Papers by Felisa Tibbitts
Journal of Education, Citizenship and Social Justice, 2024
This study examines how recent U.S. high school graduates who were engaged in actions to bring a... more This study examines how recent U.S. high school graduates who were engaged in actions to bring about political or social change describe the influences of in-school experiences. Did influences in the school setting encourage them to articulate and act on their beliefs? If so, what were these influences and how do they relate to school conditions, such as open discussion, already associated with active civic engagement in scholarship? In-depth, semi-structured interviews were carried out with an ethnically and gender diverse set of 28 youth leaders. Our findings support the cultivation of student agency based on psychosocial aspects of youth development. Students spoke of the influence of specific teachers and friends, with these relationships often taking place in non-formal spaces such as clubs. In general, influential experiences that participants mentioned were those that allowed them to express and develop their own ideas, and learn new topics and skills of personal interest related to their engagement with political and social change. These results speak to the essential nature of having student-driven spaces for learning and engagement, and the limitation of top-down, adult-developed structures of participation.
PROSPECTS, Oct 18, 2023
This article proposes that in a new social contract for education, reimagined universities should... more This article proposes that in a new social contract for education, reimagined universities should be institutions that are human rights-centered. A human rights mission incorporates conventional university policies oriented toward diversity, equity, and inclusion (DEI) but goes beyond this traditional framework by drawing attention to root causes of systemic violations of human rights (including violence within the university itself) and inclusive processes of internal reform, oriented towards social justice involving especially the voices of the most marginalized. This article begins with a presentation of the application of the human rights framework to university settings, including binding legal standards, soft policies, and a holistic framework known as the human rights-based approach. A human rights-centered university is one that will undertake change with an orientation toward deep transformation that will enable the university to fulfill its core aims to foster values such as respect, empathy, equality, and solidarity and promote active citizenship to address the pressing needs of society. Keywords Higher education • Human rights • Right to education • Human rights-based approach Higher education institutions (HEIs) have been traditionally understood to play a central role in economic development, the preparation of leaders, the development of research and discoveries, the influencing of public policy, and the understanding of the purpose of learning itself. A wider and deeper frame for HEIs, however, recognizes that they are engaged in a moral enterprise that can contribute to a society based on social justice. UNESCO's Reimagining Our Futures Together: A New Social Contract for Education 2021) identified the importance of universities, colleges, and technical institutes in fostering values such Portions of this article previously appeared in Tibbitts (2022).
Routledge eBooks, Jul 10, 2023
Routledge eBooks, Jul 10, 2023
Human Rights Education, 2022
This article was originally published in International Encyclopedia of Education, published by El... more This article was originally published in International Encyclopedia of Education, published by Elsevier, and the attached copy is provided by Elsevier for the author's benefit and for the benefit of the author's institution, for non-commercial research and educational use including without limitation use in instruction at your institution, sending it to specific colleagues who you know, and providing a copy to your institution's administrator.
Guide on Human Rights Education Curriculum Development, 2021
I co-authored this publication designed to assist national human rights institutions in using SDG... more I co-authored this publication designed to assist national human rights institutions in using SDG 4.7 data to strengthen the presence of human rights education in national curriculum.
Human Rights-based Approach to Higher Education Handbook, 2022
International human rights standards and higher education …………… Section II. HIGHER EDUCATION AREA... more International human rights standards and higher education …………… Section II. HIGHER EDUCATION AREAS FOR ACTION A. Change at the university ……………………………………………….. B. Areas of transformation ……………………………………………….. C. Strategies for transformation ………………………………………….. 11 Section III. HUMAN RIGHTS EDUCATION A. Curriculum strategies …………………………………………………. 13 B. Curriculum content …………………………………………………… C. Teaching and learning methodologies ………….…………..………… D. Learner assessment …………………………………………………… Section IV. RECOMMENDATIONS FOR UNIVERSITY PARTNERS IN HRBA ..………………………………………………………………………… REFERENCES .………………………………………………………………..
Human Rights Education Globally, 2020
This chapter presents the results of a cross-national study on secondary school students’ views a... more This chapter presents the results of a cross-national study on secondary school students’ views about human rights and how they learned about human rights in school. The human rights education literature has recognised the importance of “vernacularization”, or localisation, in the learning of universal human rights themes and values (Merry, Law Soc Rev 35: 39–88, 2001; Merry, Am Anthropol 108(1): 38–51, 2006; Coysh, Human rights education and the politics of knowledge. Routledge, New York, 2016). This study involved classrooms in India, South Africa, Sweden and the United States, and demonstrates that vernacularization in human rights education practice has complex applications. The specific context influences not only relevant local human rights concerns, but also classroom teaching methodology and views towards taking action. Results suggest that further research into the vernacularization of human rights education needs to take into account multiple dimensions of the political and educational contexts in which learning is taking place.
Netherlands Quarterly of Human Rights, 2018
Inaugural lecture of the chair of human rights education, delivered at Utrecht university on 23 o... more Inaugural lecture of the chair of human rights education, delivered at Utrecht university on 23 october 2017 My appointment as Chair in Human Rights Education reflects the institutionalisation of human rights education within the field of human rights at Utrecht University. This position is in keeping with the image of the Dutch as a leader in human rights on the global stage. From the perspective of internationals, the Dutch government works very hard in the promotion of human rights. The International Criminal Court is an obvious example. Dutch diplomats and lawyers actively promote international law. At the same time the Netherlands, like every country, has room for improvement, including in women's rights and in human rights education. In all these respects it is entirely fitting that a Chair of Human Rights Education has been established here in the Netherlands. It is also telling that it has been endowed by a civil society organisation. Through this lecture, in which I officially accept this position, I will explain two elements of my title -the good surf and reclaiming human rights. I would like to explain to you why human rights education has become an essential part of the international human rights movement, complementing the immediate goals of protecting victims and promoting international treaties, with education about human rights for the prevention of abuses and the realisation of ''the good society''.
Teaching and Teacher Education, 2019
Sixteen hours after ketoconazole treatment, cells were washed twice with room temperature PBS and... more Sixteen hours after ketoconazole treatment, cells were washed twice with room temperature PBS and then incubated with 1 μg/ml Propidium Iodide (PI) in PBS for 30 min at 4 °C. Cells were then washed twice more with PBS and live images of DLK-GFP fluorescence and PI staining were acquired. Images were manually counted to assess the total number of transfected cells (without thresholding) and PI-positive cells per field. Palmitoylation assay. Palmitoylation of transfected proteins in HEK293T cells was assessed by acyl biotin exchange assays, as previously described 36 except that cells were cultured in 6 well plates and bands were imaged and quantified using a LiCOR Odyssey system. Images were prepared and analyzed using Image Studio Lite Ver 4.0. NGF Withdrawal. Primary dorsal root ganglion (DRG) neurons were prepared from embryonic day 15.5 rat embryos, as previously described 11. All procedures followed National Institutes of Health guidelines and were approved by the Institutional Animal Care and Use Committee (IACUC) of Temple University. At 7 days in vitro DRG neurons were pretreated with 2.5 µM Ketoconazole overnight or 20 µM 2BP for 2 h prior to withdrawal of NGF in the presence of sheep anti-NGF IgG in the continued presence of drug. Cells were then lysed in SDS-PAGE loading buffer and processed for subsequent SDS-PAGE and subsequent immunoblotting. Images were acquired and analyzed as above. Statistical analysis. Where indicated, the non-parametric one-way ANOVA Kruskal-Wallis test was performed with a Dunn's multiple comparison post-hoc analysis. In addition, 2-way ANOVA was performed with Bonferroni post-hoc analysis. All error bars represent SEM. Ethical approval. All procedures involving experimental animals followed National Institutes of Health guidelines and were approved by the Institutional Animal Care and Use Committee (IACUC) of Temple University.
5 INDIVIDUALISM, COLLECTIVISM AND EDUCATION IN POST-TOTALITARIAN EUROPE Felisa Tibbitts INTRODUCT... more 5 INDIVIDUALISM, COLLECTIVISM AND EDUCATION IN POST-TOTALITARIAN EUROPE Felisa Tibbitts INTRODUCTION The unitary and collectivist outlook that largely pervaded education in the former Soviet Union prior to 1990 has been met with a reaction of 'individualism'. ...
… and Corcorde, USA: Human Rights Education …, 1999
Page 1. CITIZENSHIP EDUCATION IN LATIN AMERICA: PREPARING FOR THE FUTURE A monograph developed un... more Page 1. CITIZENSHIP EDUCATION IN LATIN AMERICA: PREPARING FOR THE FUTURE A monograph developed under the auspices of the Education Unit of the Inter-American Development Bank Published by Human Rights Education Asssociates (HREA) ...
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... Annedore Prengel (2006) emphasizes the interdependence between human rights and education wit... more ... Annedore Prengel (2006) emphasizes the interdependence between human rights and education with its nucleus in human rights education. ... These typologies were associated with learner 4 See eg Peter G. Kirchschlaeger/Thomas Kirchschlaeger (2009). Page 5. 5 ...
In this study, we analyze similarities and differences in 957 students’ perceptions of the histor... more In this study, we analyze similarities and differences in 957 students’ perceptions of the history of human rights in six countries: England, India, New Zealand, South Africa, Sweden and the United ...
PROSPECTS, 2017
The organization of archaeological fieldwork often resembles a military-style campaign structured... more The organization of archaeological fieldwork often resembles a military-style campaign structured around rigid, top-down hierarchies. This is reflected in many aspects of current practice, including the ultimate authority of the site director, the use of excavation methodologies that remove the act of interpretation from field archaeologists, and the general deskilling and reification of archaeological labor in fieldwork. Though there have been several examples of resistance to this hierarchical model we maintain that a sustained critique could stem from an unexpected source: the creation of communities that model anarchist principles through the implementation of the single context methodology in archaeology. In this article we explore the potential for anarchist praxis in archaeological fieldwork and the implications of anarchist thought on the issues of authority and non-alienation of labor in a neoliberal landscape.
Bringing Human Rights Education to US Classrooms
The concept of human rights is widely recognized but perhaps poorly understood in the United Stat... more The concept of human rights is widely recognized but perhaps poorly understood in the United States. Most people will recognize the term, but few are able to explain what “human rights” are, or what it means to them. This situation is troubling, suggesting that at the grassroots level human rights values are not being tapped to their full potential in promoting social change.
In 2002, the author published three models for categorizing human rights ed-ucation practice in t... more In 2002, the author published three models for categorizing human rights ed-ucation practice in the formal and non--formal education sectors: Values and Awareness, Accountability and Transformation, which are widely cited in the HRE literature. The original models were developed by applying grounded theory from a practitioner's point of view about learner goals, target groups and other practical elements of educational programming, such as content and methodologies. The emerging models of HRE practice were linked with praxis and strategies for social change. In this article, the author suggests updates to these models based on the ensuing 14 years of scholarship, docu-mentation and observation of practice across a range of teaching and learning settings globally. The proposed amendments to the models include a stronger association of the Values and Awareness Model with socialization, the Accountability Model with professional development, and the Transfor-mation Model with activism.
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Papers by Felisa Tibbitts