Abbott, Lori; Guerrero, Frank (1990). School Community Education Program in New York City 1988-89. Volume II. OREA Evaluation Section Report. This second volume of a four-volume evaluation of the 1988-89 New York City School Community Education Program (also known as the Umbrella Program) comprises reports evaluating nine innovative elementary school projects on social, ethnical, and environmental studies, four of which included staff development workshops. Evaluation sources included student preprogram and postprogram test outcomes, writing samples, teacher and student questionnaires, and the number of acceptances of participants into special high schools. Overall, the program was not as successful in meeting its stated objectives as in previous years. Each report contains a brief project overview, describes the research methodology, presents the findings, and provides recommendations for improvement. The following programs are evaluated: (1) The Museum Connection; (2) Peace Education Program; (3) E.C.O.L.E.–Education and Camping Opportunity Through Learning Environment; (4) Urban Environmental Program for Elementary… [PDF]

Taylor, Richard (1984). Current Developments in Peace Studies in Adult Continuing Education. Adult Education (London), v57 n1 p17-22 Jun. Discusses the development of social and political education, specifically Peace Studies, in Great Britain. (JOW)…

Collazos-Ardila, Ra√∫l; Rivera-Lozada, Isabel Cristina; Rivera-Lozada, Oriana (2021). Peacebuilding Education, a Complex Perspective. Cogent Education, v8 n1 Article 1905228. This article presents the design of a formal, special and flexible educational model for basic secondary school, aimed at adult victims of the armed conflict and former combatants in Colombia. This model is supported by emergent pedagogies and participatory methodologies which seek to consolidate harmonious relations between communities and nature with a higher purpose: a peaceful coexistence as a support for peace construction in Colombia. It is based on the pivotal element Culture of Peace that contributes to the construction of sustainable peace within the framework of social justice and rights. The pedagogical pillars have three complementary approaches: bio-learning, pedagogical mediation and popular education. The methodology fits into complex thinking that consists in the recognition of networks of relationships existing in knowledge, as well as the impossibility of exhausting it in a single epistemic field, in order to build and share knowledge through an integrative project… [Direct]

Gastaut, Therese (1979). Education for Peace. International Understanding at School, n37 p17-20. Presents a speech discussing the role of the United Nations in the maintenance of peace, the need for support of the UN by governments and peoples, and the importance of education for peace to mobilize that support. (CK)…

(1986). Philosophical Studies in Education. Proceedings of the Annual Meeting of the Ohio Valley Philosophy of Education Society (Cincinnati, Ohio, November 15, 1984). This collection of conference papers addresses selected philosophical and educational questions being raised by the contemporary teaching community. Papers and presenters are: "Moving toward an Educator's Zero" (Conrad P. Pritscher); "Metaguessing" (David E. Denton); "Teaching and the Role of the Resisting Intellectual" (Henry A. Giroux); "Teachers as Resisting Intellectuals: Cultural Marxism in Educational Theory" (Richard La Brecque); "Notes toward a Conception of Multicultural Education" (Timothy Reagan); "Young Children's Knowing and the Western Rationality Paradigm" (David Kennedy); "Are Dick & Jane Different Moral Beings? An Inquiry into Sex-Specific Morality and Some Educational Implications" (Patrick Socoski); "Comparing Faculty: The Concept of 'Peer' in Higher Education" (Rodney P. Riegle); "Can Teachers Motivate Students?" (Clark Robenstine); "Moral Imagination and Peace…

Lavi, Tamar; Solomon, Zahava (2005). Israeli Youth in the Second Intifada: PTSD and Future Orientation. Journal of the American Academy of Child and Adolescent Psychiatry, v44 n11 p1167 Nov. Objective: To examine the relationship between exposure to political violence and posttraumatic symptoms, future orientation, and attitudes toward peace. Method: A total of 740 boys and girls aged 11.5-15 years from Jerusalem, Gilo, and the Jewish settlements in the disputed territories were assessed in the summer of 2001 using an exposure to terror questionnaire, Child Posttraumatic Stress Reaction Index, Children's Future Orientation Scale, and a question regarding the future of peace talks. Results: A substantially higher percentage of youths in the settlements (27.6%) than in Jerusalem (12.4%) or Gilo (11.2%) reported moderate to very severe levels of posttraumatic symptoms. Children's Future Orientation responses were moderately optimistic. About two thirds of the adolescents in the settlements rejected the idea of peace talks at any time, whereas around half of the youths in Jerusalem and Gilo supported the continuation of peace talks. Exposure was related to both PTSD symptoms…

Johnson, Ane Turner (2019). University Infrastructures for Peace in Africa: The Transformative Potential of Higher Education in Conflict Contexts. Journal of Transformative Education, v17 n2 p173-194 Apr. The purpose of this article is to consider how higher education responds to conflict on campus and in the community. Moving beyond the victim/perpetrator paradigm prevalent in the literature on education in conflict contexts toward the transformative capacity of education, this research suggests that public universities may develop mechanisms that orient the institution toward capacity and consensus building–constructs associated with infrastructures for peace. Findings from comparative case studies conducted in C√¥te d'Ivoire and Kenya at two public universities demonstrate that both intentional and indirect policies were cultivated to contend with and possibly transform the conditions for localized conflict and begin to theorize university infrastructures for peace…. [Direct]

Kevin Kester (2024). Toward a Conflict-Sensitive Approach to Higher Education Pedagogy: Lessons from Afghanistan and Somaliland. Teaching in Higher Education, v29 n2 p619-638. Higher education has become an important agenda in the 2030 Sustainable Development Goals. A major aspect of this agenda is the conceptualization of education as a tool not just for development but for peacebuilding. Yet there are few studies examining how university educators might be equipped as frontline peace workers. This study explores: How might conflict affect teaching in higher education, especially in and with students from conflict-affected contexts? In what ways does higher education pedagogy serve to ameliorate or exacerbate conflict? How could the practices of academics working with students in conflict-affected contexts inform approaches to higher education pedagogy? Data for the study was collected through interviews with university educators working in Afghanistan and Somaliland, and analyzed through the lens of Santos's 'post-abyssal thinking'. Findings indicate that educators who work in conflict-affected contexts have numerous practical strategies that inform… [Direct]

Aisling McLaughlin; Caitlin Donnelly; Lesley Emerson; Rebecca Loader (2024). Adolescents' and Teachers' Experience of Shared Education: A Small-Scale Qualitative Study in Northern Ireland. Cambridge Journal of Education, v54 n3 p275-293. This article explores adolescents' and teachers' interpretations of shared education through interviews with participating teachers and pupils in one school partnership in Northern Ireland. As an initiative explicitly designed to bring pupils from Catholic and majority Protestant schools together, shared education offers potential for building intergroup relations in Northern Ireland where, despite a peace agreement in 1998, life continues to be characterised by deep political and cultural division. Drawing on the qualitative data from the two participating schools, the research reveals the complexities of contact amongst adolescents in divided contexts so that, although some students frame shared education experiences in positive terms, others are discomfited by the process and report negative experiences. It argues that as adolescents' tendency towards self-consciousness and social unease may be intensified in shared education programmes, more attention might be placed on their… [Direct]

Cheatham, Annie (1989). Annotated Bibliography for Teaching Conflict Resolution in Schools. Second Edition. The print and audiovisual materials in this annotated bibliography are divided into three categories: (1) Those in the implementation section (72 items) give reasons for starting a conflict resolution program and ways in which programs improve school climate. There are also materials on establishing and evaluating programs. (2) The skill building section (92 items) contains materials that teach communication, problem solving, brainstorming, and evaluation skills. Some of the items suggest a unit on conflict without training students to be mediators or conflict managers, and others focus on negotiation instead of mediation. All are specifically concerned about the process of mediation and conflict resolution as traditionally understood. Human relations and problem solving skills are also included in this section. (3) The related fields section (61 items) includes materials that represent more general views of conflict resolution such as peace education or specific aspects such as…

Jones, Tricia S. (2004). Enhancing Collaborative Tendencies: Extending the Single Identity Model for Youth Conflict Education. New Directions for Youth Development, n102 p11-34 Sum. Perhaps more than ever before, educators need innovative and successful approaches to developing the defenses of peace in the minds of all humanity. They have witnessed the consequences of not attending to these needs in the many and varied international, interethnic, and intergroup conflicts around the globe. And while there are a variety of approaches to peace education, such as those that Ian Harris and Mary Lee Morrison have chronicled recently, they still know too little about how to encourage a peaceful orientation. The author's own reflections on these issues, prompted by two decades of work in conflict education, were stimulated during a three-year project in the Gauteng region of South Africa in the immediate postapartheid era. In this article, the author shares some reflections on their successes and their missed opportunities and integrates those thoughts with more recent developments in peacemaking. The majority of her attention in this article is given to exploring the… [Direct]

Scofield, Richard T., Ed. (1993). School-Age NOTES. September 1992 through August 1993. School-Age NOTES, v13 n1-12 Sep 1992-Aug. These 12 newsletter issues provide educational resources to providers of school-age child care. Each eight-page issue may include several feature articles; activities that providers can use with children; descriptions of professional development activities and training programs; information on books, pamphlets, and other educational materials in the field; and a list of School-Age Care (SAC) conferences and training sessions. Featured topics include (1) Adventure Play playgrounds; (2) rules and discipline; (3) professional attitudes; (4) child-initiated programming; (5) peace education; (6) conflict resolution; (7) school-age care accreditation; (8) professional development; (9) developmental needs and imaginary play; (10) summer and year-round programs; (11) a national study or school-age programs; (12) Montessori school-age programs; (13) ideas for summer programs; (14) working with hostile children; (15) the copyright implications of using recorded music and videos in school-age… [PDF]

Alper Yorulmaz; Halil Cokcaliskan; Hasan Zuhtu Okulu (2024). Perceptions of the Sustainable Development Goals: A Q-Methodology Study with Turkish Preservice Teachers. Environmental Education Research, v30 n10 p1729-1747. This study identified preservice teachers' perceptions toward the Sustainable Development Goals (SDGs). The study group comprised 22 Turkish preservice primary school teachers. The Q-methodology was adopted, the statements of which concerned the 17 SDGs. The data analysis revealed two main perspectives: the prioritization of basic human needs and the prioritization of future human needs. As a common perception, preservice teachers placed a higher priority on peace, justice, and strong institutions, no poverty, and quality education than on any of the other SDGs. The results shed light on how preservice teachers perceive the SDGs. Different perspectives of preservice teachers on the SDGs may influence their future teaching practice. This study highlights the importance of considering different perspectives among preservice teachers to ensure the effective implementation of SDGs in education…. [Direct]

King, David C. (1971). Guide to the Concept: Interdependence. This draft outline presents and organizes for teachers one of the fundamental concepts in war/peace studies: interdependence. As the definitional statement makes clear, interdependence involves learning to look at the world as a single system, and to identify and analyze its various subsystems. Part of the rationale for considering interdependence as a major concept in war/peace education is that an understanding of the concept and its various subconcepts, is a vital first step in the students' ability to come to terms with his own prejudices, misperceptions, and stereotyping. The guide lists sample affective and cognitive objectives, and provides a developmental idea outline of the concept interdependence and its related subconcepts (universality, origins, dynamics, development, effects, and methods and techniques for dealing with interdependence.) For each of these, topic and content samples are outlined. Suggested grade levels (9-12) and hypothetical course titles are designated… [PDF]

McKernan, Jim, Ed. (1983). Irish Educational Studies, Vol. 3 No. 2. Research problems and issues of concern to educators in the Republic of Ireland and Northern Ireland are discussed in 21 papers. Papers fall into the general categories of educational history and current practices. Papers in the first category cover the following topics: a history of the Education Inquiry of 1824-1826, the "hedge" or private primary schools which existed in Ireland prior to institution of the national school system in 1831, the relationship between the Christian Brothers schools and the national school system, the relationship between the Irish treasury and the national school system, a history of the Royal Commission on Technical Instruction (1881-1884), the Educational Endowments Act of 1885, and Henry Edward Armstrong and experimental science in the schools. Papers dealing with current practices examine the views of Northern Ireland teachers, cognitive consciousness and the teaching of reading, peace education, Northern Ireland's management education… [PDF]

Justin Sheria Nfundiko; Line Kuppens; Sulley Ibrahim (2024). Holding up the Researcher's Mirror to Decolonize Knowledge Generation: A Critical Examination of Researchers' Positionality beyond the 'Global North'/'South' Divide. Globalisation, Societies and Education, v22 n3 p461-474. In this article, we scrutinise the importance of researchers' positionality vis-√ -vis the 'Global South'/'North' binary in the field of international and comparative education. Accounting for the different places we speak from, we reflect on our past experiences as doctoral researchers examining teachers' role as agents of peace and/or conflict in divided and (post-) conflict societies. In doing so, we challenge the rigidity of the 'North'/'South' demarcation as a singular marker of insider/outsider status. Instead, we propose hybrid positions that are susceptible to change over time and in relation to socio-political contexts and structural power relations. To conclude, we situate our experiences along an intersecting insider-outsider and decoloniality continuum…. [Direct]

McLeod, Alan M., Ed. (1985). Achieving Peace and Literature for Students. Virginia English Bulletin, v35 n2 Win. The articles in this journal issue (1) discuss involving students in various language arts activities that have peace as a theme, and (2) deal with literature for students from kindergarten through grade 12. Topics in the first part are as follows: peace education in the English classroom, the peaceful hero, understanding the language of peace, war and peace in children's literature, and great English teaching ideas. The topics in the second part deal with teaching the nineteenth century novel in installments, capturing student's responses to literature through journals, experiencing stories for the deaf, celebrating southern voices in children's literature, narrative structure as a tool for discovering theme, and teaching poems written by Jim Harrison. The third part of this issue includes book reviews, a description of the NCTE l986 achievement awards in writing, an article on the neglect of oral language, two ERIC/RCS articles (on phonics and on teaching thinking skills in the…

(1991). Co-Operation for Reinforcing the Development of Education in Europe (CORDEE). Final Report of the Regional Consultation Meeting (Paris, February 12-15, 1991). This report discusses a meeting to examine proposals for a new European program in the field of education. The assistant director for education stressed the United Nations Educational, Scientific, and Cultural Organization's (UNESCO) concern that its attempt at developing cooperation in the field of education in Europe may build up yet another new bureaucracy and result in a duplication of effort or diversion of funds from efforts on behalf of developing countries. When discussing the agenda, the participants fully supported the initiative taken by UNESCO for the development of educational cooperation in Europe, and set out the methodological principles that should govern those new activities. They emphasized the need to pay greatest attention to: (1) the current priority needs of Central and Eastern European states within the framework of their reform process; and (2) establish direct and multiple contacts between educational communities that have been kept apart from each other…

Mester, Cathy Sargent; Troester, Rod (1987). Teaching Peace in the College Speech Class: A Survey of Current Practice. A survey was conducted to examine the role of peace education within existing speech communication programs and to describe that role both in terms of curricular and research priorities. Respondents, 113 department Chairs out of a total of 578 on the Speech Communication Association's list of institutions offering degrees in communication, answered questions concerning (1) educator attitudes about the relationship between the discipline of speech communication and peace issues; (2) the inclusion of peace issues in collegiate programs and curricula; and (3) research priorities for examining peace issues from a communication perspective. The results indicated a significant range from zero peace communication curricular activity to full-fledged interdisciplinary majors. While most speech communication educators responding to the survey perceived a logical relationship between peace communication and their discipline, very few were actually teaching peace communication theory, history,… [PDF]

Joshi, Meghana, Ed.; Narasimharao, B. Pandu, Ed.; Prasad, Shashidhara, Ed.; Wright, Elizabeth, Ed. (2017). Handbook of Research on Science Education and University Outreach as a Tool for Regional Development. IGI Global Higher education institutions play a vital role in their surrounding communities. Besides providing a space for enhanced learning opportunities, universities can utilize their resources for social and economic interests. The "Handbook of Research on Science Education and University Outreach as a Tool for Regional Development" is a comprehensive reference source for the latest scholarly material on the expanded role of universities for community engagement initiatives. Providing in-depth coverage across a range of topics, such as resource sharing, educational administration, and technological applications, this handbook is ideally designed for educators, graduate students, professionals, academics, and practitioners interested in the active involvement of education institutions in community outreach. Following the preface (B. Pandu Ranga Narasimharao), the following chapters are presented: Section 1, "University Outreach as Basis for Development" presents: (1)… [Direct]

Arauz, Luis (2012). Lessons from Afar: A Review of www.daisakuikeda.org, Official Website of Daisaku Ikeda. Critical Inquiry in Language Studies, v9 n1-2 p157-164. Daisaku Ikeda (1928- ) is a Buddhist leader, peace builder, school founder, and poet. His own biography and lifework provide a model for how one can transform adversity into alternative opportunities for some of the most disenfranchised students. Scrutinizing Ikeda's official website (www.daisakuikeda.org) reveals an extensive collection of his essays, lectures, United Nations proposals, and poems in the areas of Buddhism, peace, culture, and education. The website also includes Ikeda's biography, an Ikeda quote page, a list of Ikeda's books translated into English, and a collection of his photography. Finally, it contains resources for the classroom and links to nongovernmental organizations (NGOs), other human rights and peace-building organizations, and to the official websites of Tsunesaburo Makiguchi and Josei Toda, fellow Soka (value-creating) educators and, respectively, the first and second president of the Soka Gakkai, the Buddhist NGO of which Ikeda is the third president…. [Direct]

Bosch, Christina; Obelleiro, Gonzalo; Sharma, Gitima (2023). Exploring Pedagogical Practices to Cultivate Wisdom, Courage, and Compassion as Key Tenets of Global Citizenship: A Qualitative Study. International Journal of Multicultural Education, v25 n2 p45-65. The purpose of this study was to explore college students' and educators' (N = 29) perceptions, experiences, and recommendations around cultivating wisdom, compassion, and courage as key tenets of global citizenship. Based on pragmatic research design and thematic analysis, we sought multicultural education approaches that could strengthen campus communities' capacity to advance peace, sustainability, dignity, and well-being of all forms of life — all across the world. We have discussed the findings in the context of specific pedagogical practices focusing upon: (a) emergent praxes and curriculum to foster wisdom, (b) courageous dialogues for mutual understanding, and (c) restoring compassion and humanity…. [PDF]

(1987). Dissertation Abstracts, 1971-1987. The Center for International Education. This publication includes abstracts of all dissertations written by members of the Center for International Education at the University of Massachusetts since its inception in 1969. The Center offers training at the master's and doctoral levels in third world development education and nonformal education. The dissertations are based on work throughout the developing world. Many have evolved from field experience in projects sponsored by the Center in Ecuador, Ghana, Lesotho, and Indonesia. Abstracts are presented in approximately chronological order, and are indexed by author and subject. Topics covered include educational and curricular alternatives, teacher training, instructional methods, rural nonformal education, the role of the black college in international education, educational relevance, adult literacy instruction, area studies materials, self-help schools, characteristics of nonformal educators, black studies, higher education and social responsibility, characteristics of…

Orr, Blair; Paulete, Francisca E. (2010). Combining Technical Competence and Stakeholder Impact in Environmental Education: The Gambia All Schools Nursery Competition. Applied Environmental Education and Communication, v9 n1 p18-27. Under the guidance of the Department of Forestry, the Regional Education Directorate, and Peace Corps/The Gambia, the Gambia All Schools Tree Nursery Competition, an environmental education program, was developed to introduce practical environmental education in The Gambia. Data for this report were collected using a rapid appraisal approach. Specific, predetermined information on each nursery including its management and community support were collected using a mixed team of researchers. Data were verified for consistency with other sources. The technical elements of nursery management (water supply, fencing, daily care, pest protection) are significant for positive outcomes of a nursery. However, the extent to which they work or the motivation behind them are heavily reliant on stakeholder support. Successful schools in the competition combined technical and stakeholder components. (Contains 4 tables and 1 figure.)… [Direct]

de Quadros, Andr√©; Evelyn, Sean (2023). Smuggling in Humanity: Musicking through Prison Walls. Music Educators Journal, v109 n3 p43-47 Mar. In this article, the two authors talk about their vastly different trajectories that span international geographies and contrasting circumstances. By chance, their lives intersected in a music education program in an American prison. They trace their lifeworlds and how their musical engagement was a reciprocal learning experience for both of them. The article describes the "Empowering Song" music education approach that had its genesis in American prisons. The authors also share the experiential learning that has marked their collaboration, a relationship that has benefited them socially, emotionally, and politically. As a liberation pedagogy, the Empowering Song approach has wider implications, from general music and professional settings to community music in peace-building and forced migration circumstances…. [Direct]

Boucouvalas, Marcie (1988). Adult Education in Greece. Monographs on Comparative and Area Studies in Adult Education. This monograph is intended to foster an understanding of the history, context, and current status of adult education in Greece. The first part, which is devoted to the history of lifelong learning and adult education in Greece, consists of two chapters. The first chapter examines ancient and medieval Greece, and the second one covers the history of adult education from 1821 until the present. The second part of the book covers adult education in Greece today. The following topics are covered in the six chapters included in Part 2: the present economic, social, and political framework of adult education in Greece (the economic, social, and government background; the party platform and government program; 5-year economic and social development plans; the 1983-1987 plan for modernization, decentralization, and participation; and targeted development pertinent to adult education); adult education agents and related social structures (leadership and operating systems; formal, nonformal,…

(1991). A Study of the Minnesota Professional Peace Officer Education System. [Report.] Suggested Implementation Strategies, and Executive Summary. This document contains three publications from a study of the training and educational requirements prerequisite to licensure as a peace officer in Minnesota. The first report consists of eight chapters. Chapters 1-3 contain the following: (1) historical review of the development of law enforcement education; (2) the advantages and disadvantages of college for peace officers; and (3) a discussion of how education affects the evolution of an occupation into a profession. Chapter 4 describes the current operation of the professional peace officer education system, outlining the duties and responsibilities of the Minnesota Board of Peace Officer Standards and Training (POST), higher education, and law enforcement agencies. Chapters 5-7 discuss higher education; current issues; salary, licensing, and employment data; and two surveys focusing on the current education level and desire for further education of peace officers. Chapter 8 includes a summary and recommendations. Appendices…

Lee, Chee Hye (2017). The Way to Modernization: Language Ideologies and the Peace Corps English Education in Korea. Education and Society, v35 n1 p63-80 Apr. The language policies and practices embodied in the Peace Corps/Korea program (1966-1981) are the reflection and the implementation of language ideologies that interplay with the socio-historical, political, and economic contexts of Korea during the 1960s and 1970s. Concerned with a nation's modernization, Korea placed an emphasis on educational development. Peace Corps Volunteers in Korea, most of whom taught English, were expected to contribute to Korea's economic development by emphasizing communicative English. The Peace Corps/Korea's English Language Teaching (ELT), which was in sharp contrast to Korea's traditional ELT was justified, rationalized, and legitimized as a path to modernity and prosperity…. [Direct]

Harris, Ian M. (1994). International Peace Research Association Meets in Malta. Peace Education Miniprints No. 70. From October 30, 1994 to November 4, 1994 the International Peace Research Association held its 15th general conference in Malta. Over 200 delegates from 40 different countries attended the week long gathering whose theme was "International Conflicts: The Role of Peace Research and Education." The conference featured plenary sessions in the morning followed by working sessions where the participants could focus on specific peace related concerns by taking part in various commissions. This report gives an overview of the conference. (RJC)… [PDF]

Carter, Candice C. (2004). Whither Social Studies? In Pockets of Peace at School. Journal of Peace Education, v1 n1 p77-87 Mar. Although it is marginalized by less instructional time and emphasis, teachers can find spaces for social studies with a peace emphasis across the curriculum, school day and campus. Developing students' capabilities for peace through broad-based social education includes behavioral, cognitive, spiritual and attitudinal components. Social education for peace occurs through a vision of a peaceful context, a commitment to consistently work towards accomplishing it and use of peace skills. Suggestions for integrating peace-oriented social studies across the curriculum and school activities for children are provided here. (Contains 1 figure.)… [Direct]