In Chiapas, one of the poorest states in Mexico, an estimated 150,000 children are malnourished. To end this problem, governments have implemented food security policies, including food importation and industrial food production. In 2008 alone, Mexico imported 20 million tons of food. While these policies certainly help to remedy the problem in the short term, the massive importation of basic foodstuffs and incentives to industrial agriculture may widen social inequality, threaten health and deteriorate biodiversity and ecosystem services. I will present the objectives and achievements of initiatives born in the highlands of Chiapas to enhance local food production free of hazardous pesticides and appropriate to the culture of the region. Examples include the rescue of local knowledge for food production, a school gardens program and the Network of Producers and Consumers for Healthy Local Food.

Black Solidarity Day 1972. Program addresses a variety of topics via a magazine-format presentation. Host John Slade introduces the following segments: 'Performance' with rock/jazz musicians Compost, 'Community Events' with Black Solidarity Day organizers Joseph Nkunta, Marie Firman, Karim Atiba Bayete, and Arnold Scott, 'Speak Out!' with Jack E. Robinson, President of the Boston Chapter of the NAACP (who talks about the need for adequate police protection in African American neighborhoods and a responsive police force), 'man on the street' interviews, in which Slade asks people whether or not they would like an African American officer to command their neighborhood's police district, a 'Save Our Cities Expo' review with Melvin Penn (a university student who interviews organizer Reverend Dr. Virgil Wood, Area Chairman of the Southern Christian Leadership Conference), and 'African Notes,' in which the building of the Volta Dam in Ghana is discussed. Program ushers in a new format that incorporates the interviews and expertise of community members. Produced by John Slade. Directed by Russell Tillman.

This resource provides the entirety of the Diversity Literacy course content. A 2nd-year level course, offered at UCT as part of the Vice Chancellors strategic planning, Diversity Literacy aims to facilitate a process of conscientisation amongst students from all disciplinary backgrounds. Users will find all materials required to run the course syllabus, powerpoint presentations, assignments, assessment guides, useful links, and discussion guides. Also included is a comprehensive overview which provides users with the rational behind the course, along with a discussion of how to use the included resources.

Pointing to inequities of the past that are unfathomable today, the Distinguished Professor at the University of Illinois College of Education invites us to consider what aspects of our current educational system our grandchildren will find unimaginable.

The Sixth Goal of the Millennium Development Goals (MDG) is: Combat HIV/AIDS, malaria and other diseases such as tuberculosis. In Bolivia, a country with a population of over 8,000,000 people, it was claimed in 2006 that there were 2366 confirmed cases of HIV. According to the World Health Organization, Bolivia is considered to be a country with a low incidence of the virus affecting 0.10% of the adult population. In contrast, it has been estimated that 50% of the population is infected with Chagas Disease with 60% of the country declared as endemic. Fifty thousand people die from this illness in Latin America every year. Bolivia has the highest incidence of infection in the region, the majority of whom live in poverty-stricken areas. This paper will discuss how global development policies perpetuate a form of social injustice within developing countries by the prioritization of health problems which respond to global trends rather than those indentified within individual countries. Using Chagas Disease in Bolivia as an example I will argue that the policies and actions which favor HIV/AIDS over Chagas Disease reflect a form of social injustice. I support this claim through Iris Young's work on social justice, where she describes the need to move beyond the distributive paradigm where the focus is on the patterns of distribution, to one which focuses on the level of participation in deliberative and decision-making processes.

A truly inter-disciplinary course, Housing and Land Use in Rapidly Urbanizing Regions reviews how law, economics, sociology, political science, and planning conceptualize urban land and property rights and uses cases to discuss what these different lenses illuminate and obscure. It also looks at how the social sciences might be informed by how design, cartography, and visual studies conceptualize space's physicality. This year's topics include land trusts for affordable housing, mixed-use in public space, and critical cartography.

The Human Rights Key serves as a valuable infographic to guide students to connect their classroom learning with the reality of local regional and international health and human rights issues. The framework enables students in the health professions to recognize relationships and connections between human rights, their own personal realities, legal mechanisms, and their future clinical practice. The tool was developed for Year 3 medical students in their Obstetrics and Gynaecology rotation. The heuristic Human Rights Key promotes their learning for and about human rights in women's health. It provides a medium to guide self-reflection through a sequential process helping clarify complex concepts. Health professionals are in powerful positions to advance social justice as duty bearers and as rights holders. The Health Sciences Faculty at the University of Cape Town, UCT South Africa, has included human rights learning in its reformed curriculum since 2002, in recognition of the need to develop socially responsible practitioners.

The aim of this teaching resource is to share a visual tool for integrating and linking human rights education with health. The innovative Human Rights Key has served as a valuable infographic to guide students to connect their classroom learning with the reality of local, regional and international health and human rights issues. The framework enables students in the health professions to recognize relationships and connections between human rights, their own personal realities, legal mechanisms and their future clinical practice. The roles and personal agency of health professionals are illuminated through the metaphor. In this website the Key is introduced and explained through different mediums and themes. Weblinks to legal instruments and diverse examples and resources offer guidance to other educators in the Health Sciences. The tool was developed for Year 3 medical students in their Obstetrics and Gynaecology rotation. The heuristic Human Rights Key promotes their learning for and about human rights in women's health. It provides a medium to guide self-reflection through a sequential process helping clarify complex concepts. Health professionals are in powerful positions to advance social justice as duty bearers and as rights holders. The Health Sciences Faculty at the University of Cape Town (UCT), South Africa, has included human rights learning in its reformed curriculum since 2002 in recognition of the need to develop socially responsible practitioners. Drawing from experiences in several related courses within the Faculty, this new teaching and learning tool was developed and used, then favourably evaluated by students and educators.

This site lets kids know how they can help the homeless, presents personal stories on what young people are doing to help their communities, and provides a place for kids to submit their own stories. Children can also take a virtual field trip to the library, learn how to go on a scavenger hunt, and more.

" This course will focus on issues that arise in contemporary public debate concerning matters of social justice. Topics will likely include: euthanasia, gay marriage, racism and racial profiling, free speech, hunger and global inequality. Students will be exposed to multiple points of view on the topics and will be given guidance in analyzing the moral frameworks informing opposing positions. The goal will be to provide the basis for respectful and informed discussion of matters of common moral concern."

The industrial agro-food system has had two significant impacts on world public health: deteriorating human and animal nutrition due to poor food quality and the emergence of new infectious diseases arising from industrial animal production facilities and centralized food processing facilities. This situation is widely misrepresented in media coverage of public health issues. The corporate food system promotes the consumption of high levels of animal protein and processed foods, produced massively at low cost. With the expansion of the global economy, this

The 1960s and early 1970s were characterized by a series of protests as groups that had long felt disempowered sought to make their voices heard. California was the heart of many of these new movements. The protests put into motion by the Civil Rights movement evolved to address social justice issues affecting many groups, including students facing the draft, ordinary people protesting the war, farm workers fighting for better working conditions, Chicanos expressing a new identity, and African Americans who felt that nonviolence as a tactic was no longer working. America's continued involvement in the Vietnam War galvanized many groups. Across the United States, students protested US involvement in the war by resisting the draft. All sorts of people joined in by disrupting "business as usual," marching, and going on strike. One photograph shows a banner declaring "On Strike" hanging over UC Berkeley's Sather Gate; the deserted campus demonstrates widespread support among both faculty and students. Other photographs depict students marching in protest against the war, signing a "Women for Peace" petition, and waving an American flag in an anti-war parade. The Chicano Moratorium Committee protested the war by marching in parades, but they also registered their own social justice agenda: one photograph shows them carrying banners that read, "Our fight is in the barrio, not Vietnam."
People also rallied around workers' rights, pushing boundaries and demanding better working conditions. The United Farm Workers (UFW), co-founded and led by Cesar Chavez, used strikes to protest the unfair treatment that California's mainly Mexican field workers received. In one photograph pickets stand at the edge of a Central California grape field and carry placards that say "Huelga," Spanish for "strike." Another photograph shows UFW co-founder Dolores Huerta addressing a group. Groups demanding their rights did not work in isolation; a 1971 letter from Cesar Chavez to the NAACP reflects the support that existed between the two groups, both of which were fighting for equal treatment under the law. The Oakland, California-based Black Nationalist organization, the Black Panther Party, was fighting for social justice on several fronts, in a way that often confused their more moderate supporters. They strongly promoted important and positive social issues such as free clinics, programs to feed children, and drug rehabilitation programs; yet, at the same time, they embraced controversial and at times violent tactics. Although Panthers were involved in violent clashes with police, it is still unclear whether the Panthers initiated these actions or were simply defending themselves against police violence directed at them. Many of the Panther leaders were persuasive and charismatic speakers, and photographs here show many of them in action: Black Panther Minister of Defense Huey Newton and his wife, Gwen; Black Panther Chairman Bobby Seale in jail; members of the Black Panthers at a press conference; Kathleen Cleaver in a prosecutor's office; and Angela Davis in Los Angeles speaking to the press after a Black Panther shootout. When Huey Newton was put on trial in 1968, accused of murdering a police officer, Black Panthers lined up on the second day of trial to show their support. Another image shows a multiracial crowd gathered at a Huey Newton rally in 1969 at San Francisco's Federal Building.

In this lesson, students will first learn about the use of child labor in the cotton mills of North and South Carolina from the 1880’s through the 1920’s by listening to oral histories from former child mill workers. They will also research the use of child labor in today’s world. Students will then brainstorm and implement actions to stop child labor around the world, such as educating themselves and others about the issue, letter writing campaigns to governments and companies, and donating to organizations that work to stop child labor.