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- All Subjects: Human rights--Study and teaching (Higher)
- All Subjects: Tigray
- Creators: Rothenberg, Daniel
Description
Arguing for the importance of decolonial pedagogy in human rights education, this research is located at the intersection of human rights education, pedagogy, and justice studies, and is situated in the context of a contested neoliberal university in order to learn about and understand some of the challenges in implementing pedagogical change inspired by decolonial theory. This research focuses on pedagogical approaches of human rights professors to understand how and to what extent they are aligned with and informed by, incorporate, or utilize decolonial theory. This is accomplished through a content analysis of their syllabi, including readings and pedagogical statements, and semi-structured interviews about their praxis to draw attention to the what and how of their pedagogical practices and the ways in which it aligns with a decolonial pedagogical approach. This research calls attention to the specific manner in which they include decolonial pedagogical methods in their human rights courses. The findings determined that a decolonial pedagogical approach is only just emerging, and there is a need to address the barriers that impede their further implementation. In addition, there is a need for research that will further investigate the pedagogical approaches professors are employing, particularly those in alignment with decolonial criteria; the impact of decolonial and non-decolonial approaches on students’ epistemologies, and how to overcome barriers to advance implementation of a decolonizing pedagogical approach.
ContributorsAldawood, Danielle (Author) / Gomez, Alan (Thesis advisor) / Simmons, William (Committee member) / Rothenberg, Daniel (Committee member) / Arizona State University (Publisher)
Created2018
Description
The conflict between the Ethiopian government and Tigray forces has been ongoing for over a year. In this conflict, many atrocities have been committed by the state, including massacres, torture, and mass sexual violence often directed against civilian Tigray. Because of this, many have wondered whether the Ethiopian state is committing genocide. In this study, I apply Gregory Stanton’s ten stages of genocide model to the Ethiopian state’s use of violence against civilian Tigray to argue that the Ethiopian government has and continues to commit genocide. Since the process of genocide is not linear, many reports, testimonies, and actions of the government support the argument that the Tigrayan people are victims of genocide.
ContributorsMehari, Sabrina (Author) / Peskin, Victor (Thesis director) / Rothenberg, Daniel (Thesis director) / Barrett, The Honors College (Contributor) / School of Molecular Sciences (Contributor) / School of Social Transformation (Contributor)
Created2022-05