Problem-based learning beyond borders
Impact and potential for university-level human rights education
Bibliographic Data
| ID | 12720344 |
|---|---|
| Authors | William Paul Simmons (0000-0001-9881-2637, University of Arizona, corresponding author) |
| Year | 2019 |
| Volume | 18 |
| Issue | 3 |
| Pages | 280-292 |
| Publication date | 2019-05-27 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Human Rights (JOURNAL) |
| Journal identifiers | ISSN: 1475-4835 • E-ISSN: 1475-4843 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/14754835.2019.1617118 |
| OpenAlex | W2961010891 |
| Language | EN |
| Citations received | 1 |
| References cited | 18 |
This article outlines a cutting-edge pedagogy I have branded problem-based learning beyond borders, which I have employed in a wide variety of human rights courses and in developing curriculum for two graduate programs in human rights. It involves engaging students, faculty, and community members in real-world problems usually raised by the community members. This pedagogy could be employed successfully in a range of human rights courses and programs but faculty members are often reluctant to adopt a new pedagogy, especially when it involves shifting their pedagogical ethos. So here I offer a number of compelling examples of this pedagogy drawn from my human rights classes, and then I turn to the question of best practices for encouraging other human rights faculty members to adopt such cutting-edge active-learning pedagogies. I end with some practical advice that should be applicable when encouraging faculty to experiment with such innovative pedagogies
Human rights · Human Rights Education · Political science · Socioeconomics · Sociology · Law · Peace and Human Rights Education · Viral Infections and Outbreaks Research
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |