Batiuk, Mary Ellen; Boland, James A.; Wilcox, Norma (2004). Project Trust: Breaking down Barriers between Middle School Children. Adolescence San Diego, v39 n155 p531 Fall. This paper analyzes the success of a camp retreat weekend called Project Trust involving middle school students and teachers. The goal of the camp is to break down barriers between cliques identified as active in the school. The camp focuses on building team relationships across clique membership and incorporates elements of peace education and conflict resolution. A treatment group (campers) and comparison group (noncampers) were administered an adaptation of the Bogardus Social Distance Test and the Piers-Harris Children's Self-Concept Scale before and after the camp. Attendance was found to lower social distance scores for nine of the ten groups/cliques. Campers also had higher self-concept scores after the retreat….

Miller, Vachel; Ramos, Alessandra Mucci (1999). Transformative Teacher Education for a Culture of Peace. Teacher training across the world has typically assumed a functionalist role in preparing individuals to stand in front of children in classrooms and impart acceptable knowledge. The limitations of this approach have led, in recent years, to the development of new kinds of teacher education which reorient the role of the teacher in powerful ways. This article introduces several transformative approaches to teacher education internationally. It also seeks to extend the notion of transformative teacher education. Building on the aspirations of the Culture of Peace Program initiated by UNESCO (United Nations Educational, Scientific, and Cultural Organization), the paper discusses how teacher education might make a more deliberate contribution to the development of a culture of peace. The paper presents the characteristics of three innovative teacher education programs (in Bolivia, Namibia, and Egypt). Grounding the discussion in the movement from a mechanistic to a holistic world view,… [PDF]

ter Veer, Bernard (1972). Peace Education. Social Science Record, 9, 2, 25-31, Win 72. Explicit education for peace, as it can be integrated in the curricula of schools and colleges through the use of specific didactical aims and methods, is the concern of this article. (Author)…

Van Hoeven, Shirley A. (1990). The Role of Communication in Peace and Global Future Studies. An evaluative study examined the role communication scholars should play in the planning, development and teaching of peace studies courses. Numerous surveys indicate increased student concern over world communication and peace. The language and war metaphors being used by the various governments in the Persian Gulf crisis illustrate how the misuse of language impedes the communication process. Most communication departments already offer courses conducive to the teaching of peace education in communication classes. These courses could very easily include a chapter or section on peacemaking. For example, courses such as group problem solving, discussion, ethics, conflict management, leadership, debate, bargaining and negotiation, and interpersonal communication could add segments on peacemaking. Offering a course in peacemaking and dialogue is another highly recommended option within the capabilities of communication educators. (Twenty-seven references are attached.) (KEH)…

Bekerman, Zvi (2009). Identity versus Peace: Identity Wins. Harvard Educational Review, v79 n1 p74-83 Spr. In this essay, Zvi Bekerman reveals the complicated and dynamic negotiation of individual and group identities for communities engaged in peace and reconciliation education. By looking closely at the experiences of students, teachers, and parents at one integrated bilingual Arabic-Hebrew school in Israel, Bekerman finds that while children are often able to reach beyond the boundaries of ethnicity and religion, adults struggle to negotiate their sociohistorical positioning with their goals for peace. Everyday practices–from recognizing the exceptionality of students who participate in religious practices outside of their ethnic background to segregating national ceremonial events–promote static and nationalistic notions of identity that limit the potential of these schools to advance authentic and meaningful change for peace. Bekerman calls on us to teach our students to become "artists of design" who can help construct new ways of living together. (Contains 5 notes.)… [Direct]

Desire√© E. Moodley (2021). Towards Education for 21st Century Democratic Citizenry: Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E.) Curriculum: An Intentional Critique. Analytic Teaching and Philosophical Praxis, v41 n2 p92-105. Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children's implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a 21st century curriculum address education for democratic citizenry? In this evaluation the ways in which issues of culture and identity, human rights and democracy are perceived and addressed, along with issues of critical thinking and reasoning in verbal and nonverbal language are attended. Concepts of collaboration, cooperation, teacher support and development are also critiqued. This critique is… [PDF]

Fien, John (1991). Education for Peace in the Secondary School: The Contribution of One Subject to an Across-the-Curriculum Perspective. International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de Pedagogie, v37 n3 p335-50. Offers guidance on integrating peace studies into the secondary school geography curriculum. Defines negative and positive peace, welfare geography and radical geography, and positive peace through empowerment. Presents an education for peace learning activity focusing on land rights for Australia's aboriginal people. Suggests other appropriate teaching approaches. (DMM)…

Sk√•r√•s, Merethe (2021). Teaching and Learning the Most Recent History in Divided Societies Emerging from Conflict: A Review of the Literature through the Lens of Social Justice. Journal of Peace Education, v18 n3 p282-308. In recent years, a number of nation states have signed peace protocols and entered processes of peace and reconciliation. This has led to an increasing pool of literature on history education in these divided and diverse societies emerging from violent conflict. This article provides a review of the latest developments in this field which focuses on the often counterproductive objectives of developing critical thinking skills in students while simultaneously promoting patriotism and a vision of a nation. Through a theoretical lens centering on politics of recognition, redistribution, and representation, I analyze research literature that focuses on the teaching and learning of recent history and how the subject of history might facilitate social justice for all. Findings from this review show that the affective dimension of the curriculum and the vision of the nation in these contexts promote single narratives of the past and therefore cultivate an identity model of recognition which… [Direct]

Sreemali Herath (2024). Infusing Creativity into Peacebuilding in Sri Lanka. Journal of Peace Education, v21 n1 p82-107. This paper examinations the nexus between creativity and teacher identity in post-war peacebuilding. It aims to understand how infusing creativity into teacher preparation geared towards peacebuilding can help language educators reflect on their identities, values and their roles in bridging a fragmented society at the end of a war. Drawing on data generated from a visual ethnography carried out in the aftermath of Sri Lanka's civil war, one of the longest civils wars in recent history, this study explores the power of self-generated identity portraits in helping teachers to visualise their identities as second language educators. This paper highlights the potential of creativity and creative approaches to teacher education to help teachers articulate their identities, expectations, responsibilities towards their learners and challenges they face. The paper highlights the power of creative approaches to meaning making, especially in tapping into identities that are otherwise hidden… [Direct]

Ashford, Mary-Wynne (1996). Peace Education after the Cold War. Canadian Social Studies, v30 n4 p178-79,182 Sum. Considers school violence prevention programs as well as the role students can play in international efforts to prevent war. Examines the peace and global education efforts of nongovernmental organizations. Finds a pertinent example in the Philippines where students declared their school a "zone of peace." (MJP)…

Bates, Jessica; McGuinness, Sam; O'Connor-Bones, Una; Roulston, Stephen (2023). School Partnerships in a Post-Conflict Society: Addressing Challenges of Collaboration and Competition. Irish Educational Studies, v42 n2 p257-274. In societies emerging from conflict, education plays an important part in instituting peace and reconciliation, and school leaders are key to this. This paper examines the complexity of school leadership in Northern Ireland. Despite the peace agreement of 1998, Northern Ireland's communities are still deeply divided, and this is reflected in education. The school leaders who were interviewed as part of this research work within school partnerships as part of 'shared education' projects which involve schools working together and with twin aims of improving both educational and reconciliation outcomes for young people. The challenges that school leaders face when working in partnership in post-conflict societies have not been given the attention they deserve in the literature, so this work is significant in that it brings a focus on how school leaders can best be empowered to be agents of change, in turn empowering pupils. While the context is Northern Ireland, the outcomes from this… [Direct]

Cipollone, Daiana B., Ed.; Crisp, Jeff, Ed.; Talbot, Christopher, Ed. (2001). Learning for a Future: Refugee Education in Developing Countries. This collection of papers is the product of research conducted by the United Nations High Commissioner for Refugees (UNHCR). The papers, which were presented at a 2001 workshop, "Refugee Education in Developing Countries: Policy and Practice," are: "Education in Emergencies" (Margaret Sinclair), which reviews the rationale for education in situations of emergency and crisis, noting elements of education in response to several recent disasters; "On School Quality and Attainment" (James H. Williams), which examines research on education in developing countries to see what lessons can be learned for refugee education in care and maintenance situations; "Improving the Quality and Attainment in Refugee Schools: The Case of the Bhutanese Refugees in Nepal" (Timothy Brown), which highlights the lack of consistent donor funding to maintain even the low-cost models of refugee education supported by UNHCR; "Peace Education and Refugee Youth"… [PDF]

Al-Jafar, Ali; Buzzelli, Cary A. (2004). The Art of Storytelling for Cross Cultural Understanding. International Journal of Early Childhood, v36 n1 p35-48. Understanding and appreciating other cultures has long been a goal of many early childhood education programs. Yet, helping children develop an understanding and appreciation of other cultures is not easily achieved. The purpose of this study was to examine the use of fairytales and storytelling with young children to promote cultural understanding and peace education. We were interested specifically in understanding how children in a rural school in America would understand a Kuwaiti fairytale. After hearing two versions of the Cinderella tale, a familiar version and a Kuwaiti version, the children wrote their own story. The children's stories reflected elements from both fairytales, yet showed each child's unique interpretation of major themes, thus creating a dialogical narrative. Such experiences, we believe, can promote children's understandings and appreciation of other cultures…. [Direct]

Demeter, John; Marion, Kevin (1974). Peace Studies Courses. Peace Research Reviews, v6 n1 Sep. This publication provides a descriptive list of university peace studies programs and organizations that maintain resources in peace education. After a brief introduction in Chapter 1, Chapter 2 describes 34 undergraduate peace studies programs in universities in Canada, Sweden, United Kingdom, and the United States. Chapter 3 describes six graduate programs in peace studies at various seminaries and universities in Canada, United Kingdom, and the United States. Chapter 4 lists colleges and universities in the United States at which peace studies courses are being established or are being already taught but for which no information was available. Chapter 5 lists 33 peace research institutes that do some teaching in Belgium, Canada, Finland, France, Federal Republic of Germany, Netherlands, Norway, Sweden, United Kingdom, and the United States. Chapter 6 describes summer school programs in Belgium, Canada, Denmark, and Norway. Chapter 7 lists nine centers which have materials which…

Miranda Hogsett (2020). Factors Influencing Sectarian Conflict and Peace through Education in Lebanon: An Ethnographic Analysis of Equal Access, Social Inclusion, and Social Contract. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. This is an ethnographic study with the purpose of spotlighting factors related to K-12 education in Lebanon that tend to reduce or exacerbate sources of sectarian conflict. The following research questions guided my research: (1) How do education stakeholders operationalize equal access, social inclusion, and social contract through education? (2) What features in K-12 education contexts exacerbate sectarian conflict in Lebanon? (3) What features in K-12 education contexts contribute to conflict-reduction in Lebanon? Data sources include interviews with education stakeholders and school visits I conducted throughout Lebanon, curriculum documents and documents outlining education purposes and policies in Lebanon that I analyzed. I present a model for examining factors that precipitate and exacerbate sectarian conflict in Lebanon that contributes to theory-building related to equal access, social inclusion, and social contract. Findings pointed to the following seven factors to… [Direct]

Ahsani Maulidina; Bambang Prastio; Dawud; Martutik (2024). The Representation of Peace Values in Indonesian Primary School Textbooks: Marrying of Ecovisual Judgment Theory with Environmental Literacy. International Electronic Journal of Elementary Education, v16 n5 p599-615. This qualitative research, employing content analysis, aims to achieve two objectives: (1) to examine self-values, which encompass the categories of literacy and environmental assessment, and (2) to explore social peace values, which include the categories of content and environmental literacy assessment. The research data consist of images accompanied by textual elements sourced from Indonesian language textbooks used in grades 5 and 6 of primary schools. These textbooks are published by the Center for Curriculum, Research, and Book Development, which operates directly under the Ministry of Education and Culture, Republic of Indonesia in support of the Sustainable Development Goals (SDGs). The findings of the research reveal that (1) the values of oneself include acceptance of conditions, wisdom, adherence to rules, patience, consistency, cleanliness, hard work, creativity, enthusiasm, and hard work. Meanwhile, (2) the values of social peace consist of cooperation, care for the… [PDF]

Maas, Jeanette P., Ed.; Stewart, Robert A. C., Ed. (1986). Toward a World of Peace: People Create Alternatives. Proceedings of the International Conference on Conflict Resolution and Peace Studies in the United Nations Year of Peace, 1986 (1st, Suva, Fiji, August 1986). This book is a review of the 1986 United Nations International Year of Peace conducted at an international conference in Fiji. The theme of the conference was "People Create Alternatives," and the issues of conflict resolution and avoiding global destruction were addressed. Specific topics discussed were: (1) "Theories and Techniques of Conflict Resolution"; (2) "Nationalism vs. the World as Expanded Community"; (3) "Economic Factors in Relationship to Conflict"; (4) "Confronting the Nuclear Crisis"; (5) "Human Rights in the Developing World and Everywhere Else"; (6) "Peace Studies and Research"; and (7) "Super Power Rivalry in the Pacific Basin." Also included are proceedings from the following symposia: (1) "The Rotary Center for World Understanding and Peace"; (2) "Globalizing Teacher Education: A Vehicle for Peace"; (3) "Developing Curricula for Peace Education in Secondary…

Alem√°n de la Garza, Lorena Yadira; G√≥mez Zerme√±o, Marcela Georgina (2021). Open Laboratories for Social Innovation: A Strategy for Research and Innovation in Education for Peace and Sustainable Development. International Journal of Sustainability in Higher Education, v22 n2 p344-362. Purpose: Sustainable development is an issue of high relevance for all countries and universities play a fundamental role in promoting the participation of society members in achieving this objective. This study aims to conduct an open laboratory of social innovation (OPENLAB_SI) inside a university with society stakeholders, as a research and innovation tool that facilitates addressing the complexity of social problems through the principles of openness, experimentation, inclusion, diversity, participation and collaboration. The aim was to encompass innovation with the active participation of citizens in processes of experimentation, exchange and creativity to impact their social reality through collective designs for more sustainable futures done by and for communities. Design/methodology/approach: This paper presents a case study conducted during an OPENLAB_SI, which applied innovative, socio-educational strategies intending to promote the social appropriation of renewable… [Direct]

Evans, Rosalind (2008). The Two Faces of Empowerment in Conflict. Research in Comparative and International Education, v3 n1 p50-64. This article problematises Bush & Saltarelli's call for a new and comprehensive peace building education which empowers children through demonstrating that alternatives to conflict exist, that they have choices and the capacity to change their own and their society's situation. It does so by exploring the various possibilities for empowerment available to young Bhutanese refugees living in Nepal, which are advanced by agencies administering services in the refugee camps and promoted by refugee political groups. Fieldwork demonstrates that some children simultaneously engage in humanitarian agency projects, which promote human rights and peaceful values, and with political groups advocating violence. Through their participation in agency projects, children learn awareness-raising methods, such as poetry and street theatre, which they also employ in their work with political groups. This article will consider the relationship between children's empowerment through their involvement… [Direct]

(1996). School Exchanges: Cultural Diversity, Conflict and Cooperation. Report of the Conference (7th, Dubrovnik, Croatia, September 11-15, 1996). The Council of Europe was founded in 1949 to achieve greater unity among European parliamentary democracies. The Council for Cultural Co-operation (CDCC) is responsible for the Council of Education's work on education, culture, and sport. This publication contains proceedings of the CDCC Conference of the Network on School Links and Exchangers. Topics of the plenary session included the Croatian school system, education and multiculturalism, peace education, and the European Studies Program. Workshops dealt with conflict management and international school links; the media, citizenship education, and international school partnerships; and history projects and school links. Activities under review included long-term teacher training and the Visions of Europe pilot project. Suggestions for meeting the challenges faced by the Network on School Links and Exchanges were offered in the closing session. Appendices contain summaries of reports and presentations. (LMI)… [PDF]

Ben Giaber, Reem (2023). Libyan Teachers as Transitionalist Pragmatists: Conceptualising a Path out of the Peacebuilding Narrative in Conflict-Affected Contexts. London Review of Education, v21 n1 Article 15. The dominant analytical and programmatic frameworks used when writing about conflict-affected contexts such as Libya in Global Northern academia belong to the interdisciplinary field of peace and conflict studies (PACS). Within this, education is increasingly gaining attention as a tool for building peace and developing social justice. This article is a cautious conceptual exploration of how pragmatism might be a timely intervention in the fields of PACS and peacebuilding education. In particular, the article takes a deeper look at the American philosopher John Dewey's pragmatist approach to politics and education, and his conceptualisations of a context-specific 'public', teachers and enquiry for peaceful and democratic living. Throughout, I argue that a pragmatist philosophy is a worthwhile pedagogical project in a challenging context such as Libya, as it is an internal and ground-up discourse, compared to the often externally initiated and top-down discourses of peacebuilding. I… [PDF]

Schmidt, Fran; And Others (1993). Peacemaking Skills for Little Kids. Second Edition. Revised. Peace education is a holistic and life-affirming process of skill building that empowers children to find creative and non-destructive ways to settle conflicts. The curriculum is built around the following concepts: (1) the basis for a peaceful world is an environment where children become friends, work and play cooperatively, and respect the interdependence of all living things; (2) we are all similar, yet unique human beings, who enjoy our commonalities, and accept our differences; (3) feelings are a bond we all share; and (4) peacemaking skills help us get along as responsible members of the human family. Each concept is reinforced by activities and visual aids to make the curriculum easy to use. Student pages are provided for use in grades 1 and 2. An annotated bibliography lists 192 books for children related to peacemaking skills. (SLD)…

Zola, Jaye; Zola, John (1985). Teaching about Peace and Nuclear War: A Balanced Approach. Intended for educators interested in providing peace and nuclear war education in the public schools, this publication examines the nature of peace and nuclear war education, rationales for its inclusion in the public school program, and ways to deal with the controversial nature of the topics. The first of eight chapters presents a four-fold rationale. Peace and nuclear war education are considered appropriate content for (1) developing reflective and competent young adults, (2) increasing the relevancy of peace- and nuclear war-related content in today's world, (3) addressing psychological concerns of students, and (4) preparing young adults for civic involvement. Chapter 2 defines peace and nuclear war education and addresses commonalities between the two. Chapter 3 presents a rationale and criteria for teaching controversial issues. Chapter 4 examines biased and unbiased instructional materials, personal beliefs, age appropriateness, teaching methods, infusion of peace and… [PDF]

Bjerstedt, Ake; And Others (1991). Enemy Images among University Students in Four Countries: A Cross-National Exploration Using an Associative Technique. Peace Education Miniprints No. 20. Since "enemy imgaes" are important ingredients in preparedness for war, they merit study by researchers interested in peace education and in the psychology of peace and war. This study postulates that images of enemy groups, whether they be foreign countries or various subgroups within one's own country, are an important psychological construct to the willingness of persons to support the use of military force or warfare. The study examines the phenomenon of enemy images among university students in four countries–Denmark, Finland, Sweden, and the USSR. The study employed the use of an associative technique in which students were given a verbal stimulus (such as "The United States" or "The Soviet Union) and asked to write all the the words that occurred to them during a two minute period. Seven stimuli were used: the future, avoiding war, enemies of our country, peace, the United States, the Soviet Union, and human rights. The study was conducted during… [PDF]

Kekkonen, Helena (1982). Adult Education as Promoter of World Peace. Adult Education in Finland, v19 n1 p3-11. Peace as a goal of education means influencing individuals in the areas of knowledge, attitudes, and action. Adult education can foster peace through the dissemination of broadly-based information, problem-centered learning, empathetic learning, and promotion of moral values. (SK)…

Ehrenzeller, Carlotta; Patel, Jwalin (2023). Nature as a Peace Educator: Toward Inner Peace through Learning and Being in Natural Environments. Journal of Environmental Education, v54 n5 p294-305. Today the hope for education goes well beyond a reductionist and modernist approach of knowledge transfer. This research suggests that the experience of being immersed in natural environments can lead to embodied ways of learning and being beyond the Anthropocene and can shape children's innate relationship with nature. We bring together two ethnographic case studies — in India and Germany — in alternative schools, which actively incorporate nature in their learning processes for children aged 6-13 years old. We find that, across both contexts, nature is considered as a peace educator: teaching key concepts and skills, promoting ecological ways of living and being, enabling conditions for wellbeing and inner-peace, and a reciprocal student-nature relationship of care. We call for an ontological and epistemological shift where nature is not just instrumentalized, but rather to recognize the intrinsic value for children being in nature, learning with and from nature rather than about… [Direct]

Kim, Hyo-Jung; Yoo, Sung-Sang (2002). The Meaning of Peace and the Role of Education in South Korea. Most people in South Korea expressed deep sympathy for the innocent victims of the September 11th attacks, but, unlike their government's official position that supported U.S. military action, many were opposed to the war the United States began in Afghanistan. The president asked for emphasis on peace and anti-terrorism education. Since the role of education has been stressed in every moment of crisis in South Korean history, it was only natural to think about what education could do to focus the world on peace, to reduce social conflicts, and to seek a more secure life. This paper does not focus upon why terrorists commit such massacres in a political and historical context, but acknowledges that suicidal terror, the U.S. war against Afghanistan, and the ensuing tension in the Middle East create conflicts among different groups with contrasting interests. The paper reviews a number of overt and covert factors that could cause serious conflicts inside and outside Korea. It… [PDF]

Friedman, Alice; Schmidt, Fran (1991). Creative Conflict Solving for Kids: Grades 3-4. Conflict resolution skills can be taught just as any other basic skill is taught, and this is the message of this curriculum and guide. Peace education is a life-affirming celebration of life and a holistic approach to human interaction. Conflict is a natural part of life, and children can be taught the skills to deal constructively with conflict. Each teacher page contains teacher remarks, the materials needed for the lesson, suggestions for discussions and how to introduce the student work pages, and ways to identify the focus of each lesson Lessons use brainstorming, role-playing, problem solving, "I-Care" listening and language techniques, body movement, and visualization. The Peace Table is suggested as a place for students to talk out conflict, and mediation is presented as an approach to conflict resolution. Appendix 1 contains a communication game. Appendix B is a glossary. Appendix C is an annotated bibliography of 52 items. (SLD)…

Dennis, Julia; Dowling, Elizabeth M.; Gasana, John Gasasira; Kelly, Erin I.; Lerner, Richard M.; Malvese, Katelyn; Namurinda, Emmanuel; Rollman, Elise; Sim, Alistair T. R.; Tirrell, Jonathan M. (2023). 'That Is When Justice Becomes Complete.' Exemplars' Perspectives on Forgiveness as a Civic Virtue in Post-Genocide Rwanda. Journal of Moral Education, v52 n1 p67-82. Should forgiveness be considered a civic virtue that promotes peace and justice following injustice? In the aftermath of conflicts as severe as state-sponsored genocide, how can relationships be restored, communities reconciled, and justice achieved? We interviewed 15 adults in Rwanda–survivors of the 1994 genocide, nominated as exemplars for their youth-serving roles in their communities and their experiences with forgiving the traumas of the genocide–about their approaches to conflict resolution, their ideas about justice and forgiveness, and their community work. Phenomenological analysis supported considering forgiveness as a civic virtue, as exemplars described a restorative approach to conflict in which justice facilitates, and is completed by, forgiveness. Implications for education emerged from exemplars' accounts, including describing a process of conflict resolution that works toward peace and justice by means of listening, uncovering the truth, acting impartially,… [Direct]

Dinah Volk; Eliza Braden; Gloria Boutte; Jennipher Frazier; Kamania Wynter-Hoyte; Sabina Mosso-Taylor; Susi Long (2023). Curricular Violence and the Education of Black Children: Working toward Positive Peace through Pro-Black Practices. International Journal of Early Childhood, v55 n3 p347-367. This article responds to the endemic, intergenerational, and pervasive racism endured by Black children in the USA and the need to reimagine classrooms as cultures of peace where Black histories, literatures, accomplishment, oppression, resistance, resilience, and joy are taught as central to the curriculum. To do so, the article shares a five-year study of practices developed by 12 teachers working with university educators to construct Pro-Black pedagogy for children from ages five-to-nine. The article opens with descriptions of renewed efforts in the USA to ban books and deny the teaching of whole histories and how that constitutes curricular violence in the lives of Black students. The study is anchored in Black Critical Theory as it encompasses understandings of anti-and Pro-Blackness in the education of young children. With decolonizing methodologies guiding data collection, analysis, and representation, findings are shared in the form of (a) practices used by the teachers to… [Direct]