McLean Hilker, Lyndsay (2011). The Role of Education in Driving Conflict and Building Peace: The Case of Rwanda. Prospects: Quarterly Review of Comparative Education, v41 n2 p267-282 Jun. This article considers the relationship between education, conflict, and peacebuilding in Rwanda. First, it examines the role that education played in the lead-up to the 1994 genocide, discussing whether and how the low levels of educational attainment, inequalities of access, curricular content, and teaching methods contributed to the conditions for violence. It then looks at approaches to rebuilding the education sector since 1994. Despite significant progress, for example in widening access and achieving gender parity at primary level, three significant challenges remain. First, educational opportunity continues to be unequal in the post-primary sector, with disparities of access between rich and poor, a severe lack of alternative and non-formal educational opportunities, and some ethnic dimensions to the disparities. Second, tensions remain over history teaching due to government attempts to impose a single "official" narrative of Rwanda's history. Finally, teaching… [Direct]

Drapela, Victor (1976). Peace Education in American Schools: An Unmet Need. Humanist Educator, 15, 1, 4-10, Sep 76. This article points out that aggression has had a positive value throughout American history and continues to be an important part of the culture and value system. The author traces the forms that aggression takes and suggests ways of incorporating values of peace and cooperation into the schools. (NG)…

Inkel, Maxine (1993). Celebrating African-American Traditions: Justice and Peace Education. Momentum, v24 n4 p71-72 Nov-Dec. Suggests Kwanzaa activities for family members, students, teachers, and/or children related to the African tradition of Nguzo Saba (the Seven Principles): Umoja (unity), Kujichagulia (self-determination), Ujima (collective work and responsibility), Ujamma (cooperative economics), Nia (purpose), Kuumba (creativity), and Imani (faith). (AC)…

Carey, Kate; Gallagher, Peg (2012). Connecting with the Well-Elderly through Reminiscence: Analysis of Lived Experience. Educational Gerontology, v38 n8 p576-582. Reminiscing is a therapeutic nursing intervention for older adults. Nursing students and elders who participated in reminiscing interviews were excited by this activity. Researchers across disciplines collaborated in this qualitative research project to clarify the meaning and experience of reminiscing for the student and the diverse elder. Following the student-elder interview, researchers conducted unstructured interviews with a purposive sample of students and elder participants. Four patterns emerged: discovery of the value of intergenerational interaction and relationships; rejection of stereotypes; a willingness to overcome painful aspects of reminiscence; and gerotranscendence wisdom and peace. These findings have implications for nursing education, nursing practice, and further research…. [Direct]

Mayton, Daniel M., II; Moore, Richard K. (1986). Values and Nuclear War Education: Is Teaching a Subversive Activity?. Discussion and analysis of the nature of conservative criticisms of nuclear war education and of the peace issue in general are provided in this paper. The general theme of the conservative criticism is that the proponents of such courses are deliberately serving the interests of the Soviet Union by subverting the morality of students away from the traditional American mainstream. The paper also suggests research strategies to empirically address the criticisms raised concerning nuclear war education. Nine students in a nuclear war course at Lewis-Clark State College (Idaho) were administered the Rokeach Value Survey and the Modified World Affairs Questionnaire. The results (which should be interpreted cautiously because of the small sample size) suggest that nuclear war education has had the effect of leading students more toward the \mainstream\ of popular thinking, and that although the broad amount of substantive knowledge obtained by these students in economics, physics,…

Hsu, Li-Hong Leo; Kohe, Geoffery Zain (2015). Aligning Olympic Education with the Liberal Arts: A Curriculum Blueprint from Taiwan. Physical Education and Sport Pedagogy, v20 n5 p474-489. Background: For some time the Olympics have enjoyed a relatively cosy, and quite unsurprising, relationship with Physical Education and its practitioners. Yet, as academics continue their critiques of all matters Olympic, this seemingly symbiotic partnership is being placed under much closer scrutiny. The debates are typically orientated around several key concerns, namely, the vagaries of Olympic discourse, the implicit assumptions that align Olympic idealism with "good" moral education, the relevance of Olympic values in young peoples' lives, the Olympic industry's politicizing/colonizing of educational domains, and the utility of Olympic ideals for affecting social, cultural, and (physical) educational change. One other discussion thread, which we add to in this paper, has been the (in)congruencies between Olympic idealism and non-Western cultural contexts and educational frameworks. Combined, the scholarly voices essentially encourage theorists and practitioners to… [Direct]

Ahmad, Zaid; Pasha, Nourollah (2014). Fundamentalism or Pluralism: Iranian Youth's Orientation. British Journal of Religious Education, v36 n3 p298-314. Islamic fundamentalism is an extreme perception of Islam that views "the 'Other' as the enemy demonized" against the "West", which also views the Muslim "enemy within". In contrast, pluralism perceives 'others' as different people, with different values from us. While the fundamentalist seeks to engage in war with the enemy/other, pluralism tolerates difference/conflict with others in peace and in the spirit of mutual acceptance. This article spells out the potential contributions to research regarding fundamentalism stemming from different approaches in Iran. Drawing on data collected from 31 individual in-depth interviews with Tehranian high school students and 206 questionnaires that were filled in by students who were randomly selected from 4 of 19 zones of Education in Tehran, their perceptions about pluralism and fundamentalism will be presented. The aim is to help move debate about fundamentalism beyond the pejorative labelling and to explore the… [Direct]

Sharma, Motilal (1990). Educational Broadcasting and Distance Education as a Strategy for Revitalizing Education of the Disadvantaged. For developing nations, education can equalize opportunities, especially for the deprived and disadvantaged, and therefore must be delivered with efficiency and quality. Conventional ways of spreading education are proving to be inadequate in the face of rapidly expanding populations. There is a marked need to supplement formal schooling with nonformal education, distance education, and out-of-school education. Education for the complete person should be the goal. New systems of education must be developed to promote self-reliance, encourage community participation, and strengthen positive humanism for the goals of improving the quality of life and developing peace. A silent revolution in education is taking place all over the world as distance education emerges as an alternative system. Perhaps the most important group to target are illiterates because their numbers are increasing and because literacy can be linked to vocational education. Through the use of new communications… [PDF]

(1971). Meetings of the 1970-71 War/Peace Curriculum Implementation Committee. Workshop Report. This document reports on second year meetings of a curriculum development project in the war/peace field; SO 001 259 is the first year's report. Twenty-two teachers of English, science, and social studies participated for an introduction to the Project and its goals, and for experience in a conflict simulation game. Other purposes were to: 1) test the application of a new set of criteria for evaluating the value and political assumptions of resource materials and to demonstrate the necessity for such criteria; 2) outline the resources available; 3) present an introductory outline of the technical aspects of curriculum development. The simulation game is described in detail and summary of the discussion on social crisis in the United States is included. Appendices present sample questions from the resource evaluation, and guidelines for preparing a teaching-learning unit. The second workshop was devoted to developing objectives, techniques, and content of interdisciplinary units on… [PDF]

Schrum, Lynne M. (1991). Telecommunications: Working To Enhance Global Understanding and Peace Education. This paper describes educational activities that make use of microcomputers and information networks to link elementary and secondary students electronically using telecommunications, i.e., communication across distances using personal computers, modems, telephone lines, and computer networks. Efforts to promote global understanding and awareness are also described, with emphasis on teacher and educator cooperation in international distance education projects that focus on cultural similarities and differences as well as issues of importance such as world peace, the Gulf War, management of global water resources, and the plight of the homeless. It is noted that students from Australia, the Soviet Union, Denmark, Germany, the Netherlands, Israel, the United States, Norway, and many other countries have engaged in dialogues via telecommunication media, and that, in most countries, the primary obstacle to participating in an international project is funding. Other obstacles cited… [PDF]

Bellot, Andrea Roxana; H√ , T√∫-Anh; L√™, Th√πy Phuong Th? (2022). High-School Students' Perception of the American War through Literature: A Case Study from H? Ch√≠ Minh City, Vietnam. Journal of Peace Education, v19 n1 p91-121. The present case study explores the reception of American War literature among Vietnamese high-school students. In April and May 2020, seventy-seven seventeen-year-old students from "L√™ H?ng Phong High School for the Gifted" (H? Ch√≠ Minh City) participated in this study by answering Google form surveys about literary texts that form part of the Vietnamese national curriculum. The main findings show that 86% of the students deem it necessary to study literary works about the American War because of the historical and documentary value they provide. A vast majority of participants (95%) would be interested in reading literary texts written by American authors to learn about the war from a transnational perspective. This would require an alternative approach to the teaching of the American War in general, and its literary works in particular, with a revision of the national curriculum to include a wider variety of texts and authors…. [Direct]

Lustick, Hilary (2022). Schoolwide Critical Restorative Justice. Journal of Peace Education, v19 n1 p1-24. How can restorative justice, an increasingly common alternative to zero tolerance discipline, serve as an opportunity to both close the racial discipline gap and promote more critical awareness of structural inequality? Using Knight and Wadhwa's (2014) concept of critical restorative justice, I analyzed interviews with youth leaders and staff at one urban charter high school who strove to implement schoolwide restorative justice practices with an explicit lens toward resisting structural oppression and the schools to prison pipeline. Despite evidence of this explicit commitment, participants still tended to favor exclusionary discipline, particularly to maintain order. It may benefit leaders to anticipate the countervailing pressures they will encounter as they try to enact restorative justice practices within districts and communities that are accustomed to punishment and order as markers of 'good' leadership. There also needs to be a greater emphasis on the words and deeds that… [Direct]

Leming, Tove; Steele, Annfrid Ros√∏y (2022). Exploring Student Teachers' Development of Intercultural Understanding in Teacher Education Practice. Journal of Peace Education, v19 n1 p47-66. Teachers' intercultural understanding has a growing importance in teacher education. In a society with more diverse classrooms, there is an increasing need for teachers with a broad intercultural understanding. Student teachers who have had school practice in different cultural settings have a broader understanding of their multicultural pupils and are better equipped for related challenges and opportunities. This is paramount in classrooms including pupils of migrant and refugee backgrounds. In the field, there has been a growing understanding for this matter and there have been multiple studies of multicultural student teacher practice. However, further research is needed to understand the competence student teachers get from diverse school practice. Therefore, our focus is to explore to what extent student teachers can gain intercultural competence and professional development from practice in different cultural contexts…. [Direct]

Ng, Shun Wing (2012). Rethinking the Mission of Internationalization of Higher Education in the Asia-Pacific Region. Compare: A Journal of Comparative and International Education, v42 n3 p439-459. This article adopts the critical theory approach to reflect and analyse the impacts of globalization on the internationalization process of higher education in the Asia-Pacific region. It argues that globalization forces many of the higher education institutions in the region to follow global practices and ideologies of the Anglo-American paradigm without developing their own unique systems and honouring the rich cultures of their own countries. While higher education institutions are indulging in internationalization in terms of marketization and economic pragmatism, they have to ask themselves, "What is missing in the process of internationalization?" This article argues that internationalization of higher education contributes to building more than economically competitive and politically powerful states. It represents a commitment to the development of an internationalized curriculum where the pursuit of global citizenship, human harmony and a climate of global peace is… [Direct]

Ahmad, Mahmud; Ibrahim, Haslina; Kadir, Nor Adina Abdul; Khambali @ Hambali, Khadijah Mohd; Nor, Mohd Roslan Mohd; Senin, Nurhanisah; Shaharud-din, Suhaida; Sintang, Suraya (2013). The Role of Comparative Religion Curricula in Intra-Inter Civilizational Dialogue. Religious Education, v108 n1 p28-40. Comparative Religion is seen as an important curricula because it could serve as a mechanism for enhancing cross-cultural religious communication. The authors seek to examine the role of Comparative Religion as an important science for enhancing dialogue skills. Such a communication skill, however, must be developed from both intra- and inter-civilizational levels. The authors have employed an historical and textual analysis to re-examine Comparative Religion and its methodology. The authors proposed new curricula in Comparative Religion studies including criticism of the methodologies used in Comparative Religion. This includes a new methodology that considers the existing multicultural religious phenomenon as well as post-September 11, 2001 developments and the plans for departmentalization of Comparative Religion. For further benefit toward peace, harmony, and accepting co-existence, this study also highlights suggestions for developing the undergraduate and postgraduate programs… [Direct]

Cheddadi, Saoussen Nour El Imen (2018). The Fulbright Program in Algeria (2008-2016): Higher Education, Soft Power, and Transnational Intellectual Subjects. ProQuest LLC, Ph.D. Dissertation, University of Kansas. The Fulbright Program's proclaimed mission is to increase mutual understanding between the U.S. and other countries, promote peace, innovation, creativity and knowledge that transcends borders. This study uses a transnational lens to examine the Algerian experience of the Fulbright Program and how the Algerian students–as transnational intellectual subjects–navigate multiple hegemonies, namely French and American soft powers in Higher Education (HE). I triangulate my argument by decentering American exceptionalism and situating the transnational subjectivity of Algerian intellectuals–rooted in the post-colonial and the subaltern in relation France. While U.S. imperialism has been historically overshadowed by France's hegemony in Algeria, U.S. soft power within HE has recently expanded significantly in the country due to the increasing role of the U.S. embassy in Algeria targeting young individuals who are accustomed to strong HE colonial ties. This study contributes to the field… [Direct]

Belanger, Paul (2012). From Rhetoric to Action: From Words to Deeds–Closing Keynote Address to CONFINTEA VI. Adult Learning, v22 n4-v23 n1 p24-28 Fall 2011-Win. In this keynote address, the author explains why it is important to advance the right to lifelong learning and extend education throughout life. The author stresses that the continuing development of knowledge and skills within the adult population is one of the most strategic investments that societies must make today. Furthermore, this is an urgent investment, without which mankind will not have the internal resources to cope with the challenges ahead. Without an informed and internally strong civil society, bloody conflicts and other disasters become inevitable. The author points out that without spreading the freedom to learn and without strengthening the foundations of everyday diplomatic skills, the possibility of solving conflicts other than by bloody means becomes virtually inconceivable, regardless of the country. Adult education is an essential tool for peace…. [Direct]

Oliver, Leonard P. (1986). The Third World Is a Different World. The Third World Assembly of Adult Education held in Buenos Aires, Argentina, November 24-30, 1985, brought 450 adult educators from 90 countries together to discuss the theme adult education, development, and peace. The week-long conference mixed morning general sessions with 17 intensive work groups. The first work group searched for common national themes in adult civic education, and the second general session brought together representatives from civic education programs in various countries throughout the world. The practices and problems of popular education in the Third World were explored with particular emphasis on Latin America and Freire's views on social action through adult education. Distinctions were drawn betweeen formal, nonformal, and informal adult civic education. Next, participants from developed nations explained their national programs for adult civil education. Popular participation was determined to be the essential ingredient in the development of adult…

Nolan-Aranez, Shannon (2016). Painting a Picture of Spirituality among College Students at a Public Institution. ProQuest LLC, Ed.D. Dissertation, San Diego State University. Although spirituality has gained more attention from postsecondary higher education leaders as a conceptual channel for meaning making, little is understood about student perspectives and definitions of spirituality. These studies explored student narratives on spirituality and leadership at a nonfaith based public institution in Southern California to understand possible links between spiritual and leadership development. Participants were Spring 2015 graduates in the leadership certificate program at the university when the leadership program piloted an ongoing civic engagement partnership with two local nonprofits: one that supports adults with intellectual disabilities and the other which focuses on world peace and social justice through the art of mural making. The purpose of these manuscripts is to inform and empower educators to openly and intentionally foster spiritual development among college students, even at nonfaith based institutions through the context of a leadership… [Direct]

Kadioglu Ates, Hatice; Kadioglu, Serkan (2018). Identifying the Qualities of an Ideal Teacher in Line with the Opinions of Teacher Candidates. European Journal of Educational Research, v7 n1 p103-111. Teaching is a sacred profession performed by self-sacrificing individuals with high responsibilities who are aware of their roles, have undertaken the task of raising future generations, make easier individuals' process of becoming citizen in a way to ensure the peace and welfare of the communities, and allow them to learn knowledge, skills, attitudes, and behaviors. By Ataturk's saying, "Teachers are the most devoted and respectable factors of human society all over the world." In hadiths, the sanctity of teaching is expressed as, "Only those two people are admired enviously: The person who uses up and consumes the goods bestowed by Allah on him in the right way, and the person who properly rules over by the wisdom to him by Allah and who also teaches it to others." From early childhood to puberty, the person studying in public institutions establishes a spiritual association with his/her teacher. The psychical aspect of teaching is also quite predominant. The… [PDF]

Deonanan, Carlton R. (1971). Education for Peace. Clearing House, 46, 4, 223-6, Dec 71. Can the essence of peace be taught in our schools? The author contends that education is the needed catalyst for world understanding. (Editor)…

Spencer, Stephanie (2013). Just a Book in a Library? The Sybil Campbell Library Collection Fostering International Friendship amongst Graduate Women. History of Education, v42 n2 p257-274. In 1927 the British Federation of University Women (BFUW) established Crosby Hall in London as a hall of residence for women graduates from overseas. The Federation aimed to foster international understanding and peace at a time of social and political turmoil. Accessions to the library at the Hall were on a somewhat ad hoc basis and provide an intriguing historical source. Crosby Hall was sold, but the much loved library travelled first to Bloomsbury and ultimately to the Special Collections of a university. This article discusses the sensory power of a book collection for the historian drawing on recent reflections on the affective turn in history of education. Is it more than the sum of its parts? Does the collection hold more meaning if held separately rather than integrated onto the general shelves? What are the possibilities inherent in research on rather than in a collection such as this? (Contains 5 figures and 72 footnotes.)… [Direct]

Freeman, Margery, Ed. (1986). Called to Act: Stories of Child Care Advocacy in Our Churches. Experiences of church-based child care advocates are narrated in this booklet. Introductory remarks argue that the National Council of Churches (NCC) must advocate high quality, affordable child care for all children and persuade church members to provide it. Part I tells stories about members' efforts to provide child care services to families: enrolling a disadvantaged child in a day care program, and organizing a church-sponsored after-school family day care program, a drop-in family support center for teen parents, a child abuse prevention project, and a community education program concerning peace and justice issues. Stories in Part II narrate experiences of advocates in organizing their church communities; stories focus on organizing church leaders as advocates of child care licensing for all day care centers in Louisiana, efforts to preserve the tax exempt status of Kansas' churches with child care centers, making child care more affordable to Atlanta's poor families, and…

Hayhoe, Ruth, Ed.; Sivasubramaniam, Malina, Ed. (2018). Religion and Education: Comparative and International Perspectives. Oxford Studies in Comparative Education. Oxford Studies in Comparative Education Series. Symposium Books Despite the increased trend towards secularization in state schooling, issues of religion and spirituality have remained important. Increased pluralism within societies through expanding migration patterns is changing the religious and cultural contours of many countries in Europe and North America, and is creating a need for a deeper understanding of religious diversity. However, the lack of religious or spiritual education within the educational curriculum leaves a moral vacuum that can become a space to be exploited by religious extremism. More recently, religiously motivated incidences of terrorism in several parts of the world have heightened prejudicial attitudes and distrust of certain religions, in particular. These are profound concerns and there is an urgency to examine how religion, religious education and interfaith initiatives can address such misconceptions. This book is thus timely, focusing on an area that is often neglected, particularly on the role of religion in… [Direct]

Hayhoe, Ruth, Ed.; Sivasubramaniam, Malini, Ed. (2018). Religion and Education: Comparative and International Perspectives. Oxford Studies in Comparative Education. Symposium Books Despite the increased trend towards secularisation in state schooling, issues of religion and spirituality have remained important. Increased pluralism within societies through expanding migration patterns is changing the religious and cultural contours of many countries in Europe and North America, and is creating a need for a deeper understanding of religious diversity. However, the lack of religious or spiritual education within the educational curriculum leaves a moral vacuum that can become a space to be exploited by religious extremism. More recently, religiously motivated incidences of terrorism in several parts of the world have heightened prejudicial attitudes and distrust of certain religions, in particular. These are profound concerns and there is an urgency to examine how religion, religious education and interfaith initiatives can address such misconceptions. This book is thus timely, focusing on an area that is often neglected, particularly on the role of religion in… [Direct]

Bretherton, Di; And Others (1995). Conflict Resolution in Children. Peace Education Miniprints No. 72. As concern with the level of violence in society increases, this document suggests one approach to reducing violence is to develop nonviolent conflict resolution programs to provide people with the skills to solve problems collaboratively. These programs also may encourage people to refocus the way they experience conflict in their lives. They teach that conflict is a necessary component for growth and can lead to shared understandings, when dealt with in a positive way. This paper considers two programs that help adults teach conflict resolution skills to children. "Dealing with Conflict" is a 10 week course for adolescents that is normally run in a classroom setting. "Afters" is a program for younger children that is designed for after school care settings. (RJC)… [PDF]

Reardon, Betty (1982). Response: Needs in Peace Education Development Identified by Glass. Teachers College Record, v84 n1 p237-39 Fall. This article, a commentary on a piece by Kimberly Huselid Glass (Teachers College Record, Fall 1982), calls for clearer identification of peace values and recognition and cultivation of behavior which exemplifies them. Values traditionally associated with family life may provide models. (PP)…

Smith, Ron (2014). Changing Policy and Legislation in Special and Inclusive Education: A Perspective from Northern Ireland. British Journal of Special Education, v41 n4 p382-402 Dec. It is now 15 years since the signing of the 1998 Belfast (or "Good Friday") Peace Agreement which committed all participants to exclusively democratic and peaceful means of resolving differences, and towards a shared and inclusive society defined by the principles of respect for diversity, equality and the interdependence of people. In particular, it committed participants to the protection and vindication of the human rights of all. This is, therefore, a precipitous time to undertake a probing analysis of educational reforms in Northern Ireland associated with provision in the areas of inclusion and special needs education. Consequently, by drawing upon analytical tools and perspectives derived from critical policy analysis, this article, by Ron Smith from the School of Education, Queen's University Belfast, discusses the policy cycle associated with the proposed legislation entitled "Every School a Good School: the way forward for special educational needs and… [Direct]

Boulding, Elise (1988). Building a Global Civic Culture. Education for an Interdependent World. The John Dewey Lecture. Exploring ways in which a successful worldwide civic culture can be achieved, this book stresses the need to stay rooted in local communities and traditions while cooperating with and respecting those whose lives follow other patterns. The first part of the book deals with the current state of worldwide civic culture, setting a context within history and our current social systems for building a better future. The chapters in part 1 are: (1) Expanding Our Sense of Time and History; (2) A Planet in Transition: The Intergovernmental Order; (3) A Planet in Transition: The Nongovernmental Order; and (4) Conflict, Diversity, and Species Identity. The second part deals with new perspectives on educating not found in schooling. The chapters in part 2 are: (5) Growing Up in a High-Technology Culture: Problems of Knowing; (6) Uses of the Imagination; (7) Crafting the Civic Culture through International Nongovernmental Organizations; and (8) Peace Proxis: The Craft and Skills of Doing Peace….

Massaquoi, Joseph G. M. (2009). Strengthening Peace Building through Science and Technology Education. Science Education International, v20 n1-2 p60-68 Dec. One of the many causes of conflict is the inequitable distribution of resources which is usually accompanied by widespread poverty. The breakdown in communication, the absence of a culture of peace is also contributing factors to conflicts. This paper has highlighted the causes of conflicts, the requirements for peace, and the strategies for peace building. It shows that there are many peace building actions that require inputs of science and technology. Such inputs would include scientific knowledge, the application of the knowledge and the process used in acquiring scientific knowledge. These three aspects of science and technology can influence the socio-economic development, poverty reduction, communication and dialogues in communities and the mindset that promotes peace…. [PDF]