(2008). Deconstructing Neo-Colonialism and Liberalism: Kenya and the NGOs–A Discourse Analysis. International Education Journal: Comparative Perspectives, v9 n2 p57-68. Neo-colonialism theories bring back to life memories of colonial imperialism especially to the locals in countries such as Kenya where, 43 years after the proclamation of self-governance, most rural communities appear to be still awaiting the "true" independence. The locals may have seen the political "peace" and sovereign recognition of their state, but many are yet to realise the education and development systems that will set them free from being constructed by both their own government and non-government aid agencies as impoverished subjects. Perceived from the Kenyan experience, Spivak's questions on "representability" become not only relevant but, more importantly, identify a need for studies that will attempt to give voice or deconstruct the notions of the "wamaskini" (impoverished subjects) or in Spivak's words "the subaltern". The question made by Spivak (1985 cited in Gandhi, 1998, p.1) was, Can the subaltern speak? Indeed… [PDF] [Direct]
(1972). Curriculum Materials on War, Peace, Conflict, and Change. An Annotated Bibliography with a Listing of Organizational Resources. In February 1971, the Center for War/Peace Studies hosted a consultation of educators concerned with improving the teaching of the international dimension of education at all levels with particular emphasis on matters that affect war, peace, conflict, and change. The participants felt strongly that a survey of what actually existed in the field was necessary. The Center undertook this task. Letters were mailed to 1500 selected teachers publishers, colleges and universities, curriculum projects and voluntary organizations. Five hundred replies were received, most requesting to be kept informed of progress made in the undertaking. This annotated bibliography represents only a first step in the curriculum collection. The teaching materials are not new, but those deemed the most visible and available to teachers particularly interested in teaching about war, peace, conflict, or change. Content, objectives, strategies, method and usability at level were considerations for surveying… [PDF]
(2000). Campaign 2000: The Education Election. Teacher Magazine, v12 n3 p20 Nov-Dec. Introduces articles on the 2000 presidential elections, noting the high visibility of education candidates this election year. While this phenomenon may be a byproduct of the fact that peace and prosperity have left voters with nothing to worry about but test scores, education has definitely arrived as a political issue, transforming education policymaking and the culture of schools themselves. (SM)…
(2014). 25 Years of the Convention on the Rights of the Child: Is the World a Better Place for Children?. UNICEF Throughout history, the advance of civilization has been closely tied to the idea that all people have rights: universal, inalienable entitlements to freedom, dignity and security, to be treated fairly and to live free from oppression. The health and soul of all societies depend on how these human rights are recognized–and acted upon. Until the Convention on the Rights of the Child was conceived and adopted 25 years ago, the rights of the world's youngest citizens were not explicitly recognized by any international treaty, nor was there acknowledgement of the fundamental connection between the well-being of children and the strength of their societies. This is why the Convention was such an important milestone–and why the occasion of its twenty-fifth anniversary challenges us all to find new ways of pursuing its universal mandate for every child, as the global community charts its course for the post-Millennium Development Goals period. As the essays in this compendium make clear,… [PDF]
(1981). The Development of Human Resources: An International Concern. Journal of Cooperative Education, v17 n3 p12-47 Sum. This series of articles summarizes discussions from the Second World Conference on Cooperative Education. Topics include "Cooperative Education: A Powerful Instrument for Development and Peace;""Human Resources: An International Concern for Developing Countries;""Human Resources: A Continuing International Concern for Developed Countries;" and discussion panels from developing and developed nations. (SK)…
(1972). Can the University Forget the Past and Find Happiness in the Present?. Bulletin of the Atomic Scientists, 28, 9, 11-15, Nov 72. Outlines a proposal for structuring higher education so that both teaching and research are closely interrelated to particular social issues; for instance, world peace, urban improvement, health, or poverty. Traditional organization based on academic disciplines is considered not relevant to present research or instruction demands. (AL)…
(1986). Schools are Invited to Observe the International Day of Peace. International Understanding at School, spec suppl n1 p7-13. Presents an assortment of learning activities to help students from all countries celebrate the International Day of Peace. The activities, developed by Finland's National Board of Education, are divided into grade levels and support different areas of the curriculum such as social studies, language arts, and mathematics. (JDH)…
(1980). ACTION. Annual Report 1980. In this report are described projects and activities undertaken by ACTION's volunteer programs in 1980. A section on VISTA highlights programs in major emphasis areas (energy, independent living, youth employment) and comments on budget, projects promoting self-reliance and cooperative efforts, and the national grants program. Discussion of the National Center for Service Learning focuses on the University Year for ACTION (UYA) program, research, and the UYA education study. Activities of Older American Volunteer Programs are discussed in the next section, specifically those of the Foster Grandparent Program, Retired Senior Volunteer Program, and Senior Companion Program. The eight ongoing programs and four special projects managed by the Office of Voluntary Citizen Participation are then described. Discussion of the Peace Corps concerns projects in 1980, major developments, and activities in the regions of Africa, Latin America and Caribbean, and North Africa, Near East, Asia, and… [PDF]
(2013). Changing Consciousness: Autoethnographic Mapping in a Dialog Group. Journal of Peace Education, v10 n3 p259-282. This article introduces a pedagogical tool for raising critical consciousness and nurturing resistance to discrimination. "Autoethnographic mapping," integrating guided cognitive mapping and autoethnographies, has been implemented for a decade now within the framework of a college course occasioning dialogue between Palestinian Arab and Jewish students in Israel. Participants using the tool in an extended encounter between students from groups embroiled in political conflict have begun to theorize the microgeographies and stories of their everyday existence, gaining nuanced, non-standard insights into how conflict informs lives and selves. Employing the technique in the contact zone of guided encounters, students tend to re-inscribe identities upon a socio-political context, discovering the fluidity of belonging and destabilizing discursive structures. The paper outlines the course, sketches the tool and its theoretical underpinnings and describes some of the results it's… [Direct]
(2013). "To Obey or Disobey? This Is the Question" NDE: Nonviolent Disobedience Education in Israeli and US Civics Textbooks (1980-2012). Journal of Peace Education, v10 n1 p88-111. "To Obey or Disobey" should be a life question for all free people, but for the Israelis, who are in intractable war with their neighbors while facing constant rifts among themselves, it is a concrete problem they have to face every day. Therefore, the research question posed by this article is: How is obedience of laws or military orders presented in Israeli and US Civics textbooks, and why? It examines the discussions of the issue referring to examples such as: Kfar Kassem in Israel (1956) when 43 Palestinian civilians were shot by a military Israelis obeying orders; the convicted soldiers were released after a short while. Other sensitive examples are: the atrocities committed during Vietnam War, and the US and the Israeli military "refuseniks." Mohandas Gandhi and Martin Luther King are mentioned in the textbooks as positive examples for nonviolent protest. While this article is primarily concerned with the Israeli Civics textbooks, it compares them to a… [Direct]
(2013). The Pedagogy of Subversion in History Education in Conflict-Ridden Areas. Journal of Peace Education, v10 n1 p51-66. The article proposes an approach that is based on the assumption that the fostering of the political-critical dimension in the study of history can develop an effective historical consciousness among young students of history that will strengthen their independent informed thinking, reflective skills, and the ability to show empathy. First, I would like to explain what I mean by the terms: "political-critical dimension" and the term "effective historical consciousness," and their expansion in the context of history education. I will then present three reasons why it is so important to strengthen this dimension in the study of history. In the third part, I will propose and analyze four options and examples, most of them from the Israeli history curricula. I will argue that the optimal integration of which can build a bridge between curricular and historical thinking and bring young learners closer to the desired goal. The Israeli examples serve as reference point… [Direct]
(1991). Adult Education and the Mass Media: Challenges for Peace and Non-Violence. Adult Learning, v3 n1 p20,27 Sep. The traditional approach to education–training new generations of teachers to teach new generations of students–is outmoded. The communications industry alone has the capacity to educate on the scale needed in the time available. It is essential that adult educators work within the mass media. (Author/JOW)…
(1969). Relationship Between Learner Achievement and Instructional Principles Stressed During Teacher Preparation. J Educ Res, 63, 3, 99-102, 69 Nov. \Peace Corps trainees were given instruction in the use of theoretically-based learning principles…They were then required to teach high school students in a videotaped lesson. The results, which demonstrated a relationship between theoretically-based learning principles and pupil learning, have implications for teacher education programs. (Author)…
(1989). International Programs for Special Educators. Teaching Exceptional Children, v21 n3 p48-50 Spr. Opportunities are available for special education teachers to participate in foreign exchange programs and in programs for teaching abroad. The more common exchange programs include Fulbright Teacher Exchange Program, private exchanges, and others; work abroad programs include Department of Defense schools, Peace Corps, and International School Services. (JDD)…
(1994). The Higher Education of Ralph Bunche. Journal of Blacks in Higher Education, n4 p78-84 Sum. Reviews the life and accomplishments of Ralph Bunche, winner of the 1950 Nobel Peace Prize for his mediation in the first Arab-Israeli war. The focus is on Bunche's higher education, from undergraduate work at the University of California, Los Angeles, through his graduate work at Harvard. (SLD)…