Papers by Felisa Tibbitts
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
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) ...
hrea.org
... 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 ...
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.
INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES, 2016
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Papers by Felisa Tibbitts