While international human rights courts have proliferated in recent decades, state reluctance to comply with their rulings remains a central challenge to international law’s authority. This article examines compliance through the lens of Guarantees of Non-Repetition (GNR) ordered by the Inter-American Court of Human Rights. Drawing on 24 years of jurisprudence (1998–2022), it builds a novel dataset of 390 GNR measures from 189 judgments. Using a Weibull survival model, the analysis evaluates three clusters of variables: victim characteristics, case contexts and perpetrator identities, and the features of GNR measures. The results show that these features appear largely irrelevant in shaping compliance outcomes. Contrary to dominant compliance theories, whether GNR require legislative, executive, or judicial action has no statistically significant effect. Instead, compliance is driven by victim profiles and contextual dynamics. Measures benefiting marginalized groups face higher non-compliance, while those involving children, public officials, and enforced disappearance show stronger adherence.
This paper introduces and analyzes Political Impact Projects (PIPs) as a transformative pedagogical framework for human rights education, bridging the gap between theoretical knowledge and practical civic engagement. Drawing from five semesters of implementation in undergraduate courses (transitioning from Gender, Power, and Global Politics to Power, Politics, and Advocacy), this paper examines how PIPs enhance students’ civic agency and understanding of human rights through a structured six-stage experiential learning framework. The framework positions faculty as mentors while empowering students as co-developers of community-centered advocacy projects. Analysis of student reflections, project outcomes, and authentic assessment practices reveals that PIPs foster significant transformations in students’ civic agency, practical skills, and commitment to advocacy. This paper contributes to human rights pedagogy by offering a replicable model for higher education curricula seeking to empower students as agents of change.
