Breidlid, Anders (2010). Sudanese Images of the Other: Education and Conflict in Sudan. Comparative Education Review, v54 n4 p555-575 Nov. Education can contribute to peace and reconciliation as well as to conflict and strife. The complex, often contradictory role of education in conflict is explored in this article in relation to Sudan. The focus of the article is the North-South conflict, bearing in mind that other, "minor" wars and military clashes in both the North and South have "each fed into and intensified the fighting of the overall North-South war." The author examines the pre- and postconflict political discourses and the educational discourses employed in relation to the ideological, religious, and military struggle between the Sudan People's Liberation Movement/Army (SPLM/A) in the South and the Khartoum government in the North. In addition, the author will discuss how the political and educational discourses contributed to the reconstruction of the country and to the simultaneous sustaining and undermining of the 2005 Comprehensive Peace Agreement (CPA). (Contains 2 tables and 19… [Direct]

Roij, Azril Bacal, Ed. (2022). Transformative Research and Higher Education. Emerald Publishing Limited Providing a critical look at how it is possible for institutions of higher education to go beyond the institutional constraints that plague the neo-liberal university, the authors of this volume explore the powerful role of transformative university-based research and education. An emerging global network of concerned teachers and researchers who are currently engaged in dialogue with civil society and social movements, seek to construct another possible post-pandemic world built on premises of democracy, justice and peace. The emphasis on transformation points to alternative ways of doing research and education, associated with critical pedagogics and participatory action-research. This approach entails an intentionality to intervene in the debate and actual modus operandi of university research and education. It seeks to replace the existing vertical division of labour between administrators, teachers and students with an alternative collaborative organization of the production and… [Direct]

Osler, Audrey; Pandur, Irma Husic (2019). The Right to Intercultural Education: Students' Perspectives on Schooling and Opportunities for Reconciliation through Multicultural Engagement in Bosnia and Herzegovina. Intercultural Education, v30 n6 p658-679. In post-conflict societies, such as Bosnia and Herzegovina, education is recognised as a key factor in reconciliation. Yet the 1995 Dayton Peace Agreement set in process arrangements that mean that Bosnia and Herzegovina's three constituent ethnic groups (Bosniaks, Croats and Serbs) are educated separately. This paper examines students' right to integrated schooling and an intercultural education, in keeping with the UN Convention on the Rights of the Child. It reports on small-scale empirical research on the impact of integrated and segregated education on students, focusing on the experiences of students who have had access to Bosnia and Herzegovina's only fully integrated school. There are tensions between the competing educational rights of students and the cultural rights of ethno-cultural communities. Since entrenched political problems hinder the reestablishment of integrated public schooling, the paper considers the potential of service-learning and multicultural community… [Direct]

Cathy Weng; Chichuan Yang; Kifle Kassaw; Melese Astatke (2024). Online Learning Environments for Transferable Skills Development: A Systematic Literature Review from 2013-2022. Interactive Learning Environments, v32 n10 p6894-6914. This review examined the impact of online learning environments (OLE) on acquiring transferable skills (TS) through an analysis of 31 papers from the Web of Science database. Significant attention is given to critical thinking and communication skills, with moderate consideration given to creativity, problem-solving, and cooperation skills. Lesser emphasis is placed on negotiation, decision-making, self-management, resilience, and participation, while respect for diversity and empathy skills remains unexplored. STEM dominated the research focus in many articles, primarily focusing on higher education institutions, with limited attention to primary and secondary schools. Learning management systems (LMS) and online platforms are widely used for teaching TS. Quantitative research methods predominated, emphasizing the cognitive dimension of TS, and limited exploration of the social dimension. Therefore, OLE significantly impacts TS development, contributing to a more knowledgeable… [Direct]

Wolf, Aline D. (1996). Nurturing the Spirit in Non-Sectarian Classrooms. This book reiterates the fundamental purpose of Maria Montessori's philosophy of bringing about a "better world by nurturing the spirit of the child." The book draws upon published authorities on the importance of the nurturing of the spirit, along with experiences of active Montessorians for everyday examples of nurturing spirituality in the classroom. The book is divided into three parts with 21 chapters. Part 1, "The Meaning and Importance of Spirit," contains: (1) "The Spiritual Legacy of Maria Montessori"; (2) "What Does 'Spirituality' Mean"; (3) "The Differences between 'Spirituality' and 'Religion'"; (4) "Comparing 'Spirit' and 'Soul'"; and (5) "The Child – The Essence of Spirituality." Part 2, "The Spiritually Aware Adult," includes: (1) "Nourishing the Spirit of the Teacher"; (2) "Support for Deepening Spirituality"; and (3) "Community for Teachers." Part 3,…

Pherali, Tejendra (2016). School Leadership during Violent Conflict: Rethinking Education for Peace in Nepal and Beyond. Comparative Education, v52 n4 p473-491. This paper outlines the impact and professional tensions created by the decade-long armed conflict (1996-2006) on school leadership in Nepal. Drawing on qualitative interviews and discussions with school heads and teachers (n = 92), the study reveals that the onerous pressure of pupils' safety during crisis ultimately fell upon teachers and school leaders who faced direct violence on school grounds and communities they lived in. It was found that school heads were traumatised by consistent pressures, as manifested in the form of financial extortion, physical threats and abductions by the Maoists while the security forces frequently harassed them as Maoist sympathisers or confederates. Maintaining relational equilibrium with warring parties in order to ensure their personal and school survival was a traumatic experience. Despite the enormity of effects on education during conflict, the post-conflict educational debates largely undermine the voice of those who were at the frontlines… [Direct]

Kahn, David (2016). Global Science and Social Systems: The Essentials of Montessori Education and Peace Frameworks. NAMTA Journal, v41 n2 p37-61 Spr. Inspired by Baiba Krumins-Grazzini's interdependencies lecture at NAMTA's Portland conference, David Kahn shows the unifying structures of the program that are rooted in the natural and social sciences. Through a connective web, these sciences explore the integration of all knowledge and lead to a philosophical view of life on earth, including human civilization. Kahn adds a new recognition of unified ecological summits that provide the real connectedness to the work that the next generation is doing to find global collaboration in making the world a better place…. [PDF]

Landeros, Judith; Urrieta, Luis (2022). "Hacer el hombre m√°s hombre": Fundamental Education, Deficit Perspectives, Gender, and Indigenous Survivance in Central Mexico. Comparative Education Review, v66 n3 p484-507 Aug. Under UNESCOs global mission, fundamental education became an essential tool for development that was praised for promoting peace and improving the human condition. The Centro de Cooperaci√≥n Regional para la Educaci√≥n de Adultos en Am√©rica Latina y el Caribe (CREFAL) hosted educators from throughout the Americas in P√°tzcuaro, Michoac√°n, to study and intervene through fundamental education programs in local Indigenous communities to implement agricultural, hygienic, arts, civic, and adult literacy projects. In this article, we rethink how fundamental education projects in the 1960s often viewed Indigenous communities in deficit and were implemented as "experimental" interventions with mixed goals. We situate this work within a decolonizing healing framework (Smith 2001) to re-write and re-right the: (1) generalized success of the fundamental education project documented in the CREFAL archives about Nocutzepo and (2) highlight the voices and counter-stories of Indigenous… [Direct]

Keeley, Richard (1981). Thoughts on the Curriculum of the Pulse Program. This paper examines the "Populorum Progressio," Pope Paul VI's 1967 encyclical on the "development of peoples," for a condensation of the chief tenets of Catholic social thought and for curricular guidelines. The author takes the word "development" to mean the concrete realizations of justice and peace. Fundamental education for peace and justice should address three major topics: The person (nature and character; potential or vocation); the person in community (institutions, order, and justice); and the person in culture and history (underpinnings for the conceptions and practices of institutions). The paper then discusses the general dimensions of these topics and examines how the curriculum of the Pulse Program at Boston College attempts to engage them. The basic idea of the Pulse Program is that students receive academic credit for participation in off-campus field projects which have a social action/social service orientation in coordination with a…

Fnu Elizarni (2020). Gender, Conflict, Peace: The Roles of Feminist Popular Education during and after The Conflict in Aceh, Indonesia. ProQuest LLC, Ed.D. Dissertation, Ohio University. This is a narrative inquiry study that presented types of women's activism during and after the conflict in Aceh, Indonesia (1976-2005). The study sought to explain how divergent women's activism becomes possible against the backdrop of this conflict and how the establishment of peace alters the patterns of their activism. Women's activism here was confined to the theory of feminist popular education. The popular education uncovers strategies utilized by women activists to foster women's economic, social and political interests during these tumultuous periods. Insights from eight women activists leaders supported by observation and relevant documents were analyzed to gain a better understanding of Acehnese women's movement in the two periods – during the conflict (1998-2005) and the post-conflict tsunami recovery period (2005-2015). Gender in each period was explored to reflect the underpinning of women activists in manifesting their feminist agendas in two separate periods. Although… [Direct]

Lee, Felicia (2019). Cultivating a Culture of Peace and Empathy in Young Children While Empowering Refugee Communities. Childhood Education, v95 n1 p16-23. Meeting the needs of children in refugee communities is a growing concern. Supporting their physical and emotional well-being is a challenge, as is protecting their right to quality education. Innovations are necessary to meet these challenges. Given the circumstances that have contributed to refugee crises around the world, education innovations that promote a culture of peace and empathy are particularly important…. [Direct]

Foo, Sue Fan, Ed.; Starlin, Clay M., Ed. (2008). Building A Culture Of Peace For A Civil Society. World Council for Curriculum and Instruction, Papers presented at the 12th World Conference on Education of the World Council for Curriculum & Instruction (Manila, Philippines, Aug 6-12, 2006). "Building a Culture of Peace for a Civil Society" consists of papers from scholars from around the world including: Canada, India, Japan, Nigeria, Philippines, Thailand, Turkey and the United States. This volume includes selected papers and lectures delivered at the 12th World Conference on Education of the World Council of Curriculum & Instruction (WCCI) held in Manila, Philippines from August 6-12, 2006. The nineteen papers and presentation outlines describe research and projects from 8 countries, range from preschool through university education and cover 10 topical areas. The topics include: ethics, morals and values in education as an essential strategy to create citizens who embrace a culture of peace; ecology and the environment and its relationship to social justice; language and its relationship to peace and social justice; adult education and its relationship to human rights; an emphasis on assets vs. problem areas in community development work and… [Direct]

Di Santo, Aurelia; Scott, Katie-Jay (2020). Please Remember Us: iACT's Little Ripples Helping Refugee Families during the Pandemic. Childhood Education, v96 n4 p6-13. During the COVID-19 pandemic, the vulnerable refugee populations of the world need more support than ever before. As refugees (both children and adults) struggle to make sense of this pandemic with very few to no resources, iACT, an international nonprofit organization that provides humanitarian action to aid, empower, and extend hope to those affected by mass atrocities, is working with refugee leaders, other humanitarian organizations, and volunteers to provide the necessary resources to help refugee children and families stay safe and healthy. While the COVID-19 pandemic necessitated suspension of iACT's innovative and cutting-edge early childhood education program Little Ripples (LR), iACT is nevertheless honoring LR's core values of peace, helping, and sharing by working with refugee and displaced community leaders living in Chad, Tanzania, Cameroon, and Greece to mitigate the consequences of program closures. The LR children's program is based on four fundamental program… [Direct]

Ademe, Enguday; Awgichew, Sisay (2022). History Education for Nation-Building in Ethiopia, Germany, Rwanda, South Africa, Switzerland, and USA: A Comparative Analysis. Cogent Education, v9 n1 Article 2113210. This study examined the role of history education for nation building in Ethiopia, Germany Rwanda, South Africa, Switzerland, and USA using a comparative research method. Student textbooks and syllabi were the main data sources. Document review was the principal data-gathering tool and the data was analysed qualitatively. Findings revealed that there are some aim and learning objectives embedded in the textbooks and syllabi to cultivate unity and patriotism, and promote democratic values that facilitate nation building. Except in the context of Rwanda and USA, in all countries national history textbooks gave more emphasis to regional and global topics than national topics. In Rwanda, South Africa, and Ethiopia centrally prescribed one-size-fits-all contents focused on national narratives that appear to intentionally overlook ethnic-narratives. After the historic genocide in Rwanda and apartheid in South Africa, history textbooks focused on peace and reconciliation, and settlement of… [Direct]

Nomisha Kurian (2024). Building Inclusive, Multicultural Early Years Classrooms: Strategies for a Culturally Responsive Ethic of Care. Early Childhood Education Journal, v52 n5 p863-878. The aim of this study is to contribute to the understanding of culturally responsive care in multicultural Early Years classrooms. Through an exploration of teachers' narratives in an Indian school, the study highlights the tools and strategies used by teachers to promote an ethic of care among a diverse student population of over 16 languages, 5 religions, and 35 ethnic communities. The study identifies three key categories of care practices: affirming and attuning, diffusing and soothing, and anchoring and building. Overall, the findings suggest that teachers employ a range of relational and aesthetic strategies to promote equality, collaborate with students in inclusive policies, and preserve marginalised cultural heritage. They also narrate folktales and mythology to reject exclusionary discipline and model peaceful responses to conflict. Finally, teachers build a shared classroom identity and cultivate students' capacities for care. This study aims to contribute to the theory… [Direct]

Corbett, John (2021). Revisiting Mediation: Implications for Intercultural Language Education. Language and Intercultural Communication, v21 n1 p8-23. The term 'mediation' has become central to intercultural language education, a fact that is evident from the attention given to mediation activities and strategies in the revised descriptors of the "Common European Framework of Reference for Languages" (North et al. 2017). However, what is meant by 'mediation' is not always clear to language educators, especially given the use of the term in related disciplines and fields, including Translation Studies, Mediated Discourse Studies, Conflict Resolution and Peace-building. This article revisits the concept of 'mediation' as it applies to intercultural language education, tracing the developments in its meanings across different disciplines, and illustrates ways in which different understandings of and approaches to mediation can inform intercultural language pedagogy…. [Direct]

Banks, Dennis N. (2001). What Is the State of Human Rights Education in K-12 Schools in the United States in 2000? A Preliminary Look at the National Survey of Human Rights Education. Simply put, human rights education is learning that develops the knowledge, skills, and values of human rights. Growing consensus around the world recognizes education for and about human rights as essential. It can contribute to the building of free, just, and peaceful societies. Human rights education also is increasingly recognized as an effective strategy to prevent human rights abuses. Starting in April 2000, surveys, which were developed through consultation with human rights educators across the nation, were mailed to a select sample of 120 knowledgeable persons in state education, asking them to respond to questions about the level of inclusion of human rights topics within their state policies. This initial analysis of data is based on surveys returned from all 50 states. The first survey question asked whether the respondent's state had statewide mandates, standards, guidelines, or proficiencies for human rights education. The only data reviewed here are from those states… [PDF]

Arar, Khalid (2022). Understanding the Educational Administrator's Role in a Turbulent Ethnic Education System. Leadership and Policy in Schools, v21 n2 p222-237. This study examined the performance of superintendents and leaders of the Arab education system in Israel in reducing achievement gaps and promoting curricula that empower and advance students. In-depth interviews were conducted with school governance officials in an attempt to address these key issues: (1) The steps administrators in the Arab education system take to reduce underachievement and empower change agents during crises; (2) Arab school superintendents' and local government education officers' assessment of government policies as empowering or disempowering; (3) The extent to which superintendents believe that cultural change is required within existing administrative structures before they can empower school communities to become societal innovators for equity, peace, and renewal. The findings were analyzed according to themes and categories, and examined through the lens of the Turbulence Theory. Results revealed that Arab educational leaders strive to reduce achievement… [Direct]

Singletary, Jon E. (2023). Leadership by the Number: Using the Enneagram to Strengthen Educational Leadership. Jossey-Bass, An Imprint of Wiley In "Leadership by the Number: Using the Enneagram to Strengthen Educational Leadership," distinguished academic and leadership coach Dr. Jon Singletary walks you through how to use the ancient wisdom of the Enneagram of Personality with modern contemplative practices to transform how you lead your department, school, college, or university. You'll learn to effectively balance the conflicting demands of your role with greater patience, skill, and peace-of-mind by changing how you think, act, and feel every day. In the book, the author provides: (1) Explanations of the benefits of self-aware leadership, including the identification of competing forces and understanding stakeholders' strengths and weaknesses; (2) Insights into the critical role of self- awareness in educational leadership; and (3) Concrete strategies for strengthening university, college, unit, and departmental leadership. A can't-miss resource for higher education administrators and other school leaders,… [Direct]

Fidelis Awoke Nwokwu; Prisca O. Bob; Ugochi P. Kwekowe (2024). Domestic Violence in African Society: A Study of Chimamanda Adichie's Purple Hibiscus. Journal on English Language Teaching, v14 n1 p18-25. In the 21st century, one of the major roles of the English language in building a corporate youth image for sustainable development, peace, and security in Nigeria is in the area of creative writing. Many scholars are concerned about domestic violence in African society, particularly in Nigeria, especially in Igbo society, where domestic violence is a serious subject matter. Women are subjected to lots of maltreatment, suppression, and relegation to the background as a result of man's chauvinism. The aim of this study is to examine forms of domestic violence in African society by using the work of Chimamanda Adichie's "Purple Hibiscus." The study adopts a brand of snail sense feminism propounded by Akaihi Adimura Ezeigbo as its theoretical framework, while thematic analysis is employed to analyze Adichie's "Purple Hibiscus," which captures many issues of domestic violence and provides insight into the world of domestic violence in African society. Another… [Direct]

Gregg, Soleil (1998). School-Based Programs To Promote Safety and Civility. AEL Policy Briefs. Information regarding school-based programs designed to promote safety and civility as well as reduce violence and disrespect toward school personnel and fellow students is provided in this document. It describes primary, secondary, and tertiary interventions. Primary interventions are defined as universally administered to all students and are designed to protect children from the risk of developing antisocial behavior. School-wide programs that teach conflict management and anger fall into this category. Some of the primary intervention programs discussed here include: "Alternatives to Gang Membership,""Child Development Project,""Collaborative Student Mediation Project,""Law-Related Education,""Peace Education Foundation,""PeaceBuilders,""Peer Mediation in Schools Program,""Project S.T.O.P.(Schools Teaching Options for Peace),""Promoting Alternative Thinking Strategies… [PDF]

(1987). School Community Education Program in New York City 1985-86: Volume IV. OEA Evaluation Report. During 1985-86 the School Community Education Program (also known as the Umbrella Program), funded by the New York State Legislature, provided a variety of educational and training experiences to some 25,871 participants, including pre-kindergarten children and their parents; and students, teachers and supervisors from kindergarten through grade 12. The program consists of 44 different projects designed to provide innovative solutions to local educational and school problems. The 1985-86 evaluation indicates that in general the program was successful: 38 projects met their stated objectives, and some were highly successful. Of the six projects that did not reach their objectives, five set stringent objective criteria that may have been beyond their grasp. Those projects that failed to meet their stated objective should be closely monitored to identify the reasons for failure. Evaluation reports for each project are presented in four volumes. Each report contains a brief project… [PDF]

Demarest, Jan; Gordon, Haim (1982). Buberian Learning Groups: The Quest for Responsibility in Education for Peace. Teachers College Record, v84 n1 p210-25 Fall. Efforts to further education for peace through Buberian Learning Groups, which include Israelis and Palestinian Arabs, are discussed. Participants learn through a dialog that leads them to recognize distortions in their existence and to end their passive acceptance of problems. Organization of the groups and their successes and difficulties are discussed. (PP)…

Hassan, Riffat (1982). Response to "Buberian Learning Groups: The Quest for Responsibility in Education for Peace" by Haim Gordon and Jan Demarest. Teachers College Record, v84 n1 p226-31 Fall. This is a commentary on an article about an attempt to use Buberian Learning Groups to promote peace between Jewish Israelis and Palestinian Arabs (Haim Gordon, Jan Demarest, Teachers College Record, Fall 1982). A Muslim who helped evaluate the project discusses strengths and weaknesses of the Education for Peace Project in Israel.(PP)…

Sloan, Douglas (1982). Toward an Education for a Living World. Teachers College Record, v84 n1 p1-14 Fall. Education for peace and disarmament should be an integral part of all education. Educators face two tasks: (1) short-term marshalling of available forces to change the present situation; and (2) long-range shaping of human consciousness and institutions that will make peace sustainable. (PP)…

Opper, Howard (1982). Vocational Education Manual. Peace Corps/Tunisia. A Handbook for Volunteers. Appropriate Technologies for Development. Reprint R-46. This manual was developed to train Peace Corps volunteers to teach vocational education in Tunisia, although it also has applications to the training of volunteers in other countries. The book is organized into four sections. The first section is an introduction that provides background information on the school system and the Peace Corps vocational education program in Tunisia. The second section, one of importance to volunteers working in various countries, concerns basic pedagogical skills. This section explains the fundamental principles of teaching a vocational subject, including lesson planning, teaching methods, and evaluation. In the third section, detailed Tunisia-specific information is given on school procedures, curriculum, discipline, grading, and forms. The final section is an appendix that covers additional information that a Tunisian vocational education volunteer would find useful. The manual is not self-teaching and is meant to be used in a classroom situation. (KC)… [PDF]

Andersen, Kirsten M.; Sigurdsson, Lakshmi (2022). Human Rights Education and the Conscience of Mankind: Developing Didactics of Perplexity. Human Rights Education Review, v5 n1 p70-89. The Preamble of the Universal Declaration of Human Rights (UDHR) states that 'disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind'. From this point of departure, we argue that philosophical, political, and religious reflections on core concepts such as conscience, freedom, equality, dignity, justice, and peace can help to create an appropriate balance between a normative framework and a non-affirmative approach to human rights education. Teacher students can benefit from philosophical reflection, critical thinking, and individual judgement, as this will enhance the authoritativeness and self-determination of both teachers and learners. In terms of didactics, we consider the potentials of a concept-based approach inspired by the political philosophy of Hannah Arendt and her critical discussion of the perplexities of the rights of man…. [Direct]

Atkinson, Becky; Toland, Brad (2023). Logic of Home: Resistance and Logic in Post-Truth Times. Educational Studies: Journal of the American Educational Studies Association, v59 n1 p1-13. Expanding globalization and the recent nationalistic backlash in the West presents a pedagogical threshold of opportunity for inquiry and transformation. We explore how these movements are pedagogical from the philosophical perspective of feminist pragmatism informed by the logic of home, a Native philosophical and political perspective. This offers a significant contribution to the conversations surrounding social democracy and political transformation to education as well as educational inquiry characterized by dialogue, social justice, civility, equity, and growth. Specifically, in this paper we examine the logic of home as presented in the life experiences and work of Lydia Child, an early 19th century American journalist, abolitionist, and ancestor to the women's rights movement, and Jane Addams, prominent and influential 19th century interdisciplinary feminist pragmatist, and global leader in the early in the women's rights and peace movements. We forward feminist pragmatism as… [Direct]

Alanko, Antti (2023). Dream Societies–Promoting Hope in Finnish Ninth-Graders. Schools: Studies in Education, v20 n1 p187-206 Spr. This study investigates the hopes of a group of Finnish of ninth-graders and how hopeful they are. This study also explores how to teach in a way that promotes hope. The theoretical framework of this study combines two different theories of hope, C. R. Snyder's psychological hope theory and Paulo Freire's philosophy of hope. This study holds that hope is critical for democratic education. To foster hope, the students were taught how to set good goals and were helped to set goals for themselves along these lines. The students also worked on a two-week project that focused on their societal hopes and fears for the future. The project was an integral part of their social studies class, a means to promote hope in students, and a way to gather data about their perceived societal hopes and fears about the future. The most common themes in the students' hopes and fears revolved around climate change, social justice, and war and peace…. [Direct]

Wong, Mary Shepard (2019). The Peace Dividend of Valuing Non-Dominant Languages in Language-in-Education Policies in Myanmar. FIRE: Forum for International Research in Education, v5 n3 p49-68. This article is a literature review and analysis of the links between social cohesion/peacebuilding and the use of Non-Dominant Languages (NDLs) in education with an application for Myanmar, a country rich in linguistic diversity, rife with political conflict, and in the midst educational reforms. Findings indicate that investment in multilingual education (MLE) has the potential to enhance learning and foster peacebuilding. This paper provides a description of an adapted "4R" theoretical framework (Novelli & Sayed, 2016) and a summary of educational reforms in Myanmar to contextualize the discussion. The paper argues that the double threat to the NDLs that comes from Burmese and/or English as the medium of instruction can endanger minority languages, learning, and peacebuilding. Finally, findings suggest that engaging in dialogue, research, advocacy and teacher development in MLE can raise awareness of the peace dividend of valuing language diversity and the importance… [PDF]