Interdisciplinary Curriculum: Developing Critical Pedagogy for Human Rights Education

1. University of Iowa Center for Human Rights Human Rights Conference: Curriculum Development and Critical Pedagogy for the University Educator Greg Hamot, The University of Iowa January 21, 2013

2. Teaching about Human Rights • Interdisciplinary approach to curriculum • Content Standards from each discipline • Big Ideas • Natural Rights • Civil and Political Rights • Economic, Social, and Cultural Rights • Solidarity Rights • Backwards Planning • Essential questions

3. Definitions, Models and Examples INTERDISCIPLINARY CURRICULUM

4. Definition Interdisciplinary education enables students to identify and apply authentic connections between two or more disciplines and/or to understand essential concepts that transcend individual disciplines.

5. Elements essential for interdisciplinary learning include: • learning experiences that promote meaningful connections between and among disciplines • in-depth study of the content of the disciplines, using accurate and carefully-selected examples, materials, and terminology • involvement of students in processes that are authentic to the domains and habits of mind of the disciplines: “thinking like a ….”

6. Valid interdisciplinary work can take many forms, including: • a single lesson that features connections between two or more disciplines • an interdisciplinary unit of study • a project involving many students and teachers • an entire curricular framework.

7. Interdisciplinary Curriculum THREE MODELS

8. 3 Models of Interdisciplinary Curriculum #1: Parallel Instruction #2: Cross-disciplinary Instruction #3: Infusion

9. #1: Parallel Instruction • The first of these models, parallel instruction, involves agreement among two or more teachers to focus on a common topic and essential question within their own discipline/classroom. • Students in the parallel classrooms may make connections between disciplines because of the synchronization of instruction. • Each teacher focuses on the content and processes that are representative of each distinct discipline. • Processes and outcomes/projects are specific to each discipline or classroom.

10. Parallel Teaching Process • Disciplines: Art and World History • Essential Question or Problem: What is the interplay between the historical context of architecture and form/function/symbolism as it relates to human rights of the period? • Outcome: Understanding of architectural forms & functionswithin the context of human rights history, aesthetics and symbolism. • Products: • Architectural design project • Written assessment

11. #2: Cross-disciplinary Instruction • Cross-disciplinary instruction features two or more subject areas addressing a common theme and essential question. • Two approaches: • Within one classroom- one professor with expertise in multiple disciplines • Across two or more classrooms- professors meet for common planning. • In addition, connections are more explicit as professors demonstrate their expertise and the interplay of cross-disciplinary ideas through team teaching. • One or more outcomes/products

12. Example • Disciplines: Political Science and Literature • Problem: What is the interplay between the principles of political philosophy and human rights as seen in literature. • Outcome: Application of critical interpretation of human rights politically, historically, and literarily. • Team Teaching Process

13. #3: Infusion Infusion is the third approach to interdisciplinary curriculum, and perhaps the most rare and sophisticated of the three. In this model: • A collaborative team needs to be involved. • Students’ learning and outcomes in infused approaches are focused on explicit, strong relationships among disciplines. • One project or activity may show students’ learning in all areas since the relationship is so integral to the process. • Encourages application and transfer knowledge from one discipline to other disciplines. • In addition, students may develop robust habits of mind to seek, establish and test connections.

14. BIG IDEA or Concept: Identity Power Sustainability Love Family Sharing Fantasy Reality Meaning Alienation Loneliness Reflection Emotions Nature Culture Idealism Memory Intersections Invisibility Risk Courage Satire Self Perception Perspective Storytelling Endurance Subconscious Introspection Safety Memorializing Honoring Community Traditions Consumerism Public-Private Inventing Reinventing Satire Home Prophecy Whole/part Communication Music Dreams Materialism Persuasion Human condition Ritual Endurance Utopia Complacency Transcendence Fortitude Urban Human Emotions Heroes Social world Food/nutrition Self Environment Life cycles Interdependence Aging Life and death Conflict Spirituality Celebration Uncertainty Relationships Environment Suffering Human Diversity

15. Teaching Human Rights for Public Engagement • Interdisciplinary approach to curriculum • Content Standards from each discipline • Big Ideas • Natural Rights • Civil and Political Rights • Economic, Social, and Cultural Rights • Solidarity Rights • Backwards Planning • Essential questions

16. Backwards Planning

17. WHERE Approach Where are they heading? Why are they heading there? What do they know? Where might they go wrong in the process? What is required of them? Hooking the Students on the topic of study. Exploring and Experiencing Ideas and being Equipped with the necessary understanding to master the material being taught. Rehearse, Revise and Refine EVALUATION

18. LEVEL 1 Educators identify the desired results of their students by establishing the overall goal of the lesson, unit, or course. Use content standards applicable to your field and human rights. LEVEL 2 Learning by assessment – Teachers plan performance tasks (public engagement) and consider how to show evidence of understanding including self-reflections and self-assessments. LEVEL 3 Develop learning activities that will lead to the desired results.

19. Backwards Planning

20. Essential Questions • The question cannot be answered by a quick and simple “yes” or “no” answer. • The question requires movement beyond understanding and studying – some kind of action or resolve – pointing toward the settlement of a challenge, the making of a choice or the forming of a decision. • The question probes a matter of considerable importance. • The question probably endures, shifts and evolves with time and changing conditions – offering a moving target in some respects.

21. Essential Questions Resolution of an issue, quandary, challenge or problem that is stated in the essential question. Move toward depth and complexity, demanding more in the way or originality. Evokes a passionate level of interest, as well as a firm commitment to develop a level of understanding. Provokes dynamic tension that should persist throughout the research.

22. Thank you!!!