Fleer, Marilyn, Ed. (1996). Conversations about Teaching and Learning in Early Childhood Settings. Noting that the work of early childhood educators is often complex, variable, and individualized, this booklet brings together a range of teacher stories that describe such work across many settings. A number of challenges for early childhood education are described, and a host of innovative teaching ideas are presented in an attempt to describe what can be achieved when combining existing and possible teaching and learning practices. Chapters include: (1) "Talking about Teaching and Learning" (Marilyn Fleer); (2) "The Work of Preschool to Year 3 Teachers: What Informs Our Practice?" (Marilyn Fleer); (3) "Rethinking Classroom Organisation: Learning Centres in Primary School" (Karina Sargeson); (4) "Welcoming Parents into the Primary School" (Bernadette Hayes); (5) "In Partnership with Aboriginal Children" (Michael Colbung and Anne Glover); (6) "Making a Difference: Peace, Global, and Environmental Education in Primary…

Fisk, Larry J.; Harris, Ian M.; Rank, Carol (1997). Peace Studies in the West. Peace Education Reports No. 16. Peace studies explores organized non-violence and violence; their relationships to society, behavior, and consciousness; and ways of working toward a just and harmonious world community. Noting a fairly rapid growth in peace studies courses on college and university campuses during the last half of the 20th century, this report provides a description of the form, special structures, and programs of peace studies in colleges and universities in Western Europe and North America. The document describes a rich array of peace studies programs and course offerings, especially those that focus on conflict resolution. These programs rely heavily on voluntary efforts by dedicated individuals and have had too little, long term, institutional funding. A 48-item reference list concludes the report. (EH)… [PDF]

Mukherjee, Mousumi (2012). US Study Abroad from the Periphery to the Center of the Global Curriculum in the Information Age. Policy Futures in Education, v10 n1 p81-89. The Higher Education Act of 1965 for the first time gave discretionary authority to campuses to use federal financial aid in support of students studying abroad. Thereafter, US study abroad has thus evolved from the periphery to the center of the global curriculum. In 2005 the Lincoln Commission report proposed an ambitious goal of sending one million students abroad each year to promote educational and cultural exchange for intercultural understanding, peace and global citizenship. Following this recommendation a legislative and federal policy, the Senator Paul Simon Study Abroad Foundation Act, was approved in June 2009 by the US House of Representatives authorizing generous funding for fiscal years 2010 and 2011 to the US Department of State and Peace Corps for innovative new programs that would enhance US capacity to engage with the world. The article traces this historic expansion effort, its link with the current pedagogical discourse on global citizenship and reflects on its… [Direct]

(1984). Youth and Environmental Education. Connect, v9 n4 Dec. The United Nations General Assembly decided in 1979 to make 1985 International Youth Year (IYY). Several of the central themes of this year (participation, development, and peace) are directly concerned with education and action relative to an improved, sustainable environment, both natural and built. This issue of the Unesco-UNEP (United Nations Environment Programme) environmental newsletter Connect focuses on environmental education (EE) and youth. It contains: (1) an overall report on youth and EE globally, which is based on a chapter of a sourcebook in nonformal EE to be published by the Unesco-UNEP International EE Programme; (2) a summary of Unesco activities related to youth; (3) UNEP actions for IYY; (4) highlights of a World Assembly of Youth workshop on population, environment, and development; (5) goals of and activities at the Spanish Center for Environmental Education "Los Molinos" (CEMA-Centro Educativo del Medio Ambiente); (6) a discussion of EE activities…

Pickett, Linda (2008). Integrated Schools in Northern Ireland: Education for Peace and Reconciliation. Childhood Education, v84 n6 p351 Aug. The core aim of integrated schools is to provide the child with a caring self-fulfilling educational experience which will enable him/her to become a fulfilled and caring adult. The harmonious, peaceful environments that characterize integrated schools in Northern Ireland are particularly significant in that they have developed within a larger social context that has been fraught with separation and conflict. This article discusses the creation and development of unique schools in Northern Ireland where Catholic and Protestant students come together in settings that promote mutual understanding, respect, and cooperation. The purpose of this article is not to suggest that integrated education is a panacea for sectarianism, bias, or conflict in Northern Ireland (or elsewhere). Indeed, educators in the integrated sector continue working, with varying degrees of success, to address those issues, and research continues to enlighten practice. This article presents aspects of the integrated…

Webster, R. Scott (2010). Does the Australian National Framework for Values Education Stifle an Education for World Peace?. Educational Philosophy and Theory, v42 n4 p462-475 Jun. This paper aims to offer an evaluation of Australia's National Framework for Values Education in terms of its "educative" value. The criteria to be employed in this evaluation shall be drawn primarily from the works of UNESCO and John Dewey. In addition to a re-evaluation of values, consideration will also be given to how individual learners are being prepared to participate democratically in the quest for world peace. It will therefore be necessary to determine whether the Australian framework promotes the potential for democratic participation through inquiry or whether through schooling its overtly nationalistic agenda actually stifles the capacity of persons to participate in a pursuit for global understandings and world peace…. [Direct]

Brewis, Nicola; Kanyal, Mallika; Luff, Paulette; Shehu, Mansur (2016). Educating the Youngest Citizens–Possibilities for Early Childhood Education and Care, in England. Journal for Critical Education Policy Studies, v14 n3 p197-219 Dec. In this article we explore the notion of young children as citizens and the implications of this for early childhood education and care (ECEC). Citizenship has a place in the National Curriculum, in England, and is compulsory for pupils aged 11-16 years. In the Early Years Foundation Stage (EYFS) curriculum, for children aged from 0-5 years, there is no mention of citizenship. This may be attributed to views of childhood as a time of innocence together with a perception that young children lack the ability to cope with complex concepts. This contrasts with research demonstrating young children's capacity and agency to engage with issues that affect them as present and future citizens. Whilst citizenship goes unmentioned, there is a Government requirement to communicate "British Values." These values of "democracy, rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs" are said to be implicitly embedded in the EYFS and… [PDF]

Darom, Dov (1998). Peace Education in Israel–Encounter and Dialogue. Mediterranean Journal of Educational Studies, v3 n1 p129-39. Describes an educational project in Israel aimed at furthering coexistence and peace. The Children Teaching Children project is based on face-to-face encounters between Arab and Jewish junior high school classes. Outcomes of the program show considerable attitude changes in both groups and a better understanding of the Arab-Israeli conflict. (SLD)…

(2014). UNESCO-UNEVOC in Action: Biennial Report 2012-2013. UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training This biennial report provides a comprehensive overview of UNESCO-UNEVOC's activities in technical and vocational education and training in 2012-2013. It illustrates UNESCO-UNEVOC's contributions to the UNESCO 36 C/5 sectoral priorities and programmatic objectives. Specifically, UNESCO-UNEVOC contributed to the biennial sectoral priority in Education which focused on "scaling up equity, inclusion and quality in education and lifelong learning for sustainable development and a culture of peace and non-violence". UNESCO-UNEVOC contributed to the acceleration of progress towards Education for All (EFA) and education for sustainable development (ESD). The report indicates how the UNESCO-UNEVOC has helped to improve TVET in UNESCO Member States and serves as an information document for those interested in the work of the Centre. We hope that the readers will find the report useful for their work. This biennium was a crucial one for TVET in UNESCO. Highlights included the Third… [PDF]

Dardiri, Achmad; Sumarni, Sri M.; Zuchdi, Darmiyati (2015). The Development of Character Education Model Based on Strengthening Social Capital for Students of State Islamic University (UIN) Sunan Kalijaga. Journal of Education and Practice, v6 n1 p13-22. The purpose of the study is to find out the concept of character education model that is appropriate for students to build character of students of UIN Sunan Kalijaga and also to find out the teaching materials design of character education based on social capital to build character of students of UIN Sunan Kalijaga. This research is motivated by a very dedicated Muslim in the productivity of social capital, but not necessarily manifested in everyday life. Colleges are academic institutions which is in their work need to uphold the values of professionalism in the development of science and technology. In order that UIN Sunan Kalijaga is able to create a peace, a solid, and educative conditions, it is necessary to implement character education model based on strengthening social capital. The model is composed referring to the verses of the Qur'an and Hadith and the concept of social capital attached to personal characteristics. The validation results of the model through Focus Group… [PDF]

Sallabas, Muhammed Eyyup (2013). Analysis of Narrative Texts in Secondary School Textbooks in Terms of Values Education. Educational Research and Reviews, v8 n8 p361-366 Apr. Texts have a crucial place in language education and probably they are the most important means of education. Students at the primary and secondary education ages mostly read narrative texts like short stories, poems and fictional books. This study attempts to assess value transfer in narrative texts at the secondary education textbooks. Our study tries to determine whether narrative texts in Turkish textbooks used in secondary education can be used in value transfer while teaching Turkish. The present study reviews the values stated in Educational Program of Social Sciences Course such as attaching importance to family unity, freedom, scientific knowledge, diligence, cooperation, sensitiveness, honesty, aesthetic, tolerance, hospitality, caring about being healthy, respect, love, responsibility, cleanness, patriotism, benevolence values. We employ the document analysis method. Our examination in the study consists of narrative texts in Turkish textbooks used at the secondary… [Direct]

Lipperini, Patricia T. (2013). Privileged to Educate: Katharine Drexel and Catholic Social Teaching–An Embodied Pedagogy. Religious Education, v108 n4 p392-402. Katharine Drexel was an important educator who taught profound lessons to the Roman Catholic Church and American society about the responsibility of privilege and the irresponsibility of prejudice. As a professed nun dedicated to the education of Black and Native Americans, she taught both intentionally and by example. Religious educators, seeking to educate for peace and justice, often point to Katharine's life work as an example of the application of Catholic social teaching. This article argues that Katharine's educational import in regards to Catholic social teaching goes much deeper than the concrete examples of her life's work. By studying Katharine's life, religious educators can illustrate the foundational attitudes and habits necessary for the principle of social justice to take root. This will be articulated in terms of underlying emphases found in aspects of Katharine's story: emphasis on totality, on clarity of vision and purpose, on evangelization, on family ethical… [Direct]

Sultana, Ronald G. (2014). Livelihood Planning and Career Guidance in Palestine and the Broader MENA Region. International Review of Education, v60 n2 p177-197 Apr. It has often been stated that the Arab "world" is faced by a demographic challenge which is very different to that of many countries in the global North. As the Arab Spring has shown, youths across the region of the Middle East and North Africa (MENA) are keen to make a mark, and despite the internal conflicts and contests for power and influence, many young leaders are hoping to establish new forms of social cohesion which could lead to peace and prosperity within a globalised, interconnected world. This paper focuses on one aspect of the relationship between Arab youth and society, namely the difficult transition between formal education and employment. Drawing on, among other sources, a comparative study carried out across eight Arab states, the role which career education and guidance can play in the process is examined. This is followed by a case study of Palestine where, despite very challenging and difficult political and economic circumstances, significant and… [Direct]

Moradi Sheykhjan, Tohid; Rajeswari, K. (2016). Global Mental Health for Twenty First Century Education. Online Submission, Studies in Education v1 n1 p76-82 Jan. Delivering mental health programs and services in education is not a new idea but it is time to bring mental health into focus. Momentum is gaining in terms of raising awareness, increasing understanding, and articulating strategies for advancing and integrating mental health. We need to know that all over the world everything is unique and unparalleled. As long as we do not respect the uniqueness of every individual, rivalry, competition, murders and violence will remain. The purpose of a real life is to observe, to learn, to grow, to love. Mental and behavioral disorders are the leading cause of disability worldwide. On the other hand mean problem is untruth brings success, if we have any love for mankind and if we really want to establish a new world, we have to think: From where has the present man come? From where has the present society been born? All of this violence that goes on, this suffering, anguish, helplessness and poverty in the world and where are all these coming… [PDF]

Cassara, Beverly Benner, Ed. (1995). Adult Education through World Collaboration. This book contains the following papers about development/delivery of adult education through the efforts of multinational and bilateral government donors and the International Council for Adult Education (ICAE): "Preface" (Beverly Benner Cassara); "Introduction: Adult Education and Democracy" (Francisco Vio Grossi); "Adult Education and the Changing Role of UNESCO and of the UN Organizations" (Paul Belanger); "Adult Education and the World Bank" (John B. Holden, James R. Dorland); "Towards a New North-South Internationalism: Adult Education and the Voluntary Sector" (Lawrence S. Cumming); "The Political Economy of Nongovernment Organizations" (Paul Wangoola); "Canada: Official Development Assistance and Human Resource Development" (Jack D. McNie, Daniel C. Andreae); "Germany: International Cooperation in Adult Education–the DVV's [Department for International Cooperation's] Professional Partnership and…

Carter, Nora Chambers (2012). Barefoot, Country, and Nappy: Life Lessons of a Colored Girl. Journal of Family Social Work, v15 n5 p449-460. The area of town where we lived was "Black Bottom." The name was given because there were no streetlights in the area. At night, you couldn't see your hand in front of your face. I thought the name came from being a Colored community. We had no idea how poor we were. Though I left our neighborhood long ago, the simple messages are timeless and invaluable. I long for the peace and simplicity of those times. I owe any positive impact made on children in care to the education the Bottom gave her people…. [Direct]

Ponte, Dana Adrienne (2016). The First Line of Defense: Higher Education in Wartime and the Development of National Defense Education, 1939-1959. ProQuest LLC, Ph.D. Dissertation, University of Washington. This study posits that the National Defense Education Act of 1958 (NDEA) represented the culmination of nearly a century-long process through which education was linked to national defense in periods of wartime, and later retained a strategic utility for defense purposes in times of peace. That a defense rationale for federal support of public higher education achieved a staying power that outlasted moments of temporary strategic necessity is due in large part to the efforts of individuals in the education and policymaking communities who were able to envision and promote a lasting, expansive definition of education for national defense–one that would effectively marshal federal funding for decades to come. In the latter half of the 20th century, it was precisely this definition that provided the rationale for further federal forays into public education in the United States, accumulating into a level of involvement that now feels commonplace. Despite its present predominance,… [Direct]

Kumar, V. Jurist Lionial (2013). Mental Health Status: A Study among Higher Secondary Students. Journal on Educational Psychology, v7 n2 p42-49 Aug-Oct. Education is the totality of the process within which the students experiences are structured in order to promote desired learning. Education is a plan and procedure for the development of an individual. Education helps to attain the goal of life of an individual. Student period is one of the important periods in life to plan their future. To achieve the goals of their study, mental health of the student is one of the important factors. Health is the condition of being sound in body, mind or spirit and especially free from physical disease or pain. Health is essential for good living. A sound mental health leads to peace and happiness to an individual. If the mental health of the student is good he can adjust himself with others in the school, home and society and he has confidence about his studies and career. The investigator made an attempt to study the Mental Health Status among Higher Secondary Students and give suggestions to improve the Mental Health Status of higher secondary… [PDF]

Hanratty, Brian Robert (2013). A Critical Evaluation of the Literature of the Troubles Project: Philosophy, Methodology, Findings/Outcomes. Research Papers in Education, v28 n5 p519-538. The paper presents a critical evaluation of the Literature of the Troubles Project which was aimed at using literature in an educational context to help cement the process of peace and reconciliation between Northern Ireland's divided communities. The Project, funded by the Esm√©e Fairbairn Foundation, ran from September 2007 to August 2009. Its aspiration was that, using a dialogical model of education, it would facilitate Key Stage four pupils to engage in verbal and written explorations of carefully selected Troubles literature; these explorations, it was hoped, would enhance the pupils' aesthetic and imaginative responses to the literature and also their oral and written skills while, at the same time, enabling them to reflect on, and perhaps modify, their often conflicted allegiances and identities. Against the background of an evaluation of the literary-critical and socio-educational contexts, the paper provides both an account of the Project's organisation and a detailed… [Direct]

Barakat, Sultan; Connolly, David; Hardman, Frank; Sundaram, Vanita (2013). The Role of Basic Education in Post-Conflict Recovery. Comparative Education, v49 n2 p124-142. The last decade has seen a growing recognition amongst international donors, development agencies, non-government organisations and academics of the vital role education can play in bringing about recovery following violent conflict, natural disaster and other crises. This has led to the development of increasingly targeted and sophisticated programme planning and management tools, for use by government ministries, UN agencies and non-governmental organisations in fragile contexts. Drawing on the 2010 independent study of UNICEF's Education in Emergencies and Post-Conflict Transition Programme, this paper explores the transformative role education can play in post-conflict recovery. It argues that while basic education assistance can have a catalytic role in helping states during the early stages of a transition out of violent conflict, there is the need for a better understanding of its role in building peace at the national, sub-national and community levels. The paper also argues… [Direct]

Ginsburg, Herbert P. (2014). My Entirely Plausible Fantasy: Early Mathematics Education in the Age of the Touchscreen Computer. Journal of Mathematics Education at Teachers College, v5 n1 p9-17 Spr-Sum. This paper offers an account of what early mathematics education could look like in an age of young digital natives. Each "Tubby," as the tablets are called, presents Nicole (our generic little child) with stimulating mathematics microworlds, from which, beginning at age 3, she can learn basic math concepts, as well as methods of calculation and number facts. Tubby presents Nicole with mathematics story books, which both she and her adult readers will enjoy. Tubby also offers guidance to parents and teachers on how to promote Nicole's math learning. On entrance to school, Nicole, along with her peers, experience an organized curriculum that includes real world activities, mathematics microworlds, interactive storybooks, and a textbook, all residing in peace and harmony within Tubby. Tubby has enough energy to help Ben, Nicole's teacher, to engage in multimedia pedagogy. Finally, Tubby conducts stealth assessment that provides Ben with actionable information on how to tailor… [Direct]

(2006). Report [of the] Expert Meeting on Intercultural Education, Section of Education for Peace and Human Rights (UNESCO Headquarters, Paris, March 20-22, 2006). United Nations Educational, Scientific and Cultural Organization (UNESCO) The Section of Education for Peace and Human Rights of the Division for the Promotion of Quality Education held an expert meeting on Intercultural Education from March 20-22, 2006 at UNESCO Headquarters, bringing together international experts from Australia, Bolivia, Egypt, Finland, Hungary, Korea, Lebanon, Mexico, Nigeria, South Africa and the United Kingdom, including UNESCO Chairs and academics, as well as representatives of NGO's, National Commissions and UNESCO staff from various sectors. The meeting was organized as part of the Section's activities on intercultural education, which are placed more broadly within the framework of UNESCO's activities on the Dialogue among Civilizations, the Rabat Commitment and the concerns of document 33 C/5, which requests the Director-General to continue to "strengthen initiative in the development of materials for education and intercultural and interfaith understanding." Further context was provided by the World Programme for… [PDF]

Byram, Michael, Ed.; Golubeva, Irina, Ed.; Hui, Han, Ed.; Wagner, Manuela, Ed. (2016). From Principles to Practice in Education for Intercultural Citizenship. Multilingual Matters The contributors to this volume have collaborated to present their work on introducing competences in intercultural communication and citizenship into foreign language education. The book examines how learners and teachers think about citizenship and interculturality, and shows how teachers and researchers from primary to university education can work together across continents to develop new curricula and pedagogy. This involves the creation of a new theory of intercultural citizenship and a procedure for implementation. The book is written by teacher researchers who aim to help other teachers, and concludes with reflections on the lessons they have learnt which will help others to implement these ideas in their own practice. The book is essential reading for foreign language educators and researchers, students in pre-service teacher training, and teachers in in-service training. This book is is comprised of three sections. Section 1, The Baseline: Learners' and Teachers'… [Direct]

Montjourides, Patrick (2013). Education Data in Conflict-Affected Countries: The Fifth Failure?. Prospects: Quarterly Review of Comparative Education, v43 n1 p85-105 Mar. Poor-quality, or completely absent, data deny millions of children the right to an education. This is often the case in conflict-ridden areas. The 2011 Education for All Global Monitoring Report (UNESCO 2011b) identified four failures that are holding back progress in education and damaging millions of children's lives: failures of protection, provision, reconstruction, and peace-building. Thus, the critical lack, and the varying quality, of data on education and on human rights violations against children during and after armed conflicts amount to what can be termed the fifth failure of the international community. This article examines how currently available data, and monitoring and evaluation systems, can be used and improved to better estimate the situation of children in conflict-affected countries, in particular with respect to education. In the light of international standards for data dissemination and data quality, it highlights the need for governments and the… [Direct]

Eliadou, Annita; Veletsianos, George (2009). Conceptualizing the Use of Technology to Foster Peace via Adventure Learning. Internet and Higher Education, v12 n2 p63-70 Jun. In this paper we present and discuss the findings of a systematic literature review on the use of educational technology initiatives to foster peace outcomes, and we relate those findings to Adventure Learning. In the first section of the paper, we suggest that technology-infused peace initiatives rely predominantly on targeting antecedents to peace, such as collaboration, interaction, communication, and understanding of the \other\, rather than peace itself, while at the same time employing varied pedagogies and technologies, with limited empirical support for sustainability of claimed positive outcomes beyond the end of an intervention. These findings align with numerous aspects of the Adventure Learning approach to education. In the second section of the paper therefore, we use Adventure Learning as a way to conceptualize the task of using technology to promote peace outcomes and propose important issues that need to be considered when designing peace-seeking Adventure Learning… [Direct]

Abbey, Devon; Wansink, Bjorn G. J. (2022). Brokers of Multiperspectivity in History Education in Post-Conflict Societies. Journal of Peace Education, v19 n1 p67-90. In post-conflict societies marked by strong negative stereotypes or delicate and sometimes unstable political contexts, teaching both knowledge and understanding of conflicting historical narratives has become a matter of educational urgency. Conversely, a framework for effective teacher training that prepares teachers to activate and facilitate the exchange of multiple perspectives has yet to be identified. This qualitative and exploratory research aims to answer the questions, what boundaries do expert teacher trainers believe that teachers in post-conflict societies encounter when brokering multiple perspectives in the classroom? Which teaching or training methods can teacher trainers use to help teachers reduce the impact of these boundaries? To advance the use of multiperspectivity in post-conflict history education and enhance history-teacher training design. Semi-structured interviews were conducted with twelve experts in history-teacher training to answer these questions. The… [Direct]

(2004). Nonformal Education Manual. Information Collection and Exchange Publication No. M0042. Peace Corps This manual is intended to provide both practical skills for engaging in nonformal education (NFE) and some underlying theory to help you define and develop your own approach to NFE. Based on two previously published Peace Corps resources, \Nonformal Education Manual\ (ICE No. M0042) and \Nonformal Education Training Module\ (ICE No. T0064), this resource represents a combination and elaboration of those manuals to bring together the best thinking from the past with the most current approaches in the field of NFE. The most obvious audiences for this manual are education Volunteers and those agriculture, business development, environment, health, youth development, and other Volunteers who are called upon to facilitate learning activities in their work, whether for in-school or out-of-school youth, colleagues or other adults. This manual includes ideas for those Volunteers who require theory and practical skills to conduct training workshops and learning activities in their… [PDF]

(1989). Improving Access to Preschool and Postsecondary Education. Hearings before the Subcommittee on Education and Health of the Joint Economic Committee. Congress of the United States, One Hundredth Congress, Second Session (December 14-15, 1988). Joint hearings on the process of improving access to preschool and postsecondary education in the United States were convened to examine the economic significance of improved access to the nation. James H. Scheuer presided. These 2 days of hearings were the last of 11 days; information given on the previous days, which focused on what the country must do to produce a skilled and competitive workforce, is contained in the report, "The Education Deficit." The present document includes testimony and prepared statements from numerous witnesses, including representatives of the states of Maine and Washington, the U.S. Chamber of Commerce, American Express, U S WEST, the New York State Bankers Association, Sky Chefs, Inc., the Brookings Institution, the Carnegie Endowment for International Peace, the American Council on Education, the Massachusetts Institute of Technology, the Community College of Philadelphia, George Washington University, Boston University, the National… [PDF]

Otto, Stacy (2012). Heeding Woolf's Great Teacher: Uncovering and Defusing an Education in "Unreal Loyalties". Democracy & Education, v20 n2 Article 4. In her 1938 epistolary novel and educational treatise, "Three Guineas," Virginia Woolf discusses "freedom from unreal loyalties" as key to educating for peace rather than for war, as was the concern in Woolf's time and remarkably remains of serious concern seventy-odd years later. This essay analyzes how modern-day, post-9/11 U.S. public education is influenced by a whole range of unreal loyalties and, in fact, how we as educators reify and reinscribe these. The argument uses Woolf's text as a theoretical frame to analyze select aspects of U.S. public education, concluding with an exploration of the meaning and value of giving up, moreover, defusing, incendiary unreal loyalties present within the U.S. school curricula…. [Direct]

Al Balhan, Eisa; King, Edith W. (1998). Peace Education and the Lives of Kuwaiti Children. Multicultural Teaching, v16 n2 p6-9 Spr. Summarizes the impact of the Iraqi invasion of Kuwait on Kuwaiti children and addresses the need for discussion of peace building and world awareness in children's classrooms. E. Al Balhan recounts his experiences and observations of children during and following the invasion. (MAK)…