Cusack, Mella (2009). Policing Matters: Addressing the Controversial Issue of Policing through Education for Reconciliation. International Review of Education, v55 n2-3 p251-267 May. Policing is widely held to constitute a contentious issue in classrooms on both sides of the border on the island of Ireland, despite the fact that the ongoing peace process has led to a normalising of cross-border policing relationships. The Education for Reconciliation Project works with teachers and members of the two police services to produce teaching/learning modules on law and policing for use in Citizenship Education classrooms. This paper examines the commonly-held teacher perception of policing as a controversial issue and the reasons why these perceptions exist. It takes into consideration the opinion that it is time for schools to begin work on policing, and investigates the implications for practice…. [Direct]

Harb, Imad (2008). Higher Education and the Future of Iraq. United States Institute of Peace Special Report 195. United States Institute of Peace This report examines the past record, current condition, and potential of Iraq's higher education sector. Iraqis have traditionally valued intellectual achievement, but the legacy of Baathist rule and the current tide of instability are crippling the universities' ability to function effectively. The future, however, could see those universities playing a leading role in securing long-term peace. This report argues that if the security environment improves, Iraqi universities could become leading actors in the country's civil society, providing opportunities for faculty and students to resolve social and political conflicts, promote political stability and economic growth, and build an institutional infrastructure able to safeguard human rights. However, if the higher education sector is to play this role, it must first introduce reforms in such areas as curriculum development, faculty education, and administrative procedures. (Contains 22 notes.)… [PDF]

(2009). Patient Waiting. The Montessori Observer. Volume 30, Number 4. International Montessori Society (NJ3) "The Montessori Observer" is mailed four times each year, in March, May, September and November, to Society members throughout the world. The purpose is to provide news and information about the Society's work in Montessori education, and to extend awareness of Montessori principles throughout the world. This issue contains a feature article, "Patient Waiting," by Lee Havis. Other articles included in this issue are: (1) International Peace Day: Celebrating in India; (2) IMS Workshops and Seminars in Malaysia; (3) Reflections: Sudden Realization (Wendy Lieberman); and (4) Moment of Peril: Grabbing and Squeezing (Lee Havis)…. [PDF] [Direct]

Veltri, Barbara Torre (2012). Educator Abroad: Teaching ("Insegnare") and Learning ("Imparare") with Italian Children. Social Studies and the Young Learner, v24 n4 p23-26 Mar-Apr. Over her 30-year career as a certified teacher, researcher, and university teacher educator, the author has planned, facilitated and refined educational experiences for children from pre-kindergarten through adolescence, as well as for adults who teach (or were preparing to teach) in New York, Connecticut, Texas, and Arizona. During the summer of 2008, she served in Italy as a member of Volunteers for Peace, an international non-profit global immersion program directed towards arts, education, and cultural exchange. She was assigned to Barra, an economically disadvantaged area southeast of Naples. Despite her advanced degree, she was considered an adult "counselor" during the summer. With her professional background, she assumed that she would be mentoring older students, but found that her assignment was to support a lead teacher in her work with 24 young children. After a few days, she resigned herself to the "learner's seat," a position to which she was not… [Direct]

Lin, Jing (2006). Love, Peace, and Wisdom in Education: A Vision for Education in the 21st Century. Rowman & Littlefield Education Author Jing Lin contends that there is a great need for educators to reconceptualize education in the 21st century. Here, she discusses the danger of global wars, environmental breakdown, moral vacuum and nihilism in society, and the problems in current debates on school reform. This book calls for a school that facilitates the formation of a compassionate and loving global community-one that teaches the younger generation to gain a harmonious, respectful relationship with nature. The author envisions a school where the teaching of our interconnectedness based on love, changes the learning atmosphere, school curriculum focus, teacher-student relationships, school leadership, and the role of education in society as a transformative power. The book challenges our schools to shift from a rationalistic, functionalist perspective that primarily emphasizes tests and efficiency, to a constructive, transformative paradigm in which the integrated development of students' intellectual, moral,… [Direct]

Liljedahl, Peter, Ed. (2006). Proceedings of the 2005 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2005 du Groupe Canadien d'Etude en Didactique des Mathematiques (29th, Ottawa, Ontario, Canada, May 27-31, 2005). Canadian Mathematics Education Study Group This submission contains the Proceedings of the 2005 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of Ottawa in Ottawa, Ontario. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc sessions. Papers include: (1) Learning Mathematics as Developing Identity in the Classroom (Stephen Lerman); (2) Formative Influences (Jean E. Taylor); (3) Mathematics Education,… [PDF]

Smith, David J. (2007). Building Global Peace, Conflict, and Security Curricula at Undergraduate Institutions: A Curriculum Development Guide for Colleges and Universities. United States Institute of Peace A central mission of the United States Institute of Peace (USIP) is the promotion of international conflict resolution education by assisting and supporting colleges and universities in their efforts at developing and offering programs, courses, and activities that focus on international peace, conflict, and security. Over the years, a number of institutions have posed the question: where should we start? While this is a difficult question to answer without understanding the particular context of each institution, USIP has found that looking across institutions that have established such programs, certain patterns emerge. Some institutions choose to focus on peace studies programs with an activist component, some select a security studies focus that emphasizes policymaking, and some develop conflict resolution programs that concentrate on skill building. Increasingly, institutions select items from each of these options to develop unique programs that reflect the existing interests… [Direct]

Karatay, Halit (2011). Transfer of Values in the Turkish and Western Children's Literary Works: Character Education in Turkey. Educational Research and Reviews, v6 n6 p472-480 Jun. In this paper, the occurrence frequency of the values "justice, family union, independence, peace, scientificality, diligence, cooperation, sensitivity, honesty, aesthetics, tolerance, hospitality, freedom, wellness, respect, affection, responsibility, cleanliness, patriotism, benevolence" which the Ministry of Education requires that children acquire in the Civics Course, have been analyzed in the narrative works from Turkish and Western children's literature that are within children's sphere of interest and are also recommended by the ministry. The document analyzing technique from qualitative research has been used to obtain data. A total of 20 values have been examined in the works, sticking to the definitions given in the syllabus according to their frequency of occurrence in a word, sentence or context, and coded into the relevant value themes in the rating lists. Content analysis, percentage and frequency techniques have been utilized in the analysis of the data… [PDF]

Violino, Bob (2010). A Safer Campus?. Community College Journal, v80 n6 p26-28, 30-31 Jun-Jul. The FBI, in partnership with the U.S. Department of Education and the U.S. Secret Service, recently released a report on violent attacks on college campuses that details ongoing security concerns at U.S. institutions of higher learning, including the nation's 1,173 community colleges. Researchers say the goal of the report, "Campus Attacks: Targeted Violence Affecting Institutions of Higher Education," released on the third anniversary of the Virginia Tech shooting massacre that took the lives of 32 students and faculty, is to examine incidents of targeted violence on college campuses and to make institutions of higher learning safer. Across the country, community colleges have already undertaken efforts to improve the safety and security of students, faculty, and others on campus. Though there is a heightened sense of vigilance, widespread enrollment increases are creating new concerns and, on many campuses, fueling the case for expanded investment. The author discusses… [Direct]

Freeman, Nancy K. (1997). Education for Peace and Caring Go Hand in Hand. Dimensions of Early Childhood, v25 n4 p3-8 Fall. Argues that children develop–at home, in school, and in the community–a repertoire of attitudes, beliefs, and behaviors that prepare them to become peaceful, cooperative, caring adults. Provides examples of instruction in caring through family life, household activities, classroom curriculum, the classroom environment, instructional techniques, extracurricular activities, and media resources. (SD)…

Jackson, Tony (2000). Equal Access to Education: A Peace Imperative for Burundi. This report examines the status of Burundi's formal education system, focusing on elementary and secondary schooling. It addresses the issues of access to education and quality of education as well as the role of the state and donors in funding the system. It explains how the protracted civil war in Burundi has paralyzed the education system, which was already failing before the conflict began. The report finds that the majority of children in Burundi receive no formal education; boys have a better chance than girls of going through both primary and secondary school. Educational achievement is further complicated by the fact that in grades 1-4, children are taught in their native Kirundi, but by grades 5 and 6, all instruction is in French. This report focuses on: "Burundi"; "The Effects of the Conflict"; "Primary Education" (access to primary education, dropout and repetition rates, the language of instruction, changing goals of primary education,… [PDF]

(1981). Peace and World Order Education: A Study Guide/Mini Course. This study guide may be used as a reader for exploratory discussions among college students and educators interested in peace, world order, and global change studies. The essays and reprints of journal articles in the guide are general introductions to the issues covered by world order education. The first article, "World Resources and the World Middle Class," presents the dynamics between global population growth, the development of a world middle class, and the physical and environmental constraints of the planet. "Hunger and World Order" demonstrates that world hunger and poverty are sustained by national arms expenditures and balance of payments concerns. "A Strategy for System Change" presents a plan for universal disarmament which could be initiated unilaterally by the United States. "Human Development and the Security Straitjacket" considers whether human aggression is inherently constructive or destructive. "The Program of the…

Rwantabagu, Hermenegilde (2010). Moral Education in a Post-Conflict Context: The Case of Burundi. Journal of Moral Education, v39 n3 p345-352 Sep. Burundi, like the rest of the Great Lakes region, has been shaken by widespread inter-communal divisions and violent conflict. It is commonly believed that the troubled history of Burundian society has been due to the lack of a consistent moral dimension in school curricula. It is this obvious gap that the Catholic Church, through its Moral Education Programme initiated in 2005, sought to address. The new curriculum, implemented gradually in Burundian schools, takes inspiration from traditional human values. The programme is community- and situation-based and places emphasis on an active-participatory approach, in which learners try to appropriate and apply in their daily lives the moral precepts they learn in the classroom. In a post-conflict context, it is incumbent upon parents, teachers and the churches (preferably in partnership) to erect the pillars of peace by teaching moral values to the younger generation which will prevent future conflict. (Contains 1 note.)… [Direct]

Margocsy, Jozsef (1979). Education for Peace and International Understanding in the Training of Teachers. Prospects: Quarterly Review of Education, v9 n2 p197-202. To help teachers inculcate ideals of peace and international understanding, the article suggests that the teacher education curriculum should emphasize international interdependence, language studies, cultural awareness, geography, integrated studies, and work experiences with international organizations. (DB)…

Hawkins, Margaret R. (2011). Social Justice Language Teacher Education. Multilingual Matters Social justice language teacher education conceptualizes language teacher education as responding to social and societal inequities that result in unequal access to educational and life opportunities. In this volume authors articulate a global view of Social Justice Language Teacher Education, with authors from 7 countries offering a theorized account of their situated practices. Following an introduction by I. Nasser, L.N. Berlin and S. Wong, the book is divided into 3 parts. Part 1, Education, contains the following chapters: (1) Palestinian Education under Occupation: Successes and Challenges (K. Shakhshir); (2) The Healing Power of Stories: Dialogue through English Language Learning (I. Deeb and G. Weinstein); (3) Positionalities and Personal Perspectives on Educational Research under Occupation: Where is Hope? ( S. Wong and I. Nasser); (4) Emancipatory Discourse? An Ethnographic Case Study of English Language Teaching in an Arabic-Hebrew Bilingual School (J. Schlam-Salman and Z…. [Direct]

(2013). The Importance of Afterschool and Summer Learning Programs in African-American and Latino Communities. Afterschool Alert. Issue Brief No. 59. Afterschool Alliance In classrooms across the country, when students hear the bell ring at 3 p.m., it signals the end of the school day and, for many, the start of an afternoon without supervision, without productive activities and without direction. Afterschool and summer learning programs are filling the invaluable role of providing essential services–such as a safe and supervised environment, academically enriching activities, healthy snacks and meals, and caring and supportive mentors–to children and families most in need of support. The need for these afterschool and summer learning programs is especially vital in African-American and Latino communities, communities that are experiencing higher levels of poverty, homelessness and food insecurity, and are facing disparities in education and access to extracurricular activities. Funding for afterschool and summer learning programs is a sound investment that will help meet the demands of, and bring much needed services to, African-American and Latino… [PDF]

Kabesiime, Mary (2010). Schooling Ugandan Girls: A Policy Historiography. Journal for Critical Education Policy Studies, v8 n1 p325-360 Aug. This is an abstract about Uganda. When the National Resistance Movement (NRM) government came to power in 1986, it had to address many challenges in order to achieve its objectives among which were: poverty eradication, eradication of illiteracy, reducing unemployment, bringing peace and prosperity for all. However, the government realised that in order to achieve the above, there was need to bring all citizens on board for national development. The first major challenge was the wide socio-economic gap between women and men. A deliberate action by the government to promote girls' education therefore took centre stage and resources were quickly mobilised to this effect. This paper is therefore intended to analyse the policy on education for girls in Uganda and the subsequent policies of Universal Primary Education (UPE) and Universal Secondary Education (USE). Through critical analysis, the paper reveals the policy's achievement of increasing the number of girls in schools and… [PDF]

Seager, Thomas P.; Selinger, Evan (2012). Ethics Go Digital. Chronicle of Higher Education, Oct. To be truly innovative, digital pedagogy has to do a better job of giving students the very thing that makes brick-and-mortar schooling so special: It must foster immersive learning communities that connect students to both their instructors and each other. Fortunately, there are ways that online education can do just that, as the authors have learned while team-teaching an ethics course that blends traditional classroom activities with an unusual online component. This is the second year they will teach "Sustainability Ethics" at their respective colleges, Arizona State University and the Rochester Institute of Technology. In the course, students play interactive games that the authors developed to explore theoretic problems relating to important issues in sustainability. While the students participate in the usual learning activities like reading, discussion, and writing assignments, they experience ethical issues personally through the games, in which they have an… [Direct]

Bekerman, Zvi (2005). Are There Children to Educate for Peace in Conflict-Ridden Areas? A Critical Essay on Peace and Coexistence Education. Intercultural Education, v16 n3 p235-245 Aug. In this paper, I reflect on the education that is being conducted in two Israeli schools, often held up as exemplary, that have the declared educational aim of cultivating tolerance and recognition of otherness. What is "going on" with those presumed to be the primary beneficiaries (the children studying at these schools) of an integrated educational enterprise? Should the focus for future peace be on these children at all. I take a critical look at the way we are attempting to forge a peaceful future through our young…. [Direct]

Rohrs, Hermann (1989). Education for Peace: A Neglected Aspect of Re-Education in Germany. Oxford Review of Education, v15 n2 p147-64. Analyzes the reconstruction of education in West Germany following World War II based on the author's personal experiences. Notes that the primary aim of re-education was to overcome nationalism, militarism, and the ideology of National Socialism, but that the efforts were not successful. Offers explanations for this lack of success. (KO)…

Garc√≠a-Raga, Laura; Grau, Roser (2017). Learning to Live Together: A Challenge for Schools Located in Contexts of Social Vulnerability. Journal of Peace Education, v14 n2 p137-154. Currently, there are many educational centres that demonstrate the need to promote initiatives to improve coexistence at school at the international level, especially in those located in contexts of social vulnerability. A socio-educational programme has been developed, applied and evaluated at a Singular Education Action Centre (Centro de Acci√≥n Educativa Singular–C.A.E.S) in the city of Valencia (Spain). To ascertain the programme's impact and possible generalization to other contexts, a quasi-experimental pretest-posttest design with a control group was used. Information was collected from 297 students and 54 teachers based on questionnaires assessing coexistence at school. The results obtained demonstrate the satisfactory functioning of the programme. The faculty and students from the experimental group affirm the importance of continuing to work in this direction to invest in creating a democratic school that firmly believes in coexistence and participation. Areas for… [Direct]

Guilherme, Alexandre (2017). Understanding Conflict Resolution Philosophically in a School Setting: Three Different Kinds of Violence and Dialogue. Journal of Peace Education, v14 n2 p215-234. According to Galtung, violence can be divided into two kinds: (i) direct violence, which is always physical in a wider sense (e.g. bodily harm or verbal abuse) or (ii) indirect violence that is either structural (i.e. the institution is structurally violent because it is organised so to privilege a group over others; e.g. a strict pyramidal organisational structure) or cultural (i.e. the institution is culturally violent because it encourages or fails to deal with cultural aspects that either privileges or is demeaning towards certain groups; e.g. institutionalised racism or misogyny). Galtung's theory provides us with three levels of violence, leading us to three different potential forms of conflict. In response to this, I propose a philosophical discussion centred on three distinct kinds of dialogue, each of which explaining forms of conflict resolution dealing with these three kinds of violence identified by Galtung. That is, Buber's, Levinas' and Arendt's conceptions of… [Direct]

Abs, Hermann J.; Filsecker, Michael; Roczen, Nina (2017). How School Influences Adolescents' Conflict Styles. Journal of Peace Education, v14 n3 p325-346. The willingness to solve conflicts without violence and to strive for a reconciliation of interests is of central significance for the continued existence of democracies. In this paper, we aim to analyze school-related determinants of adolescents' conflict behaviour. Models predicting the conflict styles of "integrating", "dominating", "avoiding" and "obliging" were developed drawing on different school climate and school development variables. At the individual level, almost all our hypotheses were confirmed. The highest correlations were found between an open classroom climate and the participation in a class council on the one hand, and an integrating conflict style on the other. On the class level however, most of the anticipated effects did not turn out to be significant. We hope that by providing information about different school climate and school development variables' impacts on adolescents' conflict styles, we can contribute to a… [Direct]

Akseer, Spogmai; Kovinthan, Thursica; Vanner, Catherine (2017). Learning Peace (and Conflict): The Role of Primary Learning Materials in Peacebuilding in Post-War Afghanistan, South Sudan and Sri Lanka. Journal of Peace Education, v14 n1 p32-53. Post-war education is usually considered a positive contributor to peacebuilding; however, it can also reinforce divisive perspectives. Textbooks and learning materials can be instrumental in maintaining or exacerbating existing inequalities. This paper uses case study literature reviews of Afghanistan, South Sudan and Sri Lanka to explore the ways in which primary learning materials extend existing challenges of post-war education and potentially create new ones. An analysis of the literature on learning materials from these countries reveals that textbook development and uses are intertwined with larger national and international political and social power structures. We draw from Bourdieu and Giroux to consider how learning materials contribute to the reproduction of cultures of hostility, violence, divisiveness and silence or to transformatory cultures of peacebuilding, inclusivity and critical thought. Our resulting conceptual lens highlights how education can take on the role… [Direct]

Szczepanska, Kamila (2017). Towards a "Common" View of Difficult Past? The Representation of Atomic Bombings of Hiroshima and Nagasaki in Trilateral Teaching Materials. Journal of Peace Education, v14 n1 p114-129. The centrality of atomic bombings of Hiroshima and Nagasaki in Japanese collective memory has been often perceived by the country's neighbours, i.e. the People's Republic of China and South Korea, as a pillar of the country's (alleged) "victim consciousness" and amnesia in regard to the suffering inflicted on others. For this reason, the matter of how Hiroshima and Nagasaki's fate is discussed on the pages of joint teaching materials is an interesting puzzle. The article uses two supplementary history teaching materials published within a framework of trilateral cooperation between non-governmental actors from the PRC, South Korea and Japan ("History that Opens the Future" ["Mirai o hiraku rekishi"] and "The New Modern and Contemporary History of East Asia" ["Atarashi Higashi Ajia no kingendaishi"]) as case studies to investigate how the fate and meaning of Hiroshima and Nagasaki are represented in the above-mentioned books. The… [Direct]

Gebregeorgis, Mehari Yimulaw (2017). Peace Values in Language Textbooks: The Case of "English for Ethiopia Student Textbook". Journal of Peace Education, v14 n1 p54-68. Textbooks are not only meant to deliver subject knowledge; they are also a medium to convey universal and community-specific values. Aiming to explore the social and emotional development goals of "English for Ethiopia Student Textbook Grade 9," this study reviews the content and activities of the textbook by searching for embedded peace values and prejudices. Textual, contextual and sociological discourse analyses were conducted to characterise, understand and explain the nature of the textbook's discourse. A positive self-concept; good health and compassion (inner peace); tolerance, solidarity and social responsibility (social peace); and respect for life in all its forms and care for the environment (peace with nature) were found to be recurring peace values. However, some content reflected gendered stereotyping, which goes against the peace value of equality…. [Direct]

Bermudez, Angela; Stoskopf, Alan (2017). The Sounds of Silence: American History Textbook Representations of Non-Violence and the Abolition Movement. Journal of Peace Education, v14 n1 p92-113. In this paper we examine how the Abolition Movement's approach to non-violent resistance has been silenced in four American history textbooks. Despite extensive research that reveals an extensive network of groups dedicated to the peaceful abolishment of slavery little of this historical record is included in the textbooks. Instead, a skewed representation of the movement is conveyed to the reader, one that conveys an image of a movement that contributes to a climate of social violence. Through a critical discourse analytical approach to the data we carefully deconstruct how this process of misrepresentation occurs. By employing the discursive tools of narrative framing, positioning, and stance we lift up what is often hidden from the reader and demonstrate how language use communicates powerful social messaging to the reader. We argue that student readers are left with an impoverished sense of how non-violent democratic change has occurred when presented with a limited portrayal of… [Direct]

Kaohi, Sharon; And Others (1994). Justice for All: Resources for Peace and Law-Related Education. This publication is intended to serve as a resource for K-12 social studies teachers charged with the major responsibility of making peace and law-relaed concepts meaningful to students. The purpose of this resource book is to empower teachers and students in Hawaii with the concepts of peace and law. It seeks to foster dialogue between and among teachers and students that promotes respect, tolerance, and an understanding of the need for global peace. Pertinent information about Hawaii's judicial history, the civil and criminal trial process, and the court system is included in the resource book. It also contains sample learning opportunities that focus on peace and law-related concepts. The resource book intends to enhance students' critical and creative thinking, and communication skills, as well as conflict management and resolution skills. These skills are essential for maintaining successful relationships in the home, school, workplace, and community at large. (LH)… [PDF]

Brust Nemet, Maja, Ed.; Bushati, Jozef, Ed.; Mlinarevic, Vesnica, Ed. (2015). Intercultural Education: The Position of Roma in Education=Obrazovanje za interkulturalizam: Polo≈æaj Roma u odgoju i obrazovanju. Online Submission Faculty of Educational Sciences has recognized the importance of education for interculturalism, and it organizes the conference entitled "Education for interculturalism" every five years, so that all participants could gain new insights about interculturalism and strengthen their intercultural competencies. Modern interculturalism, as a modern and current topic in scientific and public educational policy, appears in the 20th century in the United States as an expression of pragmatic interest for international convergence of majority and minority ethnic groups. Education must be directed to the full development of the humans and strengthen respect for human rights and fundamental freedoms. It must promote understanding, tolerance and friendship among all nations, racial or religious groups, and further support the United Nations work on the maintenance of peace. Pedagogy as a scientific discipline has an important role in the development of intercultural society. It cannot… [PDF]

Chang'ach, John Koskey (2011). History Teaching in Kenyan Secondary School, for Peace, Reconciliation and National Integration. Online Submission, US-China Education Review B 5 p688-694. The main objectives of teaching history and government are: First, to demonstrate an understanding of how people and events of the past has influenced the ways in which people live and behave; Second, to appreciate the need for an importance of mutual responsibility; and Third, to develop a sense of patriotism and national pride. The paper seeks to demonstrate that history is the most important subject for producing a strong feeling of nationalism and integrity of Kenya. Proper teaching of history inspires the students with a sense of patriotism to their motherland. However, currently history and government is compulsory up to form two. Taking Uasin Gishu County as a case in point and basing on the 2009 KCSE (Kenya certificate of secondary education) results of history and government, a large proportion of students drop History and Government in form two. Therefore, this paper argues that the objectives set by the Ministry of Education have not been achieved. It is the contention of… [PDF]