Date of Award


Degree Type


Degree Name

Master of Arts (MA)


School of Education


This thesis will argue that systemic barriers hinder the implementation of international education laws designed to eliminate inequality. Discriminatory practices are frequently embedded in national views. These views present themselves in legislative choices despite the form of government. Further, embedded beliefs influence a nation's commitment or resistance to international human rights instruments. An analysis of state commitment and resistance to international education laws will serve as a guide for identifying and understanding the legislative barriers preventing the enactment of meaningful international education policy.

Analyses on this subject have been reductionist in nature. They have failed to sufficiently consider all relevant factors contributing to a nation's commitment or resistance to international human rights laws. For demonstrative purposes, this inquiry will address the correlation between American and French domestic education policy and commitment to the educational provisions of the International Covenant on Economic, Social, and Cultural Rights as an example of international human rights law. In no way does this inquiry claim that all developed nations can, or should, be understood in the ways discussed here. This comparative analysis of the United States and France provides a useful illustration of this point.

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Creative Commons License
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