A measure of human rights competence in students enrolled on the International Baccalaureate Diploma Programme

Parish, Karen

doi:10.1080/03054985.2018.1551801

Cited by 5 publications

(16 citation statements)

References 39 publications

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“…Setting: All of the literature examined in this study focused on programs that were implemented in formal education settings: two of the programs at the university level [50,64], one at the high school level [65], one at the middle school level [66] and two at the elementary school level [67,68], refer to Figures 18 and 19. Geographically the studies and reports originated mostly in Europe, though there were two in Turkey [66,67] and two others in Norway and Cyprus [65,68]. Two articles focus on programs in the United States [50], with one being a cross-cultural endeavor between universities in the U.S. and Mexico [64].…”

Section: Human Rightsmentioning

confidence: 99%

“…In Norway, the objective was to determine students' adherence to International Objective: The objectives in most of the literature focused on human rights had a strong component of student or instructor self-awareness. The common thread running through these reports and programs was that greater self-awareness as a member of a global community would correlate to positive attitudes towards human rights [65]. Three of the articles focused on student awareness [64][65][66].…”

Section: Human Rightsmentioning

confidence: 99%

“…In Norway, the objective was to determine students' adherence to International Baccalaureate Organization (IBO) human rights ideals. This was determined by measuring students' human rights competence, defined "as the ability to act in a way that promotes the inalienable rights and inherent dignity of all people regardless of ethnicity" [65] (p. 393). In a study conducted at Juanita College in Pennsylvania, short-term study abroad programs were evaluated for their link to student attitudes toward human rights.…”

Section: Human Rightsmentioning

confidence: 99%

“…The programs described typically fell into one of two categories: international/cross-cultural experience to support human rights awareness [50,64] or human rights curricula [65][66][67][68].…”

Section: Descriptionmentioning

confidence: 99%

“…Implementer: In the literature identified, classroom teachers or professors implemented the programs discussed [50,[64][65][66][67][68], as seen in Figure 20.…”

Section: Descriptionmentioning

confidence: 99%

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Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature

et al. 2020

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This paper presents the results of a systematic review of literature (56 studies) related to Sustainable Development Goal 4.7. The goal of the research reported on here is to contribute to the discussion around strategies for working towards and monitoring SDG4.7 at the institutional level. Within this overarching focus, our review of the literature was designed to identify studies that have looked at both student learning and teacher education related to SDG4.7. This twin focus stems from the recognition that achieving the SDGs will be particularly difficult if policymakers are not attentive to both sides of the learning equation—that is, first, to the ways that teachers learn to teach about issues related to SDG4.7 and, then, the ways that students acquire this knowledge and are assessed. The five findings sections of this review correspond to the five areas of emphasis embedded in the language of SDG4.7, namely, education for (a) sustainable development, (b) human rights, (c) gender equality, (d) promoting of a culture of peace and non-violence, and (e) appreciation of cultural diversity. In accordance with the purpose of this review, the synthesis for each area of emphasis digs into the details of the educational interventions, monitoring and evaluation strategies, and results that are documented in the publications analyzed. Thus, this review can be useful for informing educational or pedagogical approaches related to SDG4.7, as well as for designing monitoring and evaluation tools for the SDGs.

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Section: Human Rightsmentioning

confidence: 99%

Section: Human Rightsmentioning

confidence: 99%

Section: Human Rightsmentioning

confidence: 99%

Section: Descriptionmentioning

confidence: 99%

“…Implementer: In the literature identified, classroom teachers or professors implemented the programs discussed [50,[64][65][66][67][68], as seen in Figure 20.…”

Section: Descriptionmentioning

confidence: 99%

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Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature

et al. 2020

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An embedded human rights logic? A comparative study of International Baccalaureate schools in different contexts

Parish

2021

Prospects

Self Cite

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This article presents findings from a study that investigated how the global logic of human rights, as incorporated by the International Baccalaureate schools into their policies and practices, is experienced and adhered to by students who are following the International Baccalaureate Diploma Programme (IBDP) in different contexts. In this study, the cases for comparison were a private school in Norway and a state-funded school in Poland. Although selected for their differences, they offered functional equivalence in the standardized diploma program. The study used a multiple-methods approach, including both quantitative and qualitative data. Findings reveal significant differences between students’ levels of adherence to human rights logic. Reasons for this difference point both to logic hybridity within the school organization and a diverse school learning community.

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Investigating effective teaching and learning for sustainable development and global citizenship: Implications from a systematic review of the literature

Chiba

Sustarsic

Perriton

et al. 2021

International Journal of Educational Development

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A measure of human rights competence in students enrolled on the International Baccalaureate Diploma Programme

Cited by 5 publications

References 39 publications

Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature

Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature

An embedded human rights logic? A comparative study of International Baccalaureate schools in different contexts

Investigating effective teaching and learning for sustainable development and global citizenship: Implications from a systematic review of the literature

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