Jalbani, Laraib Nasir; Khan, Najmonnisa (2022). Analyzing Social Studies National Curriculum and Textbooks for the Concept of Global Citizenship: A Content Analysis. Journal of Education and Educational Development, v9 n1 p68-88 Jun. This qualitative research study was an attempt to analyze the National Social Studies curriculum and textbooks of Grades IV-V in the context of Global Citizenship Education after reviewing the National Education Policies of Pakistan developed in 2009 and 2017. These two policies emphasize developing individuals who are critical thinkers, intellectuals, independent, and responsible global citizens. Data were collected with the help of a checklist for the relational content analysis of student learning outcomes, teaching and learning process, assessment, and evaluation process within the scope of 8 global citizenship dimensions given in the UNICEF global citizenship framework (2013). Major findings of the thematic analysis include the integration of global citizenship elements in the National Curriculum and textbooks of Social Studies to a great extent. Learning objectives as well as teaching and learning process designed for Grades IV and V emphasize the knowledge and understanding of… [PDF]

Dupuy, Kendra; Urdal, Henrik; √òstby, Gudrun (2019). Does Education Lead to Pacification? A Systematic Review of Statistical Studies on Education and Political Violence. Review of Educational Research, v89 n1 p46-92 Feb. Does more education lead to less political violence, and may education thus be a tool for peace? This article provides the first systematic review of the existing quantitative literature on education and political violence. Looking at arguments pertaining to levels, expansion, inequality, and content of education, we identify 42 quantitative studies from the time period 1996 to 2016 that test the relationship between various measures of education and political violence. An emerging scholarly consensus seems to be that education has a general pacifying effect. However, this general conclusion is challenged by recent evidence showing above-average levels of education among terrorists and genocide perpetrators. This, as well as other findings, underscore that the relationship between education and political violence is complex and multidimensional, depending on type of political violence, mediating factors, and level of analysis. We conclude with policy implications from our findings… [Direct]

Morelli, Umberto (2019). From National Cultural Paradigms to European/Global Cultural Paradigms: A Copernican Revolution. Journal of Social Science Education, v18 n3 p29-40 Fall. Purpose: To stress the existential crisis of European integration and the need to shape the European citizen, who forms the foundations of unification, which can no longer be based only on economic conditions. Methods: Analyse the contradictions in the integration method adopted so far by member states and the fallacious solutions proposed by national-populist movements. Findings: An education system is needed that is aimed at shaping, alongside the citizens of its own nation-state, the cosmopolitan citizens of a united Europe, who are convinced that to preserve peace, democracy and well-being the continent must be unified…. [PDF]

Adams, David (2013). Education for a Culture of Peace: The Culture of Peace News Network as a Case Study. Journal of Peace Education, v10 n3 p230-241. The Culture of Peace News Network, an internet news service, is analyzed in the framework of a general approach to education for a culture of peace. Its format reflects the eight program areas for a culture of peace as adopted by the UN General Assembly. Among its other operating principles are universality of news with all cultures and regions of the world given equal priority, requirement that reflection be accompanied by action and that news should be positive and open to debate, that "slow news" is as important as "fast news," and that readers should participate by writing as well as reading. The Network has yet to achieve its goal of forcing commercial media to consider actions for a culture of peace as newsworthy, but it is suggested that this will depend on the growth of the global movement for a culture of peace which remains rather small at the present time…. [Direct]

Yablon, Yaacov Boaz (2009). Promoting Peace Education via Voluntary Encounters. Cambridge Journal of Education, v39 n4 p505-521 Dec. As current study of contact between groups is somehow limited and self-referential, the present study joins other studies that suggest a deeper examination of intergroup contact in wider social processes which recognize the complex nature of intergroup relationships. A qualitative multiple-methods approach, supported by quantitative measures, was used to study a voluntary dialogue group of religious and secular students in Israel, to reveal its underlying force-driving processes and study its contribution to the enhancement of positive relationships between the groups. The findings reveal the strengths and weaknesses of such voluntary encounters and point to four fundamental factors for the formation and enhancement of this new venue for intergroup contact intervention programs: motivation, cooperation, meeting coordinator and group facilitator, and enjoying the meetings. Possible implications for school pedagogy and for the enhancement of positive intergroup relations are discussed…. [Direct]

Aggestam Pontoppidan, Caroline; Hueske, Anne-Karen; Iosif-Lazar, Lavinia-Cristina (2022). Sustainable Development in Higher Education in Nordic Countries: Exploring E-Learning Mechanisms and SDG Coverage in MOOCs. International Journal of Sustainability in Higher Education, v23 n1 p196-211. Purpose: This study aims to explore the extent and types of E-Learning used, as method and tool, to support education for sustainable development (ESD); and to understand the coverage of Sustainable Development Goals (SDGs) in massive open online courses (MOOCs). Design/methodology/approach: The study extends the morphological box of ESD in higher education by nonformal and informal education, exploring the types of blended and online learning and adding the SDGs as a new criterion. The study subjects are Nordic UN Principles for Responsible Management Education (PRME) members. Through content analysis and thematic coding of reports by higher education institutions (HEIs), different E-Learning methods are identified; furthermore, 30 MOOCs are analyzed. Findings: HEIs apply a variety of blended and online learning to advance ESD for formal and nonformal education. The MOOCs offered by Nordic HEIs predominantly cover four SDGs (9: Industry, Innovation and Infrastructure; 13: Climate… [Direct]

Rustin, Bayard (1973). How Can We Achieve World Peace?. Social Education, 37, 7, 614, Nov 73. The political and value structures involved in the change process for achieving peace are discussed. Suggestions for achieving the social change needed for peace which are related to education involve an emphasis on conflict resolution techniques and the capacity to analyze a culture in terms of its values. (KM)…

Buller, Rachel Epp (2021). Activism, Art, and Design: Bringing Social Justice to Life in the Higher Education Curriculum. Art Education, v74 n1 p31-39. Because she has seen students increasingly advocating for social justice and for their intersectional identities, Rachel Epp Buller hoped that developing a new course called Activism, Art, and Design might offer students models of how to leverage art for social change, while also connecting to their institution's values. She is an associate professor at Bethel College, a Mennonite-affiliated institution, where all students take coursework in peace, justice, and conflict studies (PJCS) as a general education (GE) requirement. By creating a new course–Activism, Art, and Design–in 2016-2017, she aimed to center art in this values-based discussion which would offer an unique opportunity to teach social justice through a different disciplinary lens. This article describes how she structured the course around historical and contemporary examples of artists and designers who became activists, seeking societal change through nonviolent protest. She also reflects on what takeaways and… [Direct]

(1991). International Understanding at School. Bulletin No. 59-60 1991. International understanding and peace through school education is a basic aim of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and the Associated Schools Project. The feature articles in this bulletin issue discuss declarations and statements relevant to the promotion of peace and projects for international education. The Seville Statement proposes a clarification of major scientific misconceptions to provide a solid base for education towards international understanding. The Yamoussokro Declaration defines the positive content of peace, identifies promising fields for peace, and outlines a program for peace. The Montevideo Declaration reaffirms the importance of democracy and recommends states and relevant organizations commit to promoting democracy. The Paris Statement discusses international assistance in the fields of education and training in non-racial, democratic, post-apartheid South Africa. The four other articles discuss international… [PDF]

Jovanovic, Rodoljub; Maric, Dea (2020). Controversy in the Classroom: How History Teachers in the Western Balkans Approach Difficult Topics?. Journal of Curriculum Studies, v52 n5 p636-653. In the context of legacies of mass violence and political oppression during the recent past in the Western Balkans (Albania, Bosnia and Herzegovina, Kosovo, North Macedonia, Montenegro and Serbia), history teaching is seen as an important factor in building sustainable peace and democracy. Caught between various national and international policy actors, history teaching has been subject to frequently overlapping and inconsistent reforms. Despite prolific research on history education in the Western Balkans teachers' experiences of history education and its transformation have largely remained unexamined. This paper explores history teachers' perceptions of and approaches to the topics they find difficult to teach. The paper draws on data gathered through an online survey that yielded 793 responses from history teachers and 14 regional history education expert interviews. The results show which topics teachers consider difficult to teach in six Western Balkan countries, and how… [Direct]

Tahvildary, Negin; Torres, Yanelly; Walsh, Nichole (2022). Impact of Mediator Mentors Service-Learning on College Student Social-Emotional Expertise and Cultural Competence. Journal of Practical Studies in Education, v3 n1 p3-13. Mentorship in the field of service-learning has many variations. The utilization of peace circles has been on the rise as a way of bringing inclusion and cultural awareness when interacting with diverse perspectives in a group setting. Research on the impact of service-learning experiences on college students reflects that participation in these high-impact practices in higher education lead to positive outcomes through engagement in active learning practices that will impact their future careers. The purpose of this study was to investigate the potential factors that impact college students' own growth and development within mentorship service learning experiences in virtual settings with school-aged students. Using Likert-style retrospective survey questions with open-ended responses, this mixed-methods research explored the impact of participating in mentorship service learning on college students' development of social-emotional and cultural competence. The findings of the study… [PDF]

(2022). 21st Century Community Learning Centers: Inspiring Learning. Supporting Families. Earning Results. Afterschool Alliance Afterschool programs inspire kids to learn, help them make better decisions, and give parents peace of mind. Throughout the pandemic, 21st Century Community Learning Centers have kept kids engaged and learning and met the needs of families nationwide. But the demand for these programs far exceeds the supply. 21st Century Community Learning Centers provide afterschool and summer learning opportunities in every state. Programs are selected for funding based on their ability to meet the needs of students and families and their connection to education priorities in the state. Although many states reported disruptions in data collection during the pandemic, promising findings illustrate positive academic and behavioral gains among participants. Additionally, surveys of program providers found that through the pandemic, 21st CCLC programs were more likely to adapt to the needs of the children and families they served, from connecting with youth remotely during school closures and state… [PDF]

Weiner, Daniela R. P. (2020). American and British Efforts to Democratize Schoolbooks in Occupied Italy and Germany from 1943 to 1949. Journal of Educational Media, Memory and Society, v12 n1 p121-145 Mar. During the Allied occupation of the Axis countries, education and the revision of educational materials were seen as a means of ensuring future peace in Europe. Most scholarly literature on this topic has focused on the German case or has engaged in a German-Japanese comparison, neglecting the country in which the textbook revision process was first pioneered: Italy. Drawing primarily on the papers of the Allied occupying military governments, this article explores the parallels between the textbook revision processes in Allied-occupied Italy and Germany. It argues that, for the Allied occupiers involved in reeducation in Italy and Germany, the reeducation processes in these countries were inextricably linked. Furthermore, the institutional learning process that occurred in occupied Italy enabled the more thorough approach later applied in Germany…. [Direct]

Chapman, Susan Narelle; O'Gorman, Lyndal (2022). Transforming Learning Environments in Early Childhood Contexts through the Arts: Responding to the United Nations Sustainable Development Goals. International Journal of Early Childhood, v54 n1 p33-50 Apr. UNESCO's Education for Sustainable Development Roadmap highlights the need to transform learning environments by integrating the 17 Sustainable Development Goals from United Nations Agenda 2030. This presents challenges for early childhood education in establishing a trajectory to transform the way young children see the world and themselves. These challenges include: reviewing adults' views of children's capabilities, developing strategies to support children's resilience and ensuring that children have their say, and pushing back against narrow views of children's learning. ECE supporting sustainability, global citizenship, human rights, and peace (see goals 4.2 and 4.7) can be underpinned by arts experiences that allow young children to engage with others' lived experiences. This paper supports the notion that the arts can play a crucial role in supporting transformative education and addressing the challenges facing ECE for sustainability. Through an Arts Immersion approach to… [Direct]

Chen, Yarong (2022). Experimenting with a Global Panacea: UNESCO's Fundamental Education Programme in China, 1945-1950. International Review of Education, v68 n3 p345-368 Jun. The United Nations Educational Scientific and Cultural Organization (UNESCO) was set up in the aftermath of World War II with the mandate of safeguarding global peace by promoting international intellectual cooperation across national boundaries. UNESCO's first flagship educational initiative, launched in 1946, was the Fundamental Education programme, which ran until 1958. This article traces the role of China in the history of this UNESCO project, both in terms of inspiring the initial concept and in terms of piloting it. The author maps out a transnational network of concepts, ideas, people, institutions, funds, etc. that shaped the programme. Informed by scientific experimental methodology, the design of UNESCO's ambitious Fundamental Education initiative was to implement long-term, systematic and comprehensive schemes addressing illiteracy, public health, civil education and livelihood, etc. While the actors collaborating in this project shared some beliefs, their group as a… [Direct]

Sandra Chistolini (2023). The Heart of the Citizenship Education and Revival of New Schools in Europe. European Journal of Education (EJED), v6 n1 p45-51. Our present time is characterised by many contradictions and the aspect of uncertainty indicates a sense of our deep loss of values. Education is the traditional space, in which generations create meanings and adults prefigure the future. Despite the idea of liquid modernity, which dominates our existence, we are convinced that we inherit meaningful testimonies of schools born in the spirit of the Reform from the pedagogic culture of the last two centuries. Schools, such as Dalton, Jena Plan, Decroly and Freinet, are still alive and bringing us a new message of citizenship education coherent with the impulse of their founders. Following our field study to investigate the reality of the Schools of Method in the areas of the Flanders and Brussels we were able to draw a solid concept of community. In the 500th anniversary of the Reformation, we assume that the modern western culture reaches its task to convert the dispute into tolerance. Citizenship education wishes to overcome any… [PDF]

Shapiro, H. Svi (2010). Educating Youth for a World beyond Violence: A Pedagogy for Peace. Education, Politics and Public Life. Palgrave Macmillan In a time of unprecedented social and economic crisis, this book represents a challenge to the orthodoxy that shapes the vision of educational purpose. It argues that now, more than ever, there is a moral imperative for educators to assume responsibility for helping to bring about a culture of peace and non-violence in both the nation and throughout the world as a whole. Shapiro has situated his vision of education in a broader quest for social and moral change. His framework is one rooted in the critical pedagogic tradition which sees education's primary purpose as nurturing democratic values, civic involvement, and a commitment to a more just and compassionate culture. The following chapters are included: (1) Giving Peace a Chance; (2) Truth and Violence; (3) The Violence of Invisibility; (4) Undoing the Narrative of Competition; (5) Justice then Peace; (6) Violence and the Crisis of Meaning; (7) Critical Citizenship; and (8) A Pedagogy of Peace…. [Direct]

Yablon, Yaacov Boaz (2010). Religion as a Basis for Dialogue in Peace Education Programs. Cambridge Journal of Education, v40 n4 p341-351 Dec. Religion could play a positive role in intergroup relations. However, this potential is usually overlooked and religion is often perceived as divisive and polarizing, perhaps even a source of intergroup conflict. This study examined religion as a possible tool for achieving positive intergroup encounters. A randomized control trial research design was used to study the contribution of religion to the enhancement of positive relations between Jewish and Arab high school students in Israel. The 255 eleventh-grade students were randomly assigned into three groups: encounters based on religious content, encounters based on social content, and a control group. Findings revealed that the religion-based intervention was more effective than the social-based one, which merely slowed down the deteriorating relationships between the groups. The results suggest that religion can serve as a common denominator for different national and social groups and be used for enhancing tolerance and… [Direct]

Altinay, Fahriye; Altinay, Zehra; Dagli, G√∂kmen; Karaatmaca, Ceren; Sakalli, √ñzge; Tlili, Ahmed (2021). The Role of Tolerance Education in Diversity Management: A Cultural Historical Activity Theory Perspective. SAGE Open, v11 n4 Oct-Dec. Tolerance education aims to promote the culture of peace and acceptance of others for well-being and diversity management. Therefore, it is important to create learning environments, content, and facilities for tolerance education in line with the universal values in education. However, little is known about how the literature investigated and summarized the findings related to tolerance education. Therefore, this study conducts a systematic review about this topic, where 75 reviewed studies were analyzed according to the Cultural-Historical Activity Theory (CHAT) components. Findings highlighted that: (1) from the "subject" component, future research should involve more stakeholders, like parents and policymakers, when discussing tolerance education; (2) from the "object" component, tolerance education should not only focus on the physical environment, but also on the virtual environment; (3) from the "tools" component, limited digital tools and… [Direct]

Oded Zipory (2024). Educating for Radical Hope in Face of Rising Fascism. Review of Education, Pedagogy & Cultural Studies, v46 n3 p422-442. In recent years right-extremist ideologies, parties and regimes are gaining popularity and power all over the globe, and as days go by, hope for equality, freedom and peace seems more and more unrealistic, delusionary, perhaps even dangerous. To what goals and in which ways should one educate in a reality that offers no end in sight to oppression? And should educators be satisfied with the hope to merely slow down or temporarily pause what seems to be inevitable? In this essay, I show that educators and their students might get caught up in state of "stuckedness" (Hage, 2009), to which fascist hope and fascist unique temporalities offer relief. I argue that from this situation, a particular and strong kind of hope can arise — radical hope that is immanently transcendent and whose objectives are incomprehensible and cannot be imagined at present. Paradoxically and while difficult to attain, this almost desperate hope can free educators from the discursive and temporal… [Direct]

Hatley, Jenny (2019). Universal Values as a Barrier to the Effectiveness of Global Citizenship Education: A Multimodal Critical Discourse Analysis. International Journal of Development Education and Global Learning, v11 n1 87-102. The United Nations Educational, Scientific and Cultural Organization's (UNESCO) approach to global citizenship education (GCE) includes a set of values termed 'universal values'. These social ideals include peace, justice and sustainability, and are normatively considered a common good. A multimodal critical discourse analysis of universal values within key UNESCO texts reveals that rather than moving societies towards genuine mutual human well-being, a central theme of GCE, universal values are counterproductive to the achievement of GCE. To enable GCE to achieve its aims, UNESCO needs to incorporate a diverse concept of values that allows for motivations and actions towards global citizenship more relevant to local contexts…. [PDF]

Bell, Karen (2022). Increasing Undergraduate Student Satisfaction in Higher Education: The Importance of Relational Pedagogy. Journal of Further and Higher Education, v46 n4 p490-503. How to increase student satisfaction is a question that Higher Education institutes have become increasingly focussed on. While previous research indicates a number of factors can contribute to student satisfaction, teaching has been found to be of high importance. This study interviewed students and staff in a UK university that had achieved high student satisfaction ratings in a national survey. The programme leader interviews (n8) and student focus groups (n20) discussed the teaching and learning behaviours that seemed to increase and decrease satisfaction levels. The study revealed new insights regarding the fundamental importance that students place on warm and respectful interactions with staff in the context of trusting relationships. The students particularly emphasised staff approachability, empathy, sensitivity and caring. The staff also thought relationships were important but put more emphasis on course organisation. Staff training and institutional evaluations which take… [Direct]

Rampal, Shelly; Smith, Sue Erica; Soter, Anna (2022). Wisdom in Higher Education: Discussions with Education Academics Utilising the "Bhagavad Gita". Qualitative Research Journal, v22 n3 p325-339. Purpose: In this paper we seek to provide insight as to how wisdom is, or might be, perceived and enacted in Higher Education contexts. Selected constructs of wisdom derived from the "Bhagavad Gita" provided a platform from which seven invited College of Education faculty participants considered their own framings of wisdom in the contexts of their own professional and personal lives. Design/methodology/approach: This case study has drawn upon constructs of wisdom proffered by key Indian scholars who share this epistemological stance. A three-stage process was deployed, comprised of an introductory close-ended survey, an open-ended questionnaire to determine personalised insights and semi-structured interviews to clarify and member-check the data. Findings: The participant academics' reflections offered a convergence on rich potential to pursue wisdom in Education and promote ethics, integrity, skilful action and inclusion. Furthermore, a general concern among the group of… [Direct]

Jaramaz, Milica; Krtolica, Milena; Marojevic, Jovana; Todorovic, Katarina (2023). "Only What's Right": Normalising Children's Gender Discourses in Kindergarten (the Case of Montenegro). Education as Change, v27 Article 11504. This article presents results from qualitative research on children's dominant gender discourses in kindergarten and the influence of the socio-pedagogical aspects of kindergarten culture, transmitted via teachers' gender discourses and personal epistemologies, on the construction of children's gender discourses and identities. The main questions guiding our research were: What gender stories are narrated in a group, and under which influences do these stories become established as norms? Our understanding of gender is based on the feminist poststructuralist perspective. Our research in two Montenegrin kindergartens with 54 children and four teachers during a two-week period showed a dominance of the binary opposition discourse of "hegemonic masculinity" and "emphasised femininity", with an emphasis on gender-stereotyped toys, games, role-play, and professions. Additionally, it has been found that the kindergarten culture strongly shapes and "normalises"… [Direct]

Bertolin, Julio (2018). Higher Education and Development in the Knowledge Society: From Integral Education to Substantial Positive Externalities. Higher Education for the Future, v5 n2 p122-141 Jul. Engendering well-being, peace and prosperity in a nation is a long-standing critical issue for possibly all countries worldwide. Many earlier hypotheses and formulas on how to generate 'wealth' have proven inadequate or failed. At the beginning of the twenty-first century, the consensus was that the concepts of inclusive political institutions and inclusive economic institutions were crucial to development. However, with economic purposes, governments are increasingly prioritizing the acquisition of practical training and skills. This work argues that these policies are misleading. The integral education in higher education, especially by means of substantial positive externalities, can facilitate economic growth…. [Direct]

Tucker, Jan L. (1982). Internationalizing Global Education: A Professional Priority for the 1980s. The field of global education is being advanced by the development of programs for elementary, secondary, and university levels; the production and marketing of materials and classroom teaching strategies; and the creation of policy recommendations at national, state, and local levels. In addition, research efforts are underway. For the next level of development, global education needs to both deepen and broaden its perspectives to mature into a full-fledged domain of research and development. There is a need to reconstruct nation-centered education to fit a world where an ever-growing number of problems are beyond the capacity of individual nations to resolve. The framework for this cooperation has been developed by UNESCO and by other international organizations. Recommendations made for internationalizing global education involve the collection of information about global education, the creation of a professional organization, the meeting together of interested individuals in a…

Asmawi, Sumar'in; Kurnanto, Muhammad Edi; Sumin, Sumin; Zuchdi, Darmiyati (2023). Building Religious Character through "Suluk" on Multiethnic Students of Thariqah Al-Mu'min Community in West Kalimantan. Dinamika Ilmu, v23 n1 p135-156. The moral damage caused by the erosion of positive values and national character is quite concerning. This phenomenon has encouraged government concern through strengthening students' character. Strengthening students' character through formal education has not produced significant results, as evidenced by the many symptoms of moral decay and crime involving students in Indonesia. To overcome this, an alternative strategy is needed to elaborate between character education based on thoughts and hearts, which non-formal educational institutions can carry out. This research explores the "suluk" method as an alternative for forming religious characters for students who practice the Thariqah Al-Mu'min in West Kalimantan. This study uses a case study method and a qualitative approach. The research results found that; "suluk" can shape the religious character of students who practice the Al-Mu'min Order; these characteristics are; peace of mind, discipline, enthusiasm in… [PDF]

Dryden-Peterson, Sarah; Mulimbi, Bethany (2017). Pathways toward Peace: Negotiating National Unity and Ethnic Diversity through Education in Botswana. Comparative Education Review, v61 n1 p58-82 Feb. This study examines how education can disrupt threats of conflict, specifically in the presence of ethnic diversity. We present a historical analysis of Botswana, using methods of process tracing drawing on documents, in-depth interviews, and Afrobarometer survey data. Postindependence Botswana engaged in redistribution of educational access across ethnic groups and promotion of common civic principles of social harmony. At the same time, it constructed through schools ethnically based national identity, which excluded many minorities. Lack of recognition for ethnic minorities remains a persistent challenge, yet it exists in a context of high commitment to unity and the nation-state, even among minority groups, which may have allowed recent dissent to happen peacefully. The article defines mechanisms by which educational redistribution and recognition can disrupt resource-based and identity-based inequalities that often lead to conflict. This model holds promise for conflict… [Direct]

Cardozo, Mieke Lopes; Maber, Elizabeth; Paterson, Roseanne; Shah, Ritesh (2016). Peacebuilding, Education and Advocacy in Conflict-Affected Contexts Programme. UNICEF Programme Report 2012-2016. UNICEF Too many parts of the world are suffering from conflict and its repercussions. Millions of children and young people are at risk of not reaching their full potential. Before more decades of development efforts are undone and future progress is blocked, it is a moral obligation of society to collectively find ways to foster social cohesion among communities, resilience in systems and individuals, and a sense of security in daily lives. The Learning for Peace programme attempted to do just that. This Peacebuilding, Education and Advocacy in Conflict-Affected Contexts (PBEA) Programme Report summarizes processes, results and learning that occurred during the entire course of the PBEA programme–Learning for Peace–from 1 December 2011 through 30 June 2016. It draws extensively on reports produced by the 14 participating UNICEF country offices, five regional offices, a total of nine headquarters sections, units or divisions, and partners engaged in the programme. These documents were… [PDF]

Hussein, Izdihar J.; Mawajdeh, Baker S.; Rashaydeh, Mohammad S.; Talhouni, Mansour H. (2017). The Culture of Peace and the Prevention of Terrorism from the Perspectives of Islamic Education and the United Nations. Journal of Education and Practice, v8 n1 p43-56. Terrorism is an unfamiliar phenomenon to the Islamic religion and it is in opposition to its doctrine. It leads to the loss of innocent lives, destruction of properties, spreading rumors, terrorizing the innocents and destabilization. All this makes fighting and preventing the phenomenon of terrorism the duty of all human beings. This study aimed to highlight and clarify the concept of the culture of peace and the prevention of terrorism from the perspective of Islamic Education and the United Nations…. [PDF]