UNESCO and the Associated Schools Project: Symbolic Affirmation of World Community, International Understanding, and Human Rights
Dados Bibliográficos
| AUTOR(ES) | |
|---|---|
| AFILIAÇÃO(ÕES) | Francisco O. Ramirez, Ph.D., is Professor of Education and (by courtesy) Sociology, School of Education, Stanford University. His main fields of interest are sociology of education, comparative political sociology, and sociology of gender. His current research is on human rights and human rights education and university goals and structures in comparative historical perspective., David F. Suárez, Ph.D., is Assistant Professor of Public Management, School of Policy, Planning, and Development, University of Southern California. His research interests include comparative education, human rights, civic engagement, and nonprofit advocacy. His publications have appeared in Comparative Education Review, Administration & Society, Nonprofit and Voluntary Sector Quarterly, and Comparative Education. His current work focuses on the development and institutionalization of human rights in..., Jeong-Woo Koo, Ph.D., is Assistant Professor, Department of Sociology, Sungkyunkwan University, Seoul, Korea. His fields of interest include comparative-historical sociology, organizations, globalization, and human rights. His publications have appeared in Social Forces, Social Science History, and Korean Journal of Sociology. His current research is on the global diffusion of national human rights institutions and its consequences for the promotion of local human rights. His other research concerns... |
| ANO | 2009 |
| TIPO | Artigo |
| PERIÓDICO | Sociology of Education |
| ISSN | 0038-0407 |
| E-ISSN | 1939-8573 |
| EDITORA | Annual Reviews (United States) |
| DOI | 10.1177/003804070908200301 |
| CITAÇÕES | 3 |
| ADICIONADO EM | Não informado |
Resumo
The UNESCO Associated Schools Project emphasizes world community, human rights, and international understanding. This article investigates the emergence and global diffusion of the project from 1953 to 2001, estimating the influence of national, regional, and world characteristics on the likelihood of a country adopting a UNESCO school. It also addresses the effects of national linkages to the international human rights regime. The results reveal that adoption rates are positively influenced by stronger national links to the human rights regime throughout the period and that various measures of the density of global society influence adoption, particularly after the institutionalization of human rights. Finally, the results demonstrate that democratic countries and nations with more expanded educational systems tend to adopt a UNESCO school before the period of human rights institutionalization. The implications of these findings are discussed in relation to the literature on the global environment and the diffusion of innovations in education.