This entry discusses migrant workers in the United States and the unique circumstances and conditions they face. Included in the discussion are social problems faced by migrants with respect to health, housing, working conditions, child labor, and education. Policy issues are addressed, including relevant national, international, and corporate laws. Migrant patterns, demographics, and definitions are presented. Finally, social work programs, responses, and interventions are identified.
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Migrant Workers
Richard Wolff and Karen Dodge
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Codes of Ethics
Elaine Congress
Social work values and ethics provide the foundation for social work practice around the world. Almost all countries where social work is a recognized profession have a Code of Ethics. Although there are many similarities among Codes of Ethics in different countries, cultural and societal differences have influenced their content and focus. The extent to which Codes of Ethics have a direct effect on social work practice has been debated. While Codes of Ethics reflect societal and national differences, what is universal and fundamental to social work practice from a human rights perspective should prevail.
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Social Work and Social Policy in Namibia
Priscilla A. Gibson, Janet Ananias, Rachel Freeman, and Namoonga Chilwalo
Social work and social policy are intertwined in the Republic of Namibia and heavily influenced by its complex colonial sociopolitical history, struggle for human rights, and progress toward social development. These factors inform how the social and human needs of Namibians are being met. A human rights lens was adopted in 1990 by a democratic government that guided the delivery of social services to a diverse ethnic population. Namibia has successfully integrated social work into its society, supported by (a) a social justice mandate, (b) a capacity-building framework, and (c) Vision 2030. Social and human service needs are provided naturally by indigenous families and communities, and formal services are provided by governmental and nongovernmental agencies. This article consists of an overview of the socio-historical and political contexts of social work and social policies in this emerging democracy, along with special attention to four challenging and interrelated areas of social work practice including poverty, language and national identity, intergenerational caregiving and the Coronavirus pandemic.
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McGowan-Kelly, Eileen
Brenda K. J. Crawley
Eileen McGowan-Kelly (1946–1996) was known for her peace-focused international community building among social workers in the U.S. and abroad.
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Hamer, Fannie Lou
Sadye L. M. Logan
Fannie Lou Hamer was a civil rights activist working for the Student Nonviolent Coordinating Committee (SNCC). She dedicated her life to community organizing and the fight for human and civil rights. Hamer was also the co-founder of the Mississippi Freedom Democratic Party.
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Human Rights and Activism in Theater and Performance Studies
Elizabeth W. Son
A robust body of theater and performance studies scholarship examines the interplay between human rights, activism, and performance. These works tend to focus on gross human rights violations and highlight the interplay between political action and artistic works in grappling with histories of violence such as crimes against humanity. The studies range from investigations of the protests against the “disappearance” of dissidents during the “Dirty War” in Argentina, the performative dimensions of the South African Truth Commission, water rights of Ghanaians, and communal courts trying crimes of genocide in Rwanda, to artistic works addressing Japanese military sexual slavery, among others. Central to these discussions are questions around the politics of space, embodiment, the performativity of violence and identity, the politics of memory, and the ethics of research.
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United States Relations with Southern Rhodesia during the UDI Era
Eddie Michel
The Rhodesian Unilateral Declaration of Independence (UDI) era, a 14-year period from 1965 to 1979, posed an exceptional and challenging policy dilemma for four separate US presidential administrations. Presidents’ Lyndon B. Johnson, Richard M. Nixon, Gerald R. Ford, and Jimmy Carter were all confronted by the presence of the internationally unrecognized pariah state in southern Africa.
The shifting patterns in the US approach toward Salisbury ranging from empathy to open hostility were reflective not only of the individual viewpoints of the occupants of the Oval Office but represented the larger diverse pressures, global and domestic, shaping foreign policy during the 1960s and 1970s. The Cold War, economic interest, the need for strategic minerals, race relations, and human rights all guided White House decision making regarding Salisbury.
Across the presidential administrations, the case of Rhodesia, further exposes the tension and interaction between pragmatism and morality in US foreign relations during the 1960s and 1970s. The US approach toward the UDI state not only reveals broad patterns of conflict between realpolitik and moral justice but also depicts times when pragmatism and ethical considerations aligned together to achieve mutually compatible goals. The differing polices adopted by the occupants of the Oval Office demonstrated the competing visions within Washington itself of what constituted pragmatism or morality during the decolonization era.
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Operationalizing Human Rights in Sexual and Reproductive Health and Rights Programming: An Example from a Global Family Planning Partnership
Karen Hardee
The International Conference on Population and Development (ICPD), which has guided programming on sexual reproductive health and rights (SRHR) for 25 years, reinforced that governments have a role to play in addressing population issues but in ways that respect human rights and address social and gender inequities. The shift at ICPD was partly in response to excesses that had occurred in some family planning programs, resulting in human rights abuses. The 2012 London Summit on Family Planning refocused attention on family planning as a crucial component of SRHR and, in part due to significant pushback on the announcement of a goal of reaching an additional 120 million women and girls with contraception by 2020 in the world’s poorest countries, ignited work to ensure that programming to achieve this ambitious goal would be grounded in respecting, protecting, and fulfilling human rights. This attention to human rights has been maintained in Family Planning 2030 (FP2030), the follow on to Family Planning 2020 (FP2020). While challenges remain, particularly in light of pushback on reproductive rights, widespread work over the past decade to identify human rights principles and standards related to family planning, integrate them into programming, strengthen accountability, and incorporate rights into monitoring and evaluation has improved family planning programs.
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Teaching Human Rights With Active Learning
Michelle Allendoerfer
For decades, international studies instructors have adopted active learning techniques to engage students in a wide range of classes. The literature on active learning suggests many benefits of integrating these methods into courses as a complement to traditional teaching modes such as lectures. These benefits include motivating and engaging students, enhancing learning of content, and supporting skill building. Although the empirical literature on active learning is mixed, the general consensus from the literature is that active learning is a valuable supplement to other teaching methods. Students and faculty find active learning enjoyable and engaging.
Human rights courses, specifically, can benefit from engaging students. Active learning can help students unpack their preconceived ideas about human rights, identify the challenges that face international efforts to cooperate, and better understand the world around them. At the same time, human rights courses often cover sensitive topics that can present challenges for instructors wanting to engage in active learning techniques. It is important to be mindful of how to approach these topics, regardless of teaching method and especially when using active learning techniques that give students more agency in the classroom. Focusing on best practices for active learning provides a useful guide to managing the challenges that using active learning poses in human rights courses. In particular, instructors should align activities with course learning objectives, give careful consideration to the selection of topics and questions, create a classroom environment that is conductive to respectful engagement, and use debriefing techniques at the conclusion of an activity. Active learning, when designed and implemented carefully, can help create a transformational learning experience for students in a human rights course.
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Stateless Diasporas and China’s Uyghur Crisis in the 21st Century
Işık Kuşçu Bonnenfant
Research on contemporary diasporas and their political mobilization strategies has proliferated. The literature differentiates between the mobilization strategies of stateless and state-linked diaspora. While earlier works have argued that stateless diasporas pursue more violent strategies with, as an end goal, secession, more recent studies have suggested that this is not always the case. Research on diaspora has also borrowed extensively from social movement theory. This has allowed researchers to focus on diaspora as a social group that can mobilize in convenient political opportunity structures with claim-making ability. A political opportunity structure is the combination of structural and contextual conditions that permits diaspora mobilization. Mobilizing structures and frames are the two other analytical tools of social movement theory that have previously inspired diaspora scholars. Mobilizing structures are formal and informal structures in which diasporas can organize collectively for a common cause. Various frames, such as human rights, enable a diaspora to make sense of certain events and conditions in its aim to mobilize members into action.
Nearly 500,000 to 600,000 Uyghurs live as diaspora today; most of them left their homeland, the Xinjiang Uyghur Autonomous Region in China, because of increasingly repressive policies targeting the very core elements of their identity. Uyghurs are one of the 55 ethnic minorities in China. Particularly after the end of the Cold War and the independence of the neighboring Central Asian republics, China perceived a threat of secession from the Uyghurs in Xinjiang. Later, 9/11 and the subsequent war on terror instigated China to adopt a new rhetoric, one that focused on the “fight against terrorism” in its policies toward Uyghurs and other Muslim minorities in Xinjiang. Riots and several terrorist incidents reinforced this discourse and legitimized China’s securitization of the Uyghur issue. Since 2010, China has increased surveillance activities in the region, arbitrarily detained up to a million people, and violated the basic rights of Muslim minorities in Xinjiang.
Since the 1960s, the Uyghur diaspora has pursued various mobilization strategies, most of which are confined to nonviolent repertoires of action. Uyghurs abroad have utilized various mobilization structures and political opportunity structures and frames. The first-generation Uyghur diaspora contributed greatly to the construction of a national identity and history, and this was an alternative to China’s dominant narratives. The second generation has benefited from better political opportunity structures and managed to bring various Uyghur diaspora organizations under one umbrella, the World Uyghur Congress. The Uyghur diaspora vigorously continues its efforts to create awareness on the plight of its brethren in the homeland within a human rights–based frame using moderate strategies of action. The Uyghur diaspora leadership has become a legitimate transnational actor, one that is now taken quite seriously by various states and international organizations.
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Criminal Tribunals
Aaron Fichtelberg
One the most dramatic development in international law in the 20th century was the formation of international criminal tribunals. Unlike conventional international tribunals, such as the International Court of Justice and the Permanent Court of Arbitration, international criminal tribunals—such as the International Criminal Tribunal for the Former Yugoslavia, the International Criminal Tribunal for Rwanda, and the International Military Tribunal at Nuremberg—are a controversial element of international law and international politics. Precisely because they are aimed at individuals who act under color of law, such as military officials or heads of state, they invoke a number of political challenges. Their combination of international law, human rights, criminal justice, and hotly disputed facts of great moral gravity makes them a subject of intense debate among academics, government officials, and the public at large. Much of the scholarship on international tribunals can be summed up by three periods: pre-Nuremberg, Nuremberg, and post-Cold War developments. Each period reveals shifts in the way that international criminal tribunals were studied and conceptualized in the academic world. In the future, much of the scholarship on international tribunals is expected to be influenced by the impact that the actual tribunals themselves have on international politics.
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War, Conflict, and Human Rights
Chandra Lekha Sriram, Olga Martin-Ortega, and Johanna Herman
The relationship between human rights and armed conflict is rooted in historical debates among religious, philosophical, and international legal scholars about the nature of a just war, and appropriate conduct in war, which also have come to underpin and international humanitarian law. An understanding of the links between human rights, war, and conflict can begin with conflict analysis, as human rights violations can be both cause and consequence of conflict. In the most general sense, grievances over the denial or perceived denial of rights can generate social conflict. This may be the case where there is systematic discrimination based upon race, ethnicity, caste, religion, language, gender, or other characteristics. Alternatively, human rights abuses can emerge as a result of violent conflict. A conflict may have been undertaken by the parties primarily out of concern to promote a political or ideological agenda, or to promote the welfare of one or more identity group(s), or over access to resources. Human rights are also potentially transformative of conflicts and may make their resolution a greater challenge. Thus, conflicts that begin as conflicts over resources, religion, or ethnic or territorial claims, may, as they progress, create new grievances through the real and perceived violation of human rights by one or more parties to the conflict.
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Postconflict Reparations
Peter J. Dixon, Luke Moffett, and Adriana Rudling
The devastation brought by war leaves behind irreparable loss and destruction. Yet over the past 100 years there has been a concerted effort by states, both within their territory and following conflicts with other states, to resolve the past through reparations. As a legal and political tool, reparations can affirm values in a postconflict society through recognising suffering and responsibility, as well as helping those most affected by the conflict to cope with their loss. However, the scale of harm and damage of war may devastate a state’s capacity to redress all victims, and states may have more pressing priorities to reconstruct and encourage development. While the guns have been silenced, the motivations and ideologies that fueled and justified violence may continue, politicising debates over which victims are deserving of reparation or absolving the responsibility of certain actors, causing reparations to be delayed or dropped. Where reparations are made, furthermore, assessments of their effectiveness in meeting their goals are both challenging and necessary. This article addresses these issues, providing a snapshot of the key debates in the area, the continuing gaps, and the need for further research.
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Islamic Bioethics: Biobanking
Mamoun Ahram and Khalid Bani Ahmad
Biobanks are biomedical research facilities that aim to collect biological specimens and relevant information for future research initiatives. Examples of biospecimens include blood, saliva, and urine, as well as tissue biopsies. Biobanks collate information that includes the personal and clinical data of individuals and provide researchers with high-quality samples in order, for example, to discover causes of diseases and identify the various factors that are associated with certain diseases. It can be argued that biobanks are permissible in Islam, but they should be under strict control by qualified authorities. In addition, since the effects of biobanks go beyond the domain of medicine and since they can influence society as a whole, their governance must be regulated by an independent body comprising experts in different fields, including Islamic jurisprudents.
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Inclusive Education as a Human Right
Ignacio Calderón-Almendros and Gerardo Echeita-Sarrionandia
Inclusive education has been internationally recognized as a fundamental human right for all, without exception. This international recognition seeks to address the dramatic inequality in current societies, since the enjoyment of the right to education for many disadvantaged people depends on it being inclusive. The recognition and enjoyment of this right requires a detailed analysis of the meaning and scope of inclusive education, as well as of the barriers and the main challenges faced.
The consideration of inclusive education as a right, with its moral and legal implications, has been achieved to a large extent thanks to the political impact of diverse association movements of people with (dis)abilities. Paradoxically, many students with disabilities continue to be systematically segregated into special schools and classrooms, which violates their right to inclusive education. There is therefore much to learn from this contradiction. A lot also needs to be done to ensure the equal dignity and rights of people that experience exclusion and segregation associated with gender, social class, sexual orientation, nationality, ethnicity, ability, etc.
To this end, it is important to conceptually delimit the neoliberal domestication of a profoundly transformative term. The historical evolution of the recognition of inclusive education as a human right needs to be understood. There is also a need to consider the strength of the scientific evidence supporting it in order to counter certain views that question its relevance, despite them having been soundly refuted. Untangling these knots enables a more situated and realistic analysis to address some of the problems to be tackled in the implementation of inclusive education. This is a social and political endeavor that must break away from the market-oriented logic in education systems. It involves accepting that it is a fundamental right to be guaranteed through collective responsibility.
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Clark, Septima Poinsette
Brenda K. J. Crawley
Septima Poinsetta Clark (1898–1987) is well-known for her citizenship schools, literacy training, voting and civil rights activism, and community, political, and social services.
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Global Gender Inequality
Melissa B. Littlefield, Denise McLane-Davison, and Halaevalu F. O. Vakalahi
Mechanisms of oppression that serve to subordinate the strengths, knowledge, experiences, and needs of women in families, communities, and societies to those of men are at the root of gender inequality. Grounded in the strengths perspective of social work, the basic premise of the present discussion emphasizes gender equality as opposed to inequality. At the core of gender equality is the value of womanhood and the need to ensure the health and well-being of women and girls. Women’s participation in different societal domains including economic opportunities, political empowerment, educational attainment, health, and well-being are all impacted by their roles. Thus, structural weaknesses are major barriers for reforming efforts on global gender equality. Challenging traditional notions of gender, which is defined as behavioral, cultural, and social characteristics that are linked to womanhood or manhood, is the basis for achieving gender equality by attending to how these characteristics govern the relationship between women and men and the power differences that impact choices and agency to choose. Further, both equality of opportunity and equality of outcome are imperative for achieving gender equality among women and girls. Although progress has been made toward gender equality for many women, lower income women—as well as women who face social exclusion stemming from their caste, disability, location, ethnicity, and sexual orientation––have not experienced improvements in gender equality to the same extent as other women. Broad outcomes of gender equality around the globe include decreased poverty, increased social and economic justice, and better well-being and empowerment among men and women. Gender equality is a smart tool for economic development because it can remove barriers to access and enhance productivity gains in a competitive world.
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Joyner, Mildred “Mit”
Sadye L. M. Logan
Mildred “Mit” Joyner, DPS, MSW, LCSW (1949–2023), the former president of the National Association of Social Workers, the Council on Social Work Education Board Chair, and Association of Baccalaureate Social Work Program Directors (BPD), was a champion for justice, equity, diversity, and inclusion for more than three decades. She was a visionary who served extensively across various social work organizations domestically and internationally. She was also a champion of peace and justice at the community level.
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International Federation of Social Workers (IFSW)
Nigel Hall
The International Federation of Social Workers is an international organization representing the interests of social workers around the world. This organization works in cooperation with global regional social work bodies, national organizations, and other associations to organize international events, publish policy statements, encourage cooperative initiatives, and link to other international bodies. It is active in human rights and social development and in the promotion of best practices and high professional social work standards.
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Social Development
Benjamin J. Lough
Social development is a broad and somewhat elusive concept connoting the well-being of people, community, and society. The United Nations has assumed a key role of promoting social development globally, with historical efforts focused on advancing human rights, social and economic equality, and inclusion. Social development strategies are classified as enterprise, communitarian, and statist based on their ideological orientations. An institutional approach to social development offers a pragmatic synthesis of these strategies with a balanced integration of bottom-up and top-down methods. The centrality of social development for international social work practice is accentuated in the Global Agenda for Social Work and Social Development. Current trends emphasize the complementary integration of market-oriented, community-based, and government supports to advance social development.