Educational rights can be interpreted in more than one way, the one place it has to start from is within the individual, more so the personality of he/she. In order for us as a society to understand what human rights mean to us as a whole, we must first realize what it means to us. Within Pradeep Dhillon’s article “The Role of Education in Freedom from Poverty as a Human Right” he first uses ethos to show how education rights are personal before they become social, and then uses pathos to show how human rights can stem more into more important issues such as poverty.

Dhillon starts off with how education is and should be, “directed towards the development of the human personality or capacities to their fullest” (Dhillon). This is exactly what education should be doing and according to Dhillon it is up to the institutions and authorities to make sure that this is the case within these schools. While these students are learning who they are within the education system, he goes on to explain that this type of thinking should not be based off of self interest alone. This is where Dhillon begins to use his ethos to further prove this point on how education should be within the system. “ Full realization of human capacities contains within itself the mandate to educate towards respect for the human rights and fundamental freedoms of others Rights and obligations are intimately tied within a full human rights educational regime” (see Dhillon, 2007). By this he means to say that the fundamental reasoning behind human rights are tied within the education system, further showing how the responsibility lies within the institutions who are teaching these students for the future.

In order for there to be a future for these students however, these students must have a steady place to live and call a home. One of the basic human rights is the right to food and shelter, and the word poverty is a strong one as it brings fear to anyone who may be living in it or even close to being considered in that situation. “It is important to keep in mind that human rights are rights for all” (Dhillon). The role switching to poverty however isn’t always the individuals fault, rather the responsibility lies within the government and state institutions that make these laws. This is where Dhillon starts to use the appeal of pathos to further describe how food and shelter should be a basic human right in order for education to take full effect. He describes how this freedom should be considered a right as it can lead to women and children being vulnerable, and some may even take their lives because they reached this status in life. The point being that these people shouldn’t be in this situation in the first place as food and shelter should be a basic human right rather than a freedom, such as education, each and every human being deserves to have an education as it will better prepare them for the life they have ahead.

Within Dhillon’s document, human rights both in the world and education is front and center. He uses ethos and pathos in order to stake his claim that education is used for an individual to find themselves in order to help those around them, and uses the fear of poverty to show why exactly it should be a right within society and in the education system as well. Pradeep Dhillon uses the appeal of ethos to show his credibility when talking about the education system and pathos in order to emphasize the struggles that some families may have even though these injustices shouldn’t be happening in the first place, the responsibility lies within the institutions.

Works Cited

Dhillon, Pradeep. “The Role of Education in Freedom from Poverty as a Human Right.” Educational Philosophy & Theory, vol. 43, no. 3, Apr. 2011, pp. 249–259. EBSCOhost, doi:10.1111/j.1469-5812.2009.00595.x.

California as we know it is home to a dense population of people, whether it be the dreamers, those in industries, or those who come for the prestigious schools that it is home to as well, these schools can range from UCLA, to USC, Stanford, or even San Francisco. The point is that no matter where someone wants to go, they came from somewhere, many of these students coming from California itself. Within the document “The Judicial give and take: the Right to Equal Educational Opportunity in California” Rebecca M. Abel is able to convey that many of the inequalities and injustices that are still happening in schools around the world are also present in California as well through her use of logos.

As stated previously California is known to house a big portion of a population, in fact in California alone houses a “highly diverse population of over 6.2 million students” (Abel). This statistic alone is able to convey the fact that the California education system is home to a plethora of different races and cultural backgrounds. Within these schools however, California is also ranked near the bottom in fourth and eighth grade math and reading skills compared to students in other states (Abel). The reason for this may not be in the teachers or how the material is taught at all, it could be based off of equality throughout these schools.

Eighty one percent of California’s believe that education inequality is a problem throughout K-12 public schools (Abel). This type of statistic is a troubling one, as the students of tomorrow are developing their habits and ways of life throughout these grades. If they can not learn in a healthy and safe environment, how can we expect them to go out into the real world and do the same. Abel is able to use the appeal of logos to convey these facts to her readers by presenting the statistics that dwell on us today and presenting an unrealistic expectation we have placed on these students as well. By presenting this issue in a way that is relatable, Abel is able to show the dire need for there to be a cause of action to help stop this injustice within the education system, both for their kids health and their future as well.

Inequality within schools can be the host of a plethora of problems, whether these problems present themselves in the form of bullying, or with the students grades, it is a problem that must be tackled head on. Abel is able to shed light on how education inequality can be influential to a students health and also academic skills or wellbeing. Within Rebecca M. Abel’s document, she is able to use the appeal of logos to further convey the fact at how education inequality is alive and well, and it is a problem that is causing a disservice to the students currently in our educational systems.

Works Cited

ABEL, REBECCA M. “THE JUDICIAL GIVE AND TAKE: The Right to Equal Educational Opportunity in California.” California Legal History, vol. 9, Jan. 2014, pp. 203–206. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=31h&AN=115241074&site=ehost-live.

Education is a fundamental idea that should be accessible to any youth no matter what circumstances they may be in. These circumstances can stem from homelessness, to those with disabilities, and even those with both. Within the document “The Legal Rights and Educational Needs of Homeless Children with Disabilities” Yvonne Rafferty explains the needs of an education to both those with disabilities and those who are experiencing homelessness.

Education is the one tool every student can rely on to get them to the career that they want in life. It is the fundamental way of learning how to live when growing up as a kid, this is the reason why students who are homeless should not be excluded as well. Kids who are homeless can actually look to education as their way out from the hardships of life, as a way to escape reality and just be themselves without having to worry about where they might sleep and or eat. This is where Rafferty introduces “The Education for Homeless Children and Youth Program” which is a program that “is intended to ensure that homeless children have “equal access to the same free, appropriate public education, including a public preschool education, as provided to their children.” (Rafferty). This program provides the necessary education for those in need of one who can’t support their way of life back home, especially the kids who rely on their families growing up. Homelessness is a serious issue within society today, which is why this program is so important to have as it lessens the burden on these families who must live through it. It is up to us as a society to provide these kids with the necessary tools in order to succeed in life and therefore also succeed in the future.

It doesn’t stop there when helping kids with providing an education. Those kids with disabilities also need a push and extra help in order to develop their mindset. This is where another policy was put into place in order to help support those with disabilities, this policy had goals, and “The Goals of the policy forum were: (1)To identify key issues and challenges related to children with disabilities who are homeless; (2) to discuss current educational strategies; and (3) to propose federal, state, and local actions for improving the education of these children.” (Rafferty). These kids with disabilities need the push and education more than ever, as their minds develop in their own unique way, and without the help of those around them how can we expect them to develop and succeed in life.

Homelessness and those with disabilities are two things in society that need constant help when dealt upon in the United States. On one hand, homelessness is a serious problem which no family should have to live through, let alone have that be the reason they cant get an education; meanwhile those with disabilities need that extra push in order to receive it in life. Overall, education is one of the fundamental ways of life in order to develop these kids, and within Yvonne Rafferty’s document, he explains the need to have these policies put into place, in order to support these kids for the better of society and to help them shed their careers and livelihoods.

Works Cited

Rafferty, Yvonne. The Legal Rights and Educational Needs of Homeless Children with Disabilities. 17 Oct. 2000. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED450167&site=ehost-live.

Human rights isn’t just a one subject deal when dealing with society as a whole. It can stem from race, to sex, and even to those with disabilities. Within Vimbi Petrus Mahlangu’s paper “Implementation of School Uniform Policy and the Violation Of Students’ Human Rights in Schools” he discusses the issues of human rights when it comes to gender, race, and to those with disabilities.

This paper started with the problem that took place at a school in Pretoria in 2016, where black girls protested against the schools code of conduct when dealing with their hairstyles. This problem arise when the school tried to implement a dress code policy and even though it had a good purpose, was implemented wrong. “Some research has shown that having uniform dress codes can reduce school violence, discipline issues, and improve school safety and climate” (Mahlangu). Dress code policies were made in order to hide social differences between students but in this case within the school and the hairstyles, it was pointed out to those that were involved with the protest. Everyone has their own opinion when it comes to dress codes, whether they are for it or against it, it is something that is a popular debate across different schools and it is up to the administration and schools as a whole in order to enforce these laws correctly without inciting racism.

This injustice doesn’t just stop at school uniforms, it also stems to those who have disabilities within school as well. “In a report from Human Rights Watch and the American Civil Liberties Union (ACLU) (2009) found that administrators sometimes administer punishment to children with disabilities for behaviours that stem from their disability” (Mahlangu). This type of violation is uncalled for, as these students are not responsible for the way they were born. It should be the administration and the people who surround them that should be helping them move forward in life, rather than put them down for who they are as a person. Vimbi uses pathos here to have the audience sympathize with those who have disabilities in order to showcase the injustice in the system. The same goes when it comes to gender, in today’s society people now more than ever are finding their identity, who they truly are as a person. Many people may disagree with these ideas but they are present whether they like it or not. In fact, some of these students who are identifying themselves are being bullied within the school system and in the process, are affecting their character as a whole to the point where some of them may even kill themselves.

Human rights are important to have within the school system as it can affect who these students are and their well being as an individual as well. Vimbi is able to use the appeal of pathos effectively, to have the audience feel for those who are affected by the injustice, as it can be their students/kids who are in those very schools. These rights can stem farther than just education as it can relate to those affected by their gender, race, and also disabilities and it is up to the administration and to us as humans to identify these injustices and fix them for the greater good.

Works Cited

Mahlangu, Vimbi Petrus. “Implementation of School Uniform Policy and the Violation of Students’ Human Rights in Schools.” Bulgarian Comparative Education Society, Jan. 2017. EBSCOhost, login.ezp.pasadena.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED574228&scope=site.

• Article #2: Right to Education

This article is an important one, as it lists every reason as to what exactly human rights are and the importance of them within society as well. Within “The Rights to Education” the blog posted lists why human rights are important and what exactly they should entail as well.

Human rights are are inherent to us all, and is something that shouldn’t be taken lightly as it pertains to everyone within society. Human rights are the foundation for freedom, justice and peace in the world (Right to Education). This statement alone shows just how powerful human rights are to the individual and society as a whole. The reason for stating this is to show the impact that human rights and education have on the modern world, and it is up to society to protect these rights.

According to the article there are the 4As that pertain to education and human rights that are important and can prove beneficial when dealing with guidelines and how to deal with human rights. The 4As are available, accessible, acceptable, and also adaptable (Right to Education). These four As can be the fundamental approach when dealing with human rights and education and can prove all the more when fully implementing them within society as a whole.

While also discussing these four As, states have obligations to protect these students. Its the states obligation to respect, protect, and also fulfil the needs of the students within society. It is here the states are obligated to protect these individuals and the rights that they have. However, in order to protect these rights, it is based off of the states resources and this is where everybody as a whole must work together in order to reach the goals that they set out for themselves.

As a whole, in order to achieve educational rights within society, everybody must work together and adapt with one another in order for there to be consistency and remain a due cause for human rights within the education system.

Works Cited

“Understanding Education as a Right.” Right to Education Initiative, http://www.right-to-education.org/page/understanding-education-right.

The ideology of human rights is universal when it comes to society and the world as a whole. It is something that should be viewed upon highly rather than tossed to the side and disregarded throughout life. Within the article “Lines from Afar” by Virman Man, he goes into detail and gives examples on how education is an inalienable right and how working together to keep education relevant can be beneficial to everyone as a whole.

Within the article he references different articles that also pertain to pivotal themes in lifelong learning. The ideas of learning can be interpreted in different ways according to Man which is where the article is taken when looking at these ideologies. Each paragraph deals with another topic, whether it deals from the quality of teaching staff, to the materials used, and also the topics of student to teacher and teacher to student when learning off of one another.

Education as a whole is a right that cannot be taken away, it is one of the continuously evolving ideas that will continue to shape society for the future. “Education is championed as an inalienable human right; in the other, it is seen as a necessary part of the development of individuals and their societies” (Man). Man’s main concern throughout his article is that education should remain front and centered when dealing with any issues throughout society. It is seen as a part to develop the people of the future as they can be easily influenced into their own mindsets based off of what they are taught. Which is where the teachers come into play.

From my latest essay I had written about how teachers are the prime example when dealing with the students of the future. But with the ever evolving issue of adapting and changing as time goes on, human rights has been pushed to the side and is an topic that should be addressed within the system, the only problem being that some teachers have problem adapting to new ideas. “The change from a teacher- centered to a student-centered approach in teaching presented major challenges, with teachers finding that preparation for the new curriculum approach was inadequate in terms of time and training” (Man). Some of these old teachers felt as if they were left to fend for themselves which is an idea that should not be happening in today’s day and age. In order to address these issues within schooling, teachers should feel the need that they have the support from the school and students as well, which is then where they can experiment with their teaching styles.

Within Man’s article, one of the ideas that he addresses is that the teachers were required to make a specific educational intervention, working not only with teacher educators from three different countries (the authors), but also with the pupils and their communities” (Man). This is a great way of having teachers adapt and experiment with the ever evolving age in which we live in. By working close with their pupils and community, the teachers can all be on the same page and in the process, be able to teach the same curriculum to the students as a whole as well.

Human rights within the education system is an issue in which everyone has to be apart of, only by having everyone be on the same page can human rights become relevant and in the end prove beneficial for us all.

Man, Virman. “Lines from Afar – and a New Line-Up.” International Review of Education / Internationale Zeitschrift Für Erziehungswissenschaft, vol. 56, no. 5/6, Dec. 2010, pp. 513–515. EBSCOhost, doi:10.1007/s11159-011-9186-z.

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