Baratte, Linda L. (2005). Religious Education in the Prophetic Voice: The Pedagogy of Eileen Egan. Catholic Education: A Journal of Inquiry and Practice, v9 n2 p198-214 Dec. This article offers an overview of the life and work of Eileen Egan, a contemporary and passionate Christian leader whose values can inform religious education today. It argues that her critical questioning of the traditions, assumptions, and premises of Catholic teaching on war and peace is a sign of the emancipatory, transformative learning that is at the heart of what it means to engage in religious education. Peace educators, social activists, service learning directors, and Catholic political leaders have much to learn from her example and zeal…. [PDF]

Ekhaguere, G. O. S. (2000). African Higher Education and Training: Opportunities and Challenges. Higher Education in Europe, v25 n3 p373-79. Details several examples of distance networking initiatives in African higher education, including the African Virtual University. Describes challenges to expanded access and opportunity in tertiary education, including peace, stability, and good governance; national policies on access and equity; certification of off-shore educational providers; and quality and relevance. (EV)…

Dennis, Jeremy (2020). Managing (In)Equality through Simultaneity: Differentiation and the Rhetoric of Reform and Revolution in Higher Education. International Journal of Multidisciplinary Perspectives in Higher Education, v5 n1 p1-16. The coronavirus pandemic has heightened the sense of crisis in higher education, initiating a reconsideration of the conditions under which transformative change actually occurs. For some historians, the radical disruption of a social system occurs under four conditions: mass mobilization warfare, transformative revolution, state failure, and lethal pandemics. However, peace aids the return of inequality and its correlate, differentiation. Differentiation produces equality and inequality in education. Dismantling this simultaneity may be impossible without radical disruption. This study reveals how this conditionality challenges the egalitarian impulse in the rhetoric of reform and revolution espoused by change agents in academe. It marks the limits of these perspectives by surveying the academic models that treat differentiation as a feature rather than an anomaly in education…. [PDF]

Lesley Abbott; Samuel McGuinness (2024). Northern Ireland Pupils Transcend Cultural Difference through Transformed Integrated Schools: "We Don't Think about Religion When We're Passing the Ball, We Just Do It". International Journal of Inclusive Education, v28 n10 p2072-2087. Schooling for Northern Ireland children has over decades been in denominationally separate schools, until an integrated system was instigated by concerned parents in the late 1970s amidst growing political violence. By educating together Catholic and Protestant pupils and those of other religions or none, the hope was to contribute to peace in a conflict-prone society. The first integrated schools were planned and government funded. Then, in the early 1990s, some segregated schools sought to transform to integrated status through a detailed, formal process. In individual, face-to-face interviews, 11- and 16-year old pupils (n = 20), representing both school sectors and both the main cultural backgrounds, described their experiences of learning side by side for the first time with peers of a different tradition. Both younger and older pupils could discern the differences between their previous (segregated) and current (integrated) settings, saw the benefits of accepting and… [Direct]

Huber, Tonya, Ed.; Villanueva, Sara Abi, Ed. (2023). Global Citizenship Education at TAMIU Elevating Education at the Frontera: The Role of Faculty and Administrators. International Education Inquiries: People, Places, and Perspectives of Education 2030. IAP – Information Age Publishing, Inc. International Education Inquiries is a book series dedicated to realizing the global vision of Education 2030a. This vision involves "ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all." The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places and perspectives shaping Education 2030 outcomes. Education 2030 topics of interest include, but are not limited to: (1) Improving access to quality early childhood development, care and pre-primary education; (2) Ensuring equal access for all women and men to affordable and… [Direct]

Choi, Yoonjung; Kim, Yeji (2020). Deconstructing Neoliberalism in Global Citizenship Discourses: An Analysis of Korean Social Studies Textbooks. Critical Studies in Education, v61 n4 p464-479. This study explored ways in which official social studies textbooks in South Korea promote global citizenship given the dominant neoliberal ideology in the field of education. Employing soft versus critical global citizenship education (GCE) and critical discourse analysis, this study analyzed 12 middle-school (seventh to ninth grades) social studies textbooks that are mandatory in Korean public schools. The findings of this study demonstrate the prevalence of a neoliberal agenda and nationalist rhetoric in the global citizenship discourses in the textbooks. We discussed the extent to which themes for GCE including globalization, cultural diversity, peace, sustainability, and associated skills and dispositions were instrumental in perpetuating neoliberal economic values and nationalism while marginalizing social justice and multiculturalism in official textbooks…. [Direct]

Bartram, Peter E., Ed. (1984). Canadian Association for the Study of Adult Education. Proceedings of the Annual Conference (3rd, Guelph, Ontario, Canada, June 8-10, 1984). These proceedings contain 24 papers in English and 3 papers in French: "Adult Education and the Social Sciences" (Draper); "Readability as Applied to an ABE (Adult Basic Education) Assessment Instrument" (Taylor, Wahlstrom); "Quality of Worklife: Adult Education Administrators Speak Out" (McKee, Murphy); "The Problem of Journal Searching: The Case of Retrieving Adult Education Evaluation Articles" (Dobson); "Mutual Enlightenment in Edwardian Vancouver" (Hunt); "Psychosocial Representations and Adult Education" (Chene); "A Participatory Research Project against Sexism" (Chervin); "Change and Continuing Professional Education" (Rogers); "The Leadership Function of Government" (Selman); "Manifestations de meta-apprentissage en situation d'autodidaxie" (Tremblay, Danis); "Notes towards a Definition of Community in Adult Education" (Thomas); "The Origin and Major Influences… [PDF]

(1980). The Elements of a Network to Educate for World Security. This publication examines efforts to educate for peace and disarmament. A proposal by the Network to Educate for World Security for the establishment of a United Nations sponsored disarmament fund devoted to worldwide peace and security education is presented in Section One. Section Two contains papers that suggest how the traditional way to transmit culture (education) and the basic tool for forming and reforming adult opinion (communication) can transform the universal desire for peace into habitual practices of peace. The dual fear of arms and disarming in a world rife with complexities and conflict is explored. The third section focuses on classrooms from kindergarten through the post graduate level and discusses what is and can be done toward peace and security education in the schools. Issues and attitudes that divide integrating international and security topics into the curriculum are also included. Section Four expands the concept of education to include all ways adults…

Flora Chirani; Mary-Magdalene Wompakeah; Scholastica W. Azuah (2023). Teacher Placement and Its Impact on Students' Performance: The Perception of Teachers at Junior High Schools of the Kassena/Nankana Municipality. Educational Research and Reviews, v18 n11 p363-372. This study assessed the teacher placement and utilization and their impact on Basic Education Certificate Examination (BECE) performance in the Kassena/Nankana Municipality. The study has the following objectives: Factors influencing teacher placement in public basic schools and the impact of teacher placement on BECE performance. The study gathered data from 99 teachers from 10 Junior High Schools in the Municipality through questionnaire administration. The data on BECE performance of schools were obtained from the schools over 2015-2019. The schools were made up 5 urban and 5 rural schools. All descriptive analysis was done with SPSS, version 21.0. The study based on Hausman specification test, used random effect model to estimate the impact of teacher placement and utilization on BECE performance of the selected schools. Majority of the respondents considered ability to speak the local language, good health facility, easy access to professional development, access to information… [PDF]

Affolter, Friedrich W.; Miller, Vachel W. (2002). Helping Children Outgrow War. SD Technical Paper. Helping children outgrow war is an overarching goal of educational reconstruction in post-conflict settings, but responses must be highly adaptive and informed by insights gained from interventions elsewhere. This guidebook offers seven examples of successful interventions in post-conflict settings internationally, situating them within a framework that emphasizes the ecology of children's well-being and learning. To facilitate navigation of the guidebook, cases are organized according to post-conflict phases, including emergency, recovery, rehabilitation, and reconstruction. These phases indicate the stability of government and the health of civil society, important parameters for guiding programmatic choices. The cases illustrate many of the key dimensions of a comprehensive approach to helping children overcome violence and rebuild their lives. Following each case study is a discussion of critical theoretical issues and a set of questions regarding practical considerations for… [PDF]

Chastenay, Marie-Helene; Niens, Ulrike (2008). Educating for Peace? Citizenship Education in Quebec and Northern Ireland. Comparative Education Review, v52 n4 p519-540 Nov. This article explores the theoretical underpinnings of citizenship education as well as issues relating to educational practice to identify and discuss challenges that divided societies, which are characterized by conflicting national or cultural identities, may face in the development and implementation of such programs. Formal education curricula from Northern Ireland and Quebec are compared to identify how they promote citizenship in their divided societies. Both societies are characterized by high levels of segregation in education as well as other aspects of social and political life, but they differ in the extent to which conflict and violence are features of these societal divisions. In the authors' examination of citizenship education in Northern Ireland and Quebec, they outline a brief theoretical framework underpinning citizenship education and discuss issues affecting citizenship as a tool for promoting community relations and peace in modern societies in general and… [Direct]

Knezevic, Neven; Renders, Marleen (2017). The Potential of Conflict-Sensitive Education Approaches in Fragile Countries: The Case of Curriculum Framework Reform and Youth Civic Participation in Somalia. Journal on Education in Emergencies, v3 n1 p106-128 Jul. How can education services in fragile and conflict-affected settings sustain education results and help break the cyclical patterns of conflict that lead to massive reversals in development, including in education? This field note presents the case of the review of the curriculum framework in Somalia, a UNICEF-supported education intervention that intentionally engaged with the drivers of conflict. The note outlines how this mainstream education intervention, which has a widened focus on building youths' civic participation, can help to build a capacity for peace at various levels (individual, group, and policy) in terms of substance and process. It also provides emerging results, limitations, and observations about the intervention. The field note concludes by offering some reflections on inclusive and relevant service delivery as a critical part of peace- and state-building in fragile settings…. [Direct]

Van der Dussen Toukan, Elena (2019). Refugee Youth in Settlement, Schooling, and Social Action: Reviewing Current Research through a Transnational Lens. Journal of Peace Education, v16 n1 p1-20. How do refugee youth engage in peacebuilding, civic participation, and social action through their educational experiences? This article draws from transnational frameworks, specifically Ajrun Appadurai's notion of 'imagined worlds' with an emphasis on "ethnoscapes" as a framework through which to review literature on refugee young peoples' involvement in peacebuilding, participation, and social action in schools, focusing particularly on experiences from countries of settlement outside of refugee camps. This study examines current literature on refugee youth schooling and social engagement along three main themes: the student, the school, and the wider society. Each section considers the implications of the scholarly literature in a transnational framework, identifying what transnational flows (i.e. people, capital, ideas, media, technology, etc.) and what imagined worlds are reflected in the literature. In conducting this analysis, I aim to dislodge peacebuilding… [Direct]

Alhawsawi, Sajjad; Barrett, Angeline M.; Bunwaree, Vasant K.; Hanna, Helen; Motivans, Albert; Paulson, Julia; Sayed, Yusuf; Shields, Robin; Shrestha, Purna Kumar; Smail, Amy; Smith, Alan; Soudien, Crain; Sprague, Terra; Stack, Niamah; Sutherland, Margaret; Tungaraza, Frida; Turner, David; Unterhalter, Elaine; Vaughan, Rosie Peppin (2013). "COMPARE" Forum: The Post-2015 Education and Development Agenda. Compare: A Journal of Comparative and International Education, v43 n6 p783-846. As the 2015 target date for achieving the Millennium Development Goals (MDGs) approaches, there are a growing number of processes, preparations and debates on what a post-2015 agenda and framework will look like. The United Nations Development Group (UNDG) (as chaired by the United Nations Development Programme) is leading the planning of efforts to catalyse a "global conversation" on post-2015 through a series of some 100 national consultations and 11 global thematic consultations. The aim of these consultations has been to bring together a broad range of stakeholders to review progress on the MDGs and to discuss the options for a new framework. The overall global thematic consultation on education is co-led by the United Nations Children's Fund (UNICEF) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), with support from the Government of Canada, the Government of Germany and the Government of the Republic of Senegal. The education… [Direct]

Weiser, Margaret G. (1985). Childhood in a World of Tensions: 1985 World Council Meeting of OMEP. Childhood Education, v62 n2 p87-90 Nov-Dec. Focuses on highlights of annual OMEP conference entitled "The Child vs. Social and Domestic Tensions" held in Madrid in May 1985. Topics summarized include reports of various national projects, Andalusian Project in Spain, Education for Peace Project, and responses collected from 17 countries regarding international understanding in early childhood education. (DST)…

Passow, A. Harry (1988). Educating Gifted Persons Who Are Caring and Concerned. Roeper Review, v11 n1 p13-15 Oct. Gifted children and youth must be sensitized to the major problems faced by world societies, including poverty, famine, nuclear annihilation, and quality of life. Education for peace, attention to the moral and ethical dimensions of school subjects, futures education, problem-solving, and networking with gifted children in other nations are recommended. (JW)…

Branford, Abigail (2021). 'I'm Not Catholic and I'm Not Protestant': Identity, Individualisation and Challenges for History Education in Northern Ireland. History Education Research Journal, v18 n2 p126-147. Teaching sensitive histories in post-conflict societies makes particular demands on educators to understand students' identities and their relationships to the past. This paper expands our understanding of post-conflict youth identities and experiences of history education through a small-scale study of students' life stories in Northern Ireland which defied sectarian boundaries in different ways: some were children of interfaith marriages, while others attended integrated schools or were part of cross-community peace-building organisations. Participants saw themselves as forging new identities and 'moving on' from the past, although this process was fraught with ambivalence. I describe these expressions of identity through Ulrich Beck's (1992) model of triple individualisation. For these 'postsectarian' students, school history was seen largely as a tool towards achieving qualification, far removed from their everyday struggles of self-fashioning…. [PDF]

(2021). 21st Century Community Learning Centers. Afterschool Alliance Afterschool programs inspire kids to learn, help them make better decisions, and give parents peace of mind. Throughout the pandemic, 21st Century Community Learning Centers have kept kids engaged and learning and met the needs of families nationwide. But the demand for these programs far exceeds the supply. Nearly 25 million children are not in an afterschool program, but would be if a program were available to them. 21st Century Community Learning Centers provide afterschool and summer learning opportunities in every state. Programs are selected for funding based on their ability to meet the needs of students and families and their connection to education priorities in the state. This fact sheet serves as a primer on who is served by these Community Learning Centers and key outcomes of local programs…. [PDF]

Carter, Candice (2004). Education for Peace in Northern Ireland and the USA. Theory and Research in Social Education, v32 n1 p24-38 Win. Reviewed here are approaches to peacebuilding citizenship education in Northern Ireland and the USA, where social education has been responding to intergroup and structural violence. Strategies for peacebuilding have been developed and implemented in response to societal conflicts, government mandates, and available funding. Government support for peace initiatives in Northern Ireland is greater than in the USA, although they both are emphasizing the importance of citizenship education. In recognition of the pivotal position they have as model peacebuilders while educating children, this paper considers teachers' own citizenship training and experiences. Recommendations for teacher preparation and instructional guidelines follow the review of peace-oriented social education, as well as research on training educators and their students for proactive citizenship and democracy in contexts of multifaceted violence…. [Direct]

Makosa, Pawel; Mazur, Radoslaw; Rybicki, Adam (2022). Religious Education and the Concept of Universal Fraternity in the Light of the Encyclical "Fratelli Tutti" of Pope Francis. Teaching Theology & Religion, v25 n4 p85-98 Dec. In the face of growing tensions between nations, communities, and individuals, it is necessary to build understanding and dialog between them. Political, economic, and cultural activities are not always sufficient and effective, due to the fact that attitudes toward other people depend less on systemic solutions, laws, and procedures than on what is inside human beings, their empathy and solidarity. Pope Francis has therefore proposed a platform for understanding and peace-building between people that relates to people's interior development, that is, the idea of universal fraternity. This term, used after Pope Francis, is understood as fraternity of both men and women, brothers and sisters. The article analyzes this concept and indicates how religious education in a broad sense can contribute to the promotion of this idea. The problem hereof can be expressed in the questions: How to understand the idea of universal fraternity, how to realize that we are all sisters and brothers,… [Direct]

Lopes Cardozo, Mieke T. A.; Novelli, Mario; Smith, Alan (2017). The 4Rs Framework: Analyzing Education's Contribution to Sustainable Peacebuilding with Social Justice in Conflict-Affected Contexts. Journal on Education in Emergencies, v3 n1 p14-43 Jul. This paper lays out a theoretical and analytical framework for researching and reflecting on the peacebuilding role of education in conflict-affected contexts. The 4Rs framework recognizes that working toward "positive peace" (Galtung 1976, 1990) requires working toward peace with social justice and reconciliation, challenging dominant "security-first" and "liberal peace" models, and gaining a better understanding of how education might support these processes in building sustainable and peaceful postconflict societies. The 4Rs framework combines dimensions of recognition, redistribution, representation, and reconciliation to explore what sustainable peacebuilding might look like through a social justice lens. The paper addresses the cultural translation of these concepts, highlighting the need for locally embedded interpretations. Rather than a fixed theoretical model, the 4Rs approach is designed as a heuristic device that promotes a dialogue among key… [Direct]

Andrzejewski, Julie (2005). The Social Justice, Peace, and Environmental Education Standards Project. Multicultural Perspectives, v7 n1 p8-16 Jan. Inspired by the Alaska Native Knowledge Network's \Standards for Culturally Responsive Schools,\ members of fourteen social justice, peace, and environmental education (SJPEE) special interest groups (SIGs) from the American Educational Research Association (AERA) and several other prominent organizations have been involved in drafting SJPEE \standards\ based on research, theoretical perspectives, foundational documents, and models. Ten SIGs have already disseminated drafts to members and beyond to help forge a set of standards, guidelines, or queries representing collective visions for social justice, peace, and ecological sustainability. A project goal is to garner the energy and wisdom of many constituencies to increase visibility, credibility, and accountability for SJPEE in the national educational agenda. In this article, the author describes the development of this SJPEE standards project. (Contains 2 tables and 3 endnotes.)… [Direct]

Jessie Jungeun Hong-Dwyer (2023). "We Can Change Our Society": Korean College Student Activists' Motivations, Experiences, and Perceptions. Journal of College Student Development, v64 n4 p470-484. Student activism plays an important role in student development, so understanding student activists' thoughts, identifying challenges they have encountered, and figuring out ways to support their activities are critical for higher education institutions. A group of college students in Korea has established a student organization actively engaging in varying ways to address the Japanese military sexual slavery (so-called "comfort women") issue. This study examined the motivations, experiences, and perceptions of Korean college students actively participating in this work. Using a case study research design, in-depth, open-ended, semi-structured interviews with 10 organization members were collected and analyzed thematically. Relevant documents showing their various activities were also collected as supplementary data for better understanding of the context. Participants' desire for engagement, the benefits they gained from the KorPeaceWomen activities (i.e., personal growth,… [Direct]

Harber, Clive; Muthukrishna, Nithi (2000). School Effectiveness and School Improvement in Context: The Case of South Africa. School Effectiveness and School Improvement, v11 n4 p421-34 Dec. Examines whether lists of "effective school" characteristics are universally valid or internationally transferable. Demonstrates difficulties when applying Western school-improvement strategies in the context of South African schools struggling to establish some acceptable, minimal level of functional effectiveness. Describes three schools pursuing education for peace and democracy. (Contains 28 references.) (MLH)…

Maranto, Robert (2021). Between Elitism and Populism: A Case for Pluralism in Schooling and Homeschooling. Journal of School Choice, v15 n1 p113-138. Inherently, populism questions elite values and expertise; thus, populists oppose and usually are opposed by elites. Here, I discuss how American Political Science treats elitism, pluralism, and populism, relying heavily on the U.S. Founders' constitutional approaches limiting the power of factions to impose social and political uniformity. Second, I summarize how these models approach the provision of schooling, particularly school choice including homeschooling. In America, public education practice is dominated by elite bureaucratic experts supporting quasi-monopolistic factory models of schooling and unsupportive of the academic rigor some parents desire. Pluralist education as practiced in certain other nation states and historically may offer greater academic success and social peace through diversity, while enhancing achievement and equity. I use these discussions as foundations to critique Bartholet, who argues for severely restricting homeschooling to empower bureaucratic… [Direct]

Hanifah, Nurul; Kanro, Bulu'; Rustan, Edhy (2018). De-Radicalization in the Implementation of Islamic Education Curriculum in SMA Masamba South Sulawesi. Dinamika Ilmu, v18 n2 p271-283. The emergence of radicalism problem has threatened disintegration of nation. Therefore, it needs a big role of education especially Islam religious education in preventing the understanding of radical religious teachings, maintaining the character of loving peace and nationalism values. Thus, this research is important to be conducted. This research aims to elaborate de-radicalization of Islamic teachings in Senior High School. This research used descriptive qualitative approach. Research data was obtained from the implementation of curriculum 2013 by senior high school teachers of Islamic religious education in Masamba, South Sulawesi. Data collection was done through direct observation, in-depth interview, and documentation. Data validity was checked through source triangulation and methods. The analysis was done by collecting, presenting, reducing, and drawing conclusion. The results of research were shown that de-radicalization in Islamic education faced several obstacles in… [PDF]

Ecker, David W. (1990). Cultural Identity, Artistic Empowerment, and the Future of Art in the Schools. Design for Arts in Education, v91 n3 p14-20 Jan-Feb. States that a multicultural approach to education can fulfill children's need for cultural self-esteem, personal vision of a democratic society, and cultural understanding as a condition for world peace. Defines multicultural art education as participation in the artistic activity of another culture for the purpose of understanding that culture on its own terms. (GG)…

Ramona, Mary (1972). Peace Studies Not Popular in High Schools. Momentum, 3, 3, 33-6, Oct 72. Results of a survey of 475 Catholic high school administrators show that an overwhelming number of them equate a course on Education for Justice, Peace and Development as antipatriotic, antiadministration, and anti-Vietnam. (Author/CB)…

Rietveld-van Wingerden, Marjoke; ter Avest, Ina; Westerman, Wim (2012). Interreligious Learning as a Precondition for Peace Education: Lessons from the Past–John Amos Comenius (1592-1670). Religious Education, v107 n1 p57-72. During the last decades the concept of interreligious education has been developed in which exploration and personal identity formation form important aspects. The increasing multi-cultural and multi-religious society requires open, respectful, and tolerant attitudes for which schools have to prepare. Therefore, theorists on interreligious education emphasize that education should have an inclusive stance toward the truth: no religion can claim to grasp the whole truth. But, would this not lead to relativism? In this article the authors investigate J. A. Comenius' (1592-1670) contribution to this question. He was a pietistic Christian theologian, educationalist, and school reformer who was victim of several religious clashes. His whole life he was wondering how education could contribute to enhance peace and wisdom among citizens. For him God was the ultimate truth. Therefore religion played an important role is his considerations and solutions. The authors are of the opinion that… [Direct]

Farrukh, Fizza; Haidar, Sham (2023). Peace and Well-Being with Storytelling in TESOL: Exploring Peacebuilding through Voices of English Language Learners in Pakistan. TESOL Journal, v14 n4 e736. Storytelling was initiated, as a part of this study, in a Pakistani university's undergraduate English class, involving reflective discussions and journal writing, to create a safe space where students can raise their voices. In a collectivist society, like Pakistan, society's norms are preferred over individual agencies (Bittles & Small, 2016), which instills a "collectivist obligation" amongst the youth to follow society's ways (Watkins & Biggs, 2001, p. 282) and, ultimately, distancing critical thinking (Feyyaz, 2016) and muting disparate voices (Zaidi et al., 2016). Moreover, Pakistan, being a developing country, faces multiple social and political issues (Droogan, 2018; Saeed et al., 2014) adding further pressure on these young minds. With technology, media, and education, the country's youth, especially majors in English, have started comparing their norms with modern values (Zubair, 2006) resulting in adjustment issues (Haidar, 2021a) which require attention… [Direct]