Goura, Tairou (2012). Globalization, Critical Post-Colonialism and Career and Technical Education in Africa: Challenges and Possibilities. ProQuest LLC, Ph.D. Dissertation, Southern Illinois University at Carbondale. In Sub-Saharan Africa (SSA), technical and vocational education and training (TVET) is central to political discourses and educational concerns as a means for economic development, poverty alleviation, youth employment, and social mobility. Yet, there is an intriguing contradiction between this consideration and the real attention dedicated to TVET. Research on African TVET is varied, but tends to be narrowly focused on issues of policies, economic strategies, cost-efficiency, curriculum contents, and outdated equipment. Offering an alternative inquiry, the purpose of this conceptual dissertation was to use critical education theory and post-colonial insights to explore the macro and micro challenges SSA TVET systems are facing in a global context. Indeed, in the era of economic and cultural globalization, the African continent has the opportunity to make its way toward socioeconomic development. Still, rich countries are getting richer and the poor poorer. The African continent is… [Direct]

Vander Horst, Anthony (2012). On the Relationship between Bonding Theory and Youth Gang Resistance in U.S. 8th Graders: Competing Structural Equation Models with Latent Structure Indirect Effects. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. In a study of 5285 8th graders from the Gang Resistance and Education Training (G.R.E.A.T.) research, this study applied Travis Hirschi's social bonding theory to examine the curriculum's efficacy in increasing conventional bonding (friends with positive peers, succeeding at education etc.) and decreasing non-conventional bonding (drug use, truancy, law violations etc.). The results suggest that across the full models, multiple group models (i.e., receive the G.R.E.A.T. curriculum or not) and models with indirect effects, "attachment" to parent, education and positive peers is the most consistent construct for increasing youth bonding. In the multiple group model, "commitment" (i.e., feelings about joining gangs, being involved with gang behavior etc.) is reduced significantly for those youth who received the G.R.E.A.T. curriculum versus those who did not. In the full model, "belief" about gangs in school, and pressure to join gangs, as well as… [Direct]

Bradeen, Ryan; Hessler, Peter; Masalski, Kathleen Woods; Wang, Richard (2010). Personal Experiences of China. Social Education, v74 n1 p28-41 Jan-Feb. This article presents four stories of personal experiences of China. In "A Journey Between China's Past and Present," Peter Hessler, a former Peace Corps volunteer and author, highlights misconceptions between Chinese and Americans and the desire both peoples share for knowledge about one another. In "Life on Liberation Avenue," Ryan Bradeen discusses how studying the ups and downs of China's economic growth, as seen from the perspective of one neighborhood in Hubei province, can help students appreciate the process of development. "Richard's Story" is Richard Wang's personal story describing the two sides of China–the rural, developing side and the urban, developed one–and how the lives of Chinese people are affected by where they are born. "Juefei's Story" presents Kathleen Woods Masalski's interview with Juefei Wang. In this interview, Juefei describes growing up in China during the early years of the People's Republic–his family's… [Direct]

Balan, Meera; Nath, Baiju K. (2010). Teacher-Pedagogy Approach for Sustainable Proficiency. Online Submission Quality concerns of an institution shall be explained in terms of hardware and software. The hardware comprises of building and other infrastructural facilities and software involves teachers, students and administrative staff. Various agencies such as National Council for Educational Research & Training (NCERT), National Council for Teacher Education (NCTE), National University for Educational Planning and Administration (NUEPA), State Institute of Educational Management & Training (SIEMAT), Institute for Advanced Study in Education (IASE), College of Teacher Education (CTE), District Institute of Education for Teacher (DIET) etc. are functioning in our country for the monitoring of school education. First of all, it is essential to identify the major quality determinants for attaining and sustaining quality. Hence the present study attempts to throw light into one of the key aspects of institutional quality namely Teacher and Instructional strategies. The present study follows the… [PDF]

Webster, R. Scott (2009). The Educative Value of Dewey's Religious Attitude for Spirituality. International Journal of Children's Spirituality, v14 n2 p93-103 May. John Dewey's \religious attitude\ has great potential for the educative development of children's spirituality. This is because it enables their spiritual understandings to become more intelligently composed–not just in a cognitive or hyper-rational sense, but as a way of being. This paper provides an outline of Dewey's approach, which is described as being democratic, inquiry based, and \scientific\. Such an approach therefore offers a contrast to other more epistemologically focused curricula which attempt to educate a person's spirituality. In order to make the case for the potential educative value of such an attitude, a brief review of Dewey's approach to education shall be offered, in which the notions of inquiry, democracy, and \science\ shall be highlighted to make the case that such attributes might be necessary for spiritual education if the United Nations Educational and Scientific Organization's goal of attaining world peace is to ever become possible…. [Direct]

Ignatieva, Raisa P. (2011). Positioning Teachers: A Discourse Analysis of Russian and American Teacher Identities in the Context of Changing National Assessment Mandates. ProQuest LLC, Ph.D. Dissertation, Kent State University. The purpose of the study was to uncover the cultural beliefs and values that underlie American and Russian teachers' representations of their professional identities and their understanding of power in education in the context of globally disseminated education reforms and current educational mandates–the No Child Left Behind Act of 2001 (NCLB) in America and the Unified State Exam of 2001 (USE) in Russia–through examining discourses that manifested themselves in their talk. Critical discourse analysis (CDA) was used both as a strategy of inquiry and a theoretical framework for analysis and interpretation of data. Primary sources of data were semi-structured informal interviews of 11 American teachers from a Midwestern state in the United States and 11 Russian teachers from a Mid-Volga region Republic in Russia. Observations of teacher lessons were included in the study to see what discourses manifested themselves in their actual behavior in reality of classrooms. In addition,… [Direct]

Hutchinson, Frank (1996). Building Alternatives to Violence. Are There Needs and Opportunities for Teachers and Teacher Educators To Be Practical Futurists? Peace Education Miniprints No. 85. This paper argues the importance of not only understanding how \cultural editing\ may limit our images and those of our children for creating non-violent futures, but also of the need for quality responses by teachers and teacher educators to such editing. Cultural editing is a term futurists use to describe processes both within formal and non-formal education that are likely to restrict imagination about social alternatives, including alternatives to violence, and to hamper action competence or skills in non-violent democratic participation. Drawing upon new research in schools, a strong case is presented for an explicit futures dimension in the school curriculum and for a re-conceptualization of \literacy\ to include more optimal forms such as skills of social imagination and action competence in the non-violent resolution of conflict. A number of working principles are advanced relating to active listening to young people's voices on the future, applied foresight, and… [PDF]

Waghid, Yusef (2009). Patriotism and Democratic Citizenship Education in South Africa: On the (im) Possibility of Reconciliation and Nation Building. Educational Philosophy and Theory, v41 n4 p399-409 Aug. In this article, I shall evaluate critically the democratic citizenship education project in South Africa to ascertain whether the patriotic sentiments expressed in the "Manifesto on Values, Education and Democracy" (2001) are in conflict with the achievement of reconciliation and nation building (specifically peace and friendship) after decades of apartheid rule. My first argument is that, although it seems as if the teaching of patriotism through the Department of Education's democratic citizenship agenda in South African schools is a laudable initiative that can contribute toward establishing a definitive break with our apartheid past, the expression of blind patriotic sentiments (such as pledging allegiance to one's country and its citizens only) as articulated in the "Manifesto" can potentially marginalise others (immigrant communities) as the country endeavours to build its fledgling democracy. My second argument is that the intended democratic form of… [Direct]

Chen, Chih-Ming; Lee, Tai-Hung (2011). Emotion Recognition and Communication for Reducing Second-Language Speaking Anxiety in a Web-Based One-to-One Synchronous Learning Environment. British Journal of Educational Technology, v42 n3 p417-440 May. e-Learning is becoming an increasingly popular educational paradigm because of the rapid growth of the Internet. Recent studies have argued that affective modelling (ie, considering a learner's emotional or motivational state) should also be considered while designing learning activities. Many studies indicated that various learning emotions markedly impact learning outcomes. In the language education field, many studies have investigated anxiety associated with learning a second language, noting that anxiety has an adverse effect on the performance of those speaking English as a second language. Therefore, how to reduce anxiety associated with learning a second language to increase learning performance is an important research issue in the language education field. Accordingly, this study employed a sensor, signal processing, wireless communication, system-on-chip and machine-learning techniques in developing an embedded human emotion recognition system based on human pulse signals… [Direct]

Tay, Bayram; Yildirim, Kasim (2009). Parents' Views Regarding the Values Aimed to be Taught in Social Studies Lessons. Educational Sciences: Theory and Practice, v9 n3 p1529-1542 Sum. This study aimed at learning parents' ideas about the values aimed to be taught in Social Studies lessons in the 4th and 5th grades of the primary education and about values education. Study data were collected by administering "the Values Education I" and "Values Education II" questionnaire forms developed by the researchers. The views of 378 and 387 parents who filled "the Values Education I" and "Values Education II" questionnaires respectively were collected. The results obtained in the light of the collected data are as follows: parents of the students attending at the 4th and 5th grades of primary education used 19 different values to define the values that have to be taught; they listed the reasons of value education as "success, socialization, democratization, self-improvement of the children", "peace" and "necessity to teach these values." Parents deemed both themselves and the school sufficient in terms… [PDF]

McGlynn, Claire (2004). Education for Peace in Integrated Schools: A Priority for Northern Ireland?. Child Care in Practice, v10 n2 p85-94 Apr. Although violence in Northern Ireland has been "neither halted or prevented" (Tomasevski, 2003a, p. 7), few would deny that the scale of the conflict has been reduced. This paper argues that a vital purpose of education in Northern Ireland should be peacebuilding and the promotion of social cohesion. In particular, the paper looks at the lessons that can be learned from integrated education by societies moving out of conflict. As part of a larger study of the impact of integrated (mixed Catholic and Protestant) education, former and current Principals of the two longest established post-primary (for children aged 11-18) integrated colleges were questioned about the policies and practice employed by their schools with regards to promoting respect for diversity, dealing with cultural symbols and affirming or challenging identity. The potential of integrated education to promote tolerance and understanding is discussed. This paper concludes that the needs of children and… [Direct]

(1975). Recommendation Concerning Education for International Understanding, Cooperation and Peace, and Education Relating to Human Rights and Fundamental Freedoms. Educational Documentation and Information, 197, 13-20, 75. A comprehensive recommendation covering all forms and stages of education adopted by the General Conference of Unesco at its 18th session in 1974, the article includes guiding principles, action in various sectors of education, teacher preparation, educational equipment and materials, research and experimentation, and international cooperation. (Author/ND)…

Avraamidou, Lucy; Kadis, Costas (2008). Outdoors Environmental Education for the Service of Peace: Lessons from a 2-Year Youth Program for Reconciliation in Cyprus. Science Education Review, v7 n2 p64-71. This paper examines the merits of the proposition that outdoors environmental education can be used as a means to promote reconciliation, and in essence peace, among communities in Cyprus. It does so through an examination of an outdoors youth program called CAFE (Camping, Fitness, and Education) that aimed to promote the awareness of members of two conflicting communities, Greek Cypriot and Turkish Cypriot, about local environmental issues. More specifically, the objectives of this program were to determine whether a specially-designed outdoors environmental program can assist in bringing the two communities together. In this paper we describe the nature of the program activities and provide some participant perspectives as anecdotal support for the program's success. The evidence suggests that the outdoors environmental activities provided the participants with opportunities to view socially constructed "realities" and "truths" from the other's point of view,… [PDF]

Bennett, Zoe (2006). Ecumenical Theological Education as a Practice of Peace. Religious Education, v101 n3 p331-346 Sum. This article addresses the question of whether ecumenical theological education may be a practice of peace. Beginning with the potential of religious belief to reinforce entrenched positions and to end in violence, it advocates instead the transformative practices of witness and risk. These practices have the potential to overcome the impasse between commitment and critique, between trust and suspicion. The core methodology of the article is reflection on practice in context. The contexts addressed are a consultation held in 2005, "Learning Confidence in Difference: Teaching Theology in an Ecumenical Context," and the context of its host body, the Cambridge Theological Federation (Cambridge, UK)…. [Direct]

Moser, Keith (2010). Reading Le Clezio: Simulating Empathy for the Marginalized Inhabitants of the Unwelcoming Global Village. Online Submission, Paper presented at \A World Without Walls 2010: An International Conference on Peacebuilding, Reconciliation, and Globalization in an Interdependent World\ (Berlin, Germany, Nov 6-10, 2010). The purpose of this study is to explore how the humanities, and specifically literary narratives, can help the American educational system to overcome its alarming, pedagogical deficiencies. In the United States, many educational organizations and boards have realized that the current curriculum is failing to prepare our students on multiple levels. Not only are American pupils underachieving in areas like science and math, but they are also painfully ignorant of the rest of the world. Using both an educational and philosophical approach, this investigation will underscore how a veritable, balanced liberal arts education can stimulate critical thinking, mold minds, foster a meaningful dialogue that will allow individuals to communicate across cultural boundaries, and simulate empathy for the Other. Literature may not provide absolute truths, but it forces people to reflect about the critical issues of their time by posing disconcerting questions about divisive ideologies and the… [PDF]

Ahluwalia, Pal, Ed.; Atkinson, Stephen, Ed.; Bishop, Peter, Ed.; Christie, Pam, Ed.; Hattam, Robert, Ed.; Matthews, Julie, Ed. (2012). Reconciliation and Pedagogy. Postcolonial Politics. Routledge, Taylor & Francis Group Reconciliation is one of the most significant contemporary challenges in the world today. In this innovative new volume, educational academics and practitioners across a range of cultural and political contexts examine the links between reconciliation and critical pedagogy, putting forward the notion that reconciliation projects should be regarded as public pedagogical interventions, with much to offer to wider theories of learning. While ideas about reconciliation are proliferating, few scholarly accounts have focused on its pedagogies. This book seeks to develop a generative theory that properly maps reconciliation processes and works out the pedagogical dimensions of new modes of narrating and listening, and effecting social change. The contributors build conceptual bridges between the scholarship of reconciliation studies and existing education and pedagogical literature, bringing together the concepts of reconciliation and pedagogy into a dialogical encounter and evaluating how… [Direct]

Sandoval, Elaine (2016). Potential Contributions of Music Education to Peacebuilding: Curricular Concerns. Journal of Peace Education, v13 n3 p238-251. This article examines the potential role of music education in peacebuilding, specifically concentrating on issues of structural, indirect violence often unwittingly perpetuated through Eurocentric music curricula. I point out that such violence occurs not only in curricula that represent only European classical traditions, but moreover in the pedagogical practices or the "ways" in which music is represented. I draw on Walter Mignolo's work on the decolonizing project as well as David Hansen's theories of cosmopolitan education to theorize what a decolonized music education might look like. Ultimately, I turn to Mignolo's encouragement of pluriversal cosmopolitanism to develop my own ideas of what a cosmopolitan music education might look like, how it contributes to decolonizing, and thus how it might foster peacebuilding at the levels of both structure and the individual student…. [Direct]

Liongson, Raymund L. (1989). Education for Development and Peace. Social Education, v53 n4 p246-49 Apr-May. Discusses issues of development and a peaceful world from the perspective of a Filipino educator. Reveals much about what students are taught about developing nations. Explores the role of education in the promotion of development and the attainment of peace. (KO)…

Thaman, Konai Helu (2010). Teacher Capacities for Working towards Peace and Sustainable Development. International Journal of Sustainability in Higher Education, v11 n4 p353-364. Purpose: The purpose of this paper is to highlight the importance of values and beliefs rooted in "non-Western" cultures in implementing global education initiatives such as education for sustainable development (ESD) at the regional and local levels. This is because many of these initiatives are often derived from "Western" cultures and values. Also to reaffirm the importance for educators to respect and use local and indigenous ways of life and knowledge systems in order to make teaching and learning more relevant and meaningful for Pacific students; and to advocate for the development of teachers' capacities to better contextualize their teaching and create more culturally inclusive learning environments. Design/methodology/approach: Informed by the findings of her research on cultural values, educational ideas and teachers' role perception in Tonga, plus her work as the UNESCO Chair in Teacher Education and Culture at the University of South Pacific, the… [Direct]

Urbain, Olivier (2016). A Statement of Values for Our Research on Music in Peacebuilding: A Synthesis of Galtung and Ikeda's Peace Theories. Journal of Peace Education, v13 n3 p218-237. Recent years have seen a growing interest in research linking musicking and peacebuilding, and the establishment of the Min-On Music Research Institute (MOMRI) in 2014 in Tokyo follows this trend. Its mission statement is: "To pursue a multidisciplinary investigation of the potential application of music in peacebuilding activities," in short, "music in peacebuilding." In this article, I attempt to define the values that inspire the MOMRI team in our collective research. I present a synthesis of two conceptual frameworks that offer a vision for peacebuilding: Johan Galtung's "Transcend method" for the nonviolent and creative transformation of conflicts and Daisaku Ikeda's "philosophy of peace" that places the protection of human dignity at the center of all endeavors. The result of this new synthesis is the articulation of four major value concepts that can help us explore the links between music and peacebuilding, namely "Inner… [Direct]

De Guzman, Sylvia; Fortunato, Barbara (2011). Adventures in Advocacy: Real World Strategies for Education in Asia. Asia South Pacific Association for Basic and Adult Education In the face of compelling challenges, the Asia South Pacific Association for Basic and Adult Education (ASPBAE), the Global Campaign for Education (GCE), as well as the national education coalitions in Asia, have levelled up efforts in the past five years to advance the right of all citizens to quality education and learning opportunities throughout their lives. Their vehicle was a global programme called the Real World Strategies (RWS) that built capacities of multiple stakeholders in advocating for Education for All (EFA). Despite enormous difficulties, the national education coalitions, with the help of their partners and allies, have successfully spearheaded education advocacy campaigns, in the process garnering substantial gains and valuable lessons. Education is indeed a most important and effective tool that a person can use to fight poverty, discrimination and all forms of exclusion. It arms them not just with knowledge, but also with the ability, strength and confidence to… [PDF]

Vongalis-Macrow, Athena (2006). Rebuilding Regimes or Rebuilding Community? Teachers' Agency for Social Reconstruction in Iraq. Journal of Peace Education, v3 n1 p99-113 Mar. Non-government organisations (NGOs) are playing an increasingly significant role in post-conflict situations as donor funding pours into rebuilding programs. Donor funding supports the development of a range of humanitarian and civic programs such as peace restoration, civic reconstruction and peace-keeping. This article is a case study of the rebuilding of the education system in post-conflict Iraq that contextualises the activities sanctioned by new regime and aid agencies in post-conflict Iraq. While the war and crisis in Iraq continues to fuel great debate, a full political discussion falls outside the scope of this paper. Instead, the intention is to unpack the way that the dominant regime rehabilitates the education system in a seemingly apolitical way. Attempts to rebuild the Iraqi education system appear to be a case of the separation of political rehabilitation and social reconstruction. As the need for the new regime to assert political legitimacy grows, an institution such… [Direct]

Figel, Jan (2009). A Life of Learning for All. Adults Learning, v20 n5 p16-17 Jan. With the financial crisis and its fallout dominating the news headlines, there is a tendency to focus excessively on quick, short-term solutions. Urgent action is, of course, required–hence the recovery plan announced by the European Commission in November–but, in this time of crisis, people also need to make sure that they do not lose sight of the longer term: they must not forget the cement that binds together Europe's communities of peoples and values. The author believes that "education" is that long-term cement. Education unites. With more education, people can achieve a more "human" twenty-first century, and set societies on a stable path to peace and prosperity, by ensuring that learning is within the grasp of everyone, and throughout their lives too. Europe is committed to education. The stated policy aim for this decade–the famous "Lisbon Strategy"–is for the European Union to become a "knowledge-based society". Clearly, knowledge… [Direct]

Green, Andy; Little, Angela W. (2009). Successful Globalisation, Education and Sustainable Development. International Journal of Educational Development, v29 n2 p166-174 Mar. This article examines the role of education in "successful globalisation" and how this links with agendas for sustainable development. In the first part "successful globalisation" is defined as economic growth combined with equality and social peace. Japan and the East Asian tiger economies–particularly South Korea and Taiwan–have been uniquely successful in the last half century in achieving both rapid economic growth over long periods and relative income equality and social cohesion. A host of factors have been responsible for this, including fortuitous geo-political circumstances and good timing. However, education has also played a major role. The article, based on a review of international and national research literatures, analyses how far China, India, Kenya and Sri Lanka have managed to develop their own forms of successful engagement with the global economy and what part education policy has played. In the second part we relate our concept of successful… [Direct]

Munoz, Alexander; Rasheed, Rebeen A. (2016). Higher Education and Peacebuilding–A Bridge between Communities?. Journal of Peace Education, v13 n2 p172-185. As the Syrian civil war enters its fifth year, with over four million refugees and no solution in the near future, the international community must better consider long-term planning in regards to the plight of refugees and services to support them, not just short-term emergency responses. Critically, higher education is all too often ignored when addressing refugee crises, pushed aside in favor of primary education, and effectively disempowering those best suited to eventually rebuild and reconstruct after war's end. This paper examines the often less considered aspect of refugee access to higher education, using Duhok, located in the Kurdistan Region of Iraq, as a case study, and hypothesizing that refugees' inclusion in Duhok's local higher education system can serve as an invaluable peacebuilding tool, bridging host and refugee communities, while empowering refugees to promote peacebuilding and development. We chose to focus on higher education because we agree with the idea… [Direct]

Akengin, Hamza; Sargin, Sevil; Sirin, Ahmet; Tuncel, Gul (2009). A Comparative Study on Value Ranking of the Turkish Teaching Department Students in Two Universities. College Student Journal, v43 n4 p1191-1203 Dec. Value is a subjective concept that answers the private reasons of making choices of individuals between the various alternatives in their lives. In this study, determining of two university's female and male student's value understandings is aimed. This study is limited by 294 students who received education on "Turkish Teaching" at University of Marmara in Istanbul and University of East Mediterranean in Northern Cyprus. Descriptive model is preferred as method in this research. Rokeach Values Survey was used to collect the data in the study. The Rokeach Values Survey is a 36 item questionnaire that was designed to measure specific belief systems or value orientations which relate to 18 end states of existence (terminal values) followed by 18 modes of conduct (instrumental values). Terminal values are family security, a world at peace, wisdom, salvation, a sense of accomplishment, inner harmony, social recognition, freedom, a world of beauty, true friendship, pleasure,… [Direct]

Bretherton, Diane; Miletic, Tania (2016). Discussing Conflict in Contemporary China. Journal of Peace Education, v13 n2 p136-152. The research suggests there is a gap in the peace studies and conflict resolution literature, with little representation or understanding of Chinese perspectives. In a project to address this gap, the researchers conducted interviews individually with 30 participants identified as "emerging leaders," who came from diverse universities and parts of the Peoples' Republic of China. This paper reports on the language used by young emerging leaders to talk about conflict, the main concepts that were discussed and what meanings may be communicated in the context of contemporary China. The research method was developed in collaboration with Chinese academics, was elicitive and dialogic, used context-grounded vignettes of conflict scenarios and aimed to build a foundation for deepening dialogue and engagement. The findings are important theoretically for a more inclusive peace and conflict studies literature and have practical implications for the way in which relationships with… [Direct]

Nygren, Thomas (2016). Thinking and Caring about Indigenous Peoples' Human Rights: Swedish Students Writing History beyond Scholarly Debate. Journal of Peace Education, v13 n2 p113-135. According to national and international guidelines, schools should promote historical thinking and foster moral values. Scholars have debated, but not analysed in depth in practice, whether history education can and should hold a normative dimension. This study analyses current human rights education in two Swedish senior high school groups, in classes meant to promote what has been described as conflicting ideals of historical thinking and empathy as caring. Content analysis of students' exam essays shows intertwined relationships between critical thinking and judgements. The results also highlight how students care that people are treated unjustly; can identify different perspectives; link the past to the present and the future; and use corroboration of information to get the best grade. This analysis shows that the students focus on historical empathy as caring rather than sourcing and corroboration. However, all students combine normative judgements with the complicated act of… [Direct]

Tibbitts, Felisa L. (2016). Women's Human Rights Education Trainers in Turkey: Situated Empowerment for Social Change. Journal of Peace Education, v13 n1 p41-59. This article presents evidence of the links between human rights education and social change by analyzing the long-term effects on 88 trainers engaged in a non-formal adult training program sponsored by a women's human rights group in Turkey, Women for Women's Human Rights–New Ways. In this article, I show the transformative impacts of carrying out human rights education on the trainers themselves: in their identity; knowledge, skills, and attitudes; and behaviors in their family and in the workplace. This article extends the treatment of an emerging question within social change theory–that of the long-term influence on activists brought about by their very engagement in these activities. At the same time, because the activists are trainers associated with a human rights education program that infuses critical pedagogy with a feminist perspective, this qualitative case study provides the opportunity to explore "situated empowerment" on trainers in both their personal and… [Direct]

Aslan, Canan; G√ºldenoglu, Bilge Nur Dogan; Karag√ºl, Sedat; Kepenekci, Yasemin Karaman (2016). Analysing the Subject of Peace in Award-Winning Children's and Adolescent Novels in Turkey. Journal of Peace Education, v13 n1 p60-78. The purpose of this study is to reveal how the concept of peace is addressed in the national award-winning novels written for secondary school students within the Republic of Turkey. Data for this study was obtained from child and youth literature award organizations, associations and publishers within Turkey. Each group which was researched has been awarding literature prizes for at least five years. Books which were researched were chosen from the award lists from these organizations for the five-year period of 2009-2013. All of the books were utilized in the analyses and all books in this study were examined as written instruments. The data for this research was evaluated through qualitative research methodology using content analysis. For this research, the main category–peace–was analysed based on five sub-categories including; "having human rights", "having cooperation, sharing and solidarity", "not having prejudice and stereotypes", "having… [Direct]