Matching Items (2)
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
While recruitment of middle and upper-class Bangladeshis by Islamic jihadist terror groups and Iranian mobilization of Afghan Hazaras to fight in the Syrian civil war present two extremely different regional challenges, this study shows how these movements are linked in the ways in which state and non-state actors deploy similar narrative strategies to mobilize support. I argue that narratives that capitalize upon the failure of upward social mobility and governance failures are highly useful for recruiting individuals to join either state or non-state organizations when appropriately and specifically linked to the particular historical, cultural, and political environment. I will demonstrate this by comparing and contrasting the use of recruitment narratives playing off of grievances for Iran's IRGC recruitment of poor Afghan Hazaras with low-levels of formal educational achievement and Islamist terrorist groups’ recruitment of middle- and upper-class Bangladeshis. The study argues that while the contexts and life experiences between IRGC Hazara and Bangladeshi terror group recruits are quite distinct, they are similarly motivated by narratives that emphasize the creation of a strong ideological and religious community based on alienation defined by a lack of desired and expected upward social mobility and profound failures of basic governance.
ContributorsMulk, Sumaita (Author) / Kubiak, Jeffrey (Thesis director) / Rothenberg, Daniel (Committee member) / Historical, Philosophical & Religious Studies (Contributor, Contributor) / School of Life Sciences (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05