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education for self-determination : the worldwide emergence and institutionalization of "indigenous colleges"
Cole, Wade M.2006.Online Search ProQuest Dissertations & Theses. Not all titles available.
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Conditional Decoupling Assessing the Impact of National Human Rights Institutions
Cole, Wade M.August 2013National human rights institutions, defined as domestic but globally legitimated agencies charged with promoting and protecting human rights, have emerged worldwide. This article examines the effect of these organizations on two kinds of human rights outcomes: physical integrity rights and civil and political rights. We analyze cross-national longitudinal data using regression models that account for the endogeneity of organizational formation. Our first main finding is that all types of human rights institutions improve long-term physical integrity outcomes but not civil and political rights practices. This finding may reflect a greater worldwide focus on physical integrity violations such as torture, and also many countries' propensity to resist Western civil and political rights standards. A second main finding is that time matters: in the cases we observe, initial increases in rated abuse levels were followed by improvements. These initial increases may be due to closer scrutiny or the expanded scope of what constitutes human rights abuses. Our results call for rethinking the concept of decoupling in the sociology of human rights and other focal areas.
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Uncommon schools : the global rise of postsecondary institutions for indigenous peoples
Cole, Wade (Wade M.)Stanford, California : Stanford University Press, 2011.Postsecondary institutions for indigenous peoples emerged in the late 1960s, just as other special purpose colleges based on gender or race began to close. What accounts for the emergence of these distinctive institutions? Though indigenous students are among the least populous, the poorest, and the most educationally disadvantaged in the world, they differ from most other racial, ethnic, cultural, and linguistic minorities by virtue of their exceptional claims to sovereignty under international and domestic law. Uncommon Schools explores the emergence of postsecondary institutions for indigenous peoples worldwide, with a focus on developments in the United States, Canada, Australia, and New Zealand. Providing the opportunity to examine larger social, political, and legal processes, it traces the incorporation of indigenous peoples into nation-states, the rise of a global indigenous rights movement, and the "massification" of postsecondary education while investigating the variety of ways these culturally relevant colleges differ from each other and from other postsecondary institutions.
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