Figure 1. Traylor’s Global Culture of Human Rights Advocacy
(Mayring, 2000; Ellington, 1997, Kirk; Fox, 2007).
1. Sharing a sense of Urgency: Implementing Change through
Commitment of human rights culture
2. Phase Create a Guiding Vision: Educators and activist leadership builds community
awareness in the workplace and through coalition networking.
a2. Phase Create a Guiding Coalition: Tied to Vision. Meaningful as a feature of
teleological, social-cognition, human resources structural and political leadership.
3. Develop A Visible Mission of with practical solutions for Human rights
violations through addressing the politicization and economic of “border”
l-cognition, human resources structural and political leadership.
ethos
4. Communicate the Change Vision: Dialog through community effort
nationally and globally, e.g., Beijing Conference (1995)
Vision is realized: Strategic
Objective I.1.
school culture.
5. Empower Broad-based Action: Promote awareness through education
7. Consolidate Gains and Produce More Change: Organize and
delegate. Understand adversary.
6. Promote and protect the human
rights of women, through the full
implementation of human rights
laws.
Demand accountability
through representation
8. Anchor New Approaches in the Culture: amalgamation of three international
women’s organizations as part of a united front: the Division for the Advancement
of Women (DAW), the United Nations Development Fund for Women
(U.N.IFEM), and the Office of the Special Adviser to the Secretary-General on
Gender Issues (OSAGI).
Beckner, W. (2004). Ethics for educational leaders. New York: Allyn & Bacon.
Retrieved May 11, 2007, from
https://mycampus.phoenix.edu/secure/resource/resource.asp
Berg, G. A., Csikszentmihalyi, M., & Nakamura, J. (2003, September-October). Mission
possible? Enabling good work in higher education. Change, 35(5), 40. Retrieved
May 18, 2007, from
http://www.apollolibrary.com/Library/ERR/ElectronicReserveReadings.aspx
http://www.earlychristianwritings.com/yonge/book36.html
Fox, J., (2007). Amnesty International honors Mexican advocate for women and
children's rights. El Reportero. Vol. 17, Edition 12 May 23 - 31, 2007. Retrieved
June 5, 2007, from http://www.elreporterosf.com/editions/?q=node
Kirk, G., Zoglin, K., Totani, Y, and Cartwright Traylor, J. (2005). Women and War: A
Critical Discourse. Berkeley Journal of Gender, Law & Justice, Vol. 20, p321-368,
48p; Retrieved June 6, 2007, from
http://web.ebscohost.com/ehost/pdf?vid=4&hid=113&sid=a5a9c8c9-4ca2-42baafed-875c0d24e547%40sessionmgr107
Stefkovich. J. A., & O’Brien, M. G. (2004). Best interests of the student: an ethical
model. Journal of Educational Administration, 42(2), 197-241.Retrieved May 23,
2007, from http://proquest.umi.com/pqdlink?
Traylor, J. C., (Winter 2006/2007). Gender equality and women’s empowerment –
Progress at the United Nations. Human Rights Advocates. Vol. 48. Retrieved
January 6, 2007, from
http://www.humanrightsadvocates.org/images/HRA_Vol48.pdf
Stefkovich. and O’Brien outlined the myriad of theories and conflicting attitudes that
have sociopolitical and legal implications as a facet of the ethics to ensure basic rights:
Table 1. Basic Human Rights (Stefkovich. & O’Brien 2004)
Basic Human Rights
1. Natural rights granted to all human beings
2. Universal rights recognized by the United Nations, e.g., Convention on the Rights of
the Child (United Nations, 1989);
3. Rights guaranteed by law, specifically those articulated under US Constitution's Bill of
Rights.
4. Certain fundamental rights as universal despite the fact that some countries such as the
USA have not recognized them (Bitensky, 1992; Levesque, 1996).
5. US Constitution rights including freedom of religion, free speech, privacy, due
process, and freedom from unlawful discrimination, i.e. equality.
6. Right to dignity; respect for all individuals and protection from humiliation.
7. Right to an education
8. Right to be free from bodily harm.