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Felisa Tibbitts

Professional Background

Educational Background

A.B. Harvard College
M.P.P. Harvard Kennedy School of Government
M.Ed. Harvard Graduate School of Education, with Certificate of Advanced Studies (ABD)
D.Phil Otto-von-Guericke-Universitat Magdeburg

Scholarly Interests

Human rights, citizenship and peace education; education in post-conflict and transitional societies; curriculum reform and policy borrowing; critical pedagogy; social change theory.

Selected Publications

biographical information

Dr. Felisa Tibbitts is the Founder and Senior Advisor of Human Rights Education Associates (HREA-www.hrea.org), which she directed from 1999-2011.She established the Human Rights in Education Program at the Carr Center for Human Rights Policy at the Harvard Kennedy School of Government (2012-3) and has taught her human rights education course in numerous institutions, including the Harvard Graduate School of Education, the UN-mandated University for Peace and the University of Lucerne (Switzerland). She has worked with numerous government and international agencies in developing curriculum and policies that support the integration of human rights into teaching and training, including the Office of the UN High Commissioner for Human Rights, UNICEF, UNESCO, UNDP, OSCE, the Council of Europe, the Organization of American States and numerous non-governmental organizations, such as Amnesty International. Dr. Tibbitts has engaged in adult trainings in over 20 countries, serves on numerous advisory committees and has published articles, book chapters, and manuals addressing such topics as HRE in schools and the empowerment model of HRE.

publications

BOOKS  Tibbitts, F. (2010). Learning from our Experience. Human Rights Education Monitoring and Evaluation Toolkit. London: Amnesty International.

BOOK CHAPTERS.  Tibbitts, F. and Totten S. (2012). "Human Rights Education" in Pederson, J. and Totten, S. (Eds.) Educating About Social Issues in the 20th and 21st Centuries. Charlotte, NC: Information Age Publishing, pp. 195-221.

Tibbitts, F. and Fernekes, W. (2010). "Human Rights Educaition" in Totten, S. and Pederson, J.E. (Eds.), Teaching and Studying Social Issues: Major Programs and Approaches. Charlotte, NC: Information Age Publishing, pp. 87-117.

EDITED JOURNALS.  Fritzsche, K.P. and Tibbitts, F. (Eds.) (2006). "International Perspectives on Human Rights Education", special issue of Journal of Social Science Education (1).

Tibbitts, F. (2005).  "Transformative Learning and Human Rights Education" in Intercultural Education, 16(2). Guest editor for this special issue.

ARTICLES. Tibbitts, F. and Kirchschlaeger, Peter G. (2010). "Perspectives of Research on Human Rights Education", Journal of Human Rights Education 2(1), pp. 8-29.

Tibbitts, F. (2006). "Learning from the Past: Supporting Teaching through the Facing the Past History Project in South Africa" in Prospects, Vol,. XXXVI: No. 3. Geneva: Institute for Bureau of Education, UNESCO.





custom course list

ITSF 4603: Human and social dimensions of peace

This course focuses on issues of human rights, global ethics, and various aspects of structural and cultural violence. Students are introduced to examples of nonviolent social movements and reflect on the process of peaceful transformation. Another course in human rights may be substituted for the concentration in peace education.

ITSF 4613: International perspectives on peace and human rights education

This course provides a grounding in the theory, pedagogy, and practice of peace education. It draws from the international literature of the field as it has been developed over the past three decades, and reviews teaching practices relevant to various cultures and learning settings. Not offered every year.

ITSF 5590: Education and the development of nations

Prerequisites: ITSF 4090/6580 or ITSF 4091/6581. This seminar explores the politics of education in international and transcultural contexts. Course topics include educational equity and quality as well as the role of international donors in transplanting particular "best practice" or reform packages from one national context to another.

Centers and Projects

2011 TC Faculty