ICNC offers Curriculum Fellowship programs to support teaching, course development, and implementation of new curricula on civil resistance in universities and high schools around the world.

We have been running this program since 2014 and, each year, we host up to 12 educators from around the world as our curriculum fellows. The fellowship helps them develop and teach online, classroom-based, and hybrid courses on civil resistance to specific groups of participants at their educational institutions or in their communities.

Once they set up their courses on civil resistance our curriculum fellows implement monitoring and evaluation surveys, including learning gains surveys, final course evaluation, and a 3-month follow-up survey, in order to assess the impact of their fellowship-guided teaching.

The surveys have consistently showed a positive increase in knowledge among the course participants in civil resistance theory, history, and practice, and increased in their comfort level of discussing, participating in, and even leading nonviolent resistance activities and campaigns.

Below are selected impact highlights that we received from our curriculum fellows over the years.

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 2019 and Winter/Spring 2020.

2019 Fellows

Alice Borchi, “Arts and Activism,” School of Performance and Cultural Studies, University of Leeds
Leeds, United Kingdom; 16 students
See the impact of this course

Dan DiLeo, “Theological Ethics, Community Organizing, and Political Advocacy,” Creighton University
Omaha, NE, USA; 17 students
See the impact of this course

Ying Hooi Khoo, “Social Movements and Democratization” University of Malaya
Kuala Lumpur, Malaysia; 44 students
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Andrea Malji, “Civil Resistance and Nonviolent Movements,” Department of History and International Studies, Hawai’i Pacific University
Honolulu, HI, United States; 21 students
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Cassie Parkin, “Challenge & Change in Society: Nonviolent Resistance, Change, and Movements,” The Linden School
Toronto, Ontario, Canada; 14 students
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Joám Evans Pim, “New Tendencies in Peace and Conflict Studies” at the Universitat Jaume I, Cátedra UNESCO de Filosofia para la Paz
Castellón de la Plana, Spain; 10 students
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Ke Rafitoson, “Citizens’ Mobilization in the Quest for Social and Political Justice: Theory and Practice,” Université Catholique de Madagascar
Antananarivo, Madagascar; 11 students
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Rajendra Senchurey, “The Power of Civil Resistance,” MICD, Mid Western University
Lalitpur, Nepal; 32 students
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Maurício Vieira, “Introduction to Peace & Conflict Studies: Nonviolent Civil Resistance,” Ceará State University (UECE)
Fortaleza, Brazil; 28 students
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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.

2018 Fellows

Tatiana Araujo, “Nonviolent Resistance in a Time of Democratic Backsliding: Rethinking Democracy and Civic Mobilization in Brazil,” Manguinhos Public School
Rio de Janeiro, Brazil; 25 students
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Colins Imoh, “Introduction to Peace and Justice,” University of Toledo
Toledo, OH, United States; 29 students
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Laurie Johnston, “Social Justice and Religious Traditions,” Emmanuel College
Boston, MA, United States; 13 students
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Nosheen Raza, “Collective Behavior and Social Change,” University of Karachi
Karachi, Pakistan; 29 students
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Ilaria Zomer, “Nonviolent Action Academy,” Centro Studi Sereno Regis
Turin, Itality; 24 students
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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 2017 and Winter/Spring 2018.

2017 Fellows

Hasan Habes: “Civil Resistance,” Åbo Akademi University
Vaasa, Finland; 29 students
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Bunly Soeung: “An Introduction to Civil Resistance and Nonviolent Movements,” ICNC Online Course
Svay Rieng, Cambodia; 13 students
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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 2016 and Winter/Spring 2017.

2016 Fellows

Ahmadullah Archiwal: “Civic Education,” Umara Khan High School
Afghanistan
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Elizabeth Cepparulo: “Nonviolent Direct Action,” Wilmington Friends School
Delaware, United States
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Courtney Cook: “Introduction to Civil Resistance and Socio-Cultural Influences on Learning,” University of Texas at Austin
Austin, Texas, United States; 22 students
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Regina Feldman: “Rights and Protests: The American Civil Rights Movement and South Africa,” Montessori High School at University Circle
Cleveland, Ohio, United States
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Clay Fuller: “Dictatorships and Civil Resistance in the 21st Century,” University of South Carolina
Columbia, SC, United States; 40 students
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Lilit Makunts: “Introduction to Civil Resistance: History and Strategies of Nonviolent Struggle,” ICNC Online Course
Yerevan, Armenia; 13 students
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Etiene Martins: “Strategic Nonviolent Action, Peacemaking, Community Policing,” D. João VI Police Academy
Rio de Janeiro, Brazil
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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 2014 and 2015, and Winter/Spring 2015 and 2016.

2014 & 2015 Fellows

Jacob Mundy: “Waging Nonviolent Conflict – Theory, Practice, Critique,” Colgate University
Hamilton, NY, United States; 18 students
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Student Feedback:

“Coming into the class I felt I would be less likely to engage in a nonviolent protest. However, after reading Chenoweth & Stephan (and others) I was amazed at how dominating nonviolence has been over violence. The combination of reading the case studies, watching documentaries and getting the opportunity to ask the authors our own personal questions created the perfect learning environment. Thank you!”

“I also wanted to let you know that I really enjoyed your class this semester. It is definitely in my top three courses I have taken here, and wanted to let you know I really did get a lot out of it. I knew nothing about PCON beforehand, especially nonviolent movements, and now I feel like not only do I have a much improved understanding of the topic, but I have developed a new appreciation and interest for the subject. Thank you for a meaningful and enjoyable course.”

Shannon Gibson, “Order and Disorder in Global Affairs,” University of Southern California
Los Angeles, CA, United States

Student reflections on the People Power Game:

“This game acts as a tremendous supplement to our course through its realism, giving students unique insight into the true adversity social movements must overcome to enjoy success. Before playing the People Power Game, I was oblivious to the innumerable facets and components in the social campaign mechanism. With this insight, I feel confident in my newfound ability to create and manage a social operation.”

“It definitely facilitated my understanding of concepts I had learned in class by actually practicing them through communication, conflict, and reaction to conflict. This game also added a layer of subjectivity to the experience, which was interesting to combine with the knowledge of all the strict theories on nonviolent conflict, strategic tactics, and activism. In class, we had learned about all these theories separately; however, while playing the game, I was required to think multidimensional and apply a broad range of concepts to my decisionmaking. This game is a good way to understand the global society from a classroom perspective without actually having the opportunity to go into the field. The game also requires critical thinking in order to respond to the actions of other players; it required prediction and assessment.”