de Block, Liesbeth (2012). Entertainment Education and Social Change: Evaluating a Children's Soap Opera in Kenya. International Journal of Educational Development, v32 n4 p608-614 Jul. This article discusses audience responses to a children's soap opera produced and broadcast in Kenya. It examines the evaluation process in relation to qualitative audience research within Cultural Studies. It challenges an Entertainment-Education model of media as vehicles for messages and links strongly with Communication for Social Change priorities in which media are the facilitators. In such an approach this soap opera should not only fit into the cultural and social contexts of its child audience but should actively promote discussion and the interactive negotiation of meaning. The narratives address post conflict concerns of democracy, rights, peace and reconciliation, encouraging dialogue with peers and family about extremely difficult issues. The question is how we evaluate and assess such processes…. [Direct]

Brown, Graham K. (2011). The Influence of Education on Violent Conflict and Peace: Inequality, Opportunity and the Management of Diversity. Prospects: Quarterly Review of Comparative Education, v41 n2 p191-204 Jun. This article examines the ways in which education and educational policy impact upon the likelihood and dynamics of violent conflict. It argues that education is rarely directly implicated in the incidence of violent conflict but identifies three main mechanisms through which education can indirectly accentuate or mitigate the risk of conflict: through the creation and maintenance of socio-economic divisions, including horizontal inequalities between ethnic groups; through processes of political inclusion and exclusion; and through accommodation of cultural diversity. It further suggests that designing conflict-sensitive education systems is particularly problematic because the implications of these three principal mechanisms often pull in different directions…. [Direct]

Bursa, Sercan; Ersoy, Arife Figen (2016). Social Studies Teachers' Perceptions and Experiences of Social Justice. Eurasian Journal of Educational Research, n64 319-340. Problem Statement: Social justice addresses inequality in society, including economic inequality, global migration, racism, xenophobia, prejudice against disabled people, and class discrimination. In Turkey, social studies curriculum aims to cultivate active, democratically minded citizens who value justice, independence, peace, solidarity, tolerance, freedom, and respect and demonstrate critical thinking skills, problem solving skills, social participation, and empathy. Purpose: Since social justice education affects teachers' values, beliefs, experiences, practices, and views on social justice, we aimed to understand social studies teachers' perceptions and experiences of social justice. Methods: Following a phenomenological research design selected in accordance with maximum variation sampling, we recruited 10 teachers for our sample. We collected data by conducting semi-structured interviews with the teachers and classroom observations of four of them. We analyzed data by… [PDF]

Hartzavalos, Sotiris; Nakiboglu, Canan; Tsaparlis, Georgios (2013). Students' Knowledge of Nuclear Science and Its Connection with Civic Scientific Literacy in Two European Contexts: The Case of Newspaper Articles. Science & Education, v22 n8 p1963-1991 Aug. Nuclear science has uses and applications that are relevant and crucial for world peace and sustainable development, so knowledge of its basic concepts and topics should constitute an integral part of civic scientific literacy. We have used two newspaper articles that deal with uses of nuclear science that are directly relevant to life, society, economy, and international politics. One article discusses a new thermonuclear reactor, and the second one is about depleted uranium and its danger for health. 189 first-year undergraduate physics and primary education Greek students were given one of the two articles each, and asked to answer a number of accompanying questions dealing with knowledge that is part of the Greek high school curriculum. The study was repeated with 272 first-year undergraduate physics, physics education, science education, and primary education Turkish students. Acceptable or partially acceptable answers were provided on average by around 20% of Greek and 11% of… [Direct]

Charalambous, Constadina; Charalambous, Panayiota; Zembylas, Michalinos (2011). Teachers' Emerging Stances and Repertoires towards Reconciliation: Potential and Challenges in Greek-Cypriot Education. Journal of Peace Education, v8 n1 p19-36. In this paper we examine Greek-Cypriot teachers' positions towards the–largely unfamiliar–concept of reconciliation within the Greek-Cypriot community. Looking at a set of 40 interviews conducted in spring 2009, this study is set against the broader historical context of the continuing Cyprus Problem and the development of ethnic rivalry between the two main ethnic groups (Greek-Cypriots and Turkish-Cypriots). The data analysis is informed by theories from the fields of reconciliation and peace studies, and the assumption that teachers are influential in dealing with the legacy of ethnic strife and encouraging reconciliatory attitudes. The results of our analysis pointed to a polyphonic landscape, encompassing a range of diverse positions and arguments towards reconciliation, each with its own distinct "logic" and underlying assumptions. These findings construct the teacher community as a largely politicised and ethnicised professional group–a group which aligns with… [Direct]

Lantieri, Linda (1995). Waging Peace in Our Schools: Beginning with the Children. Peace Education Miniprints No. 80. The Resolving Conflict Creatively Program (RCCP) began in New York City by Linda Lantieri who is now the national director. This program is for teachers, students, administrators, and parents who seek to make schools and society more peaceful through creative means. RCCP was developed because of the increasing statistics of violent acts that take place in U.S. schools and the increasing number of suicides and homicides by young people. RCCP helps people recognize different ways to resolve conflicts through peaceful means rather than through the violent acts young people see perpetuated in the media. Teachers can implement RCCP by employing a new classroom management style that includes the following components: (1) K-12 classroom curriculum; (2) professional training and ongoing assistance and support for teachers; (3) a student-led mediation program; (4) parent training; and (5) administrator training. The program finds that teachers report positive results. (JAG)… [PDF]

(1989). Temps d'Educacio. Revista de la Divisio de Ciencies de l'Educacio (Educational Times. Journal of the Education Sciences Department. Volumes 1 & 2). Temps d'Educacio, v1-2 n1-12 1989-1994. Each of the 12 issues of this Catalan-language journal offers book reviews and articles on general issues in education. Some issues contain a Spanish-language translation of the Catalan articles; issues 3 and later contain only Spanish-, English- and French-language abstracts of included articles with keyword references. Number 1 (1st. semester 1989) examines the work of Paulo Freire and the educational reform project. Number 2 (2nd. semester 1989) addresses the work of Basil Bernstein and educational values in a democratic society. Number 3 (1st. semester 1990) highlights instruction and the learning of foreign languages and public universities and administrations. Number 4 (2nd. semester 1990) discusses physical education and the permanent establishment of teacher training programs in Spain. Number 5 (1st. semester 1991) contains articles dealing with the university and commerce/business and articles on Spain's role in the educational environment in the new European community…. [PDF]

Sj√∏en, Martin M. (2021). Let's Talk about Terrorism. Journal of Peace Education, v18 n3 p309-325. What is at stake when educators are asked to deploy vigilant surveillance against students considered to be at risk of becoming a terrorist? This article explores the growing relationship between education and terrorism by focusing on how schools can contribute to reducing fears of terrorism. Rather than profiling future terrorists among their students, the argument is put forward that educators must encourage deliberative agonistic discussions about terrorism in the classroom. Ultimately, this can help students to build resilience against terror fear, which might serve as a bulwark against a range of social negatives. Examples from the empirical literature are offered to highlight how education can reduce terror fear by encouraging discussions about terrorism in schools, which can also have a transformative effect on helping students to unlearn or disengage from extreme ideals and behaviours. In the strand of education-terrorism literature, this could well touch upon some of the… [Direct]

Bhadra, Subhasis; Kousar, Raveena (2021). Border Conflict: Understanding the Impact on the Education of the Children in Jammu Region. Journal of Peace Education, v18 n1 p48-71. Border conflict is the product of aggression between the nations. Borders are not just physical barriers, but also psychological barriers between the neighboring countries. The Union Territory Jammu and Kashmir (J&K) is experiencing hostility and displacement since independence of India and Pakistan in 1947. The uncertainty continues, especially for the villages close to the border where incidences of firing are quite frequent. During conflict in border areas, the rights of a children i.e. the right to life, the right to education, the right to be with family and community, the right to health and the right to be nurtured and protected are severely violated and compromised. This paper aims to understand the impact of border conflict on the education of children in the Jammu region. This study adopted qualitative method in which, thirty children living in the bordering villages, of the age group between 10-14 years were interviewed. Phenomenological analysis is used to explore the… [Direct]

Loader, Rebecca; Misoska, Ana Tomovska (2021). The Role of School-Based Contact in Reducing Social Distance: Qualitative Insights from Northern Ireland and the Republic of North Macedonia. Journal of Peace Education, v18 n2 p182-208. Education plays an important role in bridging divisions and promoting positive intergroup relations. A number of initiatives aimed at improving relations in conflict-affected societies have been based on the contact hypothesis. However, very little attention has been devoted to the potential of such interventions to reduce social distance between groups. Moreover, the voices of the young people involved in such programmes have rarely been taken into consideration. This paper tries to address these gaps using a qualitative methodology. It presents the views and experiences of post-primary pupils involved in planned educational contact encounters in two countries that have experienced interethnic violence: Northern Ireland and the Republic of North Macedonia. The findings suggest that planned contact can be effective in reducing social distance. However the programmes need to provide opportunities for more frequent meetings, more personalized communication between pupils, and the… [Direct]

Selman, Elsie M.; Selman, Ruth Corey (1999). Education for Peace. International Journal of Innovative Higher Education, v13 p79-82 Fall. Discussion of the need for educating students of all ages for peace focuses on principles of the Peace Studies doctoral program at Pace University (New York). Program components include: (1) inner peace spiritual awareness; (2) micro-peace studies the immediate environment; (3) macro-peace studies national and international; and (4) planetary peace. (DB)…

Boulding, Elise (1982). Education for Peace. Bulletin of the Atomic Scientists, v38 n6 p59-62 Jun. Discusses the increasing trend to use violence and military action as responses to conflict rather than arbitration and other peaceful means, the role of different educational institutions in conflict resolution (military, federal, peace and conflict resolution), and the need for a federal peace academy for the United States. (DC)…

Nesbit, Tom (2013). Whither Utopia?. New Directions for Adult and Continuing Education, n138 p91-100 Sum. The \Hamburg Declaration on Adult Learning and Agenda for the Future\ (UNESCO, 1997) is perhaps the most utopian statement about adult learning and education (ALE) in recent times. Grounded in the ideas of radical educators Paulo Freire and Ivan Illich, it built upon two earlier influential and inspiring reports that promoted general adherence to the values of helping to build a sustainable world, promote peace, celebrate diversity, and defend human rights. Analysis of the previous chapters demonstrates that the utopian ideals and goals of the \Hamburg Declaration\ are still far from being achieved. The earlier chapters suggest several common issues that the author wants to address further. The first concerns the political dimensions of adult education–an aspect that lies at the heart of the \Hamburg Declaration\ and fundamentally shapes the contexts in which adult education takes place. From a review of the developments since CONFINTEA V, it is easy to conclude that there is little… [Direct]

Ghosn, Irma K. (1996). You CAN Teach a Sneetch! Peace Education with Dr. Seuss. This lesson plan, for grades 4 to 6 and up, incorporates the Dr. Seuss story about Sneetches to teach children about sources of prejudice. The lesson also can be used to incorporate writing in the social studies. Six writing prompts are included. (EH)… [PDF]

Howlett, Charles (1982). The Pragmatist as Pacifist: John Dewey's Views on Peace Education. Teachers College Record, v83 n3 p435-51 Spr. Dewey's writings defined the role of educators in society and their ability to influence world peace, international cooperation, the meaning of patriotism, and the role of the social sciences in understanding other cultures. Dewey perceived the job of the educator as teaching basic values of peace and nonviolence as correct social behavior. (JN)…

Danis, Claudia, Ed.; Hrimech, Mohamed, Ed. (1995). Adult Education: The Past, the Present, and the Future. Proceedings of the Annual Conference of the Canadian Association for the Study of Adult Education (14th, Montreal, Quebec, Canada, June 1-3, 1995) = L'Education des Adultes: Un Passe, Un Present, un Avenir. Les Actes du Congress Annuel, l'Association Canadienne pour l'Etude de l'Education des Adultes (14e, Montreal, Quebec, Canada, 1-3 Juin, 1995). The following papers (with nine in French) are included: "Refocusing the Multicultural Discourse in Adult Education" (Acton); "University Extension and the Service University" (Archer); "Linking Cases to Course Content" (Block); "The Effects of Education on Food Security among Low Income Urban Adults" (Blunt); "Adult Education Research Trends in Canadian Universities" (Bouchard); "Born of Different Visions" (Briton, Spencer); "Virginia Griffin's Path and Contribution toward the Holistic Orientation" (Campbell); "Learning a Living" (Church, Creal); "Art and Storytelling" (Crawford); "Economic Globalization" (Cruikshank); "Constructing a Need" (Davidson); "The Marginalization of Adult Education" (Deshpande); "Surfacing Tensions in Graduate Adult Education" (Dewar); "New Directions for Adult Education Programs in Community Colleges" (Feng, Hian);… [PDF]

Oberg, Jan (1994). Conflict-Mitigation: Philosophy & Methodology. Peace Education Miniprints No. 56. Conflict-mitigation is a concept and methodology that emphasizes a broad societal understanding of conflicts obtained mainly through in-depth interviewing with many and varied actors. Developed through the work by the Transnational Foundation for Peace and Future Research (TFF), the conflict-mitigation process is intended to serve a number of purposes: (1) enable the parties to solve conflicts themselves to the largest extent possible; (2) serve as early warning, preventive diplomacy, and multi-track diplomacy; (3) understand better the peace-making potential of civil society; (4) help not only the conflicting parties but the international community through an open and open-ended process; (5) work with drafts or interim reports that the conflicting parties are invited to comment on; and (6) lead to an informal third party role in some cases. The practice of conflict-mitigation section follows the purposes and describes interviews, analysis, and reports. A list of 21 directions that… [PDF]

Risinger, C. Frederick (2012). Integrating Art and Music into Social Studies Instruction. Social Education, v76 n3 p157-158 May-Jun. The author truly believes that the marginalization of social studies is not only harming the profession, it is jeopardizing the democracy. But if social studies is in jeopardy, consider the colleagues in the arts and music. Art and music programs have been reduced or eliminated in thousands of schools throughout the nation. Marginalizing art and music can be as damaging to the idea of a multicultural world living in peace as the marginalization of social studies/citizenship education is to an educated, participatory citizenry. Many thoughtful social studies teachers have integrated art and music into their history, geography, and government lessons. Here are some suggested websites that will help classroom teachers and curriculum specialists bring these important aspects of human culture to their students. They will probably heighten interest among many students as well…. [Direct]

Al-Lail, Haifa Jamal; Bennett, Douglas C.; Cornwell, Grant H.; Schenck, Celeste (2012). An Education for the Twenty-First Century: Stewardship of the Global Commons. Liberal Education, v98 n4 p34-41 Fall. Recognizing that the term \global education\ has become commonplace but, too often, is put forward without adequate substance, this proposal seeks to envision a foundational higher education for the twenty-first century. The authors believe it is important to imagine an education fit for global possibilities because theirs has become a world in which connections and consequences reach across borders and leap oceans. For much of the nineteenth and twentieth centuries it may have been appropriate to frame education in national terms. The challenges of the twenty-first century–the possibilities of prosperity, of peace, of health, of fulfillment–all unfold on a global stage. They know that there are many approaches to higher education across the world, some more narrowly focused on preparation for vocation, some aiming to educate the whole person. They intend to articulate the main features of any education that can be truly adequate to global challenges. In relation to current… [Direct]

Fry, Gerald W.; Hendel, Darwin D.; Horn, Aaron S. (2012). The Empirical Basis for Adopting a Civic Rationale for Internationalization. Higher Education: The International Journal of Higher Education and Educational Planning, v64 n2 p161-175 Aug. While considerable consensus exists regarding the importance of internationalizing postsecondary education, little is known about whether distinct forms of internationalization influence civic engagement. This study estimates the degree to which study abroad and internationalization at home (IaH) are associated with international volunteerism among undergraduate alumni at research universities in the United States (n = 93). Results from a multiple regression analysis revealed that extensive IaH–reflected by both the presence of internationalized general education and a high concentration of international students–and the institutional study abroad rate were both positively associated with international volunteerism, operationalized as participation in the Peace Corps. Limited forms of IaH were not predictive of international volunteerism. Regression models explained between 29 and 38% of the variance in international volunteerism. The findings suggest that institutions can better… [Direct]

Dewilde, Joke; Kj√∏rven, Ole Kolbj√∏rn; Saether, Elin; Skrefsrud, Thor-Andr√© (2021). Young People's Experiences and Meaning-Making at a Multicultural Festival in Norway. Journal of Peace Education, v18 n2 p163-181. This article explores young people's experiences and meaning-making at a multicultural festival. Multicultural festivals aim to promote inclusion and challenge problem-oriented discourses in current debates on diversity and migration. Listening to youth voices from such a festival gives a sense of how young participants perceive representations of cultural difference, and how they relate these representations to their own identity and sense of belonging. The participants in our study are 86 young people from diverse cultural and linguistic backgrounds between the ages of 12 and 20. They recorded answers to our questions about what they did at the festival as well as the memories that participation evokes using a specially developed app. Interpreting the broad spectrum of their reflections in the light of theories about intercultural learning and citizenship, we found that the young people were eager to learn about the Other by experiencing cultural differences and engaging with… [Direct]

Brunker, Nicole; Lombardo, Marissa (2021). Ripples of Hope: Learning to Support Student Behaviour from the Pedagogical Practice of a Flexi-School for Marginalised Youth. Journal of Peace Education, v18 n1 p27-47. Student behaviour is a high priority for Pre-Service Teachers and Early Career Teachers. This article shares a view into a journey taken in the step from Pre-Service Teacher to Early Career Teacher. Driven by rising questions that challenged the norm of behaviour management presented through Initial Teacher Education and schools, this teacher looked inside a Flexi-school for marginalised youth to consider how pedagogical approaches are enacted. Existing to support young people who have experienced exclusion from mainstream schools, Flexi-schools provide an environment predicated on doing things differently to support student wellbeing and re-engagement in education. Through an holistic approach to students, this Flexi-school positions student behaviour as a pedagogical consideration, rather than a challenge to be managed. This narrative based case study offers an opportunity to see the ripples of hope created in one Flexi-school epitomising the holistic aims of restorative practices,… [Direct]

Wu, Manfred Man Fat (2021). Forgiveness Education from an Hegelian Perspective. Journal of Peace Education, v18 n1 p92-112. Although school is an ideal location for teaching forgiveness because it mediates between the family and society, forgiveness education has been relatively neglected in schools. Most research and pedagogical models on forgiveness education to date are based on the psychological perspective which is individualistic in nature. Although empirical support for effectiveness of these models has been found, the individualistic foundation of these models ignores the collective aspect of forgiveness and forgiveness education. Hegel's philosophy provides insights that can complement the individualistic perspective. Hegelian philosophy suggests that forgiveness enables mutual recognition to occur and the collective human consciousness to progress to higher stages of development in a dialectical manner. This paper proposes the major elements for forgiveness education from an Hegelian perspective that complement existing theories, research and practice forgiveness education: the importance of… [Direct]

Floresta, Jonamari Kristin (2021). Undoing a Culture of Violence in Schools by Hearing the Subalterned Students Who Experience War in Mindanao. Journal of Peace Education, v18 n3 p260-281. Students exposed to conflict have increased risks of perpetrating school violence. For young people who experience war in Philippine's Mindanao, overcoming violence can be particularly challenging as perpetrating this behaviour has, over time, become embedded in their postcolonial culture. These students are most affected by conflict and vulnerable to competing political entities; therefore, in this study, they are identified as the subalterned. Data from a phenomenological research that focus on the lived experiences of the subalterned students and schools' impact on their identity formation were used to investigate ways to counter the production of a violent culture. In-depth interviews and focus group discussions with art-based activity are used to gather the experiences of current students from six schools and former students in three conflict-affected regions of the country. Using postcolonial theory, this study highlights that student empowerment through identity formation and… [Direct]

Smith, David J. (2008). Global Peace, Conflict and Security: Approaches Taken by American Community Colleges. Journal of Peace Education, v5 n1 p63-78 Mar. US community colleges play various roles in American higher education. Because of their wide-ranging diversity and open enrollment policies, they are frequently referred to as "democracy's colleges". They are vital today in assisting Americans in better understanding the global realities of a post-September 11 world. Programmatic strategies based in international education are being employed by institutions to better prepare students for these new realities. These strategies include peace studies, international studies, global studies, conflict resolution and homeland security. Because community colleges must work within curriculum, resource and mission limitations, finding approaches that can capitalize on the intersection of these strategies is critical to providing content in global peace, conflict and security. (Contains 1 figure.)… [Direct]

Piechowski, Michael (2009). Peace Pilgrim, Exemplar of Level V. Roeper Review, v31 n2 p103-112 Apr. Cases of secondary integration (Level V), the most advanced level of development through positive disintegration, are easily found within the religious sphere. To find a secular case of secondary integration presents a greater challenge. The life of Peace Pilgrim (1908-1981), known personally to a great many people, appears to be such a case. The course of her personality development appears to reflect successive phases of multilevel growth. This article examines Dabrowski's concept of secondary integration, personality ideal, and Peace Pilgrim's state of inner peace in an attempt to arrive at some purchase on these concepts. This study also raises the subject of spiritual experience as personal experience unbounded by systems of religious beliefs. This stratospheric study does carry actual implications for gifted education. (Contains 1 figure and 1 footnote.)… [Direct]

Harber, Clive; Mncube, Vusi (2011). Is Schooling Good for the Development of Society?: The Case of South Africa. South African Journal of Education, v31 n2 p233-245. This paper is concerned with three possible theoretical relationships, between education and social, economic and political development, that–(a) education improves society, (b) education reproduces society as it is and (c) education actually makes society worse. The paper then uses South Africa as a case study to critically analyse these different roles of education in relation to development theory. In particular, it examines three theoretical tensions in post-apartheid education policy and practice–those between human capital theory and social reproduction, between modernisation and bureaucratic disorganisation, and between democracy and peace and authoritarianism and violence. It concludes by attempting to explain these tensions and contradictions in term of factors specific to South Africa such as teacher professionalism and teacher identity and in relation to wider factors inherent in the historical origins of schooling as a form of organisation based on social control…. [PDF]

Reardon, Betty A. (1999). Educating the Educators: The Preparation of Teachers for a Culture of Peace. Peace Education Miniprints No. 99. This paper discusses the need to prepare teachers for the role of agents for a culture of peace. The paper calls for the cultivation of vision, a capacity to see the potential for positive development in learners and constructive change in society. 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]

Moradi Sheykhjan, Tohid (2015). Global Mental Health for Twenty First Century Education. Online Submission, Paper presented at the National Seminar on Lifelong Education through Prospective Teachers (Mahatma Gandhi University, College of Teacher Education (MGUCTE), Kerala, India, Jun 23-24, 2015). 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]

Hamburg, David A. (1997). A Perspective on Carnegie Corporation's Program, 1983-1997. The Carnegie Corporation's mission is to continue Andrew Carnegie's philanthropic preoccupations with promoting education and world peace. In this essay, retiring Carnegie Corporation President David A. Hamburg provides a detailed accounting of his stewardship of the foundation since 1983, when he set forth new program directions in the context of drastic changes in the American family and society and, more broadly, the Cold War and the worldwide transformation in science and technology. The essay outlines an agenda for national and international attention in the future, focusing on the need for communities of the world to reconcile their differences and cooperate in creating systems for the prevention of mass violence. Also described is Corporation support for research and projects to clarify the positive conditions for ensuring healthy child and adolescent development, to make this knowledge widely understood throughout the country, and to strengthen the capacity of key… [PDF]