($315,000). He was elected as fellow of the Australian College
of Educators (June 2013).
He worked (with Professor Fred Dervin, University of Helsinki) on the UNESCO
report 2014/2015: The UNESCO Governance in education: Diversity and effective-
ness. BRICS countries. Paris: UNESCO (2015).

Faculty of Education and Arts Joseph Zajda

Australian Catholic University
Melbourne, Australia
Contents

1 Globalisation and Human Rights Education: Emerging Issues ......... 1

Joseph Zajda and Sev Ozdowski

Part I Research Trends in Globalisation

and Human Rights Education
2 Universal Human Rights Education for the Post-2015
Development Agenda .............................................................................. 15
Gillian MacNaughton and Konstantinos Koutsioumpas
3 From Human Rights to Global Citizenship
Education: Movement, Migration, Conflict
and Capitalism in the Classroom........................................................... 35
Chrissie Monaghan and Carol Anne Spreen
4 Changing the Culture of Child Rights Through Education ................ 55
Yvonne Vissing
5 Globalization, Decentralization and Local Governments
International Networking on Human Rights........................................ 73
Leonardo Diaz Abraham
6 Curriculum Reform in Transitional Justice Environments:
The South African Human Rights Commission,
Human Rights Education and the Schooling Sector............................ 87
Felisa Tibbitts and André Keet
7 The Role of Human Rights Education in Social Movements:
Case Studies in South Africa and the United States ............................ 111
Sandra Sirota
8 Human Rights Education in the Context of Global Education .......... 127
Boguslawa Bednarczyk

xiii
xiv Contents

Part II Globalisation and Human Rights Education:

Policy and Pedagogy
9 The Importance of Including Human Rights Education
in Primary and Secondary Schools: A Focus on Empathy
and Respect .............................................................................................. 145
Stephanie Yamniuk
10 Human Rights Education with Children in Global South .................. 159
Behnaz Tavakoli
11 Building Bridges to Religions by Justifying Human Rights................ 169
Peter G. Kirchschlaeger
12 Racism, Equality and Civil Liberties in a
Multicultural Australia........................................................................... 187
Sev Ozdowski
13 Human Rights Education: Refugees and Asylum
Seekers’ Right to Education ................................................................... 221
Iris BenDavid-Hadar
14 Human Rights Education and Intercultural Education ...................... 239
Fred Dervin
15 Human Rights in History Textbooks ..................................................... 251
Jan Blaauw
16 Globalisation and Research in Human Rights Education................... 265
Joseph Zajda and Sev Ozdowski

Index ................................................................................................................. 273

Contributors

Boguslawa Bednarczyk is Professor and Dean of the Department of International

Relations (2002–2012) and the Director of the Human Rights Center (2006–
present) at the A. F. Modrzewski University, Krakow, Poland. Until 2014 she was
Professor at the Institute of Political Science and International Relations,
Jagiellonian University /Krakow/Poland. Her academic and research interests
focus on legal and political aspects of human rights protection and promotion, his-
tory of political ideas and international relations. She has published numerous
articles on different aspects of human rights in various journals and has spoken on
international issues at international conferences through Europe, the USA, Asia
and Africa. E-mail: boguslawa.bednarczyk@uj.edu.pl

Iris BenDavid-Hadar is Assistant Professor at the School of Education Bar-Ilan

University, Israel. Dr. BenDavid-Hadar holds a BA in Economics and Statistics
from Tel-Aviv University and has earned her PhD at Bar-Ilan University, previ-
ously a visiting scholar at Stanford University. She is a Member of the Editorial
Advisory Board of the Journal of Education Finance (JEF) and a Member of the
Board of Advisors of the National Education Finance Conference (NEFC). Her
research foci are education finance policy, justice and the relationship between
redistribution mechanisms and state competitiveness and cohesiveness. Her papers
have been published in international journals such as World Studies in Education,
Education Economics, Education Finance and Education and Society. E-mail:
iris.bendavidhadar@gmail.com

Jan Blaauw is a PhD candidate in the Faculty of Arts at the University of Groningen
in the Netherlands. He is researching the phenomenon of history textbook censor-
ship in contemporary democracies. He is historian by education, journalist by pro-
fessional experience of more than a decade and holder of a degree in history
teaching. He is interested in textbook related controversies, conflicts related to text-
book authorization and the reciprocal relationships between authority and history
education in democratic societies. He recently published ‘Restriction in the Age of
Rights and Choice’ in World Studies in Education Vol. 16:1 (2015) and ‘Textbook

xv
xvi Contributors

Conflicts and Legitimacy Production’ in the proceedings of the 2014 conference

‘Censures, d’hier à aujourd’hui. Histoire des censures dans le monde, du XVIIIe
siècle à nos jours’ by Rennes University Press. He hopes to complete his disserta-
tion in 2016. E-mail: j.r.blaauw@rug.nl

Fred Dervin is Professor of Multicultural Education at the University of Helsinki

(Finland). He specializes in language and intercultural education, the sociology of
multiculturalism and linguistics for intercultural communication and education. He
has widely published in international journals on identity, the ‘intercultural’ and
mobility/migration. He has published over 20 books, including Politics of
Interculturality (co-edited with Anne Lavanchy and Anahy Gajardo, Newcastle:
CSP, 2011), Impostures Interculturelles (Paris: L’Harmattan, 2012) and Linguistics
for Intercultural Education (co-edited with Tony Liddicoat, New York: Benjamins).
He is the series editor of Education beyond borders (Peter Lang), Nordic Studies on
Diversity in Education (with Kulbrandstad and Ragnarsdóttir; CSP), Post-
intercultural communication and education (CSP) and Palgrave Studies on Chinese
Education in a Global Perspective (Palgrave with Xiangyun Du). E-mail: fred.
dervin@helsinki.fi

Leonardo Diaz Abraham is Professor, Universidad Autónoma Metropolitana,

México City, México. He has completed his graduate studies at the Graduate
Institute of Development and Cooperation of the Complutense University of Madrid.
He also earned his BA in Political Science and Public Administration at the National
Autonomous University of Mexico, with honors. He has participated in conferences
and seminars in Mexico, Spain, France, England and Ukraine. He has served since
1997 as a full-time research professor at the Autonomous University of Campeche.
He is currently teaching in the Department of Social Sciences at the Autonomous
Metropolitan University. He has taught undergraduate and graduate courses on
issues related to political and economic history of Mexico, functions and dynamics
of the local public administration in Mexico, State and Public Administration in
Mexico and international cooperation for development and human rights. E-mail:
leondiaz2000@yahoo.com

André Keet is a Research Associate with the Centre for the Advancement of Non-
Racialism and Democracy at the Nelson Mandela Metropolitan University and the
Director of the Institute for Reconciliation and Social Justice (IRSJ) at the University
of the Free State, South Africa. He serves on various structures in the human rights
and higher education sectors. He is a productive social justice researcher, higher
education practitioner and academic citizen. His research and postgraduate supervi-
sion focus on Social Justice, Social Cohesion and Reconciliation; Critical Studies
in Higher Education Transformation; and Human Rights and Human Rights
Education. E-mail: andrekeet@gmail.com
Contributors xvii

Peter G. Kirchschlaeger is Co-director of the Centre of Human Rights Education

(ZMRB) of the University of Teacher Education Lucerne, Switzerland; Private
Lecturer at the University of Fribourg, Switzerland; Member of the Board of the
Swiss Centre of Expertise in Human Rights; Fellow at the Raoul Wallenberg
Institute of Human Rights and Humanitarian Law, Sweden; Research Fellow at the
University of the Free State, Bloemfontein, South Africa. He is consultative expert
of international organizations (the UN, UNESCO, OSCE, EU and Council of
Europe), companies and NGOs, including Amnesty International. E-mail: peter.
kirchschlaeger@phlu.ch

Konstantinos Koutsioumpas is a PhD candidate and graduate assistant in the

School for Global Inclusion and Social Development at the University of
Massachusetts Boston. He received his BSc from the Democritus University of
Thrace, in Greece; MSc from Teesside University in UK and a fellowship with the
Indian Spinal Injuries Centre in India. His studies have an emphasis on the intersec-
tion of research, policy and practice to advance sport and human rights as means of
transformative empowerment and social change. E-mail: Konstantinos.Kout001@
umb.edu

Gillian MacNaughton is an Assistant Professor in the School for Global Inclusion

and Social Development at the University of Massachusetts Boston, an affiliate
member of the Economic and Social Rights Research Group at the University of
Connecticut and an international human rights lawyer. She previously served as the
Executive Director of the Program on Human Rights and the Global Economy at
Northeastern University School of Law; has taught at Brandeis University (USA),
the University of Sarajevo (Bosnia) and the University of Oxford (UK); and has
consulted on projects for WHO, UNICEF, The World Bank, the UN Special
Rapporteur on the right to health and several NGOs. E-mail: gillian.macnaughton@
umb.edu

Chrissie Monaghan is a Lecturer in the Department of Humanities and Social

Sciences at New York University’s Steinhardt School of Education. Her research
focuses on education in emergencies (specifically refugee education), human rights
education, and peacebuilding and education. She also currently works as a Program
Officer with the Global Coalition to Protect Education from Attack to support the
Coalition’s research initiatives and is working with UNICEF to carry out an evalu-
ation of the Peacebuilding, Education and Advocacy Program in Ethiopia and
Kenya. E-mail: chrissie.monaghan@gmail.com

Sev Ozdowski is Director, Equity and Diversity at the University of Western

Sydney, Hon. Professor in the Centre of Peace and Conflict Studies, the University
of Sydney, and President of the Australian Council for Human Rights Education. He
played a major role in the development of federal multicultural and human rights
policies and institutions in Australia. As the Human Rights Commissioner (2000–
2005) in Australia, he conducted the ground-breaking National Inquiry into Children
xviii Contributors

in Immigration Detention: A Last Resort?” and the National Inquiry into Mental
Health Services “Not for Service”. He has worked in senior government positions
for over 20 years and published widely on refugee issues, multiculturalism and
human rights. Currently, he works at two Australian universities and is Chair of the
Australian Multicultural Council and of the Australian Council for Human Rights
Education. E-mail: s.ozdowski@uws.edu.au

Sandra Sirota is a doctoral fellow at Columbia University Teachers College in the

International and Comparative Education Program, specializing in Peace and
Human Rights Education. She co-founded the Advocacy Lab, a non-profit organiza-
tion providing human rights education to secondary school students in New York
City and was on the steering committee of Human Rights Educators USA from
2012 to 2014. Sirota holds a Master’s degree in International Human Rights from
the University of Denver, Korbel School of International Studies and a Bachelor’s
Degree in Anthropology from Cornell University. Her research interests include
human rights; peace and human rights education; civic education; social move-
ments; qualitative, quantitative and mixed methods research; and education in sub-
Saharan Africa (Uganda, Rwanda, Kenya and South Africa) and the United States.
Sirota is currently conducting research on human rights education networks in
South Africa and the United States. E-mail: sls2218@tc.columbia.edu

Carol Ann Spreen is Associate Professor of International Education in the

Department of Humanities and Social Sciences at New York University’s Steinhardt
School of Education. Her scholarship brings together interdisciplinary and com-
parative approaches to examining education policy and practice. Her current
research projects address three areas: (1) teachers lives and work, i.e. understanding
how international policies and organizations impact teachers and classroom practice
(e.g. teacher migration, curriculum reform, accountability and testing movements);
(2) defining educational quality and school achievement beyond standardized tests
through a rights-based framework; and (3) exploring various dimensions, i.e. devel-
opment, implementation and impact of human rights education and global citizen-
ship education programming. Dr. Spreen’s research has been published in a variety
of leading peer-reviewed academic journals (Comparative Education Review,
Comparative Education and the International Journal of Education Development,
Southern African Review of Education and Perspectives in Education), in peer-
reviewed book chapters and in several monographs or as published proceedings
from various consultative groups. E-mail: spreen@nyu.edu

Behnaz Tavakoli was born in Tehran, Iran. After earning his Bachelor degree, he
began to work voluntarily in society for protecting the rights of the child (SPRC) in
Iran. This experience motivated him to academically deepen his knowledge in the
field, through studying ‘European Master of Childhood Studies and Children’s
Rights’ at Free University of Berlin. He is currently a doctoral candidate at Humboldt
University of Berlin, supervised by Prof. Dr. Detlef Pech and Prof. Dr. Claudia
Lohrenscheit. E-mail: Behnaz.Tavakoli@hu-berlin.de
Contributors xix

Felisa Tibbitts is Professor of the Institute for Reconciliation and Social Justice
(IRSJ), University of the Free State, South Africa. She is the Founder and Senior
Advisor of Human Rights Education Associates (HREA – www.hrea.org), which
she directed from 1999 to 2010. She has worked with government and international
agencies in developing curriculum and policies that support the integration of
human rights into teaching and training, including the Office of the UN High
Commissioner for Human Rights, UNICEF, UNESCO, UNDP, OSCE, the Council
of Europe, the Organization of American States and non-governmental organiza-
tions, such as Amnesty International. She has been engaged in adult trainings in
over 20 countries, serves on numerous advisory committees and has published arti-
cles, book chapters and manuals addressing such topics as HRE in schools and the
empowerment model of HRE. She has guest edited special issues of Intercultural
Education and Journal of Social Science Education. E-mail: fltibbitts@gmail.com

Yvonne Vissing is Professor and Policy Chair for the United Nations Convention
on the Rights of the Child, Founding Director of the Center for Childhood & Youth
Studies and Chair of the Sociology Department at Salem State University in Salem,
Massachusetts, USA. E-mail: yvissing@salemstate.edu

Stephanie Yamniuk teaches at the University of Manitoba, focusing on children’s

rights, family resilience, cross-cultural education, relationships between schools
and families and multicultural families. She was a guest speaker on the child’s right
to participate at the Centre for Human Rights Research and Canadian Museum for
Human Rights, 2011 Critical Conversation lecture series, The Idea of a Human
Rights Museum, and at the 2014 International Conference on Human Rights
Education. She has spoken on cultural competence for educators, and the impact of
the social issues of class, ability, gender and ethnicity/race on a student’s experience
in school. She is completing her Doctorate in Education, with a focus on resilience
in refugee children and families. Her research is titled, ‘A Phenomenological Inquiry
into the Resilience of Refugee Youth in Manitoba Schools: A Sociocultural and
Social Ecological Perspective’. She has served as Regional Director for UNICEF
Canada, Prairies Region, and has worked at the Canadian Red Cross in Manitoba.
For many years, Stephanie has worked with International Students, and has trav-
elled to Ukraine in her work and advocacy with UNICEF Canada. She is a public
speaker on building family strengths, resilience in refugee families, cultural compe-
tence and the CFRRAGE issues (class/culture, family, race/ethnicity, religion, abil-
ity, gender and education). E-mail: stephanie@shar.ca

Joseph Zajda is Associate Professor in the Faculty of Education and Arts at the
Australian Catholic University (Melbourne Campus). He specializes in globalisa-
tion and education policy reforms, social justice, history education and values edu-
cation. He has written and edited 32 books and over 150 book chapters and articles
in the areas of globalisation and education policy, higher education, and curriculum
reforms. He is also the editor of the 24-volume book series Globalisation and
Comparative Education (Springer, 2009 and 2016). Recent publications include:
xx Contributors

Zajda, J. (2014). The Russian Revolution. In G. Ritzer & J. M. Ryan (Eds.), The
Wiley-Blackwell Encyclopedia of Globalization Online; Zajda, J. (2014). Values
Education. In D. Phillips (Ed.), Encyclopedia of Educational Theory and Philosophy.
Thousand Oaks: Sage. He edits World Studies in Education, Curriculum and
Teaching and Education and Society for James Nicholas Publishers. His works are
found in 265 publications in four languages and 9,105 university library holdings
globally. He was awarded ARC Discovery Grant ($315,000) Globalising Studies of
the Politics of History Education: A Comparative Analysis of History National
Curriculum Implementation in Russia and Australia (with A. Taylor, Monash
University, 2011–2015). Elected as Fellow of the Australian College of Educators
(June 2013). E-mail: joseph.zajda@acu.edu.au
Chapter 1
Globalisation and Human Rights Education:
Emerging Issues

Joseph Zajda and Sev Ozdowski

Abstract Globalisation, economic, cultural and social change has affected the
nature of the debate in human rights education. The chapter explores human rights
education research and the problematic relationship between human rights educa-
tion and the state, against the background of globalisation, and social and cultural
factors. Human rights education is an attempt to answer the following question:
How can we contribute to the creation of a more equitable, respectful, peaceful and
just society for everyone globally.

Keywords Access • Accountability • Children’s rights • Citizenship education •

Critical pedagogy • Culture • Democracy • Discourse • Discrimination • Equality •
Ethnicity • Freedom • Globalization • Human rights • Human rights education •
Human rights policy documents • Human rights violations • Ideology • Inequality •
Justice • Moral education • Poverty • Poverty eradication • Prejudice • Social action
• Social inequality • Social justice • Social stratification • Tolerance • United Nations
• UNESCO • Values

Research on Human Rights Education: History

Human rights education is essential to the full realization of human rights and fun-
damental freedoms and contributes significantly to promoting equality, respect for
human dignity, preventing discrimination and enhancing participation in democratic

J. Zajda (*)
Faculty of Education and Arts, School of Education, Australian Catholic University,
East Melbourne, VIC, Australia
e-mail: joseph.zajda@acu.edu.au
S. Ozdowski
Equity and Diversity, University of Western Sydney,
PO Box A959, Sydney South, NSW 1235, Australia
Centre of Peace and Conflict Studies, The University of Sydney,
Sydney, NSW, Australia
e-mail: s.ozdowski@uws.edu.au

© Springer Science+Business Media Dordrecht 2017 1

J. Zajda, S. Ozdowski (eds.), Globalisation, Human Rights Education and
Reforms, Globalisation, Comparative Education and Policy Research 17,
DOI 10.1007/978-94-024-0871-3_1
2 J. Zajda and S. Ozdowski

processes. It reflects societal standards that need to be learned by each generation

and transferred to the next. The United Nations produced two important policy
reports on human rights in 1966: The International Covenant on Civil and Political
Rights (ICCPR) (1966), and the International Covenant on Economic, Social and
Cultural Rights (drafted in 1954 and signed in 1966). The later declared that all
humans have the rights to health, food and employment. The United Nations’ (2015)
Millennium Development Goals Report focused on poverty eradication as the great-
est global challenge facing the world, and economic rights, such as food, health, and
education (United Nations 2015). Its first goal was to ‘Eradicate extreme poverty
and hunger’ (p. 14). However, what is also missing in the discourse of human rights
education is the politics of human rights. It has to be accepted that human rights
policy documents are not neutral, but are inherently political in their origin, devel-
opment and application.
There is a great deal of empirical evidence on the occurrence of different types
of human rights violations in many countries today. In its 2015 Human Rights Risk
Atlas, global analytics firm Maplecroft revealed that in the past 6 years, the number
of countries with an ‘extreme risk’ of human rights offenses has risen dramatically
to 34 (The Human Rights Risk Atlas 2015).
Human rights education research has grown in its significance since its humble
beginnings in 1948, when the United Nations adopted the Universal Declaration of
Human Rights (UDHR) which established the right to education by declaring in its
Preamble that we all should ‘strive by teaching and education to promote respect
for these rights and freedoms’ and in Article 26 directing us to work for ‘the full
development of the human personality and to strengthening of respect for human
rights and fundamental freedoms.’
During the last 70 years human rights policies and standards were defined and a
range of education programs, curricula and best practices were developed, both
internationally and locally, to advance human rights education. Initially, UNESCO
took the UDHR challenge and become the first noted human rights education world
champion. However, only after the end of Cold War, human rights education became
a core activity for the United Nations and its agencies. The 1993 World Conference
on Human Rights was the circuit breaker. The resulting Vienna Declaration and
Programme of Action acknowledged that human rights education is ‘essential for
the promotion and achievement of stable and harmonious relations among commu-
nities and for fostering mutual understanding, tolerance and peace.’ (Part II. D,
para. 78). The key advancements followed with the announcement of the United
Nations Decade for Human Rights Education (1995–2004) and establishment of the
2005 World Program for Human Rights Education of which the third phase is to
continue to 2019. Added to this is the integration of human rights into the frame-
work of the Millennium Development Goals (MDGs) for 2001–2015. The
Millennium Declaration recognized the ‘interdependence of social development,
human rights and global peace’ (MacNaughton and Koutsioumpas 2016).1 By now,
the human rights education is not only about UN pronouncements or officially
endorsed standards and pedagogy, but is also an important social movement with
many grass roots activities aiming to make a difference by making human rights
accessible to all.
1 Globalisation and Human Rights Education: Emerging Issues 3

Defining Human Rights

There are numerous definitions and conceptions of human rights. There exists a
global consensus that human rights refer to freedom, justice, and equality: the rights
that are considered by most societies to belong automatically to everyone. Ozdowski
(2015) stresses that human rights help us to recognise that every person has ‘inher-
ent dignity and value’ and that in this sense human rights are global – they are the
same for all people. This is what makes human rights truly ‘universal’ and global.
Furthermore, human rights, from a cultural perspective, are international mores,
and norms that help to protect all people everywhere from severe political, legal,
and social abuses. Human rights include the right to freedom, diversity, privacy, due
process, and property rights. The right to freedom of religion, the right to a fair trial,
and the right to engage in political activity are significant principles of a pluralist
democracy. These rights exist in morality and in law at the national and international
levels. The main sources of the contemporary conception of human rights are the
Universal Declaration of Human Right (United Nations 1948). The 1948 United
Nations Universal Declaration of Human Rights defined the fundamental rights of
people, including:
• The right to life
• Freedom of thought, opinion, and religion
• The right to a fair trial and equality before the law
• The right to work and education
• Freedom from torture and arbitrary arrest
• The right to participate in the social, political and cultural life of one’s country.

Social and Cultural Dimension of Human Rights Education

The creation of a more equitable, respectful, inclusive, and just society for everyone
is a dream for all concerned citizens on spaceship Earth, be they democratic policy
makers, empowering and egalitarian pedagogues, and informed and active citizens,
who believe in human rights education and the much needed policy reform. The
United Nations declared 1995–2004 as the Decade of Human Rights Education. It
stressed that the human rights education was a powerful tool to fight racism and
discrimination in all spheres of education and in society. Social and cultural dimen-
sions of human rights education include ideology, power, inequality, education,
gender, ethnicity, race, religion, and social justice.
Major discourses of human rights education remain at a policy rhetoric and
humanistic pedagogy level. As such they tend to be uncritical of the existing status
quo of legitimized social and economic inequality. We could ask the following:
What social action is needed to move from proclaiming the rights and obligations of
people in a given country, towards effective and empowering implementation of
those rights and obligations? How can we best ensure that the rhetoric of human
4 J. Zajda and S. Ozdowski

rights is matched by reality? We need to recognise that the ideology and the politics
of human rights play a significant part in the discourse of human rights education.
Furthermore, there is an ambivalent nexus between social stratification, inequal-
ity and human rights. The greater the social inequality, the less one finds human
rights and social justice. The prospect of widening inequalities in education, due to
market-oriented schooling, and substantial tolerance of inequalities and exclusion,
are more than real (Milanovic 2012, 2013). Access and equity continue to be endur-
ing concerns in education. This was confirmed in the OECD (2009) study: ‘Across
OECD countries, over 40 % with less than an upper secondary qualification are not
even employed…Even those with higher levels of education are vulnerable if they
become unemployed. Around half of the unemployed young adults aged 25–34 with
lower and upper secondary attainments are long-term unemployed’ (OECD 2009,
p. 13).

Children’s Rights

Human rights education is particularly relevant to teaching children’s rights.

Ozdowski (2009b) in An absence of human rights: Children in Detention, stated
that ‘The imprisonment of children under mandatory detention policy in Australia’s
detention camps was one of the worst, if not the worst, human rights violations in
the Australia’s post World War II history’.
Children have the right to special protection because of their defencelessness
against mistreatment. The first United Nations statement devoted exclusively to the
rights of children was the Declaration on the Rights of the Child, adopted in 1959.
This was a moral rather than a legally binding document. In 1989 the legally binding
Convention on the Rights of the Child was adopted by the United Nations. In 54
articles the Convention incorporates the whole spectrum of human rights – civil,
political, economic, social and cultural – and sets out the specific ways these should
be ensured for children and young people.
• Around 11 million children die each year from largely preventable diseases
caused by lack of clean water and inadequate health care. Through improved
access to clean water, food and immunisation, the lives of many children are
being saved.
• Around 101 million primary school age children worldwide are not enrolled in
school. Most of these are girls. Millions more children are enrolled in schools
now than at any time in history.
• Around one in six children aged from 5 to 14, 16 % of this age group, are work-
ing around the world.
• Close to two million children have been killed in armed conflicts in the past
decade.
• Nearly all countries in the world have signed the Convention on the Rights of the
Child (CRC), and committed themselves to promoting, protecting and fulfilling
the rights of children (Zajda 2010).
1 Globalisation and Human Rights Education: Emerging Issues 5

Conceptualising Human Rights Education

Fundamentally, human rights education movement refers to the transfer and acqui-
sition of knowledge concerning human rights and the necessary skills of how to
apply them. Human rights education is also about adoption of universal values and
behaviours that are respectful of others and compliant with such universal stan-
dards. This is especially important in a globalised world, where many different cul-
tures and religions meet and need to interact peacefully (Zajda 2015). The UDHR
in particular, and other relevant treaties, provide us with universally agreed basic
standards of decent behaviour; standards that are cross-cultural and trans-national.
Thus, human rights education provides us with an all-important link between uni-
versal and therefore global human rights standards and local values and practices.
As such, human rights education encourages intercultural dialogue, reduces con-
flict and builds mutual respect around universal values. It delivers an important
peace building capacity, as it develops the relevant knowledge, skills, understanding
and attitudes: all necessary for a peaceful and harmonious co-existence. It also
empowers individuals to participate in a broader community and in authentic demo-
cratic processes which promote inclusive citizenship, equality and advancement of
the rule of law (Ozdowski 2005).
Some recent research suggests that human rights education does not address our
growing diversity and interdependence, which is needed to help students address
global complexities affecting their lives (Spreen and Monaghan 2015). We need to
explore research dealing with the recent shift from HRE to Global Citizenship
Education (GCE) (Dill 2013; Spreen and Monaghan 2015).
There are many models of human rights education. Tibbitts (2002) for example,
identifies three predominant models that are ‘linked implicitly with particular target
groups and a strategy for social change and human development’ (p. 163). These
include the Values and Awareness Model, which focuses on HRE in school curricula
and public awareness campaigns as a primary vehicle of transmitting basic knowl-
edge of human rights issues and the Universal Declaration of Human Rights
(UDHR); the Accountability Model which targets professionals directly involved in
public or civil service (e.g. lawyers, policemen) and focuses on knowledge related
to specific rights instruments and mechanisms of protection; and the Transformational
Model which seeks to empower vulnerable populations to recognize human rights
abuses and to commit to their prevention (see also Tibbitts 2008).

Current Research on Human Rights Education

Contemporary research questions in human rights education can be summarized as

follows:
1. How can researchers and educators better understand and analyse human rights
education within specific cultural contexts
6 J. Zajda and S. Ozdowski

2. How are human rights conceptualised in different nations globally?

3. Will a better knowledge and critical understanding of human rights produce bet-
ter pedagogical outcomes in schools?
4. Are there ideological differences in implementing human rights education in
developed and developing countries?
5. What is the development and impact of human rights education on nations, char-
acterised by neo-colonialism, dictatorship, totalitarianism, oppression, violence,
wars and conflicts?
6. How can we use comparative education research in promoting a more balanced
and effective human rights education globally? (Adapted from Contemporary
issues in human rights education 2011)
In general, human rights education research globally, can be divided into three
broad categories: humanism, progressivism, and reconstructionism. These corre-
spond to curriculum theorising and curriculum design models over the last five
decades.
Humanistic perspective in education and human rights education focuses on
knowledge, the enhancement of human development, autonomy, and values.
According to Aloni (2014), humanistic education is grounded in the Universal
Declaration of Human Rights and the Rights of the Child:
humanistic education, designates a variety of educational theories and practices that are
committed to the world-view and ethical code of Humanism; that is, positing the enhance-
ment of human development, well-being, and dignity as the ultimate end of all human
thought and action – beyond religious, ideological, or national ideals and values. Based on
a long philosophical and moral tradition and manifested in the UN’s Universal Declaration
of Human Rights and the Rights of the Child (Aloni 2014).

Similarly, Veugelers (2011) presents a humanist perspective on the development of

values and norms, as well as citizenship education. He shows how discourses on
values have changed in the last decades and what the possibilities are for a humanist
perspective on both autonomy and social involvement. He argues for a ‘critical
democratic citizenship with a strong focus on meaning-making, diversity, bridging,
and embedding morality development in political processes of social justice’ (p. 4).
Kiwan (2015) in her human rights research, like Veugelers (2011), also focuses
on what it means to be a human being within the context of the Universal Declaration
of Human Rights, and citizenship education. If the source of human rights is the
individual’s moral nature, then individuals are guided by their moral compass. In
short, human rights are value-based, hence normative. Having accepted that moral
education is an essential and defining part of human beings, we can move on to the
nexus between values and active citizenship education. Consequently, Kiwan (2015)
argues that contemporary human rights discourses are ‘increasingly coupled’ to citi-
zenship education.
Progressivist perspective in education was developed to stress the individual and
experiential learning, best captured by John Dewey and his child-centred pedagogy.
Dewey focused on the child’s personal experience in learning in his book Democracy
and Education (1916), which became a guide for progressivist and experiential
1 Globalisation and Human Rights Education: Emerging Issues 7

pedagogy during the twentieth century. This was a new thinking in education, in
contrast to the traditional education of the nineteenth century, which was based on
preparation for the university. Learning by doing, or experiential learning, is the key
principle of progressivist pedagogy. Experiential learning, as opposed to traditional
and rote learning, denotes knowledge acquired from experience, rather than formal
schooling (Dewey 1938). Experiential learning theory (ELT) defines learning as
‘the process whereby knowledge is created through the transformation of experi-
ence. Knowledge results from the combination of grasping and transforming experi-
ence’ (Kolb 1984). ELT offers a pragmatic and holistic perspective of the learning
process. Experiential learning can be traced to the experimental pedagogy of John
Dewey, Jean Piaget, Carl Rogers, Ivan Illich, Paulo Freire and others. Experiential
learning is relevant to other major educational theories, ‘including: critical peda-
gogy, progressive pedagogy, empowerment-based pedagogy, and transfomational
pedagogy’ (Zajda 2008).
Reconstructionist perspective in education and human rights education focuses
on improving people’s lives in their cultural settings. Since culture is ubiquitous in
our society, with its core elements of ideology, organizations, language, values and
technology, it is most relevant to human rights education. By examining the existing
economic and social conditions, defining inequality, individuals become more
aware of factors responsible for it, and engage in social actions to change the condi-
tions perpetuating economic and social inequality. The Transformational Model of
human rights education of Tibbitts (2008), is an excellent example of this.

Human Rights Education and Implementation and Emerging

Issues

Recent research suggests that human rights education is recognised as an essential

tool for building stability in post-conflict societies (Holland 2010; Smith 2010;
Unicef 2011; United Nations 2015). In some circumstances, it can also deal effec-
tively with racism, bigotry and xenophobia (Ozdowski 2009a). However, at the
same time, many human rights education questions remain unanswered.
To what extent, in today’s context of globalization and fragmentation, can human
rights be translated into local action? What gets lost in claims of authentic human
rights? How do we introduce human rights-based approaches in fields such as health
care, education, in order to reduce social inequality and combat poverty, both locally
and globally? The possible answers are embedded in the politics of human rights.
Human rights education is not only about principles and goals. It is also a dialogue
about tools and methodologies that can be used to deliver the quality and value-added
education, which reflects the values of social justice and human rights. It deals with
questions of strategies and priorities. For example, should we concentrate on human
rights education for legal professionals, in developing countries, or perhaps, should
we give a priority to community learning or focus on primary school children. It is
also about pedagogy and curriculum development that are appropriate and effective.
8 J. Zajda and S. Ozdowski

While a number of HRE researchers have addressed the relevance of citizenship

education in critiquing current trends in HER policy and pedagogical practice
(Monaghan and Spreen 2016; Spreen and Monaghan 2015), only a few scholars
have discussed other concepts and topics, such as identity politics, ideology, social
inequality, race, gender, language awareness and intercultural dialogue, which are
equally relevant to the critical discourse analysis of HRE policy and pedagogy, both
locally and globally (Tulasiewicz and Zajda 1998; Zajda and Freeman 2009; Zajda
et al. 2009; Zajda 2009; Tulasiewicz 2015).
Despite the seemingly egalitarian spirit of the reforms for human rights educa-
tion, equality and social justice in education and, in view of the market forces dictat-
ing privatisation, decentralisation and marketisation in educational institutions,
ambivalent legacies of the past, and unresolved critical education and policy issues,
pertaining to social justice, continue, by and large, to remain the same, and are still
on the policy agenda (Zajda 2015). There is a need to consider issues in human
rights and social justice with reference to all citizens globally, including indigenous
people. According to the UNICEF data, there are an estimated 300 million indige-
nous people worldwide, roughly 5 % of the world’s population. Despite this signifi-
cant presence, national schooling systems have ‘ignored, minimized, or ridiculed
their histories pre- and post-Western contact, as well as their cultural contributions
toward social and environmental sustainability’ (Arenas et al. 2009).
Some researchers have argued that human rights and social justice are difficult to
achieve in a society where social inequality debate is dormant. The difficulty of
attaining social justice in the global economy was explained by Rikowski (2000),
who argued that sustainable social justice is impossible on the basis of social strati-
fication globally.
The challenge we face today is one of addressing equity and fairness in the global
community. The full promotion of economic, social and cultural rights will demand
a deep political, social and cultural change in many nations globally.
The future will depend as well on our ability to make human rights education
relevant beyond the spheres of law, political institutions, or international relations.
Human rights education must be explored and understood by all active citizens,
irrespective of ideology, race, ethnicity, gender, or religion. The effects of globalisa-
tion compel us to address issues of economic and social equity, the rule of law and
meaningful participation in real and authentic decision-making.
In the re-envisioning of the human rights education, as a social action platform
for social justice, peace and tolerance, we need to re-examine:
• Current evidence concerning the nexus between social justice, cultural transfer-
ability and human rights
• Competing and contested democracy models
• Language issues in cross-cultural research, intercultural dialogue and education
• Issues of race and ethnicity in the discourses surrounding regional and global
cultures
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Pain and modification of sensation in,

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Vaso-motor and trophic disturbances,

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GENERAL INDEX.
 A.

Abdominal Glands, Diseases of, ii. 1182

Abortion, iv. 467

Acne, iv. 641

rosacea, iv. 647

Addison's disease, iii. 939

Alalia, iv. 569

Albinismus, iv. 647

Albuminuria, iv. 34

Alcoholism, v. 573

Alimentation, rectal, ii. 928

Alopecia, iv. 678

areata, iv. 680

Amblyopia, toxic, iv. 803

Amenorrhœa, iv. 183

Anæmia, iii. 887

progressive pernicious, iii. 898

Anæsthesia of peripheral origin, v. 1198

Aneurism, abdominal, iii. 821

thoracic, iii. 801

Angina pectoris, iii. 755

Angioma, iv. 688

Anidrosis, iv. 584

Ankyloglossia, ii. 349

Anthrax, i. 926; iv. 606

Anus, cutaneous eruptions and parasitic conditions of, ii. 892

syphilis of, ii. 900

Anus and Rectum, Diseases of, ii. 877

fissure of, ii. 888

prolapse of, ii. 881

Aorta, aneurism of, iii. 801, 821

atheroma of, iii. 800

perforation and occlusion of, iii. 824

rupture of, iii. 823

stenosis of, iii. 825

Aortic insufficiency, iii. 659

obstruction or stenosis, iii. 654

Apoplexy, cerebral, v. 917

 pulmonary, iii. 293

Artery, coronary, diseases of, iii. 828

hepatic, aneurism of, iii. 840

inferior mesenteric, diseases of, iii. 839

pulmonary, diseases of, iii. 833

superior mesenteric, diseases of, iii. 836

Arthritis, gonorrhœal, ii. 102

rheumatoid, ii. 78

Ascaris lumbricoides, ii. 952

Ascites, ii. 1153

Asthma, Bronchial, iii. 184

Hay, iii. 210

Atelectasis, iii. 251

Athetosis, v. 457

Atrophy, v. 1266

facial, progressive unilateral, v. 694

Auditory canal, external, diseases of, v. 811

Auricle, external ear, diseases of, iv. 810

B.

Baldness, iv. 678

Battey's operation, iv. 290

Barber's itch, iv. 723

Basedow's disease, iii. 761

Bed-bugs, iv. 733

Bell's palsy, v. 1202

Beriberi, i. 1038

Bile-ducts, catarrh of, ii. 1051

Biliary concretions, ii. 1058

Biliary passages, affections of, ii. 1051

occlusion of, ii. 1082

Biliousness, ii. 965

Bladder, atony and paralysis of, iv. 133

atrophy and hypertrophy of, in women, iv. 348

diseases of, iv. 123

functional diseases of, in women, iv. 349

hemorrhage of, iv. 134, 340

hyperæmia of, in women, iv. 339

inflammation of, acute and chronic, iv. 123, 126, 128, 341

neuroses of, iv. 132

 new growths of, iv. 136

paralysis of, in women, iv. 350

Blood and Blood-glandular System, Diseases of, iii. 882

Boils, iv. 604

Bowel, compression and contraction of, ii. 857

stricture of, ii. 854

Bowels, hemorrhage from, ii. 830

Brain, abscess of, v. 792

atrophy of, v. 993

hypertrophy of, v. 996

inflammation of, v. 790

softening of, v. 989

syphilis of, v. 1003, 1017

and its Envelopes, Tumors of, v. 1028

Spinal Cord, Concussion of, v. 907

Diseases of Membranes of, v. 703

Hyperæmia and Anæmia of, v. 763, 774

Bright's disease, iv. 72

Bromidrosis, iv. 584

Bronchi, Diseases of, iii. 164

Bronchial Asthma, iii. 184

tubes, dilatation of, iii. 227

Bronchitis, acute and chronic, capillary, mechanical, pseudo-

membranous, and rheumatic, iii. 169, 170, 171, 172, 173, 174

C.
Caisson Disease, the, iii. 855

Calculi, hepatic, ii. 1058

renal, iv. 42

Callositas, iv. 662

Cancrum oris, ii. 338

Canities, iv. 678

Cannabis indica, habitual addiction to, v. 669

Carbuncles, iv. 606

Cardiac murmurs and their relation to valvular heart disease, iii. 651

Cardiac Thrombosis, iii. 718

Cardialgia, ii. 459

Cardicentesis, iii. 798

Caruncle, urethral, iv. 403

Catalepsy, v. 314