materials from across the world (syllabi, books, videos, articles and other pertinent teaching resources) are included within this section
Slides to colonial History of Southeast Asia (This presentation is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA).
This course focuses on the definitions of human rights and the ways women’s experiences of
human rights violations are gendered. It examines the roles of custom and law, international
human rights conventions, the shortcomings of the international human rights structures in
protecting women’s rights, and strategies that women have employed to promote their rights,
with an emphasis on the International Women’s Convention.
“The discourse of human rights is increasingly becoming one of the most globalized values of our times, yet by no means does this resolve numerous tensions and contradictions embodied in various political contexts where rights talk is central. This course will attempt to examine recent poststructuralist and feminist theoretical works on the politics of rights in a manner which moves beyond traditional liberal interpretations of rights. Until recently much of the discussion of the ‘universality’ of rights was influenced by natural law theorists or legal positivism with little engagement with recent writing on ‘culture’ from anthropology or cultural studies which have moved beyond reified notions of ‘culture’ and have been heavily influenced by Foucaultian conceptualizations of power.
Liberal discussions of rights have tended to view rights as trumps to political argument as one theorist has described it. Through an engagement with recent theoretical works in anthropology, critical theory, and feminist theory this course will attempt to come to a more nuanced understanding of the politics of human rights and a discussion of the limits of rights within various political struggles where rights have become central to political discourse. The course will ask questions such as the following: How does rights talk become constitutive of identities? How is ‘culture’ invoked in specific political contexts where rights struggles are central and what are the effects of these discourses? What are the effects of particular constructions or understandings of the ‘state’ and ‘civil society’? As social scientists, what are other ways to think theoretically about the state in relation to particular human rights movements? Bringing the critiques of liberalism to human rights debates how does one re-examine the experience of truth and reconciliation commissions and war crimes tribunals which are increasingly playing a major role in post-conflict situations?
‘Civil Society’ has become a central keyword in human rights discourses yet rarely is the concept problematized—therefore we will examine recent work by philosophers and social scientists on the politics of the usage of the term to better understand the discursive effects of its evocation. How have policy-makers, human rights activists and diplomats understood or constructed ethnic conflicts and ‘solutions’ and what are the contradictions in these policies which often reinscribe nationalist agendas? Can Foucault’s writings on liberalism which contain an indirect criticism of rights discourses inform human rights debates of the present as well as activist politics? These are just some of the debates we will address in this seminar.”
MICHAEL BUROWAY: Public Sociology shares a communication with publics beyond the academy. What are Publics? Publics can be very diverse. Publics can be active or passive, mainstream or oppositional. Which implies a complex double communication among members of public themselves in communication with sociologists. Publics have an internal conversation even as they are in communication with Sociologists. Communication with Sociologists can be of two forms as 1) a mediated conversation (or also called) traditional public sociology where the conversation with publics is mediated through newspapers, books, blogs etc. or 2) organic public sociology where conversations with publics is unmediated, face-to-face (Here, Sociologists work directly within civil society, trade unions, social movements, neighbourhood associations, entering into a conversation with them that is direct and unmediated).
“This curriculum is intended to further thoughtful examination and responsible action among high school students about LGBT issues. Unlike other curricula, however, this discussion is not in the context of civil or political rights but in the broader context of human rights. These rights, as defined in the Universal Declaration of Human Rights, include, among others, the right to education, identity, security, assembly, expression, employment, health, and familyóall relevant to the current discussion of lesbian, gay, bisexual, and transgender rights.
The activities in this curriculum promote appropriate action in addition to reflection and discussion. Students are asked to take responsibility for the homophobia that causes human rights abuses. This homophobia may be in their schools in the form of harassment or violence against gay students, in their community during referenda elections seeking to deny gays and lesbians their equal rights, or in the world when persons are imprisoned, tortured, and executed for their consensual relationships with adults of the same sex. This curriculum prepares students for responding in meaningful ways to such challenges.”
http://www.socialistrevolution.org/ideas/marxist-thinkers/karl-marx-still-relevant/Is Marx still relevant?