Human Rights in Higher Education : Institutional, Classroom, and Community Approaches to Teaching Social Justice

"This book focuses on human rights education (HRE) in higher education, with an emphasis on supporting undergraduate education for social justice and global citizenship at the institutional, classroom, and community levels. Drawing from the work of human rights scholars and advocates at Webster University, Kingston begins a critical discussion about the potential of HRE on college campuses and beyond. Chapter contributors address the institutional issues inherent to building a "human rights campus," promoting just governance models, facilitating student research, and fostering inclusive campus communities. They further explores opportunities within the classroom by highlighting dynamic courses on global sustainable development and post-genocide reconciliation in Rwanda, as well as considering how to create trauma sensitive learning spaces and utilize photography as a human rights teaching tool. Finally, scholar-advocates detail how HRE can be expanded to include the broader community--including teaching critical criminology to aspiring police officers, facilitating community dialogue through academic conferences, and engaging in social justice work related to access to justice, domestic violence, and human trafficking." -- Prové de l'editor Contents 7 Notes on Contributors 10 List of Figures 14 Chapter 1 Introduction—Human Rights in Higher Education: Institutional, Classroom, and Community Approaches to Teaching Social Justice 16 Human Rights in Higher Education 17 Institution Building 19 In the Classroom 23 Community Approaches 25 Outline of This Book 27 References 33 Part I Institutional Approaches 37 Chapter 2 The Ideal of a Human Rights Campus 38 Building on the Academic Foundations of HRE: Critical Thinking and Social Engagement 40 Fostering Inclusiveness on Campus 45 Supporting Social Justice, Every Day 48 References 51 Chapter 3 Social Justice Programs and Just Administrative Practices 54 Mission: Clarifying Scope and Increasing Program Security 56 Leadership: Identifying Interdisciplinary Expertise and Preventing Burnout 60 Committee Membership: Hierarchies, Vulnerability, Expectations, and Participation 63 References 70 Chapter 4 Faculty–Student Collaborative Human Rights Research 71 Collaborative Research and HRE 72 The Potential of Faculty–Student Collaboration 75 Benefits to Students 75 Benefits to Faculty 76 Incorporating Student Collaborators 79 Administrative Collaborators to Facilitate Collaborative Research 82 References 87 Chapter 5 Supporting Inclusive Campus Communities: A Student Development Perspective 90 Defining Diversity and Inclusion for Student Development 93 Designing Inclusive Student Support 95 Orientation to Campus 95 Student Development Through Mentoring 97 Cultural and Social Programs 99 Conclusion 101 References 103 Part II Classroom Teaching 105 Chapter 6 Real World Survivor: Simulating Poverty to Teach Human Rights and Sustainable Development 106 Why Real World Survivor? 108 Real World Survivor in Action: An Innovative Course to Teach Human Rights 110 Traditional Content, Non-Traditional Approach 111 Experiencing Hunger and Poverty at Heifer Ranch 112 Reflection, Video Production, and Advocacy 113 Impacts of Real World Survivor 114 Learning Outcome #1: Identify, Investigate, and Analyze Factors that Contribute to Poverty in the Developing World 114 Learning Outcome #2: Apply Different Ethical Perspectives to Ethical Questions Related to the Developing World 115 Learning Outcome #3: Describe a Specific Problem and Identify Possible Solutions. Articulate Ethical Implications of Action or Inaction 116 Learning Outcome #4: Demonstrate Understanding of How Experience Outside of the Formal Classroom Relates to the Study of Alleviating Poverty 116 Challenges and Conclusions 117 References 120 Chapter 7 Context Alters Perception: The Importance of Travel in Human Rights Education 122 The Importance of Traveling from Here to There 123 Curriculum Design 125 Book Learning 125 On the Ground Learning 127 Essentials to Traveling Abroad 131 Institutional Challenges 133 Context Alters Perception 134 References 136 Chapter 8 Creating a Trauma-Sensitive Environment for Teaching Human Rights 138 A Globalized Student Body and the Impacts of Trauma 140 Viewing Students Through a Trauma-Informed Lens 143 Creating a Trauma-Sensitive Environment 146 References 152 Chapter 9 What Do You Think You’re Looking At? The Responsibility of the Gaze 154 References 172 Part III Community Engagement 175 Chapter 10 Education as Resistance: Teaching Critical Criminology to (Aspiring) Cops 176 Activist-Scholarship and Activist-Teaching 178 Activist-Teaching in the Criminology Classroom: Personal Experiences 181 Reflections 187 References 189 Chapter 11 Human Rights Conferences and Facilitating Community Dialogue 192 Academic Conferences and Community HRE 195 The Faculty Coordinator Perspective: Lindsey N. Kingston 198 The Student Organizer Perspective: Monica Henson and Evelyn Whitehead 202 Moving Forward 205 References 206 Chapter 12 Community-Based Social Justice Work: The WILLOW Project 207 Overview of the WILLOW Project 208 The Cases 209 Clemency/Commutation/Exoneration and the Systemic Challenges to Achieving Them 212 The Clinical Education Model and Student Internships 213 Identifying Key Partners In/Out of the University 215 Pedagogical Approaches 216 Ethical Concerns 219 Creating Similar Educational Opportunities Elsewhere 221 References 223 Chapter 13 The Bijlmer Project: Moving the Classroom into our Community to Combat Human Trafficking 225 The Bijlmer Project: A Classroom in the Community 227 Research 228 Advocacy 229 Opportunities for Students to Look Beyond Stereotypes 231 Vulnerability Has No Age Limit 231 The Anatomy of Threats and Violence 232 Beyond Demographic Data 233 Humanizing Victims 233 Understanding Basic Human Rights from a Psychosocial Perspective 234 Victim or Survivor? 234 Freedom or the Lack Thereof: What Does It Mean? 236 Final Reflections on Teaching 237 References 239 Conclusions 240 Resources for HRE Teaching and Collaboration 241 Fostering HRE in Higher Education 243 References 245 Index 247 Front Matter ....Pages i-xvi Introduction—Human Rights in Higher Education: Institutional, Classroom, and Community Approaches to Teaching Social Justice (Lindsey N. Kingston)....Pages 1-21 Front Matter ....Pages 23-23 The Ideal of a Human Rights Campus (Lindsey N. Kingston)....Pages 25-40 Social Justice Programs and Just Administrative Practices (Kate Parsons)....Pages 41-57 Faculty–Student Collaborative Human Rights Research (Danielle MacCartney)....Pages 59-77 Supporting Inclusive Campus Communities: A Student Development Perspective (Bethany R. Keller)....Pages 79-93 Front Matter ....Pages 95-95 Real World Survivor: Simulating Poverty to Teach Human Rights and Sustainable Development (Amanda M. Rosen)....Pages 97-112 Context Alters Perception: The Importance of Travel in Human Rights Education (Elizabeth J. Sausele)....Pages 113-128 Creating a Trauma-Sensitive Environment for Teaching Human Rights (Kelly A. McBride)....Pages 129-144 What Do You Think You’re Looking At? The Responsibility of the Gaze (Bill Barrett)....Pages 145-165 Front Matter ....Pages 167-167 Education as Resistance: Teaching Critical Criminology to (Aspiring) Cops (Julie Setele)....Pages 169-184 Human Rights Conferences and Facilitating Community Dialogue (Lindsey N. Kingston, Monica Henson, Evelyn Whitehead)....Pages 185-199 Community-Based Social Justice Work: The WILLOW Project (Anne Geraghty-Rathert)....Pages 201-218 The Bijlmer Project: Moving the Classroom into our Community to Combat Human Trafficking (Sheetal Shah)....Pages 219-233 Back Matter ....Pages 235-247