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The Legal Rights Center is a community-driven nonprofit law firm, specializing in adult criminal and juvenile delinquency defense, restorative justice practices and youth advocacy. The Legal Rights Center runs two programs: Community Defense Program and the Youth: Education, Advocacy & Restorative Services (Y:EARS) Program. While each program has distinct goals and methods, collectively they point to the overall vision of improving the experience of the justice system for communities of color, if not proactively by solving problems that prevent involvement in the justice system in the first place, then certainly after an individual has been swept up into the system.​

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The National Lawyers Guild is the nation’s oldest and largest progressive bar association and was the first one in the US to be racially integrated. Their mission is to use law for the people, uniting lawyers, law students, legal workers, and jailhouse lawyers to function as an effective force in the service of the people by valuing human rights and the rights of ecosystems over property interests.

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The Legal Toolkit was created primarily as a go-to resource for lawyers representing people living with HIV who are facing criminal prosecution based on HIV status. However, other advocates are likely to find the Legal Toolkit useful. The Toolkit includes charts, articles, guidance, case law, legal analysis, scientific data and citations to empirical studies on the impact of HIV criminalization on individuals affected by HIV. The Toolkit pulls together into one place a wealth of information, both quick-reference resources (e.g. a Chart on the Relative Risk of HIV and other STIs) and links to longer reference materials (e.g. sample briefs) that are located, along with a summary of each document, in CHLP’s online HIV Policy Resource Bank.

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This webpage explains what economic, social and cultural rights are, why they’re important and how they’re enforced. Economic, social, and cultural rights include the human right to work, the right to an adequate standard of living, including food, clothing, and housing, the right to physical and mental health, the right to social security, the right to a healthy environment, and the right to education.

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The purpose of this manual is to serve activists and students. This service is expected to unfold in three ways: (1) primarily as a manual for reporting to the Committee on Economic, Social and Cultural Rights; (2) as a resource for students, particularly those in remote locations with less access to the Internet and large English language libraries; and (3) as an educational tool in training workshops, particularly for practical topics.

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The report “Rights in the Time of COVID-19 – Lessons from HIV for an Effective, Community-Led Response” from UNAIDS presents key lessons from the AIDS response that are crucial for an effective human rights-based approach to public health emergencies. They range from tackling stigma and discrimination faced by affected individuals and communities to prioritizing measures for reaching the most vulnerable, removing human rights barriers, establishing trust between communities and public health authorities and protecting critical frontline medical staff.

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Child Rights International Network (CRIN)’s case studies illustrate how strategic litigation works in practice by asking the people involved about their experience. They aim to cover a wide range of violations and jurisdictions, and publicise little-known cases. By sharing these stories CRIN hopes to not only raise awareness of challenges to children’s rights violations around the world, but also give you the tools to challenge similar violations where you live.

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Children's rights  |   Guidelines  |    

The Abidjan Principles promises to be the new reference point for governments, educators and education providers when debating the respective roles and duties of states and private actors in education. They compile and unpack existing legal obligations that States have regarding the delivery of education, and in particular the role and limitations of private actors in the provision of education. They provide more details about what international human rights law means by drawing from other sources of law and existing authoritative interpretations.

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