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Netter, Amy Lynn - Dissertation.pdf (3.04 MB)

ETD Abstract Container

Abstract Header

History Instruction with a Human Rights Perspective: Exploring the Experience and Learning of High School Students through a Case Study

Netter, Amy Lynn
http://orcid.org/0000-0001-5852-3208
http://rave.ohiolink.edu/etdc/view?acc_num=toledo166699408016945

Abstract Details

2022, Doctor of Philosophy, University of Toledo, Curriculum and Instruction.
This qualitative case study examined the implementation of a four-week instructional unit on the Civil Rights Movement taught through a human rights lens and emphasizing written discourse in the classroom. The study was conducted in a large, urban high school in the Midwest near the end of the 2022 spring semester. The instructional unit, a critical case, was taught as part of the curriculum of an American History class required for sophomores but including some juniors and seniors. Data from 32 students who met the attendance and assignment submission requirements of the study were included. The framework for the case study was the intersection of theories of history instruction, human rights education, and discourse. Data collected included student created classwork and artifacts, teacher-researcher participant observations, and curricular and instructional materials. The research questions addressed the ways students independently and collaboratively reflected on history and human rights, the ways students engaged in analysis and critical thinking, and the ways in which they reflected on their experiences through their written discourse. Data analysis showed that students often made meaningful connections between history, human rights, and current events through written discourse, but that there were specific concepts with which they struggled such as the human rights concept of correlative duties. Additionally, students engaged in collaborative discourse that gave them the opportunity to practice human rights discourse. Students’ most personal connections were made in activities and discussions in which they engaged in critical thinking and analysis. The connections made by students included comparisons between events of the Civil Rights Movement and current issues such as police brutality and the Black Lives Matter Movement. Students also demonstrated the ability to effectively reflect on their personal and classroom experiences. These findings illustrated the potential of this type of instructional unit to improve students’ abilities to engage in human rights discourse and to potentially help form a bridge between history and human rights instruction and students’ experiences and current interests. This case study identified numerous avenues for future research and connections between existing frameworks that could prove useful to researchers and practitioners.
Susanna Hapgood (Committee Chair)
Mark Templin (Committee Member)
Dale Snauwaert (Committee Member)
Colleen Fitzpatrick (Committee Member)
304 p.
American History; Curriculum Development; Education; Instructional Design; Literacy; Peace Studies; Secondary Education; Teaching
history instruction; American history instruction; human rights education; human rights perspective; history curriculum; written discourse; discourse; discourse in instruction; Civil Rights Movement; history and human rights; instructional unit case study; curriculum study; high school instruction

Recommended Citations

Citations

  • Netter, A. L. (2022). History Instruction with a Human Rights Perspective: Exploring the Experience and Learning of High School Students through a Case Study [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo166699408016945

    APA Style (7th edition)

  • Netter, Amy. History Instruction with a Human Rights Perspective: Exploring the Experience and Learning of High School Students through a Case Study. 2022. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo166699408016945.

    MLA Style (8th edition)

  • Netter, Amy. "History Instruction with a Human Rights Perspective: Exploring the Experience and Learning of High School Students through a Case Study." Doctoral dissertation, University of Toledo, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=toledo166699408016945

    Chicago Manual of Style (17th edition)

toledo166699408016945
229
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This open access ETD is published by University of Toledo and OhioLINK.