deJong-Lambert, William; Steiner-Khamsi, Gita (2006). The International Race over the Patronage of the South: Comparative and International Education in Eastern Europe and the United States. Current Issues in Comparative Education, v8 n2 p84-94 Apr. The authors contend that the impact of the Cold War on multilateral organizations (especially UNESCO) as well as on the academic programs in Comparative and International Education or Development Studies in Education has been largely understudied. Both world-systems (USA and its allies, Soviet Union and its allies) laid claim on the project of world peace that UNESCO was meant to pursue. Furthermore, the boom in area, language and development studies in the 1960s was closely associated with the international race between the two world-systems over the patronage of those postcolonial countries that were viewed as "non-aligned" or neutralist. The salutary effects upon education policy in the United States are described, along with the portrayal of education as an inferior aspect of the capitalist system, behind the "iron curtain." The authors note the new research field of post-Cold War studies that emerged in U.S. academe over the past decade, and find that such… [PDF]

Ross, Robert Beals, Ed. (1987). The World = Le Monde. This publication provides a directory of useful resources for educators on specific topics and countries pertaining to development issues. It includes publications, slide-shows, kits, games, descriptions of each resource, photographs, and small maps of 22 countries. The materials are presented in French and English and are organized into four sections on (1) regions, (2) subjects, (3) sources, and (4) resource centers. The subjects include food, apartheid, development, education, disarmament, human rights, environment, hunger, geography, health, militarism, multinationalism, peace, and technology. Ordering information is provided. Maps and pictures are included. (NL)…

Davies, Lynn (2004). Building a Civic Culture Post-Conflict. London Review of Education, v2 n3 p229-244 Nov. This paper examines the role of education in (re)constructing civil society in societies emerging from conflict or violence. After examining the nature of civil society and its importance for democracy and peace, the paper looks at three areas: legal education (including human rights education); information, media and the public space; and citizenship education (exploring nationalism, democracy and accountability). It aims to dispel any romanticised mythology about the possibilities of civic regeneration, particularly if this means returning to a nationalistic, exclusionary or heroic past. The \new normality\ should be active citizens who will challenge social injustice, corruption or aggression; this is argued to apply to countries who are the instigators of international conflict as well as those traditionally labelled conflict or post conflict…. [Direct]

Gamble, Helen E. W., Ed.; Munstermann, Ulrich, Ed.; Williams, David L., Ed. (2002). The Voice of THIMUN Youth: Action Papers of the Annual Session (2nd, The Hague, Netherlands, January 27-February 1, 2002). These Action Papers of seven committees of The Hague International Model United Nations (THIMUN) Youth Assembly represent the efforts of young people, who have been given the opportunity to voice their personal opinions on issues permanently on the international agenda. The Committee on Education and Employment analyzes improving quality of education; economic challenges; value of education; problems of women in society; innovative thinking and talent realization; experience and mechanisms for approaching the labor market; and social problems. The Committee on Sustainable Development and Agenda 21 focuses on informal and formal education through media, product labelling, and nongovernmental organizations and on pros and cons of economic incentives for promotion of sustainable development through youth involvement in the economy. It sets out practical steps for youth empowerment in issues of sustainable development. The Committee on Health and Social Development of Youth looks at… [PDF]

Pike, Graham; Selby, David (2000). In the Global Classroom: Book 2. Global education is a relatively new term in the education world. It brings together two strands of educational thinking: worldmindedness and child-centeredness. This document offers strategies for implementing global education into the curriculum by considering its infusion and integration. Activities presented in the book offer ideas and strategies for providing a participatory learning environment in the global classroom and focuses on different goals such as building self-esteem, encouraging students to exchange personal information, and contributing to the learning process. Chapters include: (1) \A Friendly Classroom for a Small Planet\; (2) \Peace\; (3) \Rights and Responsibilities\; (4) \Equity\; (5) \Economics, Development, and Global Justice\; (6) \Citizenship\; and (7)\Mass Media.\ (YDS)…

Chtatou, Mohamed, Ed. (1984). Moroccan Arabic Technical Lessons for Rehab./Special Ed. The instructional materials in Moroccan Arabic are designed to meet the language needs of Peace Corps volunteers working in rehabilitation and special education in Morocco. The lessons are almost entirely in Arabic, and include vocabulary lists with both technical and everyday language pertaining to disabilities. Lesson topics include singing, the classroom, playing ball games, listening to music, discussing physical needs, playtime, art, the handicapped in Morocco, the beach, social situations, behavior change, children's growth, and the blind in Morocco. Lessons include text, vocabulary, questions for discussion, and proverbs. (MSE)… [PDF]

Brooks, Sean, Ed.; Knowles, Alison, Ed. (1995). Education for Action. Undergraduate and Graduate Programs That Focus on Social Change. Expanded Third Edition. This book provides a comprehensive guide to graduate and undergraduate programs focusing on social change that are recommended by Food First, a non-profit research and education center with a mission of empowering citizens to address the root causes of hunger, poverty, and environmental decline. Listings provide the name and address of the institution; degrees offered; telephone, fax, and electronic mail information; a brief description of the programs offered; courses; key faculty; and admissions information. Listings include programs in agriculture, anthropology, area studies, development/international relations, economics, education, environment, ethnic studies, geography, history, human rights, law, peace studies, political science, public health/nutrition, sociology, urban planning, and women's studies. (MDM)…

Nijhof, Wim J. (1988). Conflicting Concepts and Values in Education. This paper discusses the incongruity among education's multiplicity of conflicting actors, theories, and values that affect curriculum decision-making. This discussion is divided into three major concerns: sociopolitical, professional, and student. Sociopolitical concerns include the impact of peace, war, human sexuality, environment, work and leisure time, multicultural relations, and economic class relationships on education. Professional concerns involve the dilemmas of curriculum reform, teaching methods, organizational management, decision-making, educational governance, and school-community relations. Student concerns encompass core curriculum relevancy, human capital investment, career choices and counseling, and labor market entry prognostics. That educational policymakers consider the above concerns when making decisions comprises the conclusion of this treatise. (JAM)… [PDF]

Francois, Louis (1968). The Right to Education from Proclamation to Achievement 1948-1968. The aim of this booklet is to describe and explain efforts over the past twenty years for the right to education in the world's nations. The theme focuses upon an attempt to actualize the ideals in the Universal Declaration of Human Rights which concern and affect universal education in developing as well as developed countries. Eleven chapters briefly deal with the world trend toward building schools; the right to education in the context of the Universal Declaration of Human Rights; consequences resulting from the right to education; education in regard to quantity and quality; battle against illiteracy; need for continuous education in all countries; education for international understanding to hopefully ensure peace; resistance to educational change from the educational system and the family; educational planning; and the need for international cooperation. (Author/SJM)… [PDF]

(1980). International Meeting of Experts on the Evaluation and Development of the Associated Schools Project on Education for International Co-operation and Peace (UNESCO House, Paris, September 8-12, 1980). Final Report. Ways and means are suggested by educational experts from 17 UNESCO member states for developing the Associated Schools Project in Education for International Cooperation and Peace. Launched in 1953, the project was intended to sensitize teachers and students to the need for peace and respect for human rights and to prepare them to accomplish tasks aimed toward these objectives including preparing instructional materials and carrying out community-oriented activities. Although the project has grown considerably since its inception (it is now a network of 1,400 schools in over 70 countries) and has been successful in many of its endeavors, the experts noted a number of problems in the areas of diffusing and generalizing individual project activities, counteracting negative effects of extra-educational influences such as the media, and in sustaining active teacher participation. To counteract problems and to further develop the Associated Schools Project, the experts offered some…

Eagan, Eileen (1981). Class, Culture, and the Classroom: The Student Peace Movement of the 1930s. The origins of the student movement of the 1930s are discussed, with attention to internal dynamics and reactions to external events, and the impact on student attitudes today. After providing a background of the antiwar movement, individual university revolts and strikes are considered. An explanation is offered concerning students' thoughts and fears about the Spanish Civil War and their concern about America's own movement toward World War II. Additionally, the woman's role in the peace movement and the alternative it offered to the traditional collegiate male code of conduct are considered. Additional topics include: the influence on the movement of Marxism, religion, progressivism, and the revisionist view of the Great War; the relationship between government and education and attitudes toward academic freedom; and the development of a new kind of American student, who was to become a model (both positive and negative) for student activists of a later generation. It is noted…

Fitzell, Susan Gingras (1997). Free the Children! Conflict Education for Strong and Peaceful Minds. Conflict Resolution Skills for Pre-K through Grade 12. Noting that teaching conflict education is not something that can be done in a set of isolated lessons in a curriculum program, this book discusses a comprehensive, developmentally appropriate approach to conflict education. The book is organized into two parts. The first part explains the basic underlying philosophy proposed in the book, and the second part discusses conflict education for specific age groups. Part One, "Conflict Education: The Process," contains one chapter: "The Five Essential Components of a Conflict Education Program." These components are modeling, relationships, conditioning, empowerment, and skills. Part Two, "Conflict Education for Different Ages," contains six chapters. Each chapter in this section discusses cognitive and moral development and offers practical approaches and techniques for dealing with conflict. In addition to these topics, each chapter addresses age-specific concerns. Chapter 2, "The…

Lindow, Megan (2007). "The Promising Half". Chronicle of Higher Education, v53 n19 pA36 Jan. This article describes the hardships of rural life encountered and witnessed by the students at the Ahfad University for Women as they participate in the university's Rural Extension Program which is required of all fourth-year students. The program involves traveling in groups to impoverished communities across Sudan to share their knowledge, with local people, and experience firsthand the hard ships rural citizens endure. In a country marred by deeply rooted, interlocking wars and tightly controlled by an authoritarian, Islamic-fundamentalist government, the university, with its unique mission of educating women to respond to the needs of society, as well as confront societal boundaries, has paradoxically flourished. Ahfad was established as an elementary school in 1907 by a broad-minded soldier-turned-merchant named Sheikh Babiker Badri, who wanted to educate his 13 daughters at a time when most considered the idea deeply shameful. The institution has pioneered women's education… [Direct]

(1982). Education for International Understanding. Report of Regional Seminar on the Development of Unesco Associated Schools Project in Asia and the Pacific (Seoul, Republic of Korea, October 27-31, 1981). This report on an Asian Regional Seminar is presented in two parts. In part one, a review of the reports of the countries participating in the seminar shows that there is continuity in adherence to the objectives of the Unesco Associated Schools Project set forth in 1953, which were: (1) to increase knowledge of world problems and global cooperation, (2) to develop international understanding through the study of other cultures, (3) to increase knowledge and observe the principles of human rights, and (4) to appreciate the workings of the United Nations system in trying to achieve universal peace, friendship, and progress. A summary of the seminar discussion, a synthesis of difficulties, problems, and issues, and recommendations are presented. The country reports in part two illustrate variance in approaches to education for international understanding and human rights and obstacles inherent in the realities of global politics and nationalism. Country reports for Bangladesh,…

Smith, David J. (2007). How Community Colleges Can Work for World Peace. Chronicle of Higher Education, v54 n9 pB30 Oct. The important contributions that community colleges make to American society are well known and documented, but many people may not be aware of the huge influence that community colleges are having overseas. The U.S. model of the two-year college with a vocational emphasis is being exported, and foreign institutions that focus on career education in health care, law enforcement, business, and other fields are benefiting. Community-college programs are dealing with critical social and business needs overseas, broadening cultural awareness and increasing global collaboration. The writer advocates that community colleges, with their diverse populations, are well-suited to develop innovative teaching approaches that would be highly effective abroad. Challenges identified by Smith for improving conditions in conflict-ridden societies include: (1) Need for community-college governing boards to take on this task as part of their missions; (2) Identification of funding sources; and (3)… [Direct]

(1981). Organizing for Peace and World Order Studies: A Guide of Strategies and Methods. Project for Global Education. Methods are offered for developing college-level peace and world order programs designed to stimulate critical problem identification and creative problem solving and to equip students for the political complexities of the struggle for peace. The manual is organized into four sections. Section 1 contains four essays by students in peace and world order studies at Princeton, Columbia, Rutgers, and the American University. The essays emphasize ways in which the programs have changed student perceptions. Section 2 contains five articles on organizing an interdisciplinary peace studies curriculum, creating a campus-wide program, finding sponsors for activities, presenting proposals, and working with other professors. Section 3 describes model programs at the School for International Training, Georgetown University, University of Iowa, and Colgate University. Topics include experiential world order studies, the interdisciplinary major in peace studies, certificates in global studies, and…

Comings, John; Kahler, David (1984). Peace Corps Literacy Handbook. Appropriate Technologies for Development. Manual M-21. This manual provides an introduction to literacy work for Peace Corps volunteers and other development workers in situations where the literacy work is a primary project or secondary activity. It presents information on planning and preparing for literacy work, offers guidance on program and material development, and suggests strategies for evaluating and improving programs. Chapter 1 introduces the topic. It looks at the history and value of literacy, levels of literacy, the difficulty of literacy, numeracy, and adult, nonformal, and literacy education. Chapter 2 discusses literacy work strategies–the Laubach method, the Freire method, and functional literacy, as well as literacy for women and children. Chapters 3 to 7 present a model for implementing a project. These steps are described: the feasibility study, planning and preparation, curriculum design, implementation and evaluation of instruction, and development or adaptation of instructional materials. Examples and samples… [PDF]

Comings, John; Kahler, David (1986). Manual de Alfabetizacion del Cuerpo de Paz (Peace Corps Literacy Handbook). Appropriate Technologies for Development. Peace Corps Information Collection & Exchange Manual Series No. M-28. This Spanish-language version of a literacy handbook provides an introduction to literacy work for Peace Corps volunteers and other development workers in situations where the literacy work is a primary project or secondary activity. It presents information on planning and preparing for literacy work, offers guidance on program and material development, and suggests strategies for evaluating and improving programs. Chapter 1 looks at the history and value of literacy, levels of literacy, the difficulty of literacy, numeracy, and adult, nonformal, and literacy education. Chapter 2 discusses literacy work strategies–the Laubach method, the Freire method, and functional literacy, as well as literacy for women and children. Chapters 3 to 7 present a model for implementing a project. These steps are described: the feasibility study, planning and preparation, curriculum design, implementation and evaluation of instruction, and development or adaptation of instructional materials…. [PDF]

Comings, John; Kahler, David (1986). Manuel d'Alphabetisation du Peace Corps (Peace Corps Literacy Handbook). Appropriate Technologies for Development. Peace Corps Information Collection & Exchange Manual Series No. M-32. This French-language version of a literacy handbook provides an introduction to literacy work for Peace Corps volunteers and other development workers in situations where the literacy work is a primary project or secondary activity. It presents information on planning and preparing for literacy work, offers guidance on program and material development, and suggests strategies for evaluating and improving programs. Chapter 1 looks at the history and value of literacy, levels of literacy, the difficulty of literacy, numeracy, and adult, nonformal, and literacy education. Chapter 2 discusses literacy work strategies–the Laubach method, the Freire method, and functional literacy, as well as literacy for women and children. Chapters 3 to 7 present a model for implementing a project. These steps are described: the feasibility study, planning and preparation, curriculum design, implementation and evaluation of instruction, and development or adaptation of instructional materials. Examples… [PDF]

Marullo, Sam (1989). Gender Differences in Peace Movement Participation. Women have been believed to be peacemakers throughout the centuries. Whether this is biologically determined or a socially structured has been a matter of controversy. This study examined gender differences and the social dynamics of peace movement participation. Subjects (N=272) were members of a local nuclear freeze campaign in 1984. Discriminant analysis and difference of means tests were applied to survey data to discern demographic, resource, attitudinal, and ideological characteristics that distinguished female and male participants. Very few differences were found and some were expected due to larger societal differences. However, subtle attitudinal differences revealed that women were less likely to believe in the utility of nuclear weapons and to minimize the strength of the United State's arsenal, demonstrating women's greater likelihood to take more risks than men. It is important to keep these differences in mind in terms of recruitment and education in order to avoid… [PDF]

(1977). Eighteenth Strategy for Peace Conference Report, October 13-16, 1977. The document presents a report of a conference to stimulate study, research, and education in the field of foreign relations. The report contains summaries of small group discussions of peace and security, economic order, development, resource/population balance, the environment, and human rights. It is presented in six sections. Section I summarizes discussion of non-proliferation strategy for the late 1970s. One major proposal was to create multinational nuclear power centers. Section II focuses on long-term strategies for human rights, action by the United States and international organizations to preserve human rights, and consideration of priorities for action in the field of human rights. Section III identifies problems of international security in outer space, including unavailability of scientific data, and the absence of an international space monitoring agency. Section IV examines ways to encourage social and economic development through technology. Section V describes… [PDF]

Freeman, Robert E. (1974). Curriculum Materials Evaluation as a Process for Changing Education: Work of the Diablo Valley Education Project. During 1972-73 the Diablo Valley Education Project, a joint program of the Center for War/Peace Studies and the Mt. Diablo Unified School District, designed and ran a materials evaluation program of 49 curriculum project materials, 8 simulation games, and 5 multimedia kits dealing with global perspective. The objective of the program was to use materials evaluation as a means to make local schools effective instruments in teaching about human dignity and global problems. The program was designed to use the existing school structure, involve the community, and set up a self-evaluation to test results. Materials for evaluation were chosen according to global perspective, organization of content, quality of supplementary materials, flexibility, format, reading level, and cost. District social studies teachers were responsible for testing the materials in the classroom and for completing a lesson log sheet, evaluation questionnaire, and oral evaluation. The results were a 35 percent… [PDF]

Al-Haj, Majid (2005). National Ethos, Multicultural Education, and the New History Textbooks in Israel. Curriculum Inquiry, v35 n1 p47-71 Mar. The role of the school curriculum in multicultural societies is a central issue in the sociology of education. One of the main debates has to do with the relationship between education for multiculturalism and the use of curriculum for shaping the collective memory and strengthening the national ethos. This article deals with the state of multicultural education in Israel in light of the oscillations between conflict and peace in Israeli-Palestinian relations. It is based on a content analysis of the new history textbooks in Jewish schools. These textbooks were produced after the signing of the Oslo peace agreement between Israel and the Palestinians and were introduced to junior and senior high schools in 1999. The analysis shows that the new textbooks endeavor to innovate regarding the Israel-Arab conflict in the sense of presenting a more open and complex perspective than the previous curriculum did. But the new textbooks, like the old ones, present a typical Zionist narrative… [Direct]

Karpen, Leah R., Ed. (1976). Directory of Member Institutions, 1976. Revision. This directory describes the various types of programs offered by organizations and educational institutions which are members of the Association for World Education. Focusing on all forms of postsecondary educational organizations, membership consists of adult education centers, colleges, units of large university research centers, and other organizations which are committed to world education. Programs described range from summer group-travel programs to peace research institutes and loosely structured \learning settlements\ in Europe, South America, Canada, Japan, Africa, and the United States. Listings are alphabetical by country. Addresses and phone numbers of the institutions, descriptions of programs which they offer, and lists of their publications are also provided. The directory includes an outline of the association's purpose and a listing of its officers and council members. (Author/MK)…

COMSTOCK, GEORGE; MACCOBY, NATHAN (1966). THE PEACE CORPS EDUCATIONAL TELEVISION (ETV) PROJECT IN COLOMBIA–TWO YEARS OF RESEARCH. RESEARCH REPORT NO. 2, THE PROJECT'S FIRST SEMESTER–PUPIL ACHIEVEMENT, TEACHER ATTITUDES, AND THE WORK OF THE UTILIZATION VOLUNTEER. THE PEACE CORPS (ETV) PROJECT IN COLOMBIA ENCOUNTERED PROBLEMS IN TV PRODUCTION, INSTALLATION, MAINTENANCE, UTILIZATION OF TELEVISED INSTRUCTION, AND LEADERSHIP. BY JUNE OF THE FIRST SEMESTER TELEVISED ELEMENTARY INSTRUCTION INCLUDED ABOUT 390 SCHOOLS, 2,000 TEACHERS, AND 60,000 PUIPLS. EXTENSIVE RESEARCH INTENDED TO PROVIDE A BASIS FOR CORRECTIVE POLICY-MAKING WAS CONDUCTED. IN A FIELD EXPERIMENT, RESULTS FROM 7,100 TESTS GIVEN TO STUDENTS IN 178 CLASSES IN 10 COURSES SHOWED INCREASED ACHIEVEMENT ATTIRBUTABLE TO THE PROJECT. HOWEVER, DIFFERENCES WERE SMALL BETWEEN A CONTROL GROUP AND THREE TELEISION GROUPS, DIFFERING FROM ONE ANOTHER IN THE AMOUNT OF TEACHER INSTRUCTION BY PEACE CORPS VOLUNTEERS. A PANEL STUDY OF ABOUT 250 TEACHERS INTERVIEWED BEFORE AND AFTER THEIR FIRST SEMESTER OF TELEVISED INSTRUCTION SHOWED THAT MANY TEACHERS HAD NEVER COME IN CONTACT WITH VOLUNTEERS ASSIGNED TO WORK WITH THEM, BUT THAT FOR OTHER TEACHERS, FREQUENT CONTACT WITH VOLUNTEERS APPEARED TO HAVE HAD… [PDF]

Chalin, Catherine G.; Clark, Ian; Davis, Dave; Noyek, Arnold M.; Skinner, Harvey; Sriharan, Abi (2005). Building Bridges of Understanding through Continuing Education and Professional Development of Arabs and Israelis. Journal of Continuing Education in the Health Professions, v25 n2 p68-75 Spr. In this article, we present an educational approach uniquely linked to humanitarian and peace-building goals in conflicted regions of the world. We examine the Canada International Scientific Exchange Program and its lead program, the Middle East Association for Managing Hearing Loss, as a case study. Under a Canadian umbrella, continuing medical education and continuous professional development are used to gather academics from regions in conflict for mutually beneficial professional activities. Larger scale international prospects for educational programming, extending beyond the health sector, are ways of addressing the primary determinants of health and creating social capital…. [Direct]

(1990). UNESCO in Asia and the Pacific: Report on the 1988-89 Activities in Education of the Unesco Principal Regional Office for Asia and the Pacific. This two year report for 1988-1989 provides a summary of all program activities carried out by the UNESCO Principal Regional Office for Asia and the Pacific (PROAP) during this period. Separate reports for 1988 and 1989 are included, and each contains the same three parts. Part 1 discusses the major programs undertaken by PROAP; these include Education for All; The Formulation and Application of Education Policies; Education, Training, and Society; and Peace, International Understanding and the Rights of Peoples. Part 2 describes the inter-country operational programs conducted by PROAP. Part 3 lists, by country, the projects supported by UNESCO in association with external sources of funding. An annex that lists PROAP publications produced in 1989 is included. (DB)…

Greer, Peter; Hill, Errol (1973). Why Pretend? A Conversation About the Performing Arts with Errol Hill. National Humanities Faculty Why Series. This document, one of a series of monographs concerned with humanistic education, contains a dialogue between Errol Hill, a recognized scholar who presently chairs an academic theatre program at Dartmouth College and serves as a member of the Board of Directors and head of the Black Theatre Program, and Peter Greer, associate director of the National Humanities Faculty. This conversation examines the reasons for education in theatre and drama at all levels, from kindergarten through college. It discusses the performing arts in terms of basic communication skills needed to bring understanding and peace to a turbulent world and stresses the importance of such skills in curriculum planning. The effects of the performing arts and of the electronic media on the future of American education are discussed. (RB)…

Stultz, Erma, Ed. (1986). Hands of Knowledge. "Adult Education, Development and Peace." Report of the World Assembly of Adult Education (Buenos Aires, Argentina, November 22-30, 1985). This report, written in popular education style and designed to be readable both by adult educators and by the people with whom they work, describes a week-long meeting of the World Assembly of Adult Education. Under the general themes "Where are we?""Where are we going?" and How to do it" the report provides synopses of the reports of 17 working groups on the following topics: peace and human rights, popular theater and communications, participatory research, rural adult education, adult education and prisons, adult education and indigenous peoples, workers' education, adult education and self-management, adult education and new technology, literacy and post-literacy, history of adult education, adult education and women, adult education and older adults, civic adult education, training of adult educators, adult education and primary health care, and adult education and the disabled. The report also includes comments from numerous participants from around…

Vaughan, Jeanette G. (1970). The Pupil's Day in Court: Review of 1969. An Annual Compilation. School Law Series. This report contains digests of concern to public and parochial school students as well as to students in higher education institutions. The digests were compiled from court decisions published in the National Reporter System during the 1969 calendar year. The decisions reported are from 36 States and the District of Columbia. All but four are of a civil nature, three involving pupils with contraband in their school lockers and the other one concerning breach of the peace by college students. The case digests are classified under (1) admission and attendance, (2) school desegregation, (3) student discipline, (4) pupil injury, (5) religious/sectarian education, (6) transportation, and (7) miscellaneous. A related document is ED 057 501. (Author/JF)… [PDF]