Forrest, Michelle (2013). Practising Silence in Teaching. Journal of Philosophy of Education, v47 n4 p605-622 Dec. The concept "silence" has diametrically opposed meanings; it connotes peace and contemplation as well as death and oblivion. Silence can also be considered a practice. There is keeping the rule of silence to still the mind and find inner truth, as well as forcibly silencing in the sense of subjugating another to one's own purposes. The concept of teaching runs the gamut between these extremes, from respectfully leading students to search and discover, to relentlessly bending them to one's own will. This article examines contradictory connotations and practices of silence and teachers' ambivalent perceptions of it in order to conceptualize a positive practice of silence for teacher education…. [Direct]

Sj√∏en, Martin. M. (2023). The Two Faces of Janus: Educational Pathways into and out of Violent Extremism in Norway. Journal of Peace Education, v20 n2 p217-240. The prevention of violent extremism in education has given rise to considerable policy debates in Norway. A key feature of this, illustrated in the growing stream of curricular and security policy reforms, is that these debates risk being disconnected from graspable elements in the social lives of young people. Using qualitative document analysis (QDA), this study analysis educational efforts to prevent violent extremism in Norway. The analysis suggests that interventions are structured according to reductionist thinking of cause and effect in which the individual is at the receiving end of security efforts. In particular, the dominant mode of preventing extremism is through therapeutic strategies aimed at helping vulnerable individuals becoming resilient to extreme ideologies and to help them respond to structural grievances. There is less attention on the role of social mechanisms including the reciprocal interplay between structural, social and individual factors in the analysed… [Direct]

Gentry, Ruben (2013). Roles for Educators in Helping the USA Form a Real Global Society. Policy Futures in Education, v11 n2 p137-144. By not properly addressing economic issues, health care, and educational needs, the United States of America was on the verge of financial collapse and people had to choose between having food or medicine. President Barack Obama emerged with a broad-based plan of change for the country which impacts every major sector of society. He wants peace to replace war, an economy that provides jobs, health care that brings relief to all Americans and education that is effective from preschool to college. This article moves from Obama's general vision for the country to his detailed plan for education. First, a review of literature is conducted to validate the merit of his plan. With a refined agenda, educators are challenged to embrace it and make ready for its implementation. The final charge is to focus attention on strategies for imparting quality education to students around the world. (Contains 1 table.)… [Direct]

Hajj, Nadya (2023). "Shinrin Yoku" as a Pedagogy for Peace amidst Violence: Generating Dynamic Narratives of Palestine-Israel Relations on College Campuses. Journal of Peace Education, v20 n3 p291-315. "Amidst violent conflict over Palestine-Israel relations at colleges across America, how might we use our classrooms and campus landscapes to generate dynamic narratives that facilitate peace?" Moving beyond a chronological ordering of events, a narrative is a constructed cohesive account of occurrences used to make sense of experiences and motivate action. In violent settings, narratives tend to retrench into static accounts that increase prejudice and motivate greater acts of violence. Alternatively, dynamic narratives offer complex judgement, plot, character, and value assessments of the world thus encouraging more openness to others and peace. I propose a novel intervention for the generation of dynamic narratives. I use the practice of shinrin yoku or guided forest walks in a seminar about Palestine and Israel, to invite liminality, the experience of communal spaces where traditional markers of power and social obligations are stripped. I expected that increasing… [Direct]

Tasdemir, Adem (2012). Examination of Turkish Students' Opinions Related to Values in the Example of Iraq, Saudi Arabia and Turkey. Educational Sciences: Theory and Practice, v12 n3 p1729-1736 Sum. Reflecting effective and psychomotor skills to teaching environment are as important as cognitive skills in learning process. In this context, values are important to develop skills in affective domain. In this study, the opinions of the students who have been studying in three different countries (Iraq, Saudi Arabia, Turkey) were aimed to be investigated comparatively. Phenomenological Method, which is the one of qualitative data collecting methods, was used to gather the data. The study group was composed of 6th, 7th and 8th grade students in Iraq, Saudi Arabia and Turkey in 2009-2010 education term by the principles maximum variability sampling. In the study to collect the data, a researcher developed collecting tool including 9 values was used. The students' handwriting compositions and pictures were taken as basic data source. After examining the writings, more concepts were seen in helpfulness, patriotism and responsibility values were seen on the other hand scientific values… [PDF]

Baybakova, Olga; Sidun, Larysa (2015). Peculiarities of Cultural Interaction in Education: The US Experience. Comparative Professional Pedagogy, v5 n2 p97-101 Jun. Article deals with the problem of multicultural education. Ukraine, being a multicultural society, requires a new conception of the world, aimed at integrating cultures and nations, their further convergence as well as cultural enrichment. In this context the experience of many foreign countries, especially the USA, is very interesting. This country differs from average multicultural nations in a range of peculiarities, one of which is the fact that cultural interaction was not within an individual ethnos, but within immigrants–descendants of different countries, representatives of various cultures. It is underlined that the USA is the country that underwent durable trials in search for the most optimum ways to provide cultural interaction. The most modern response to the cultural diversity at the end of the 20th century in the USA became the policy of multiculturalism. Multiculturalism is considered to be a democratic policy of solving the problem of cultural and social diversity… [Direct]

Carstarphen, Nike; Harris, Robert; Smith, David J.; Zelizer, Craig (2010). Graduate Education and Professional Practice in International Peace and Conflict. Special Report 246. United States Institute of Peace Over the past two decades, the number of academic institutions providing education and training in international peace and conflict resolution in the United States has grown. Much of this development has been at the graduate level. In the fall of 2005, to assess the current state of the field more accurately, the United States Institute of Peace commissioned the Alliance for Conflict Transformation (ACT) to study the level of academic preparation of graduate students and professionals seeking careers in the international peace and conflict field. The research explored the match between academic program offerings and the needs of the organizations and agencies that hire individuals for international conflict work. Continued contact since then with faculty, students, and employers has both extended and supported the findings. This report offers an overview of those findings, highlights existing gaps, and outlines concrete recommendations on how academic programs can better prepare… [Direct]

Gopnik, Alison; Kuhl, Patricia K.; Meltzoff, Andrew N. (1999). The Scientist in the Crib: Minds, Brains, and How Children Learn. Arguing that evolution designed us to both teach and learn, this book explains how, and how much, babies and young children know and learn, and how much parents naturally teach them. The chapters are: (1) "Ancient Questions and a Young Science," including the concept of brain as computer, and the developmental science of Piaget and Vygotsky; (2) "What Children Learn about People," including peace and conflict studies, and education and memory; (3) "What Children Learn about Things," including the importance of movement and grownups as teachers; (4) "What Children Learn about Language," including making meanings, and dyslexia and dysphasia; (5) "What Scientists Have Learned about Children's Minds," including the developmental view, and nurture as nature; (6) "What Scientists Have Learned about Children's Brains," including how brains get built, and the social brain; and (7) "Trailing Clouds of Glory," which…

Abaurre, Rog√©rio; Harden, Karon K.; Paton, Valerie O.; Reith Charles C.; Tremblay, Crystal (2014). Boundary Spanning: Engagement across Disciplines, Communities, and Geography. Journal of Higher Education Outreach and Engagement, v18 n3 p23-40. Narratives from 3 presenters at the closing session of the 2013 Engagement Scholarship Consortium Conference demonstrate that higher education institutions and communities can forge deep and sustainable relationships to address the "wicked problems" in their countries and communities. University leaders in Nigeria described how students and faculty at the American University participate in service-learning courses and programs that have generated important local economic impacts. A community partner described the impact on educational access and civic leadership for a partnership between a Brazilian high school curriculum provider and a U.S. university, Texas Tech. A young Canadian scholar who works with "marginalized, stigmatized, and excluded communities in the world" described these partners as "environmental heroes" and shared a powerful vision of university and community collaboration across the globe. Together, these narratives weave a vision for… [PDF]

Wang, Hongyu (2013). A Nonviolent Approach to Social Justice Education. Educational Studies: Journal of the American Educational Studies Association, v49 n6 p485-503. This article advocates a nonviolent approach to social justice education. First, social justice education literature is reviewed, and two contrasting and influential approaches–critical theory and poststructural theory–are the focus of critical analysis. A nonviolent approach is proposed as an alternative. Second, the notion of social justice is reexamined to reveal its tie with the notion of the individual, and the concept of nonviolence in its emphasis on relationality is discussed. Three facets of nonviolence are further elaborated: relational dynamics, inner peace, and nonviolent means. Third, these facets are translated into important aspects of a pedagogy of nonviolence: Integrating the inner and the outer work; shifting the struggles of opposites to the interdependence of differences; using and improvising nonviolent teaching strategies. To enrich theoretical understandings and inspire practical insights, this article also interweaves international wisdom traditions… [Direct]

(1994). Education for International Understanding: The Case of Ethiopia. This study reviews Ethiopia's efforts, experiences, and achievements with respect to developing education for international understanding over the past two decades in response to the United Nations recognition of the role education plays in promoting peace. It is an overture aimed at sharing ideas and experiences with all concerned for the promotion of peace and international understanding at home and abroad. It is possible to teach international understanding by emphasizing the removal of the sources of violence, conflict, and misunderstandings, the old patterns, and in their place creating a conducive environment for teaching peace and understanding by introducing new patterns. The spirit of education for international understanding urges people to appreciate their differences and to search and identify the common thread that ties them together enabling them to live and interact peacefully. This investigation consulted textbooks and curriculum only. Most of the books were from… [PDF]

Dahlberg, E. John, Jr., Ed.; And Others (1981). Proceedings of a Symposium. Education and Contemporary America. (2nd, Boise, Idaho, October 8-10, 1981). The manuscripts in this publication present a variety of insights into the function of education in contemporary America, the responsibilities of educators, and the future of educational institutions as they adapt to changing social conditions. Viewpoints are expressed on the following subjects: (1) the role of education in clarifying the relationship of the individual to the basic meaning of citizenship; (2) multicultural education, global awareness, peace studies, and human survival; (3) literacy and freedom in a democratic society; (4) a developmental curriculum model for citizenship education; (5) the educational implications of recent research on the human brain; (6) the cognitive models of the left and right hemispheres of the brain and achieving a balance between their functions; (7) implications of right brain research on curriculum development; (8) the purpose and value of the concepts of right- and left-brain learning; (9) political, organizational, social, economic, and…

Emerson, Lesley (2012). Conflict, Transition and Education for "Political Generosity": Learning from the Experience of Ex-Combatants in Northern Ireland. Journal of Peace Education, v9 n3 p277-295. This article suggests that opportunities exist to harness the potential of history and citizenship education with the processes of transition in developing programmes, which support young people in exploring conflict and the challenges associated with attending to its legacy. Drawing on the experience of Northern Ireland, it is suggested that the narratives of those who have been involved directly as both combatants in conflict and latterly as agents of change in their communities provide unique opportunities for young people to reflect on these issues. By way of illustration, an account of one such initiative is presented: "From Prison to Peace: Learning From the Experience of Political Ex-Prisoners"; a structured programme which invites young people to engage directly with loyalist and republican ex-combatants in the Northern Ireland conflict. The article suggests that such programmes have the potential to assist young people in exploring the complexity of conflict and… [Direct]

Gang, Philip S.; And Others (1992). Conscious Education: The Bridge to Freedom. The purpose of this book is to give educators new organizing principles that will lead out from the present day mechanistic-reductionist viewpoint toward a more holistic perspective, one that fosters love and peace. The Foreword, titled \Education and Evolution,\ deals with an anthropological perspective, the end of the Cenozoic period, and ways of knowing. The book is then divided into three parts. Part 1, \Process,\ includes five chapters. Chapter 1, \Bridge of Conscious Education,\ discusses ways of being, conscious evolutionary thought, conscious evolution, the soul and conscious evolution, and self-esteem. Chapter 2, \Developmental Education and Transformational Learning,\ elaborates on cognitive development, moral development, development and consciousness, transformational learning, and a transformational model. Chapter 3, \Spirituality in Education,\ deals with spiritual development and its process, educating the whole person, and world core curriculum. Chapter 4, \Paradigm…

Fonte, John, Ed.; Ryerson, Andre, Ed. (1994). Education for America's Role in World Affairs. This collection of essays by leading policy analysts and educators investigate the often contradictory claims of global, peace, multicultural and citizenship education and examines what U.S. students should know about world affairs in the post-cold war era. The essays suggest methods of change based on a strong academic core of history, international relations, government, economics, and geography. After a foreword (Chester E. Finn, Jr.) and introduction (John Fonte; Andre Ryerson), the essays follow in this order: (1) "A Brief History of Pre-Collegiate Global and International Studies Education" (Andrew Smith); (2) "Global Education and Controversy: Some Observations" (Robert Fullinwider); (3) "Teaching about the World and Our Nation's Heritage: The Relationship between International Education and Education for American Citizenship" (John Fonte); (4) "Implications of the 'New Demographics' and the 'Information Explosion' for International… [PDF]

Abu-Nimer, Mohammed; Nasser, Ilham (2023). Considerations in Education for Forgiveness and Reconciliation: Lessons from Arab and Muslim Majority Contexts. Journal of Peace Education, v20 n1 p30-52. This article presents lessons learned on the education for forgiveness and reconciliation in Muslim and Arab majority contexts, especially as part of civic engagement or across content areas. It first presents a brief review of the literature on forgiveness and reconciliation and ways they are interrelated in the larger Arab and Muslim contexts. Secondly, it points out religious and cultural sources that ground the practice of forgiveness and reconciliation. Thirdly, it presents the analysis of forgiveness stories collected from various Arab communities and discusses the main obstacles that hinder adopting a forgiveness and reconciliation agenda. Finally, it proposes forgiveness education and pedagogy based on stories to provide the framework and mechanisms to advance forgiveness and reconciliation education in schools and education spaces. We recommend utilizing local stories and storytelling as a method to delve into interpersonal and social conflicts…. [Direct]

Parkin, Nicholas (2023). Pacifism and Educational Violence. Journal of Peace Education, v20 n1 p75-94. Education systems are full of harmful violence of types often unrecognised or misunderstood by educators, education leaders, and bureaucrats. Educational violence harms a great number of innocent persons (those who, morally speaking, may not be justifiably harmed). Accordingly, this paper rejects educational violence used to achieve educational ends. It holds that educational violence is unjustified if the condition that innocent persons are harmed is satisfied, that this condition is satisfied in current educational practice (compulsory schooling), and that, therefore, the current education system (schooling) acts in an unjustifiable manner. If the means of educating cannot be justified, then that education system itself cannot be justified, since an end cannot be justifiably pursued if the means requisite to pursuing it are unjustifiable. I call this stance 'educational pacifism'…. [Direct]

Berntsen, Gladys; Fyhn, Anne Birgitte (2023). A Mathematics Teacher's Respectful Listening in a Culturally Diverse Class. Journal of Peace Education, v20 n2 p151-175. Respect and listening are two issues that are complicated to research. This paper presents how respectful listening may constitute one aspect of a teacher's role in child-centered learning. The analysis focus on a teacher's reflections about events that took place after she and a colleague carried out a mathematics teaching unit on culturally diverse children's understanding of 'pattern'. The teacher observed situations that she found interesting and relevant for the children's learning. She communicated with the researcher about this for some months. A closer look at the teacher's reflections caused the research focus to change from what the teacher observed, to how she carried out the observations. So, the research focus is the teacher's application of respectful listening skills when these observations were made. Our analysis reveals the outcomes of two situations. Situation 1 is about communication between the teacher and a child's mother, while situation 2 is about communication… [Direct]

Munkejord, Mai Camilla; Wara, Tatiana (2023). Female Russian Migrants in Norway and Their Stories about International Women's Day. Journal of Peace Education, v20 n2 p135-150. Although political relations between Russia and Norway have softened over the years, the symbolic boundaries persist. In this article, we illustrate how Russian female migrants in Northern Norway relate to these symbolic boundaries. Thus, perspectives from the phenomenology of the body and critical phenomenology are used to analyze qualitative data on how Russian female migrants experience the celebration of March 8, widely known as International Women's Day, as a transnational space where they feel both belonging and non-belonging. More specifically, we explore the following research questions: How do Russian female migrants in Northern Norway use International Women's Day as an occasion to express Russian femininity, or even Russian feminism, in their own way? And what can we, through a political-historical contextualization of these March 8 narratives, learn about the Norwegian majority and how the majority, often in subtle ways, represent women from outside the West, including… [Direct]

Noa Shapira; Yoav Kapshuk (2023). Reconciliation during an Intractable Conflict in a Hebrew Mixed (Arabs and Jews) College. Journal of Peace Education, v20 n3 p273-290. This study examines how a course that includes recognizing pain and suffering inflicted during intractable conflicts affects Indigenous Minority Group students' willingness to reconcile. The study employed a mixed-methods approach, combining quantitative and qualitative research tools with a pre-/post- questionnaire examining Israeli-Palestinian indigenous minority group students' willingness to reconcile with the Israeli-Jewish majority group during an outbreak in violence (May 2021 Riots in Israel). Recognition entails creating space for minority students' narratives and listening to their pain and anger related to their history and lived experiences as a minority. Findings show that students who received recognition maintain a steady will to reconcile and students who did not receive such recognition express a decrease in their willingness to reconcile. Such a distinction in results demonstrates the importance of recognizing a minority group's narrative while an intractable… [Direct]

Ilfiandra, Ilfiandra; Saripudin, Mohamad (2023). The Conception of War and Peace in Early Childhood: A Phenomenological Analysis of Kindergarten Children in Banten, Indonesia. Journal of Peace Education, v20 n3 p361-384. In recent decades, numerous studies have been conducted on children's understanding of peace and war. Geographic, economic, political, cultural, and social differences influence the concepts of war and peace. This study aims at examining this effect. In addition to comparing studies conducted in Western countries, the study aims to examine early childhood students' understanding of war and peace concepts. The study involved ten early childhood children who were at the kindergarten level with an average age of 5.7 years. The study employed a phenomenological approach. Drawing and semi-structured interviews were utilized for data collection. The study results indicate that children conceptualize war as unhappiness, conflict, and weapons. War concepts are symbolized by sad people, weapons, and fighting characters. In addition, children conceptualize peace as happiness, the beauty of nature, and a place that makes them feel safe, cheerful, free to express themselves, happy, and in which… [Direct]

Baker, Jamie Feild; Hunter, John (2013). Teaching for a Safer World: Lessons from the World Peace Game. Independent School, v72 n2 Win. In an era of unprecedented volatility, ambiguity, impassioned conflict, and intractable problems that affect the basic living conditions and prosperity of many, education has never been more important or more in need of purpose, meaning, and applicability. The solutions to the dilemmas that define our world will be created and implemented in the future by students in schools around the world today. Their education is their preparation for that responsibility. For educators looking to offer students practice with solving real-world issues and problems, the authors offer one example that has proven to be highly successful: John Hunter's "World Peace Game." The game offers students a learning space that is dynamic, meaningful, and challenging–and prepares them to understand and generate solutions for the world's dilemmas. This article explains the game, presents details, and highlights the core educational principles the game supports…. [Direct]

Seeley, Cathy (2010). Navigating the Peaks and Valleys of Teaching. New England Mathematics Journal, v42 p56-61 May. After 30 years in education, the author decided to follow a lifelong dream to join the Peace Corps. She was assigned to teach mathematics (in French) in a small country in West Africa for two years. Reflecting on her life as a new Peace Corps volunteer, the author offers in this article some parallels between that experience and the early days, months, and years of a teacher's entry into the teaching profession…. [PDF] [Direct]

Schmidt, Fran (2000). My Journey as a Peace Educator. Peace Education Miniprints No. 100. This paper discusses the need to prepare teachers as agents for a culture of peace. It notes that the core values in a culture of peace are environmental sustainability, cultural diversity, human solidarity, social responsibility, and gender equality. For each of these values, there is a complementary human capacity to be developed through teacher education, making it possible for teachers to cultivate these values and capacities in their students. These capacities are ecological awareness, cultural competency, global agency, conflict proficiency, and gender sensitivity. The paper suggests a number of recommendations to help promote developments in these directions, addressing them to UNESCO, ministries of education, and educational and professional associations. (BT)… [PDF]

Lebitz, Ellen (2017). Creative Engagement: Handwork as Follow-Up Work. NAMTA Journal, v42 n2 p121-137 Spr. "To a great extent, we all must "do" in order to learn." Ellen Lebitz begins with this overarching truth as a lead-in to a close look at handwork in the elementary environment. She explains the benefits of handwork for the second-plane child, including it being a key to helping "even the most distracted children find focus and interest." She gives concrete examples of handwork (mostly as follow-up work) along with tips for implementation, including maintaining a clean-up routine and having materials organized and available. She addresses teamwork in handwork, issues of scale, and poses handwork as a grounding route to abstraction. Supported by invaluable tools for the teacher to use, her enthusiasm and experience with this work shines through as encouragement to be prepared and, most importantly, to trust in the child: "It would be so easy to just assume that we know what the best follow-up is, but the children need to be free to figure out… [PDF]

Watson, T. Francene (2015). Walking with Madhu: Healing Ped/agogy. Cultural Studies of Science Education, v10 n1 p187-201 Mar. In this essay, the author responds to Madhu Prakash's piece on friendship gardens and healing our "Mother" through Prakash's central question, "How to birth a world in which many worlds flourish and complement each other in their wild, divine diversity; all equally enjoying Ahimsa flourishing and happiness?" Coming from the standpoint of schooling, education, and teacher preparation, the author works to reground the descriptors of "pre-service" and "in-service" from a technical discourse to an ecological one, where the notion of service becomes expansive and pedagogical. Illustrated is how people in community are building gardens and working with soil in a way that is restorative for more-than human relationships, illuminating the deep ways gardens heal and nourish. This is especially important as we emerge from the wake of Cold War numbness, where gardens enable and empower continued societal growth from ideological mindset of… [Direct]

Brown, Lorraine (2009). International Education: A Force for Peace and Cross-Cultural Understanding?. Journal of Peace Education, v6 n2 p209-224 Sep. This paper discusses the notion that the international sojourn has the potential to transform sojourners into cultural mediators who carry the power to improve global relations. A year-long ethnographic study of the adjustment experiences of international postgraduate students in England revealed a universal early enthusiasm for cross-cultural contact that was matched by a widespread adoption of segregated patterns of interacting. The most common friendship networks were described as bonds with co-nationals, and yet all students attested to an increase in their cultural learning and mindfulness by the end of the sojourn. Nevertheless, intercultural competence was maximised only in those "few" students who pursued a multicultural strategy of interaction, leading the researcher to call on higher education institutions to instigate policies to encourage lasting cross-cultural contact…. [Direct]

Erickson, Timothy (1990). Statewide Needs Assessment Survey of the Continuing Education Needs of Minnesota Peace Officers: Phase One. A statewide needs assessment project was designed to identify the continuing education needs of Minnesota peace officers. Phase one measured perceptions of law enforcement administrators or training officers. The needs assessment committee conducted a literature review to identify items for the survey instrument and weighting formulas. A survey identified 65 training tasks that were highly representative of the most often cited training needs of peace officers. It was distributed to 97 percent of Minnesota's law enforcement agencies (n=525); 307 were returned. Data analysis resulted in a prioritization of training needs based on three criteria (time spent performing the task, harm resulting from inadequate performance, and need for additional training) and organized by demographic considerations. The amount of time and amount of harm did not appear to change the rank ordering significantly. Of the top 10 items, 2 were from the law-related group, 2 from the human… [PDF]

Freeks, Fazel Ebrihiam (2015). The Influence of Role-Players on the Character-Development and Character-Building of South African College Students. South African Journal of Education, v35 n3 Article 1086 Aug. The present world is in a moral crisis and it seems as though educational institutions experience both challenges and enormous behavioural problems. Statistics prove that there is a drastic decline in morals, values, standards, ethics, character and behaviour and schools, where colleges and even universities seem to indulge in crisis after crisis. It is perceived that behavioural problems such as substance and drug abuse, violence, theft, vandalism, bullying, aggression, immorality, examination fraud, amongst others, are increasing among students. The goal of this article is to determine how college students' lives are influenced by involved role-players in character-development and in character-building. Value and character education provides the building blocks for the inherent preservation of a healthy society. It is the art of life that keeps the environment friendly, free and safe, allowing earth's inhabitants to work, live and play together in peace. The influence of relevant… [PDF]

Giles, Audrey R.; Hayhurst, Lyndsay M. C.; Wright, Jan (2016). Biopedagogies and Indigenous Knowledge: Examining Sport for Development and Peace for Urban Indigenous Young Women in Canada and Australia. Sport, Education and Society, v21 n4 p549-569. This paper uses transnational postcolonial feminist participatory action research (TPFPAR) to examine two sport for development and peace (SDP) initiatives that focus on Indigenous young women residing in urban areas, one in Vancouver, Canada, and one in Perth, Australia. We examine how SDP programs that target urban Indigenous young women and girls reproduce the hegemony of neoliberalism by deploying biopedagogies of neoliberalism to "teach" Indigenous young women certain education and employment skills that are deemed necessary to participate in competitive capitalism. We found that activities in both programs were designed to equip the Indigenous girls and young women with individual attributes that would enhance their chances of future success in arenas valued by neoliberal capitalism: Eurocentric employment, post-secondary education and healthy active living. These forms of "success" fall within neoliberal logic, where the focus is on the individual being… [Direct]