Selected impact assessment shared by the ICNC Curriculum Fellows who taught courses on civil resistance or courses with a significant civil resistance component in the Fall 2018 and Winter/Spring 2019.

See impact assessments for all curriculum fellowships.

Tatiana Araujo taught “Nonviolent Resistance in a Time of Democratic Backsliding: Rethinking Democracy and Civic Mobilization in Brazil” at a public high school in a Rio de Janeiro favela in Brazil. Her students demonstrated an increased knowledge of civil resistance and increased comfort levels in participating in and leading civil resistance actions.

Colins Imoh taught “Introduction to Peace and Justice” at the University of Toledo in Ohio, the United States. Students experienced over a three-fold increase in their knowledge of civil resistance. Students also demonstrated a lower trust in the effectiveness of violent action compared with the demonstrated success rates of nonviolent movements.

Laurie Johnston taught “Social Justice and Religious Traditions” at Emmanuel College in Boston, Massachusetts. Students who had a high knowledge of civil resistance increased ten-fold during this course. Students also demonstrated significant increases in their comfort levels in speaking of, participating in, and leading civil resistance actions.

Nosheen Raza taught “Collective Behavior and Social Change” at the University of Karachi in Pakistan. Her students demonstrated an increase in knowledge of civil resistance as all as a deeper understanding of the effectiveness of nonviolent resistance over violent resistance. Her students’ understanding of the importance of participation in a movement for its success nearly doubled by the end of the course.

Ilaria Zomer taught “Nonviolent Action Academy” in Tulin, Italy. Her students increased in their knowledge of civil resistance as well as their understanding of the common misperceptions of civil resistance’s definitions and effectiveness.

See impact assessments for all curriculum fellowships.