Societies Without Borders

Vol. 6, No. 2, pp. 23-50 (28)

Authors: FALCÓN, Sylvanna M. and JACOB, Michelle M.

Community service-learning (CSL) courses provide opportunities in which students engage in learning outside of the normative college classroom and are sites in which students can learn as a collective. In this article, we argue for a human rights pedagogy that considers how a critical engagement of CSL projects has fostered a bridging moment between academic and non-academic communities and offers new possibili- ties for building community. We analyze CSL projects with the American Indian Recruitment Programs – a grassroots, non-profit organization based in San Diego, California. We conclude our article with a human rights-based pedagogical model that is built upon the idea of interwoven liberation.

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Vol. 6, No. 2, pp. 51-67 (17)

Author: O’DONNELL, Katherine

This article analyzes grassroots, feminist, and Freirean community-organizing as platforms for community-based service-learning (CBSL) and human rights work. CBSL is conceptualized as alignment, a first step in the long haul of working with community members in a solidarity relationship to create social justice.

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Vol. 6, No. 2, pp. 68-91 (17)

Authors: MILLER, Demond, RIVERA, Jason, and GONZALEZ, Christopher

Over the past few decades, certain currents in higher education have been engaged in a paradigm shift that highlights the importance of civic engagement and experimental learning as means to a comprehensive, holistic education in the service of social change. In this article, we argue that community-based research, as a component of service-learning, constitutes a vehicle through which we can address the topic of human rights—in much the same way as W. E. B. DuBois recognized both universal human rights for all people and case-specific human rights for particular individuals (Elias 2009). To this end, we offer a brief discussion of the basic schools of human rights thought, present two examples, and discuss the potential for community-based research and the Deliberative School in addressing human rights issues within the broad context of social justice. Finally, we examine ways not only to educate and empower university students and local residents, but also how to use community- based research as a catalyst for meaningful advancement of human rights.

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Vol. 6, No. 2, pp. 92-108 (17)

Author: PADILLA, Lindsay

In an attempt to understand the potential impact of Human Rights Education (HRE) at community colleges, this article calls for an open discussion of human rights and service-learning. I argue that framing my Social Problems course with a service- learning requirement from a human rights perspective offers students a formative educational experience that fosters respect for humanity and introduces the struggle for human rights at home and abroad. Working with vulnerable populations in the community, students can experience the ways in which local organizations and agencies promote human rights. In providing access to my teaching plan, I hope that other teachers will see how HRE and service-learning offer the space for students to connect theory and practice. It is through praxis that educated, global citizens and teachers can further the universal struggle in human rights.

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Vol. 6, No. 2, pp. 109-119 (11)

Authors: BLAU, Judith and GALLEGOS LERMA, Manuel Rafael

Judith Blau and Manuel Rafael Gallegos Lerma teach Soc 273 together at the University of North Carolina (UNC). This course is devoted to human rights. From the very beginning, Judith and Rafael worked to establish the Human Rights Center of Chapel Hill and Carrboro (HRC). Since Fall of 2010 the students in the class have been integrated into the activities of the HRC, through service-learning. This is a note from the field on their experiences with the HRC.

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Vol. 6, No. 2, pp. 120-122 (3)

Author: PICOU, J. Steven

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Welcome to Volume 6, Number 1 of Societies Without Borders: Human Rights and the Social Sciences.

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Societies Without Borders Human Rights and the Social Sciences

Volume 6, Issue 1

Edited by David L. Brunsma, Keri E. Iyall Smith, and Mark Frezzo

Book Review Editor, Tugrul Keskin

Editorial Assistant, John C. Pruit

Articles

MUHAMMED ASADI, SOUTHERN ILLINOIS UNIVERSITY— CARBONDALE Internal Colonization and the International System: Gender Stratification in the U.S. and its Global Implications…………1-32

ASAFA JALATA, UNIVERSITY OF TENNESSEE The Oromo in Exile: Creating Knowledge and Promoting Social Justice………………………………………………………..33-72

DAVID FLORES, FABIO P. M. SILVA, VICTOR C. VANETI, RUY BRAGA, UNIVERSITY OF MICHIGAN & UNIVERSITY OF SÃO PAOLO Social Movement Unionism and Neoliberalism in Sao Paolo, Brazil: Shifting Logics of Collective Action in Telemarketing Labor Unions……………………………………………………….73-101

Notes From the Field

KERI E. IYALL SMITH, SUFFOLK UNIVERSITY ‘Breathing Life’ Into the Declaration on the Rights of Indigenous Peoples…………………………………………………….102-115

Book Reviews

OMAR SHAUKAT, UNIVERSITY OF VIRGINIA Review of The Leading Rogue State: The U.S. and Human Rights Edited by Blau et al. ………………………………………..116-119

EMILY REGAN WILLS, NEW SCHOOL FOR SOCIAL RESEARCH Review of The Contemporary U.S. Peace Movement by Laura L. Toussaint…………………………………………………..120-122