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This dissertation examines the problems facing adolescent girls in the pursuit of their right to education and this especially in South Africa. It presents the right to education as a human right belonging to everyone; not a privilege reserved for a category of person. The right to education is a fundamental human right and an empowerment right because it contributes to the achievement of other rights. The dissertation describes the provisions of relevant international and regional human rights instruments and assesses whether South African laws, policies and practices on the ground adhere to the requirements’ of international and regional law. It assert that, though there has been provision for universal and compulsory primary schooling and higher participation rate for girls, big challenges particularly for adolescent girls are still prevalent, particularly after primary school even though the cracks may appear very subtle and almost none issue. This dissertation shows that to solve these problems and make the right to education realizable for every child, the South African government should consider the cultural and religious environment of the adolescent girl and also renew its commitments and strategies designed to improve their retention rate and advancement at school. / Dissertation (LLM)--University of Pretoria, 2012. / gm2014 / Centre for Human Rights / restricted

No abstract / Mini Dissertation (LLM)--University of Pretoria, 2019. / Public Law / LLM / Unrestricted

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This thesis examines the corporate appropriation of human right to water and sanitation discourse. David Harvey’s concept of accumulation by dispossession provides the political- economic basis for this analysis while enabling a discussion of water conflicts that looks at neoliberalization strategies beyond the privatization of services. Inspired by Gramsci’s notion of a “war of position”, this thesis investigates the role of corporate appropriation of human right to water and sanitation discourse in legitimating strategies of accumulation by dispossession. Through content and critical discourse analysis of publications of a corporate policy consortium called the 2030 Water Resources Group the investigation concludes that this lobby group simultaneously undermines human rights while actively using key elements of rights discourse to advance its neoliberal water policy objectives.

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Over the last decade, the effects of an unprecedented rise in global temperature due to climate change, on the enjoyment of human rights, especially the right to life, have been subjects of intensive scholarly attention. Gallons of juristic ink have been spilled on the need for States to adopt policy measures aimed at combating climate change. However, recent findings show that policy measures and projects aimed at mitigating climate change are in turn producing even more serious human rights concerns, especially in developing countries. These human rights issues include: mass displacement of citizens from their homes to allow for climate change mitigation projects; lack of participation by citizens in project planning and implementation; citing and concentration of projects in poor and vulnerable communities; lack of governmental accountability on projects and the absence of review and complaint mechanisms for victims to obtain redress for these problems. These secondary human rights impacts of policy measures and projects aimed at mitigating climate change have not received sufficient attention in existing literature. The aim of this research is to examine and analyse the effects of climate change mitigation projects, specifically Clean Development Mechanism (CDM) projects, on the enjoyment of fundamental human rights. It considers how lessons from the approval and execution of CDM projects could inform thoughts on the value and requirements for mainstreaming human rights safeguards into international climate change regimes in general. It analyses the legal and theoretical prospects and paradoxes of adopting the United Nations Human Rights Based Approach (HRBA) as a framework through which human rights standards may be systemically integrated and mainstreamed into extant and emerging international legal regimes on climate change.

此論文由六章，四萬字構成。對於此論文的內容，首先將有關於基本性人權當中的各 種權，利先定義及表明出因其概念，對象，權利而產生的利益。然後在中共憲法中有 關人權的條款和美國及日本兩國的憲法的相等條款來作研究，比較，及探討在中共為 何人權不易受到擁護，中共的人權侵犯的實態又是如何？依筆者的分析，結論為馬列 主義給與形成中共憲法的特質影響，才是對於人權擁護，在憲法上及法體制上的基本 性欠點的原因。

Entender como está sendo realizado o direito humano à educação para os e as imigrantes da Bolívia que vivem em São Paulo é o principal objetivo deste estudo, que se insere no ponto de encontro entre dois debates globais contemporâneos: de um lado o crescimento e a complexidade que assumiram as migrações internacionais e, de outro, as tensões relativas à universalização de direitos em sociedades desiguais e discriminatórias. Ao longo da pesquisa, analisamos a legislação nacional e internacional e percorremos a literatura contemporânea sobre migrações internacionais e sua interface com o campo dos Direitos Humanos, em especial problematizando a relação entre os direitos de todos e os direitos dos cidadãos dado que muitos que integram o grupo em questão vivem em situação irregular no Brasil, o que não lhes tira a garantia da realização de direitos fundamentais. Para uma melhor compreensão dos pormenores que caracterizam essa dinâmica, visitamos locais de convivência dos imigrantes bolivianos/as na cidade, realizamos conversas exploratórias com representantes das organizações que atuam com o tema e, finalmente, fizemos 16 entrevistas gravadas com estudantes, mães, pais, professores/as e funcionários de escolas públicas da capital. A pesquisa foi desenvolvida a partir de três eixos analíticos. O primeiro eixo tratou da relação entre acesso e permanência na escola, verificando os obstáculos existentes nesse sentido. O segundo eixo de análise diz respeito à relação entre os imigrantes bolivianos e suas famílias com a comunidade escolar local direção, professores, e outros alunos brasileiros. Há uma tensão que cerca o debate internacional contemporâneo no campo dos direitos humanos, envolvendo universalismos e particularismos, igualdade e diferença, que foi considerada ao longo do desenvolvimento deste trabalho e, em especial, ao longo deste eixo. Finalmente, o terceiro eixo foi desenhado sobre as famílias e suas expectativas em relação à escola. Buscamos observar o que a família imigrante boliviana espera da escola e o que tem a dizer sobre a instituição de ensino brasileira. Um balanço inicial dessa trajetória mostrou que, numa perspectiva de Direitos Humanos, ainda há um logo caminho a ser percorrido. A universalização do direito à educação aqui é tensionada por violações de naturezas diversas e também pelo silêncio que tangencia o próprio tema a falta de dados, de pesquisas, de visibilidade de maneira geral configuram por si só um impeditivo à realização dos direitos educativos. Para aqueles em situação irregular no país, ainda que a lei garanta esse direito, a falta de documentos ainda é um entrave tanto para entrar como para mudar ou sair da escola. A burocracia, a falta de informações e a indiferença ao fato de terem outro idioma nativo são outros muros que pareceram evidentes. Uma vez dentro da escola, o olhar sobre a aceitabilidade dessa educação trouxe elementos importantes que caracterizam um ambiente que pouco promove a aprendizagem e desafia a promoção dos direitos humanos, com relatos de preconceito, discriminação e violência. / The purpose of this study is to understand how the human right to education for immigrants from Bolivia in the city of Sao Paulo is being fulfilled. The research is situated at the crossroad between two contemporary global debates: on one hand, the growth and complexity of the international migration process, and, on the other, tensions concerning the universalization of rights in unequal and discriminatory societies. Throughout this study, we analyzed the domestic and international laws and discussed the literature on international migration and its interface with the field of Human Rights, in particular questioning the relationship between rights for citizens or rights for all - as many people from the group we focused on are living illegally in Brazil, which does not take away the guarantee of the realization of their fundamental rights. To capture the details of the relationships and characteristics around this process, we visited places where Bolivian immigrants gather in the city, we conducted exploratory conversations with representatives of civil society organizations that fight for immigrants rights, and, finally, we carried out 16 interviews with students, parents, teachers and employees of public schools in the capital. The research was developed from three analytical axes. The first deals with the relationship between access and retention in school, observing the obstacles in that direction. The second point of analysis takes into account the relationship between the Bolivian immigrants and families with the local school community especially teachers and other Brazilian students. There is a tension when it comes to contemporary international debate in the field of human rights involving universalism and particularism, equality and difference, which was considered during the development of all this study and particularly along this axis. The third and final axis draws on the families and their expectations regarding the school. What are the Bolivian immigrants\' expectations? What do mothers say about Brazilian school, what do they think about local teachers? A first assessment shows that, at least from a human rights perspective, there is still a long way to go. The universal right to education here is challenged by many kinds of violations and also by the silence that touches this issue - the lack of data, research and visibility hinder the realization of educational rights. For those who are illegally in the country, even though the law guarantees this right, the lack of documentation is still an obstacle to enter or even to leave the school. Bureaucracy, lack of information on educational rights and indifference to the fact they have other native languages are other barriers observed along this study. Once inside the school, the reports we collected showed important elements that characterize an environment that does not promote learning and challenges the promotion of human rights, with cases of prejudice, discrimination and violence.

Thesis (M.A. (Human Rights))--Mahidol University, 2003.