Nica Froman | Teachers College, Columbia University (original) (raw)
A social studies teacher with a passion for engaging students in human rights education.
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Papers by Nica Froman
In 2003, the International Baccalaureate Diploma Programme (IBDP)—a program implemented in thousa... more In 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 th...
Current Issues in Comparative Education, 2015
In 2003, the International Baccalaureate Diploma Programme (IBDP)—a program implemented in thousa... more In 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 th...
Current Issues in Comparative Education, 2015