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The study evaluates curricular efficacy against a hypothesized content coverage but inadequate pedagogy rooted in human-rights principles and insufficient student orientation toward advocacy. Findings confirm a shortfall in promoting Education Through and Education For Human Rights.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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guides the curriculum analysis in this study?","Question",{"text":63,"@type":64},"The study evaluates the IBDP human rights course using Article 2.2’s three components: Education About Human Rights, Education Through Human Rights, and Education For Human Rights.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What hypothesis does the author test regarding the IBDP course?",{"text":68,"@type":64},"The author hypothesizes the course sufficiently covers human rights content but lacks pedagogical practices grounded in human rights principles and does not orient students toward advocacy.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the results indicate about Education Through and Education For Human Rights?",{"text":72,"@type":64},"The curricular analysis confirms the hypothesis that the IBDP course falls short in promoting Education Through Human Rights and Education For Human 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Columbia University  \nIn 2003, the International Baccalaureate Diploma Programme (IBDP)—a program implemented in thousands of schools globally—introduced a human rights course (Makivirta, 2003). This curriculum is the first of its kind to hold potential widespread influence on human rights education in the formal education sector. In this study, I analyze the curriculum’s efficacy in achieving the goals of human rights education. I examine the IBDP’s human rights revised syllabus (2008) for the three components of Article 2.2 of the United Nation’s Universal Declaration on Human Rights Education and Training (United Nations General Assembly, 2011): “Education About Human Rights,”“Education Through Human Rights,” and“Education For Human Rights.” I hypothesize that the course sufficiently covers human rights content but lacks pedagogical practices grounded in human rights principles and does not orient students towards advocacy. The results of the curricular analysis confirm my hypothesis, indicating that the IBDP’s course falls short in promoting Education Through and For Human Rights.  \nIntroduction  \nSocial movements seek to transform society through carrying out or resisting social change. Just as the civil rights movement sought a more equal society, the human rights education (HRE) movement aims to establish a global society prioritizing and upholding human rights. Specifically, human rights education in the formal education system seeks to prompt social change through creating a cultural climate paving “the way for a world that respects human rights through an awareness of and commitment to the normative goals laid out in the Universal Declaration and other key documents”(Tibbitts, 2002, p. 163) . The educationalist approach to HRE further aims to legitimize the human rights framework and attract students to human rights in an effort to gain mass support for the human rights movement, thereby placing pressure on authorities to uphold human rights standards.  \nSince the start of the human rights education movement in 1993 (Suárez, 2007), educational initiatives have been largely limited to the non-formal education sector. This changed in 2003, when the International Baccalaureate Diploma Programme (IBPD)—a globally oriented, academically rigorous program implemented at thousands of public and private schools around the world (IBO, 2014c; van Oord, 2007)—introduced a school-based human rights course as apart of their curricular database. The International Baccalaureate Diploma Programme currently serves “1,335 schools in some 120 countries…making the Diploma Programme the leading international pre-university curriculum”(van Oord, 2007, p. 376). They therefore demonstrate the highest potential for disseminating human rights education internationally throughout the formal education sector.  \n© 2015 Current Issues in Comparative Education, Teachers College, Columbia University, ALL RIGHTS RESERVED. Current Issues in Comparative Education 17(1), 36-58.  \nHuman Rights Education  \nThe IBDP’s human rights course is technically a school-based syllabus (Makivirta, 2003) . In other words, the IBO does not require a school to offer this course as a part of their mainstream curriculum requirements, however schools can elect to do so. Currently, a relatively small percentage of IB schools utilize this curriculum as most IBDP high schools are transitioning to anew, required course titled “Global Politics” that will encompass human rights from 2015 (IBO, 2014b). As this course is the first of its kind to potentially hold such widespread influence, I will analyze the IB curriculum to measure its efficacy in achieving the goals of human rights education in schools: (1) to empower students to uphold their rights and the rights of others, (2) to create a culture based on human rights, and (3) to foster support for the human rights ","cbCaihaauiS8POuZ","https://ap.wps.com/l/cbCaihaauiS8POuZ","pdf",278624,23,"English","# Introduction\n# Human Rights Education\n## Article 2.2 components and analytical lens\n## Study methodology and results","[{\"question\":\"What framework guides the curriculum analysis in this study?\",\"answer\":\"The study evaluates the IBDP human rights course using Article 2.2’s three components: Education About Human Rights, Education Through Human Rights, and Education For Human Rights.\"},{\"question\":\"What hypothesis does the author test regarding the IBDP course?\",\"answer\":\"The author hypothesizes the course sufficiently covers human rights content but lacks pedagogical practices grounded in human rights principles and does not orient students toward advocacy.\"},{\"question\":\"What do the results indicate about Education Through and Education For Human Rights?\",\"answer\":\"The curricular analysis confirms the hypothesis that the IBDP course falls short in promoting Education Through Human Rights and Education For Human Rights.\"}]","Human Rights Education and the International Baccalaureate Diploma Programme | PDF",1792089245,58]