Author Bio

Mischa Geracoulis is a media professional, working with Project Censored as the Curriculum Development Coordinator, Project Judge, and contributing editor to the annual yearbook, and on the editorial boards of the Censored Press and The Markaz Review. Her journalistic and educational work focuses on intersections among critical media and information literacy, human rights education, democracy and ethics, prioritizing issues of press and academic freedom, truth in reporting, and the protracted disinformation campaign against the Armenian Genocide. Mischa holds an MA in education concentrated in critical pedagogies and media studies, and a BA in international development concentrated in the MENA/SWANA regions. mischa@projectcensored.org


This essay draws from a study conducted as part of graduate thesis work at George Mason University. The thesis examined the purpose of human rights education and critical media literacy, and the international inducements to include these subjects in the national education systems of United Nations (UN) member states. It compared the United States (U.S.) educational system to those of other, similarly developed UN member states that have successfully implemented human rights education and critical media literacy into their national education. The comparison revealed a lack of implementation in the U.S. despite its member state status and agreement to do so. The study also looked at decades-long appeals from U.S. educators and scholars to embed these subjects into curricula, and the impact this education may have on protecting and advancing democracy. Based on the findings, a new undergraduate college course was designed. The essay that follows describes the structure, design, learning objectives, and expected outcomes of the course.

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