Sen, Abdulkerim (2019). Militarisation of Citizenship Education Curriculum in Turkey. Journal of Peace Education, v16 n1 p78-103. In response to the United Nation's (UN) Decade for Human Rights Education initiative, the Turkish Ministry of National Education changed the title of citizenship education courses from 'Citizenship Studies' to 'Citizenship and Human Rights Education' in 1995. However, this curriculum reform was overshadowed by the rise to power of a political Islamist party. The secularist military toppled the first Islamist party-led government in the name of preserving the principle of laicism. Announced after the 1997 coup, the main textbook for the citizenship and human rights education course showed a profound influence of the militaristic discourses as evidenced by the negative depiction of the Kurdish people and political Islamists and the hagiographic portrayal of Atat√ºrk and the army. By drawing on interviews with key informants, archival/public policy documentation and textbooks, this paper argues that the curriculum reform began with the participation in the UN initiative ended with the… [Direct]

Romero-Amaya, Daniela (2019). Empty Schools and "Silencios": Pedagogical Openings for Memory-Making in Colombia. Journal of Peace Education, v16 n1 p104-125. This paper draws from "Silencios" — a photography series by the Colombian artist Juan Manuel Echavarr√≠a. "Silencios" comprises more than 120 portrayals of abandoned schools due to armed conflict in Los Montes de Mar√≠a, Colombia. Sharing Echeverr√≠a's belief that 'these chalkboards have lessons to tell us about war', the author of this paper advocates for the pedagogical use of "Silencios" to promote and support memory works in Colombia. The present analysis acknowledges that hegemonic memories and narratives have a negative impact on conflict-affected societies due to their authoritarian and oppressive character. Therefore, the pedagogical use of "Silencios" seeks to ignite multiple narratives and counterhegemonic memories that might emerge as the public interacts with the photography. The visuals, in this sense, become an educational opportunity to stimulate reflection and resistance against the monopoly of the past in a country that is… [Direct]

Starks, Charlane (2013). Connecting Multiculturalism, Sustainability, & Teacher Education: A Case for Linking Martin Luther King Streets & the Power of Place. Multicultural Education, v21 n1 p33-37 Fall. In "The Shame of the Nation: The Restoration of Apartheid Schooling in America," Kozol (2005) asked a question that many educators and other education stakeholders still wonder about in regards to the educational progress for many urban school students in the United States, "What do we need to do to alter these realities?" (p. 215). Altering realities requires new questions and creatively connecting educational issues such as multiculturalism, education for a sustainable living, and teacher education in different ways. In this article author Charlane Starks ascribes an urban location to multiculturalism, sustainability, and teacher education to draw attention toward transforming the realities of urban bioregions with culturally diverse student populations to contribute to further eliminating the achievement and social gaps inherent in today's urban school communities. Starks contends that teachers and teacher educators can be a "force for responsibility and… [PDF]

Osler, Audrey; Starkey, Hugh (2010). Teachers and Human Rights Education. Trentham Books Ltd Why do teachers need to be familiar with human rights? In multicultural societies, whose values take precedence? How do schools resolve tensions between children's rights and teachers' rights? Campaigners, politicians and the media cite human rights to justify or challenge anything from peaceful protest to military action. The phrase \human rights\ appears to be a slogan in need of a definition. Human rights education is more urgent than ever. \Teachers and Human Rights Education\ clarifies the relevance of human rights to teachers' everyday work. The authors draw on international examples to discuss how schools can work with young people to promote the ideals of justice and peace. Human rights principles are applied to the challenges of living together democratically. The book contributes to the UN World Programme on Human Rights Education and is a key text for postgraduate studies…. [Direct]

Watras, Joseph (2010). UNESCO's Programme of Fundamental Education, 1946-1959. History of Education, v39 n2 p219-237 Mar. UNESCO formed the concept of fundamental education in hopes that the programme could end poverty, bring world peace and serve indigenous people. When UNESCO's first pilot project appeared to fail, the organisation developed centres where fundamental education workers learned to use such techniques as libraries, museum displays, films and radio, instruction in vernacular languages, and literacy campaigns. Modelled on progressive education, these techniques shared four tendencies that contradicted the aims of fundamental education. First, the programmes seemed to impose a modern scientific culture on indigenous societies. Second, the fundamental education workers found themselves manipulating indigenous people to accept what the programmes offered. Third, when officials used words aimed at helping, they seemed to mask the cultural traits that the programmes implied. Fourth, the fundamental education workers tended to translate failure as an indication of the need for increased efforts… [Direct]

Killen, Melanie; Lee-Kim, Jennie; Park, Yoonjung; Young, Mark (2012). Introducing "Cool School": Where Peace Rules and Conflict Resolution Can Be Fun. International Journal of Game-Based Learning, v2 n4 p74-83. The need to play is primeval in human beings, at least as strong as the urge to fight. While the larger gaming community has traditionally focused on the fairly lucrative potential of exploiting the urge to fight in the form of violent and destructive war games, the "Serious Games" segment has become aware of the power of applying this technology "beyond entertainment" to advance social good. So far most of this work has focused on the areas of civics, health, education and NGO policy advocacy. Relatively little has been explored in the crucial domain of conflict resolution, especially as it pertains to promoting positive social skills in childhood. The authors seek to address this important need by offering a first empirical analysis of the impact that can be had from a new digital game designed to teach conflict resolution to children: "Cool School: Where Peace Rules." This enjoyable interactive PC based game has already furnished visible and inspiring… [Direct]

Bejan, Teresa M. (2010). Teaching the "Leviathan": Thomas Hobbes on Education. Oxford Review of Education, v36 n5 p607-626 Oct. This paper considers Thomas Hobbes's educational thought both in its historical context and in the context of his political philosophy as a whole. It begins with Hobbes's diagnosis of the English Civil War as the product of the miseducation of the commonwealth and shows that education was a central and consistent concern of his political theory from an early stage. For Hobbes, the consensus on civil matters required for peace could be secured only through rigorous and universal civic education overseen by the sovereign in the universities, the pulpit, and the family alike. While some scholars have condemned Hobbesian education as unacceptably authoritarian, others have cited it approvingly as evidence for a more liberal Hobbes. This essay argues that neither reading adequately grasps the subtle relationship between persuasion and authority that characterises Hobbes's conception of education and, indeed, his political philosophy more generally. (Contains 21 notes.)… [Direct]

Varis, Tapio (1995). The Role of Peace Education and the Media in the Prevention of Violence: A Global Perspective. Thresholds in Education, v21 n2 p5-10 May. The universities of the world bear profound moral responsibilities to increase understanding of nuclear-age risks and the need to reduce them. Global classrooms are needed. If universities design and set up an international information center and communications consortium, these facilities will support information exchange and provide communications based on low-cost technologies. (17 references) (MLH)…

Stomfay-Stitz, Aline; Wheeler, Edyth (2007). Caring for Each Other in a Peace Club. Childhood Education, v84 n1 p30-H Fall. Each teacher has a favorite dream for the first weeks of the new school year: a calm and peaceful classroom. Yet, due to the tragic incidents of violence and school shootings, matched by an increase in bullying and harassment, such noble goals seem remote and unrealistic. The authors believe that there is a way to succeed through the concept of an in-class Peace Club. Under the broad umbrella of the United Nations, an International Decade for a Culture of Peace and Nonviolence for the Children of the World was launched to include 200 countries around the world (UNESCO, 2000). The Peace Club was one of many models suggested as appropriate for a whole school, a classroom, or family. The principles of a Peace Club format for children have a solid foundation in the philosophy of education that most teachers studied for their degrees in education. The goal for a Peace Club community is based on caring and peacemaking. This article discusses how to launch a Peace Club in schools and… [Direct]

Baksh, Rawwida, Ed.; Munro, Tanyss, Ed. (2009). Learning to Live Together: Using Distance Education for Community Peacebuilding. Commonwealth of Learning This book includes a range of community peacebuilding experiences from across the Commonwealth that have been applying open and distance learning (ODL) approaches. The case studies offer insights into the challenges as well as the kinds of interventions that have worked and how they can be built upon. They show that ODL can be an effective and efficient way to involve many of the people most affected by conflict in being part of its prevention, mitigation and resolution. The following essays are included in this book: (1) Using Open and Distance Learning for Community Development (Tanyss Munro and Ian Pringle); (2) Bush Radio in South Africa (Sanjay Asthana); (3) Doorways for Open and Distance Learning in the Kingdom of Lesotho (Kallie de Beer); (4) Creating Spaces for Dialogue on Children's Rights: "Curious Minds" from Ghana (Sanjay Asthana); (5) Learning for Peace Through Community Radio in Northern Uganda: The Case of Radio Apac (Carol Azungi Dralega); (6) Learning… [PDF]

Minott, Mark A. (2010). Influence of Christian Churches on Schools in the Cayman Islands. Journal of Research on Christian Education, v19 n2 p116-133. The purpose of this research was to identify the influence of churches on schools in the Cayman Islands and to employ the findings in making suggestions for Christian education in the Caribbean. A qualitative case study methodology was used. Research instruments included questionnaires, interviews, and observations. Teachers and students of three schools participated with the pastors of their associated churches. The churches' influence on the schools was revealed, and suggestions were made regarding: how churches can use their influence to help maintain and develop societal peace and stability via schools' personnel and curricula, how to fortify the continued use of church influenced behaviors in schools, and how to reduce incidence of student delinquency, which is on the rise in the Caribbean. (Contains 1 table.)… [Direct]

(1998). Public Law 105-244. Higher Education Amendments of 1998, 105th Congress. The complete text of the Higher Education Act Amendments of 1998 is divided into eight sections: Title I covers general provisions; Title II teacher quality enhancement grants; Title III addresses institutional aid, including strengthening historically black colleges and universities and the minority science and engineering improvement program; Title IV, student assistance, has eight parts which deal with grants to students, the Federal Family Education Loan Program, federal work-study programs, the William D. Ford Federal Direct Loan Program, federal Perkins loans, need analysis, general provisions, and program integrity; Title V, is titled developing institutions and covers a new program for Hispanic-serving institutions; Title VI, international education programs, includes foreign language studies and the Institute for International Public Policy); Title VII covers graduate and postsecondary improvement programs; and Title VIII addresses various studies, reports, and related… [PDF]

Wang, Hongyu (2018). Nonviolence as Teacher Education: A Qualitative Study in Challenges and Possibilities. Journal of Peace Education, v15 n2 p216-237. This paper explores the challenges and possibilities of teaching nonviolence in teacher education. Using qualitative teacher research, this paper discusses teacher education students' responses to the notion of nonviolence and how to create beneficial pedagogical conditions for students to learn nonviolence and its meanings for education. The data were collected from three graduate classes that, to different degrees, addressed the role of nonviolence in education. Three shifts in students' understanding of nonviolence as a result of their learning are identified: the shift from a narrow to a broad understanding, the shift from a passive view to a proactive view, and the shift from looking outside to looking inside and engaging in emotional work. The pedagogical conditions that facilitated these shifts are also discussed, including strategies for engaging students' inner work, creating experiential relationships with the other, and transforming classroom relational dynamics. This… [Direct]

Acar√≥n, Thania (2018). Movement Decision-Making in Violence Prevention and Peace Practices. Journal of Peace Education, v15 n2 p191-215. Studying parallels between movement behaviour and violent actions can help understand interdisciplinary possibilities for prevention, intervention, mediation and post-conflict healing. This article explores the role of unconscious and conscious movement decision-making in violent/peaceful interactions. Thematic analysis of interviews was conducted with trainers in dance/movement peace practices working in fourteen countries. The doctoral research sociologically analysed shared beliefs and a framework that was previously applied to work in schools, expanding its potential for new settings and peace contexts. The framework illustrates five stages of decision-making (Flow/Tension, Attention, Intention, Action and Reflection/Evaluation) based on Warren Lamb's and Rudolph Laban's systems of movement analysis. Flow/Tension refers to physiological responses to conflict and the regulation of tension, discomfort and breath. Attention involves the development of spatial awareness and awareness… [Direct]

Zong, Guichun (2009). Developing Preservice Teachers' Global Understanding through Computer-Mediated Communication Technology. Teaching and Teacher Education: An International Journal of Research and Studies, v25 n5 p617-625 Jul. This study examines preservice teachers' conceptual understanding of global education subsequent to participation in an asynchronous web-based multinational project to discuss issues related to cultural diversity and global challenges. Data included 59 preservice teachers' online messages and reflective essays. Six perspectives emerged from this inquiry: global education as cultural learning and understanding, fostering tolerance, addressing global issues, teaching global connections and collaborations, promoting peace, and critical understanding of global issues and events. The findings suggest that the online discussion provided a unique opportunity for participants to interact with teachers and students from different countries in an authentic context…. [Direct]

Lam, Chi-Chung; Wong, Ngai-Ying; Yang, Guang (2010). Developing an Instrument for Identifying Secondary Teachers' Beliefs about Education for Sustainable Development in China. Journal of Environmental Education, v41 n4 p195-207. Education for Sustainable Development (ESD) has been recently recognized as an important area in the new Chinese educational reform. As teachers play a pivotal role, knowing and developing an effective and easy-to-use instrument for tapping teachers' beliefs is essential. This article reports an attempt to develop an instrument with mixed methods. The finalized instruments comprise two subscales with satisfactory reliability indices obtained. Sustainability values (VSD) consists of four dimensions: respect and care for the community of life; ecological integrity; social and economic justice; and democracy, nonviolence, and peace. Teaching beliefs of ESD (TESD) consists of three dimensions: relevance to daily life; students' need in the future; and integrated teaching. With these validated instruments, future research and potential problems will be less strenuous. (Contains 1 figure and 4 tables.)… [Direct]

Siddiek, Ahmed Gumaa (2010). Language Situation in Post-War Sudan. International Education Studies, v3 n3 p79-87 Aug. The theme behind this paper is to review the language policy and language planning in the Sudan, after the institutionalization of peace; by exploring the recent policy of political factions in the North and the South towards languages in post-war Sudan. This effort aims at encouraging non-Arabic speaking-ethnic-groups to accept the Arabic language as lingua franca, by allowing it an official status in education and government offices. The paper also aims at encouraging the Arabic speaking majority in the North, to take the initiative to study and learn the most dominant local Sudanese-African languages, and be familiar with their oral and written literature; as well as realizing the role of these languages in enriching the cultural heritage in our country and making unity an attractive choice…. [PDF]

Gutzwiller-Helfenfinger, Eveline (2018). Not Unlearning to Care — Positive Moral Development as a Cornerstone of Nonkilling. Journal of Peace Education, v15 n3 p288-308. In this theoretical paper, selected areas of moral development as well as some of the respective theories and models are used to characterise positive, healthy moral development. Such moral development is seen as one prerequisite of nonkilling. From a lifespan perspective, core concepts such as moral motivation and moral agency are combined into an understanding of moral development, as based on the making meaning of experience in the context of social interaction and co-construction. The aim of (socio)moral development is seen in moral maturity, that is, the genuine understanding of the way our own actions or nonactions affect the welfare of others, including the motivation, the sense of personal responsibility, and the will to act in such ways as not to harm or to protect or re-establish others' welfare. Reaching this aim can be seen as the outcome of healthy moral development…. [Direct]

Evans Pim, Jo√°m (2018). Preventing Violence through Hip Hop: An Evolutionary Perspective. Journal of Peace Education, v15 n3 p325-344. For decades Hip Hop cultural practices have been disparaged for allegedly inciting and being responsible for the eruption of urban violence. This assumption, likely built upon pre-existing biases regarding the street culture and ethnic minorities where Hip Hop emerged, ignored how some of the genre's main elements — particularly freestyle rap, "breakin'" or breakdancing and graffiti tagging — initially served the purpose of providing at-risk youths with real alternatives to direct physical violence in their day-to-day lives, and continue do so today. It has also ignored broader analogies with other cross-cultural and cross-species manifestations of similar practices that have served for millennia as effective mechanisms for reducing the likelihood of potentially lethal violence. By presenting these manifestations — namely song dueling and mark making — in comparative terms with Hip Hop's freestyle song and dance battles and tagging territorial contests, this article… [Direct]

Sponsel, Leslie E. (2018). One Anthropologist's Answer to Glenn D. Paige's Question Challenging Peace Studies. Journal of Peace Education, v15 n3 p267-287. Glenn D. Paige pioneered in the revolutionary development of a far-reaching transformation of science, academia, and society from a killing to a nonkilling worldview, values, and attitudes. For six decades, anthropology has been accumulating scientific empirical evidence and rational arguments demonstrating that nonkilling societies exist, thereby rebutting the simplistic biological determinist myth that human nature inevitably and universally generates violence and war. Nevertheless, Hobbessians persist in their echo chamber advertising and celebrating the innate depravity of the human species as apologists for war and peace resisters. This systemic bias operates in synergy with the American industrial-military-media-academic complex and culture, the latter exemplified by a revealing comparison of war and football. With great intellectual courage and creative thinking, Paige critically challenges the anachronistic Hobbesian paradigm and offers a far more compelling and positive… [Direct]

Fisher, R. Michael (2000). Unveiling the Hidden Curriculum in Conflict Resolution and Peace Education: Future Directions toward a Critical Conflict Education and \Conflict\ Pedagogy. Online Submission This report offers a brief summary of a master thesis that had the purpose to study the way conflict management educators write and think about \conflict.\ Using a critical discourse analysis (a la Foucault) of 22 conflict resolution manuals for adults and children (U.S., Canadian, Australian), and using a selected sample of those most available to teachers and facilitators, the author asks the question \what is the best conflict education that is required for youth and adults to live in a world of a 'culture of violence' in the 21st century?\ The specific purpose of the study was to provide a poststructuralist critique of conflict management texts/discourses re: the conceptualizations of 'conflict' itself. The study found that the texts/discourses were highly ideologically biased toward consensus theory, unity and harmony, cooperation, pragmatism and a general conservative politics based in psychological individualism (and social psychology). Thus, there is a \hidden curriculum\… [PDF]

(1984). Unesco Fellowships in Education for International Education and Peace. International Understanding at School, n46-47 p24-25 1983-84. During 1983, three educators received Unesco fellowships to study the Associated Schools Project in Argentina, Malta, and Thailand. Each study visit is described. (RM)…

Harber, Clive (1996). Educational Violence and Education for Peace in Africa. Peabody Journal of Education, v71 n3 p151-69. Examines the violent context in which many African schools have existed (war, violent military oppression, and resistance). Explores the context of structural violence (debt, economic decline, and poverty) and its effects on education and argues that schools themselves have often been violent places, though recent democratic political developments are beginning to have positive effects on the nature of education. (SM)…

Darling-Hammond, Linda; Hamedani, MarYam G. (2015). Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth. Research Brief. Stanford Center for Opportunity Policy in Education The psychological, social, and emotional aspects of education have enjoyed increased attention in recent years as often termed "non-cognitive factors" and "soft skills" have gained traction in research, policy, and practice circles as major drivers of student achievement. This renewed attention represents an important shift, as social and emotional supports for students in school have frequently been called the "missing piece" in the accountability-driven practices that are the legacy of No Child Left Behind. Further, failing to meet students' psychological, social, and emotional needs will continue to fuel gaps in opportunity and achievement for students–in particular, low-income students and students of color–who are frequently underserved by the schools they attend. We studied three very different high schools that have centered their work on developing young people as whole human beings who are socially and emotionally aware and skilled, who engage… [Direct]

Pistolesi, Edie (2007). Art Education in the Age of Guantanamo. Art Education, v60 n5 p20-24 Sep. Censorship exists in institutions where art exists, and also where art education exists. In fall 2005, a group of instructors and the author taught a group project with a political theme–peace. In this article, she examines institutionalized censorship within schools, and the ramifications of teaching the subject of peace in a time of war. (Contains 3 endnotes.)…

Bekerman, Zvi (2012). Culture/Religion and Identity: Social Justice versus Recognition. Religious Education, v107 n3 p225-229. Recognition is the main word attached to multicultural perspectives. The multicultural call for recognition, the one calling for the recognition of cultural minorities and identities, the one now voiced by liberal states all over and also in Israel was a more difficult one. It took the author some time to realize that calling for the recognition of minorities culture/religion and identity was the best way to sustain on the one hand structural asymmetries while adopting the racist discourse of old which attaches to individuals and groups, by virtue of their circumstances of birth or early socialization, the differences that explain their present frail realities. The author's work on peace pedagogies at a variety of integrated, Palestinian and Jewish, educational settings in Israel has strengthened his thought that emancipatory perspectives and social justice could not be served well by recognition ideologies. The more he has looked into the details of the everyday realities of the… [Direct]

Garver, Bruce (2011). Immigration to the Great Plains, 1865-1914: War, Politics, Technology, and Economic Development. Great Plains Quarterly, v31 n3 p179-203 Sum. The advent and vast extent of immigration to the Great Plains states during the years 1865 to 1914 is perhaps best understood in light of the new international context that emerged during the 1860s in the aftermath of six large wars whose consequences included the enlargement of civil liberties, an acceleration of economic growth and technological innovation, the expansion of world markets, and the advent of mass immigration to the United States from east-central and southern Europe. Facilitating all of these changes was the achievement of widespread literacy through universal, free, compulsory, and state-funded elementary education in the United States, Canada, and most western and northern European countries. Moreover, the extraordinary transformation of the Great Plains from a sparsely inhabited frontier to a region of thriving cities and commercial agriculture took place in the remarkably short time of forty-nine years, during which Europe and North America enjoyed unprecedented… [Direct]

Freedman, Sarah Warshauer; Samuelson, Beth Lewis (2010). Language Policy, Multilingual Education, and Power in Rwanda. Language Policy, v9 n3 p191-215 Aug. The evolution of Rwanda's language policies since 1996 has played and continues to play a critical role in social reconstruction following war and genocide. Rwanda's new English language policy aims to drop French and install English as the only language of instruction. The policy-makers frame the change as a major factor in the success of social and education reforms aimed at promoting reconciliation and peace and increasing Rwanda's participation in global economic development. However, in Rwanda, the language one speaks is construed as an indicator of group affiliations and identity. Furthermore, Rwanda has the potential to develop a multilingual educational policy that employs its national language, Kinyarwanda (Ikinyarwanda, Rwanda), to promote mass literacy and a literate, multilingual populace. Rwanda's situation can serve as a case study for the ongoing roles that language policy plays in the politics of power…. [Direct]

Brooks, Jeffrey S., Ed.; Normore, Anthony H., Ed. (2017). Leading against the Grain: Lessons for Creating Just and Equitable Schools. Teachers College Press What new ideas and ways of thinking can educational leaders learn from great world leaders who have moved their societies to greater equity and expanded educational opportunity? In this lively, accessible volume, the editors have brought together an impressive group of senior and early-career educational scholars to study the lives and contributions of a wide range of outstanding historical and contemporary leaders from the United States and across the globe. This rich collection of brief biographical commentaries profiles leaders like Wangari Mathaai, John Tippeconic III, Fannie Lou Hamer, Saul Alinsky, Antonia Pantoja, Jimmy Carter, Golda Meir, Sun Yat Sen, Jos√© Rizal, and Jesus Christ. Each profile focuses on a single individual and includes (1) an introduction and biographical sketch; (2) a discussion of their context and activities as a leader; (3) a list of the key lessons we can learn from their leadership; and (4) an explanation of how these lessons are relevant for today…. [Direct]

Wisler, Andria K. (2009). "Of, By, and For Are Not Merely Prepositions": Teaching and Learning Conflict Resolution for a Democratic, Global Citizenry. Intercultural Education, v20 n2 p127-133 Apr. Universities that promote a liberal education through creative, cross-cultural curriculum nurture the goals of democracy and assist students in becoming "citizens of the world." Democratic education for social justice and global consciousness are necessary tools in the peaceful transformation of today's violent conflicts, which now supersede national and cultural boundaries. This paper focuses on how a course in Conflict Resolution can assist a student's development of a democratic global consciousness. The author draws upon her experience as both a graduate student of peace and conflict studies and a professor of Conflict Resolution at a New York City university. Specifically, the article offers a framework for a transdisciplinary conflict resolution education that is cosmopolitan and promotes social justice…. [Direct]