Terenko, Olena (2019). Diversification of Structural and Content Peculiarities of Non-Formal Adult Education in the USA and Canada. Comparative Professional Pedagogy, v9 n2 p7-12 Jun. Types of non-formal adult education in the USA and Canada are singled out. Non-formal adult education in the United States and Canada is subdivided into basic adult education, education for professional development, education for personal development, specialized adult education, education for the development of civil society (constituents of which are education for peace, citizenship and democracy; education for protection of environment; multicultural education). The purpose and main assignments of adult education for professional development are systematized. The purpose is professional development, meeting the needs of personal development, self-actualization and self-realization in professional life. Its main tasks are: formation of positive attitude to professional work and motivation for professional growth; enriching social and professional competence; development of adequate professional conduct. Types of educational establishments for adults are systematized. University… [Direct]

Carter, Candice C. (2008). Voluntary Standards for Peace Education. Journal of Peace Education, v5 n2 p141-155 Sep. Peace education is comprehensive. It encompasses instruction by all members of a school. These standards, which were recommended by researchers and practitioners from many areas of the world, prescribe comprehensive and simultaneous instruction with informal as well as formal curriculum. Although the voluntary standards are a response to neoliberal policies in the field of education, they were born of enduring concepts along with research on educational practice and peace development. As the international community and its various schools grapple with several types of violence, comprehensive peace education provides student preparation for responsible stewardship through an enacted vision of a better world. Included in this article are recommendations for providing such transformative education. The standards that embody those recommendations have been aids to instructors who implement peace education. (Contains 1 note.)… [Direct]

Baker, Marianne; Martin, Doris; Pence, Holly (2008). Supporting Peace Education in Teacher Education Programs. Childhood Education, v85 n1 p20 Fall. In examining their elementary teacher education program at James Madison University, from their mission to the curriculum and program delivery, the authors used the opportunity to focus explicitly on peace education. The mission and content of teacher education programs are determined largely by the faculty of the institutions of higher education that house them, and by teacher licensing regulations within the given state. Therefore, although committed to making an impact with peace education as an area of focus in their courses, the authors were not free to add peace education as an additional and required course within the program. This article focuses on three courses in which peace education could be more consciously and systematically integrated. These courses (Creativity and the Arts in Early Childhood; Social Studies Methods; and Children's Literature) were taught by three different faculty members across one semester. Through critical and collaborative examinations of their…

Wootten, Leeanne Marie (2019). Exploring 21st Century Teaching and Learning Skills in the International Baccalaureate Continuum Training and Practice. ProQuest LLC, Ph.D. Dissertation, Northcentral University. The International Baccalaureate Continuum offers both local elite and the expatriate populations around the world a transferable and transportable education package from pre-Kindergarten to grade 12. IBC full diploma graduates are positioned to be accepted into the best universities in the world. For critics, the IBC is Western elitist and for the wealthy and advantaged, who seek to offer social distinction, college preference, and superior career paths to their children. To those who support the IBC, full diploma graduates are prepared for the 21st Century in skills that include global citizenship, creative and independent thinking, and life skills that are indispensable to university and professional preparedness. Little qualitative or quantitative scholarly research has been conducted to investigate the claim for or against the IBC as a contributor to 21st Century teaching and learning skills. Parents, students, education policy-makers, and educators need to understand the… [Direct]

Bekerman, Zvi; Boag, Simon; Sagy, Shifra; Yahya, Siham (2012). When Education Meets Conflict: Palestinian and Jewish-Israeli Parental Attitudes towards Peace Promoting Education. Journal of Peace Education, v9 n3 p297-320. The present study examines parental attitudes toward bilingual and peace-promoting education at a school in Israel, and how these affect the behaviors and perceptions of their children studying there. The questions of interest were: (a) what are the parents' perceptions of and attitudes toward the bilingual and peace-promoting education? (b) Are these attitudes in line with the school's ideological framework? (c) How might parental perceptions and attitudes affect the success of the educational endeavor and the children's experiences at this school? Twenty-one Jewish and Palestinian Israeli parents of children attending a bilingual school in Israel partook in this study. A semi-structured interview was used to investigate the perceptions and attitudes of the parents, and the data were analyzed using thematic analysis. The findings indicate that the majority of the parents sent their children to the school for reasons other than the peace-promoting and ideological framework it offers…. [Direct]

Gul, Rani; Ibna Seraj, Prodhan Mahbub; Said, Hamdan; Shah Bukhari, Syed Kaleem Ullah (2022). Barriers to Sustainability at Pakistan Public Universities and the Way Forward. International Journal of Sustainability in Higher Education, v23 n4 p865-886. Purpose: Sustainability has globally become a mantra to address complex and unprecedented survival, social, political and peace issues. Higher education institutions bear responsibility to address them. This paper aims to explore barriers that Pakistani public universities (PPUs) face in embedding sustainability at their campuses. This paper also offers potential opportunities to take initiatives to minimize barriers and move towards a sustainable future. Design/methodology/approach: This paper is based on case study approach, and data were gathered through interviews and documents. Interviews with 11 academic administrators were conducted to gain deeper understanding on issues of governance and its influence on sustainability. Data were analysed using thematic analysis that created thematic map/model. Findings: Key findings include, firstly, that majority of participants think poor governance is the biggest issue in demoting sustainability. This barrier causes an array of… [Direct]

Cardozo, Mieke T. A. Lopes (2008). Sri Lanka: In Peace or in Pieces? A Critical Approach to Peace Education in Sri Lanka. Research in Comparative and International Education, v3 n1 p19-35. This article seeks to explore the "two faces of education" through a critical analysis of peace education in Sri Lanka. It aims to contribute to the wider debate on the complex role of education in situations of conflict. The article starts with an overview of what peace education is, or should be. This leads to the conclusion that peace education cannot succeed in isolation, and needs to be incorporated in a multilevel process of peacebuilding. Further analysis draws from Bush & Saltarelli's notion of the "two faces of education", combined with Lynn Davies's notion of "war education". These notions help to explain to what extent (peace) education in Sri Lanka contributes to positive or negative conflict, or, in other words, which one of the two "faces" is most prominent. The positive side of education is employed through inter-group encounters, the stimulation of self-esteem and a "peaceful school environment". Through dialogue… [Direct]

Birdsall, Sally (2020). Nurturing Hope: From Climate-Change Worriers to Eco-Warriors. set: Research Information for Teachers, n3 p48-53. Young people are worried about the impacts that climate change will have on their lives. Educators need learning programmes that can help students to manage these dark emotions and become more positive about their future. Including emotions in climate-change education is now considered a crucial element and hope, in particular, has been identified as a motivating force which can help young people to become more positive and take action to respond to the climate emergency. Drawing on recommendations from the environmental-education field, as well as peace and political studies education research, eight strategies and approaches are proposed. These approaches and strategies can nurture hope and develop knowledge and skills, so that students can take action to mitigate climate change effects and feel hopeful about their future…. [Direct]

Arar, Khalid; Massry-Herzalah, Asmahan (2017). Progressive Education and the Case of a Bilingual Palestinian-Arab and Jewish Co-Existence School in Israel. School Leadership & Management, v37 n1-2 p38-60. The purpose of this paper is to exemplify a "grass-roots" change based on Dewey's experimental progressive education model employed in the "Bridge over the Valley" bilingual school, a Palestinian-Arab and Jewish school in Israel. In order to identify the progressive "approach" underlying this change, the "method" that guided the implementation of a bilingual school, it's evaluation and then its dissemination to other schools, we used a qualitative case study method to understand whether John Dewey's theory of education for peace was able to effect change in Palestinian-Arab and Jewish school education in Israel. The case findings describes the use of the progressive approach of education for peace in the "Bridge over the Valley" bilingual school, as it is expressed in the school's pedagogy, the implementation of the progressive method and in the accompanying discourse. Reciprocal teacher-child relations are considered an important… [Direct]

Levy, Gal; Pinson, Halleli; Soker, Zeev (2010). Peace as a Surprise, Peace as a Disturbance: The Israeli-Arab Conflict in Official Documents. Educational Review, v62 n3 p255-269 Aug. The main question that is discussed in this paper is the way in which the Ministry of Education in Israel dealt with the changes in the political reality, and the shift from violent relations towards the possibility of peace agreements between Israel and its neighbours and the Palestinians. Drawing on the analysis of official documents–Director General Directives (DGDs)–this paper asks how the possibility for peace was understood by the Ministry of Education and how the role of the education system and educators was defined. It also asks to what extent changes in the political reality have altered the dominant discourses (militarism and peace-loving society) while making room for a more positive form of peace education. The analysis reveals that the changes in political reality have led to the articulation of two unique responses, alongside the dominant discourses. They are peace as a surprise and peace as a disturbance. This paper focuses on these two responses and the ways in… [Direct]

McGlynn, Claire (2010). Conference Report: Meeting of the Peace Education Special Interest Group of AERA, San Diego, April 2009. Journal of Peace Education, v7 n1 p107-109 Mar. The Peace Education Special Interest Group of AERA had a very successful AERA Annual Meeting in San Diego in April 2009. There were a total of seven sessions, including two paper sessions, two interactive symposia, two roundtable sessions and a business meeting. The program began with an interactive symposium by Irene Zoppi, Brecken Swartz and Jing Lin which discussed alternative paradigms and approaches to peacebuilding from a gender perspective. The panel explored the built-in patriarchal values in the military that glorify war and treat war as the way to peace; and a gender perspective in favor of \feminine\ values for expanding and transforming the role of military education was discussed…. [Direct]

Busch, David S. (2018). Service Learning: The Peace Corps, American Higher Education, and the Limits of Modernist Ideas of Development and Citizenship. History of Education Quarterly, v58 n4 p475-505 Nov. In the early 1960s, Peace Corps staff turned to American colleges and universities to prepare young Americans for volunteer service abroad. In doing so, the agency applied the university's modernist conceptions of citizenship education to volunteer training. The training staff and volunteers quickly discovered, however, that prevailing methods of education in the university were ineffective for community-development work abroad. As a result, the agency evolved its own pedagogical practices and helped shape early ideas of service learning in American higher education. The Peace Corps staff and supporters nonetheless maintained the assumptions of development and modernist citizenship, setting limits on the broader visions of education emerging out of international volunteerism in the 1960s. The history of the Peace Corps training in the 1960s and the agency's efforts to rethink training approaches offer a window onto the underlying tensions of citizenship education in the modern… [Direct]

Karsten, Sjoerd; Los, Willeke; Stolk, Vincent (2014). Education as Cultural Mobilisation: The Great War and Its Effects on Moral Education in the Netherlands. Paedagogica Historica: International Journal of the History of Education, v50 n5 p685-706. Education during World War I has been a relatively unexplored field of research, especially in the case of countries with a neutral stance in that war. The Netherlands is one such country. This article argues that even though the Netherlands was politically neutral, it was and considered itself a part of western civilisation and shared in the experience of a cultural or existential crisis that came over Europe as a consequence of the war. This crisis also caused Dutch pedagogues to reflect on the war. Leading Dutch pedagogues wrote in their journals how education had to be changed in order to prevent a future war or to preserve moral values in their country, which was not (yet) part of the warfare. To characterise this effort, we introduce the concept of cultural mobilisation, following recent developments in the historiography of the cultural dimensions of the Great War. Based on an in-depth analysis of Dutch pedagogical journals, ranging from Protestant, Catholic and socialist to… [Direct]

Goodman-Scott, Emily; Lambert, Simone (2013). Collaborating with the Peace Corps to Maximize Student Learning in Group Counseling. Professional Counselor, v3 n3 p131-140. This article explores a model partnership with a counseling education program and the Peace Corps. Counselor education students in a group counseling course developed and implemented a singular structured group session with clients not typically used (e.g., non-counseling students) to maximize student learning and implement group counseling skills. Group services were provided to returning Peace Corps volunteers with diverse cultural experiences who were in career and life transitions. In addition, the authors provide strategies for developing similar partnerships between counselor education programs and other agencies…. [PDF]

Martin, Staci BokHee (2018). Co-Creating Spaces of Critical Hope through the Use of a Psychosocial Peace Building Education Course in Higher Education in Protracted Refugee Context: Kakuma Refugee Camp, Kenya. ProQuest LLC, Ed.D. Dissertation, Portland State University. An unprecedented 65.6 million persons are forcibly displaced (e.g., refugees, asylum-seekers, IDPs). Half are youth. Hope is often the feeling that sustains youth through intolerable conditions. Basic education in protracted areas is seen as a protective factor that nurtures hope and psychosocial wellbeing in the lives of children and youth. This research sought to extend this concept to the higher education in protracted refugee context, where refugees (ages 18-35) were able to co-create spaces of hope that recognized their own agency and their ability to question the status quo while developing critical thinking skills. Based on a theoretical framework of the philosophy of hope, psychology of hope, pedagogy of hope, and critical hope, I explored with refugees their perceptions of hope before, during, and after their participation of my psychosocial peace-building education course over a period of six months. Using a pragmatic mixed-methods community-based action approach, I… [Direct]

Diener, Sam; Drew, Christa; Dunn, Melissa; Mora, Eriberto; O'Brien, Joseph; Perry, Donna J.; Wood, Michael (2020). A Community-Academic Partnership for School-Based Nonviolence Education: The Healthy Power Program. Journal of School Health, v90 n1 p65-69 Jan. Background: Youth violence is a significant problem affecting community health. Community-academic partnerships can advance youth nonviolence education by synergizing the strengths of collaborators while working toward a common goal. We describe a collaboration between an urban public middle school, community nonprofit, and university-based graduate school of nursing in implementing and evaluating the Healthy Power program, a school-based youth nonviolence program for middle-school boys. Methods: A participatory program evaluation approach was used to plan and implement evaluation of the "Healthy Power" program with a cohort of 8 students. Collaborative planning allowed for the selection of measures that reflected program objectives and were of value to community partners while also scientifically sound. A mixed-methods approach included a focus group and a pretest-posttest with quantitative items and open-ended questions. Results: While the quantitative pre-posttest did… [Direct]

Abu-Nimer, Mohammed; Nasser, Ilham; Ouboulahcen, Seddik (2016). Introducing Values of Peace Education in Quranic Schools in Western Africa: Advantages and Challenges of the Islamic Peace-Building Model. Religious Education, v111 n5 p537-554. Quranic schools (QS) play a central role in the education system in the Islamic world. Despite their relatively small numbers, QS teachers play a major role in introducing Islamic values to the public. Thus, working with QS becomes a key strategy in influencing local Islamic discourse. This article introduces a case study of a program integrating peace, interfaith, and human rights education in QS in West Africa while drawing on the Islamic tradition in peace-building. Results suggest that this approach offers advantages for addressing the challenges inherent in engaging these schools…. [Direct]

Arikan, Arda (2009). Environmental Peace Education in Foreign Language Learners' English Grammar Lessons. Journal of Peace Education, v6 n1 p87-99 Mar. English language teachers create contexts to teach grammar so that meaningful learning occurs. In this study, English grammar is contextualized through environmental peace education activities to raise students' awareness of global issues. Two sources provided data to evaluate the success of this instructional process. Fourth-year pre-service English language teachers (n = 50) learned about relevant classroom activities and evaluated their applicability in foreign language classrooms. Secondly, tenth-grade students (n = 46) completed these activities with pre-service teachers and then evaluated the overall learning process. The students were enrolled in the English language course offered in the second year of their four-year secondary school education. Pre-service ELT (English language teaching) teachers' evaluations were collected through 15 Likert-type questions. Tenth-grade students answered four structured, but open-ended questions. The quantitative data were analyzed using SPSS… [Direct]

Bretherton, Diane; Conley Tyler, Melissa H.; Halafoff, Anna; Nietschke, Yung (2008). Developing a Peace Education Curriculum for Vietnamese Primary Schools: A Case Study of Participatory Action Research in Cross-Cultural Design. Journal of Research in International Education, v7 n3 p346-368. In 2003, the International Conflict Resolution Centre at the University of Melbourne, Australia, produced a primary school teaching manual for UNESCO Vietnam. The finished manual included lesson plans and materials for a five year, 50 lesson peace education course. The manual is one of the first examples of a systematic core national curriculum in peace education worldwide. Development of the Teaching Manual posed a number of challenges including differences in language, culture, government and education system. To meet these challenges, a participatory action research approach was central in the project's development and curriculum design. This case study is offered as a model for effective cross-cultural curriculum development of peace education materials. In particular, the use of games and reflective materials and the use of UNESCO's peace keys are outlined as innovative outcomes of the project…. [Direct]

Agus Sutiyono; Ikhrom Ikhrom; Irwan Abdullah; Reza Kafipour; Zulfi Mubaraq (2023). Intolerance in Islamic Textbooks: The Quest for an Islamic Teaching Model for Indonesian Schools. Cogent Education, v10 n2 Article 2268454. The study highlights the presence of intolerance within the textbooks used for Islamic education, which has negative implications for peace and harmony. However, the understanding of this intolerance construction in the textbooks is currently limited. Therefore, this research aims to identify and analyze the intolerant values embedded within these textbooks' language, content, and scenarios. The ultimate goal is to develop an action plan to prevent the dissemination of intolerance through the education system. To achieve this objective, qualitative methods such as content analysis, interviews, and focus group discussions were employed to collect and analyze data. The study's findings indicate the following: a) The textbooks used for Islamic education can foster and promote intolerant beliefs, attitudes, and behaviors among students, who may mistakenly associate these with the teachings of Islam. b) The narratives promoting intolerance found within the textbooks result from negligence… [Direct]

Dorio, Jason Nunzio (2016). The Struggle for "Bread, Freedom, and Social Justice": (Re)Imagining Citizenship(s) and University Citizenship Education in Egypt. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Situated within the context of the January 25 Egyptian Revolution and the subsequent socio-political transitions, this dissertation focuses on the experiences of 24 university students and educators in Egypt, particularly emphasizing meanings and actions of participatory citizenship and citizenship education. Through a hermeneutic phenomenological qualitative approach, I explore how the experiences of the January 25 Egyptian Revolution and subsequent events impacted the perceptions and actions of participatory citizenship for university students and educators in Egypt; To what extent does university students and educators in Egypt perceive their actions of participatory citizenship; and How do university students and educators conceive the current role of the university in fostering citizenship education? I conclude that participants learn what it means to be a citizen from various sources, and practice those ideas in multiple spaces. The Revolution and subsequent socio-political… [Direct]

Botha, M. M.; Sekiwu, Denis (2014). Education as a Public Good: Justification and Avenues of Values Integration into Management of Ugandan School Discipline. Online Submission, Global Educational Research Journal v2 n10 p195-208 Nov. This qualitative study employs grounded theory and the Wilsonian concept analysis, as interpretative paradigms, to examine participants' voices on the justification and avenues of values integration into management of school discipline in Uganda. By using John Dewey's educational philosophy [pragmatism] as the theoretical lens for the study, we found out that participants in support of values integration emphasise the need for life-education so as to form respectable leaders, maintain brotherhood and peace education, have tolerance to diversity, have a rich and relevant curriculum, lessen aggressiveness and misconduct, and character formation. But those opposed to values integration argue that educators could use the values-education programme to impart secular influences whose aims are to provide disastrous knowledge, which are the foundation of a disruptive community of learners in any school. Regarding the avenues of values integration, Ugandan schools highly use physical… [PDF]

Nicholas J. Irwin (2024). Peacing It Together: Post 9/11 Enlisted Student Veterans' Awakening to Peace Leadership. ProQuest LLC, Ph.D. Dissertation, Chapman University. Student veterans face a spectrum of socialization challenges intrapersonally, interpersonally, in communities, and structurally due to the cultural differences between the military and college. More comprehensive programs that individually and collectively address these challenges need to be developed, and it has become apparent that a new model needs to be evaluated. A peer-based learning program, the Peace Practice Alliance (PPA), is grounded in an integral peace leadership framework, including innerwork, knowledge, community, and environment. With student veterans facing these challenges, such as feeling misunderstood, isolating themselves, and filtering communication among younger students, the PPA program will meet student veterans where they are in their struggle. This study sought to understand enlisted student veterans' perspectives on integral peace leadership and the usefulness of a framework-based program to help them integrate into college. Outcomes evaluation served as… [Direct]

Dart, Gareth; Naseer-ud-Din, Muhmmad; Sarwar, Muhammad; Yousuf, Muhammad Imran (2010). Peace Perceptions of Prospective Teachers for Promoting Peace Activities for School Settings in Pakistan. Journal of College Teaching & Learning, v7 n3 p53-58 Mar. Peace has been recognized as a matter of education and to be promoted at the initial level. The present study attempts to generate a profile of activities toward peace education among prospective teachers. The Nominal Group Technique (NGT) was used by selecting fifteen prospective teachers as a Nominal Group (NG). NGT was applied under a sequence of stages (idea generating, selection, listing, clarification, ranking and consensus stages). Results generated from the NGT were organized into three categories of student-related activities, teacher-focused activities, and administration and community-related activities. Participants' preferences were higher for activities that included individual practical participation. Participation in the Action Research process was ranked at the bottom. Tentative conclusions are drawn with regard to teacher education and peace studies…. [Direct]

Daly, Kimberley (2019). To Create a Better and More Peaceful World: Infusing Human Rights Instruction in PK-12 Classrooms. FIRE: Forum for International Research in Education, v5 n2 p159-171. This article discusses an online graduate education course at George Mason University in the United States. The course, part of a certificate program for International Baccalaureate (IB) educators, focuses on infusing human rights instruction in PK-12 classrooms and provides teachers with additional methods and strategies to teach various subjects, disciplines, student populations, and cultural contexts. Although the course text centers on the United Nations Convention of the Rights of the Child (UNCRC), additional readings require students to consider other human rights documents, academic research concerning peace and human rights education, and classroom strategies. The teachers who complete the course are more confident working with human rights topics and the course encourages educators to think critically and connect issues at their grade level and in their current contexts…. [PDF]

Nair, Sreeja S.; Nath, Baiju K. (2009). Principles of Peace through Effective Transaction. Online Submission It is necessary that children are taught pedagogy of peace that includes recognition and rejection of violence, understanding of differences through dialogue, critical awareness of injustice, social justice and imaginative understanding of peace. The prime responsibility of a teacher is to help students to become good human beings, motivated to fulfill their true potential for their own benefit as well as for the betterment of the society as a whole. An attempt is made here to introduce new longitudinal and durable ideas for education for peace, by suggesting a mandatory peace curriculum. Developing capabilities for peace through broad based education involves behavioral, cognitive, spiritual and attitudinal components. Discourses of empathy and reconciliation in curriculum and pedagogy are critical components of reformation of peace education goals. Emphasizing on critical thinking, problem solving, language and life skills as well as open mindedness, expressiveness, peacefulness,… [PDF]

Chubbuck, Sharon M.; Zembylas, Michalinos (2011). Toward a Critical Pedagogy for Nonviolence in Urban School Contexts. Journal of Peace Education, v8 n3 p259-275. This paper explores the intersection of critical pedagogy and nonviolence in a case study of a white novice teacher at an urban school in the Midwestern United States. Drawing on various theoretical streams that contribute to this possible marriage of critical pedagogy, non-violence and critical peace education, the authors formulate the notion of critical pedagogy for nonviolence, which includes a holistic integration of nonviolence, the productive use of power relations, and an interrogation of emotion as constitutive of ideology and practice. Data drawn from the participant's reflections and teaching practices show her struggles–some positive, others disheartening–to implement a critical pedagogy for nonviolence. Discussion of the implications for teaching and teacher education includes how a critical pedagogy for nonviolence opens spaces of possibility for greater justice…. [Direct]

Sany, Joseph (2010). Education and Conflict in Cote d'Ivoire. Special Report 235. United States Institute of Peace This report studies the relationship between conflict and education in Cote d'Ivoire, and suggests policy and program approaches for analysts and those engaged with education and peacebuilding in societies affected by conflict. Although the situation in Cote d'Ivoire has evolved since the main recommendations of this report were written in early 2008, the report, which was funded by the United States Institute of Peace's Education and Training Center, provides useful insights for interventions aimed at strengthening education within the country. (Contains 21 notes.)… [Direct]

Costa, Rejane Pinto (2011). The Brazilian National Curriculum for Foreign Languages Revisited through a Multiculturalism and Peace Studies Approach. Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, Apr 8-12, 2011). This study emerged from a broader research completed during my Masters Course. (THEORY/METHODOLOGY) Theory and methodology were guided by the critical multiculturalism as seen in McLaren (1997, 2000). In my doctoral thesis, this concept was deepened by and linked to the peace studies of Galtung (1990, 2005, 2006), to empower multicultural peace education's potential to value cultural diversity and work for peace. (PURPOSE) The objective of this study is to promote new dialogues and perspectives towards the understanding of Brazilian national curriculum for foreign language in a multicultural and peace oriented approach. This work is chiefly relevant since it pinpoints language as a means to building differences and homogenizing identities as shown by McLaren (1997) and Freire (2001). Their views illustrate the need to call the attention of education professionals to the importance of decolonizing discourses to promote a more democratic education…. [PDF]

D√ºndar, Hakan; Erdogan, Erdi; Hareket, Erdem (2016). A Role Model in Light of Values: Mahatma Gandhi. Educational Research and Reviews, v11 n20 p1889-1895 Oct. The non-violent, tolerant, pacifistic and humanistic manner of Mahatma Gandhi is a globally recognized fact. UNESCO's foundation of Mahatma Gandhi Institute of Education for Peace and Sustainable Development is one of the best examples that support this fact. In this study, it is aimed to present "Mahatma Gandhi", who is globally accepted as a role model with his personal characteristics, meaning and view of life, devotion to his beliefs, way of struggling with the problems he encountered, universal understanding of peace and tolerance, the value he attached to human beings, and his character, thus, from the values he possessed, to set forth an educational point of view. The study was conducted based on the method of document review in accordance with the qualitative approach to research. As a result of this study, it is assessed that Mahatma Gandhi accommodated in his personality many universal values such as love for his fellow humans, justice, peace, non-violence,… [PDF]