Fairman, David; Smith, Stacie Nicole (2004). Normalizing Effective Conflict Management through Academic Curriculum Integration: The Example of Workable Peace. New Directions for Youth Development, n102 p47-68 Sum. Conflict resolution education (CRE) grew out of several parallel efforts: integrating social justice into schools, concerns about safety and youth violence, and desires to enhance responsible citizenship. Today, CRE encompasses, or is a component of, a broad range of initiatives in schools: violence prevention programs, diversity and tolerance programs, law-related education, citizenship or civic education, peer mediation programs, and whole school change efforts. Despite this enormous educational opportunity, many high schools lack the mandate and the tools to teach such skills. This is true even in academic disciplines where issues of intergroup conflict are most directly addressed: history and social studies. The Workable Peace curriculum aims to teach general concepts and skills of conflict analysis and management in the context of historical and current events selected for relevance to high school social studies and history curricula. The Workable Peace curriculum is a model for… [Direct]

Lee, Boyung (2006). Teaching Justice and Living Peace: Body, Sexuality, and Religious Education in Asian-American Communities. Religious Education, v101 n3 p402-419 Sum. This article examines sexuality, a null curriculum in Asian-American faith communities, and explores pedagogical strategies to move the sexuality discourse to the explicit curriculum. The article first describes the current discussion of sexuality in Asian-American communities, then it critically analyzes the Confucian notion of the body, which has far-reaching influence on Asian-American views about sexuality, including those of Christians. The article then focuses on demystification of the body, arguing that demystification is fundamental to Asian-American discussions about sexuality. Finally, it suggests pedagogical strategies for the teaching of sexuality in Asian-American contexts…. [Direct]

Ediger, Marlow (1989). Peace Studies and the Social Studies. Numerous reasons can be given for the low quality of teaching in the social studies. Teachers may be improperly certified, or they may teach to maintain employment rather than to do a good job. To teach peace studies courses requires the cream of the crop in terms of quality instruction. Teachers should be well above the minimum requirements for certification. Teacher education should include courses in educational psychology, philosophy of education, and teaching of social studies, and prospective teachers should have a good liberal arts background and complete a student teaching assignment. Secondary students should desire the best in teaching-learning situations. How to work toward peace should be an ultimate goal of peace studies. Disagreements between and among individuals involve conflict. Conflict resolution will greatly minimize or even eliminate selected kinds of undesirable attitudes. Some attitudes detrimental to conflict resolution include: harsh rhetoric, traditional… [PDF]

Sharra, Steve (2005). From Entrepreneurship to Activism: Teacher Autobiography, Peace and Social Justice in Education. Current Issues in Comparative Education, v8 n1 p7-17 Dec. This article argues that while social entrepreneurship shares concerns similar to those of social justice activism, the corporate and business ethos in the idea of entrepreneurship is not suited to the social concerns that teachers and other educators deal with in their everyday lives. The article points out characteristics of social entrepreneurship that are shared with the concerns of peace and social justice, but cautions against a rush to blur the distinctions between social entrepreneurship and education. Based on fieldwork conducted in four Malawian schools in 2004, this article places the historical context of peace and social justice activism in Malawi in the struggle for independence, and in the theoretical concept of "uMunthu." Using autobiography as a research methodology, the article discusses the approaches and implications for promoting teacher independence and activism to make teaching relevant to social change and innovation in Malawi. (Contains 2 notes.)… [PDF]

(1978). Project CHOICE: #73. A Career Unit for Grades 5 and 6. Introduction to the Peace Corps. (Public Service Occupations Career Cluster). This teaching unit, Introduction to the Peace Corps, is one in a series of curriculum guides developed by Project CHOICE (Children Have Options in Career Education) to provide the classroom teacher with a source of career-related activities linking 5th and 6th grade elementary classroom experiences with the world of work. These ten lessons on the Peace Corps give background information on the Peace Corps, considers the advantages and disadvantages of becoming a volunteer. An introductory section gives the rationale for the unit, goals, performance objectives, entry-level assessment, and evaluation. A list of suggested instructional materials, such as films, filmstrips, books, community resources, and art supplies, is included in this section. Each lesson contains a statement of purpose, materials needed for the lesson, an introductory statement, class activities, and a summary activity. Written materials (such as worksheets, surveys, and task cards) are included where feasible. (MEK)…

(2005). Environmental Education in the Community. ICE No. M0075. Peace Corps This new manual updates two older Peace Corps' manuals: \Teaching Conservation in Developing Nations\ [ICE M0007] and \Conservation Education: A Planning Guide\ [ICE No. M0023]. In addition to the time- and field-tested wisdom of the older manuals, this new manual incorporates current research and practice in the field of environmental education. Environmental Education in the Community includes many new ideas, activities, and tips drawn from the experiences of Peace Corps Volunteers and staff around the world. It is divided into 10 chapters: (1) What is Environmental Education; (2) Assessing and Discovering the Environmental Situation; (3) Identifying the Target Group; (4) Identifying the Message; (5) Creating an Educational Strategy; (6) Implementation; (7) Monitoring and Evaluation; (8) Environmental Education Camps; (9) Environmental Education Centers; and (10) Environmental Education Community Projects. The appendix contains training modules…. [PDF]

(1986). East/West Perspectives on Education for Peace and Security. Conference Report of the International Network for Global Education (INGE) (New Paltz, New York, November 8-12, 1986). The purpose of the International Network for Global Education (INGE) is to promote global education within the educational systems of network member countries. Areas of study are listed under the following headings: Peace Studies; East/West Relations; North/South Relations; Human Rights; Global Environment; Human Values; and Cross-cultural Issues. Conference speakers John Darnton (United States) and Laszlo Kallay (Hungary) expressed the idea that the study of history lays the groundwork for understanding and acceptance of other cultures. The members of the conference established recommendations for INGE. Jan Tucker (United States) presented policy development in global education. Gunter Renner (West Germany) discussed curricular content for global education. G. H. Oonk (The Netherlands) and R. Tolsma (The Netherlands) reviewed pedagogical principles underlying the study of international education. Roger Morgan (United Kingdom), Hans Hooghoof (The Netherlands), and O. J. Dunlop…

van Merrienboer, Edward (1983). Policies and Structures: The Hidden Curriculum Design. Momentum, v14 n4 p40-41 Dec. Explores how learning policies can enhance efforts to implement the Catholic bishops' peace pastoral. Focuses on balance between conscience and authority, resolution of conflict, and education stressing the importance of the person. (LAL)…

Walter, Pierre (2007). Adult Learning in New Social Movements: Environmental Protest and the Struggle for the Clayoquot Sound Rainforest. Adult Education Quarterly: A Journal of Research and Theory, v57 n3 p248-263. During the summer of 1993, some 10,000 people, young and old, joined logging road blockades to protest the clear-cutting of old-growth temperate rainforest in Clayoquot Sound, British Columbia, Canada. By the end of the summer, more than 900 protestors had been arrested for acts of civil disobedience in refusing to leave the road. In subsequent mass trials, many were then convicted of criminal contempt of court and sentenced to jail terms and steep fines for their activism. Led primarily by women and espousing feminist principles of nonviolence and consensus decision making, the 1993 protests and Clayoquot Peace Camp became the focal point of an environmental movement that eventually spread far beyond the Sound. Framed by the field of adult learning in new social movements and environmental adult education, this article examines the history of Clayoquot Sound protest, its philosophy and practices of learning, education and activism, and its outcomes and significance to adult education…. [Direct]

Enright, Robert D.; Gassin, Elizabeth A.; Knutson, Jeanette A. (2005). Bringing Peace to the Central City: Forgiveness Education in Milwaukee. Theory Into Practice, v44 n4 p319-328. The last 2 decades have seen a flowering of scholarly and applied work in the area of forgiveness, a skill important to the development of peaceful people and communities. We describe a forgiveness intervention designed to help children in a central-city environment. Such environments put children at risk for various psychological and social problems, including antisocial behavior, in large part because of the many forms of injustice experienced in such a context. Injustice often leads to anger, a key emotion in the development of psychological, interpersonal, and even academic problems. The current forgiveness education program is showing promise in Belfast, Northern Ireland, and is now being implemented in inner-city Milwaukee…. [Direct]

Lovett, Tom (1990). Community Education and Community Division in Northern Ireland. Convergence, v23 n2 p25-34. The Ulster People's College and the Community Education Research and Development Centre in Northern Ireland attempt to achieve peace and reconciliation through nonsectarian programs of community education, developing a middle ground and common agenda, promoting social change, and challenging myths and stereotypes. (SK)…

Ernst, Don; Lindfors, Sally; Perkins-Gough, Deborah (2002). A Curriculum for Peace: A Conversation with Sir John Daniel. Educational Leadership, v60 n2 p14-17 Oct. Interview with Sir John Daniel, Assistant Director-General for Education of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Discusses UNESCO's role in promoting a peace curriculum in schools throughout the world. (PKP)…

Speirs, Robert (1994). Decreasing Suspensions in Grades Nine through Twelve through the Implementation of a Peace Curriculum. This practicum was designed because out of school suspensions as a disciplinary procedure were not effective in changing students' behaviors. The students felt angry and rejected by the teachers, and they did not feel part of the school culture. The practicum offered a peace curriculum designed to be used in content academic areas, small groups, and with mentors. The study involved a peace curriculum that included problem-solving activities that encouraged students to develop alternatives to oppositional, defiant, and disruptive behaviors. The peace curriculum offered students the opportunity to participate in class discussion without the fear of failure. By preventing behaviors that emerged when students became frustrated because they did not know how to control their behaviors, the peace curriculum offered students the opportunity to develop fair and just attitudes. Analysis of the data revealed that out of 292 students referred for discipline, more than 83 students received an… [PDF]

(2008). Observations on the State of Indigenous Human Rights in Light of the UN Declaration on the Rights of Indigenous Peoples: Guatemala. Cultural Survival Since the 1996 Peace Accords ended the Guatemalan civil war, the country has made strides to legally recognize the rights of its indigenous peoples and has criminalized racial discrimination. However, political exclusion, discrimination, and economic marginalization of indigenous peoples still regularly occur due to the lack of resources and political will to stop them. Precarious land tenure, delays in land restitution, disproportionately extreme poverty, and geographical remoteness result in indigenous Guatemalans having less access to healthcare, clean water, and security, and lower living standards than the country's "Ladino" population. Most indigenous children do not have access to bilingual education. Many crimes against indigenous peoples are not investigated or go unpunished; by comparison, indigenous leaders are frequently attacked or prosecuted for defending their claims to their lands. The government needs to energetically address discrimination, and to take… [PDF]

Becker, James (1974). Perspectives on Global Education. Social Education, 38, 7, 678-682, Nov-Dec 74. The mass media, development education, future studies, and war/peace studies are teaching approaches which give a new perspective on global studies. Guidelines are suggested for interpreting and selecting world studies materials. (DE)…

David, Gerson (1987). Educating for Peace: Challenge to Social Work Educators. Journal of Intergroup Relations, v14 n4 p51-56 Win 1986-87. Describes how social work education must involve students in the contemporary peace movement. Focuses on the need for student awareness of: (1) the arms race and economic security; and (2) militarism and global development. (KH)…

Coben, Diana; Llorente, Juan Carlos (2003). Conceptualising Education for All in Latin America. Compare, v33 n1 p101-13 Mar. Discusses issues in conceptualising the education of poor and marginalized adults in Latin America. Notes that education is key to sustainable development, peace, and stability. Argues that reconceptualization of adult education, informed by an understanding of everyday work practices, helps to understand ways in which education contributes to these goals. (CAJ)…

Federman, Joel (1983). Toward a World Peace Movement. A course of direction is charted for the anti-nuclear movement. Concern over the growing nuclear arsenals has grown considerably over the last two years for several reasons, including the educational efforts of several anti-nuclear groups, and the publication of several books, such as Jonathan Schell's "The Fate of the Earth." Until now, the anti-nuclear movement has, for the most part, been a reaction to an increasing climate of fear. The participants in this movement need to inspire in people confidence to rise above the situation; they need to turn the movement into a force for positive change, into a movement for world peace. To do this, the movement would have to become a global movement–and there are many signs that it is emerging as such. The anti-nuclear movement must commit itself to a process that will bring civilization by degrees toward an ever-closer approximation of the ideal of peace. In the quest for peace, the art that must be practiced but that can never… [PDF]

Garvey, Helen (1980). Yes, This Is the World Education Center. Social Studies Review, v20 n2 p36-41 Win. Discusses characteristics and programs of the World Education Center in Berkeley, California. The central thrust of the program is peace studies, with the objective of working toward an end to war. Programs include the Conscience and War Education program and Instructional Television and World Education: Time for A Marriage. (KC)…

Okech-Owiti (1993). Reflections on Poverty, Legal Structures and Democracy, and Their Implications for Adult Education. Convergence, v26 n1 p5-15. Reviews the interconnection of economic, political, and legal structures and their implications for adult education in a global context. Describes adult education's role in alleviating poverty and powerlessness and spurring social transformation by advocating equitable distribution of resources, equal educational opportunity, and peace. (SK)…

Miller, Suzanne (2005). Building a Peaceful and Just World–Beginning with the Children. Childhood Education, v82 n1 p14 Fall. The conflicts that seem to be underway in every region of the globe demonstrate the profound need for creating paths to a peaceful and just world. Mahatma Gandhi said that if we are to have real peace in the world, we need to begin with the children. Sowing the seeds for peace and justice in classrooms could nurture a new generation of world leaders and ordinary citizens who have a vision of a peaceful and just world, and who have both the will and skill to bring this vision to reality. The United Nations General Assembly has proclaimed 2000-10 as the International Decade for a Culture of Peace and Nonviolence for the Children of the World. The Report of the UN Secretary General states that education at all levels is key to building a culture of peace. The Manifesto 2000 is a simplified summary of the proclamation, written by Nobel Peace Prize laureates. In this article, the author as well as her fellow educators, states that they can be messengers of the Manifesto as they work to…

Butts, R. Freeman (1995). CIVITAS@PRAGUE/1995 Viewed from Afar: A New Meaning for "World-Class Standards" in Education. Working Papers in Education, ED-95-3. This paper describes the importance of the CIVITAS@Prague meeting in June 1995. The conference provided a much-needed look at the role of education in the future of world peace. This international conference of educators is likely to affect world history in the obvious ways that international meetings of diplomatic, military, or financial leaders do since it underscores the role that civic education can play in promoting democracy and peace in the world. Explanations are given about the significance of the term "civitas" and of the location of the meeting in Prague (Czechoslovakia). The paper explores the contributions of the National Standards for Civics and Government, and its predecessor volume: "CIVITAS: A Framework for Civic Education." The organizing questions and topics needed in civics education courses and how undergraduate education needs to address the need for civic education at the university level also are examined. (EH)…

Chen, Shi-jian (2006). On Epochal Mission of Multicultural Education in a Perspective of Globalization. Frontiers of Education in China, v1 n3 p339-349 Sep. The development of modern societies accelerates the process of globalization, which in turn brings about a conspicuous diversity of cultures. Cultural difference and cultural diversity are characteristics of multiculturalism, which commits itself to the construction of favorable educational climates for multiple cultures. Such a progression has facilitated the development of education in a democratic and diverse way. Multicultural education develops rapidly and should undertake the new mission in the globalization era. In the perspective of globalization, multicultural education must aim at developing students' ability to adapt to a multicultural world. It should promote a combined growth of culture and world peace…. [Direct]

Nastase, Adrian (1982). Education for Disarmament: A Topical Necessity. Teachers College Record, v84 n1 p184-91 Fall. The nature and content of disarmament education, as enunciated by the United Nations and other international groups, is discussed. The link between peace and disarmament is stressed along with alternative means to solve international disputes. (PP)…

Machila, Margaret (1989). Women, Peace and Development in Southern Africa. Convergence: An International Journal of Adult Education, v22 n1 p75-81. Peace and development efforts among women in Southern Africa have been prompted by socioeconomic and political problems, cultural differences, poor communication, and lack of education. Meaningful solutions must start from women's cultural contexts, communities, nations, and regions. (SK)…

Challenger, Melanie (2007). The "Stolen Voices" Project for the United Nations International Day of Peace, Imperial War Museum, London. Intercultural Education, v18 n5 p501-504 Dec. This article describes the "Stolen Voices" project which developed through detailed discussions with local education authorities and teachers in boroughs across London, UK. These educators and specialists were eloquent in their desire for projects that supplement the curriculum and classroom work on human rights and global citizenship, particularly projects that utilise the imagination of young people, bringing them into contact with people and places outside their usual experience. The purpose of the Stolen Voices Project for International Day of Peace, held in the Imperial War Museum on 21 September 2007, was to bring children face to face with the personal and specifics of historical violence: individuals that have lived through violence in their youth or who have resisted it. The project involved the collaboration between creative practitioners, survivors of conflict, and specialists in intercultural education utilising imaginative and creative processes to engage… [Direct]

PAGANO, JULES (1965). EDUCATION IN THE PEACE CORPS, EVOLVING CONCEPTS OF VOLUNTEER TRAINING. NOTES AND ESSAYS ON EDUCATION FOR ADULTS, 48. THE FUNDAMENTAL PRINCIPLE OF PEACE CORPS VOLUNTEER TRAINING–TOTAL CULTURAL IMMERSION–IS ACHIEVED THROUGH DIRECT TEACHING AND FIELD EXPERIENCE. TRAINEES LEARN LANGUAGE (THROUGH INTENSIVE AUDIOLINGUAL METHODS, BRINGING LANGUAGE LEARNING INTO EVERY ASPECT OF LIFE AT THE TRAINING SITE), CUSTOMS (THROUGH ROLE PLAYING AND CROSS CULTURAL STUDIES), AND ATTITUDES (THROUGH DISCUSSION WITH STAFF WHO HAVE LIVED IN THE COUNTRY TO BE SERVED). RETURNING VOLUNTEERS, AFTER BEING TRAINED AS DISCUSSION LEADERS, HAVE BECOME OUTSTANDING TEACHERS IN THE TRAINING PROGRAMS, STRESSING THE NEED FOR SOCIAL RESEARCH FOR EFFECTIVE COMMUNITY DEVELOPMENT. IN-HOUSE TRAINING, IN WHICH TRAINING IS ENTIRELY RUN BY THE PEACE CORPS, HAS BEEN TRIED AS AN ALTERNATIVE TO UNIVERSITY-SPONSORED TRAINING, AND ADVANCED TRAINING FOR COLLEGE JUNIORS HAS BEGUN. PEACE CORPS TRAINING METHODS HAVE IMPLICATIONS FOR TRAINING WORKERS WITH ADULTS FROM FOREIGN CULTURES (ESPECIALLY TEACHING ENGLISH AS A FOREIGN LANGUAGE), AND FROM… [PDF]

Hantzopoulos, Maria, Ed.; Tyner-Mullings, Alia R., Ed. (2012). Critical Small Schools: Beyond Privatization in New York City Urban Educational Reform. IAP – Information Age Publishing, Inc. Critical Small Schools: Beyond Privatization in New York City Urban Educational Reform features the most current empirical research about the successes and challenges of the small schools movement and the implications of such for urban public educational policy. Situated in a climate of hierarchical reform, many of the principles of the original small schools movement–which are rooted in community participation, innovative pedagogies and assessment, and equity and social justice–have become obscured by an educational agenda that emphasizes top-down mandates and standards-based reform. With the increased popularity and the rapid proliferation of small schools, the emphasis on "size only" has resulted in a bifurcation of the small schools movement; on one end are the small schools which have embraced the democratic, participatory, and self-governing nature of the original movement, while on the other end are schools that have simply reduced their size without rethinking… [Direct]

Stover, William James (2005). A Dialog of Faith: Reflections on Middle East Conflict from Jewish, Muslim and Christian Perspectives. Journal of Beliefs & Values, v26 n1 p65-75 Apr. In 2004, Santa Clara University's Bannan Center for Jesuit Education brought together online religious teachers and practitioners from the three world religions to discuss important issues associated with Middle East conflict: resistance, suicide bombing, America's role in the Middle East, and the future shape of peace. These conversations aimed at helping all parties better understand one another's concerns, values and commitment to peace. Our participants replied to a series of questions, and then questioned each other's replies, while students in Europe, North America and the Middle East observed the exchange. This article describes the project, summarizes the results and invites readers to consider carefully the participants' views…. [Direct]

Hanvey, Robert G. (1983). Global Education–Stage II. California Journal of Teacher Education, v10 n1 p1-10 Win. In the past, global education has concentrated on altruistic concerns, such as the world environment, peace, and international understanding. Its definition, however, should be expanded; global education should help solve the problems of individuals, groups, and nations by offering sophisticated understanding of rapidly changing global conditions. (PP)…