Ludwig, Jeffrey (2021). An Experiment in Active Learning: The Effects of Teams. International Journal of Educational Methodology, v7 n2 p353-360. In modern times, the importance of education cannot be overstated. Beyond the acquisition of knowledge, perhaps the most important aim of education may be the development of character in individuals, including vitality, courage, sensitiveness, and intelligence, from which our society may experience increased prosperity, peace, and freedom. In this paper we address the daunting challenge of achieving successful, widespread, and inclusive university education. How do we enliven and engage the students in our classrooms? How can we help each and every student in the class self-actualize and reach the highest potential for learning? Active learning is one well-established and potent solution for accelerating the accumulation of knowledge. In this paper, an experiment in active learning utilizing team-based adaptive online quizzes in an introductory math finance course involving 378 undergraduate students over two years is conducted to explore the potency of this active learning… [PDF]

Marien, Michael (1971). Futures Documentation Projects Worldwide: Provisional Annotated Listing, August 10, 1971. Working Draft. This annotated, worldwide listing of 42 individuals and organizations represents an initial attempt to define ongoing futures documentation activity in its broadest sense. Due to the limited resources available, the list is incomplete, and descriptions of projects sketchy. As additions and changes appear in quantity, notices will be published in the World Future Society Bulletin. Annotations include mention of publications and reports already completed by the author or organization, as well as ongoing activities and future plans. Scope of the listing covers both general futures groups, such as the World Future Society, and special topics, such as education, peace research, technological change, and world resources. Subject, source nation, and individual name indices to the listing are provided. (Author/JLB)… [PDF]

(1995). International Conference on Education, 44th Session (Geneva, Switzerland, October 3-8, 1994). Final Report. This document presents the final report of the International Conference on Education, attended by 128 Member States of the United Nations Educational, Scientific, and Cultural Organization, as well as representatives from 9 inter-governmental organizations (INGOs), 36 international non-governmental organizations (INGOs) and one foundation. A total of 736 participants were in attendance. Divided into three parts, part 1, \Summary of the Plenary Discussions,\ contains: (1) Opening Ceremony; (2) Major Debate 1: Towards a Culture of Peace, Human Rights and Democracy through Education for All; (3) Major Debate 2: Presentation by Region of the General Theme of the ICE; (4) Major Debate 3: Educating for Mutual Understanding and Tolerance; (5) Major Debate 4: Education for the Twenty-First Century; and (6) Closing Ceremony. Part 2 is entitled \Work of the Committee of Governmental Experts.\ Part 3, \Documents Issued by the Conference,\ contains: (1) Declaration of the 44th Session of the… [PDF]

Bae, Jaehan (2020). Contemporary Art Practices in Preservice Teacher Education: Using Conflict Kitchen in a College Art Methods Course. Art Education, v73 n1 p38-45. In this article, Jaehan Bae describes one of the assignments he created for an art methods course for education majors (preK-8). In it, Bae asked preservice teachers to research the food as well as other aspects of a culture of their choice. Through this assignment, he hoped the preservice teachers would "explore art and the world through multiple senses/lenses and develop democratic behavior as an engaged citizen, and recognize international connections through art and contribute to world peace" (Bolin & Hoskings, 2015, p. 42). In this article, Bae describes the assignment and its implementation, including some of the resulting research and analyses generated by the preservice teachers in his class. He also offers suggestions for other art educators who might wish to implement a similar project with education majors to achieve similar goals. The primary external resource for this assignment was a project known as Conflict Kitchen. Conflict Kitchen (2010-2017)… [Direct]

Dasli, Maria (2019). UNESCO Guidelines on Intercultural Education: A Deconstructive Reading. Pedagogy, Culture and Society, v27 n2 p215-232. This paper undertakes a deconstructive reading of the principles on intercultural education, as introduced and discussed by UNESCO in a document published in 2006. It proceeds from the argument that while these principles have attracted considerable empirical attention, much less is known about the basic ideological assumptions that UNESCO makes in the process of articulating each one of them in turn. With reference points drawn from Derrida's 1976 deconstruction strategy, the deconstructive reading reveals how the organisation, in spite of its major claims, actually erases difference through recommendations that seek to promote social cohesion and peace. That is, even though the UNESCO document supports throughout the right to be different, self and other still run the risk of becoming one and the same should they endorse the guiding principles proposed. The paper concludes with the broader implications that can be drawn from this reading to help continue discussions about… [Direct]

Juliet Jordan Lowery (2024). Through the Voices of 12 Sister Scholars: Their Ascension to Senior Level Positions in the Higher Education C-Suite. ProQuest LLC, Ed.D. Dissertation, Fielding Graduate University. This study examines the ascension of women of color (WOC) to senior leadership roles in the higher education C-suite (senior-level executives in an organization). WOC earn 16% of PhDs and only 2% of senior leadership positions at higher education institutions. Increasingly, the higher education pipeline has diverse women ready and capable of stepping into senior leadership roles at colleges and universities. Despite WOC's presence in college and university roles that would traditionally advance to senior leadership, they lag representation beyond midmanagement and lack access and opportunity to advance to the C-suite. This research is a means to raise the visibility of WOC in higher education leadership and amplify their experiences through the identification, collection, and analysis of their voices. The question is, Are women of color the catalyst to disrupt or decolonize the intersectional oppression of the higher education C-suite? Through the intersecting lenses of critical race… [Direct]

Milian, Madeline; Walker, Dana (2019). Bridges to Bilingualism: Teachers' Roles in Promoting Indigenous Languages in Guatemala. FIRE: Forum for International Research in Education, v5 n3 p105-128. The Peace Accords of 1996 sought to bring significant changes for Indigenous people of Guatemala by promoting new educational opportunities centering on the recognition that culture and language are critical components of education. Bilingual intercultural programs have been created and attention to the detrimental effects of language loss and cultural identity have gained attention as Guatemala portrays itself to the rest of the world as a proud multiethnic and multilingual nation. As teachers are essential in the implementation of educational programs, this study explores the perspectives of 13 Indigenous bilingual teachers from multiple communities, and their role in implementing programs that promote bilingualism, biliteracy, and intercultural education in their respective communities. Teachers proudly accepted the responsibility of bridging school and home languages and recognized that educational progress had taken place, but expressed the need for continued improvements, as… [PDF]

Aydin, Hasan (2013). Educational Reform in Nigeria: The Case of Multicultural Education for Peace, Love, and Tolerance. South African Journal of Education, v33 n1 Article 611 Feb. The cohesion of our multicultural societies depends on mutual understanding, engaging proactively in co-operation between different communities and respecting one another. This paper deals with the educational philosophy of a well-known Turkish Islamic scholar, Fethullah G√ºlen and its application to schools in Nigeria. G√ºlen-inspired schools in Nigeria are peace islands in the ocean of violence, and promote love, greater empathy, tolerance and peace in a society deeply divided along ethnic, religious, tribal and geographical lines. Following G√ºlen's example, the schools promote respect for other cultures and the trains of thought of various well-known scholars. Students, throughout their education, learn to appreciate other faiths, ethnicities and cultures, as well as their own. This article reports on a 2010 qualitative field study conducted at the Nigerian Turkish International Colleges (NTICs) in Abuja, Nigeria. In this qualitative inquiry, the researchers used observations, in-… [PDF]

Cooper, Geoff; Quinn, Trevor (2001). Geoff Cooper Talks to Trevor Quinn. Horizons, n13 p26-27 Spr. Interview with Trevor Quinn, head of Ardnabannon Outdoor Education Centre, Northern Ireland, discusses the center's history and association with the local education authority; courses provided to schools, college students, teachers, community groups, and businesses; the role of outdoor education in promoting peace and cultural understanding; and cross-agency initiatives relating access to the outdoors to tourism and economic development. (SV)…

Goulah, Jason, Ed.; Nu√±ez, Isabel, Ed. (2021). Hope and Joy in Education: Engaging Daisaku Ikeda across Curriculum and Context. Teachers College Press Students, parents, and educators are increasingly frustrated, demoralized, burned out, and discontented with education and schooling today. At no time has it been more necessary to revitalize hope in the promise of education or to reestablish joy in teaching and learning. In this timely and inspirational volume, authors from diverse disciplines consider and affirm the many places across curriculum and context where hope and joy are or can be strong and vibrant. Grounded in the life-affirming ideals of renowned education philosopher and school founder Daisaku Ikeda, "Hope and Joy in Education" will reenergize educational research, theory, and practice. Featuring contributions from such luminaries as Theodorea Regina Berry, Cynthia B. Dillard, Walter S. Gershon, M. Francyne Huckaby, John Lupinacci, and Anita Patterson, this book reminds readers that the classroom is still a magical space, brimming with the brilliant and creative energy of young people. "Hope and Joy in… [Direct]

Hutchinson, Francis P. (1996). Educating for the 21st Century: Beyond Racist, Sexist, and Ecologically Violent Futures. Peabody Journal of Education, v71 n3 p42-62. Discusses resources of hope in educating for the 21st century, arguing the importance of active listening to children's voices and resistance to fatalistic fallacies regarding negative trends. The discussion examines principles from critical futurism and contemporary movements of educational innovation (including peace, multicultural, nonsexist, and environmental education) and discusses how schools are sites of possibility for encouraging alternatives to violence. (SM)…

(1972). Ways and Means of Teaching About World Order. These newsletters are a regular feature of the edition of the Progress Report sent to teachers, and further, supplement the World Law Fund's catalog of publications. Issues provide teachers with professional information on materials and techniques for teaching about world order. Typical inclusions present sample lesson plans and unit descriptions, announce new curriculum materials and innovative teaching techniques, and list resources on organizations, documents, selected bibliographies, and resource centers dealing with topics relating to teaching about world order. The eight issues, all dealing generally with world order, focus on foreign relations, peace, futurism, international education, racism, economic development, human rights, arms policy, and war. Those interested in receiving the mailings should request that their name be placed on the mailing list. (SJM)… [PDF]

Freeman, Robert E. (1971). Defining Concepts in the War/Peace Field: A Task for Academics and Curriculum Developers Alike. An Occasional Paper. Advocates of the new social studies have long urged the use of concepts as the basic building blocks in social studies. The question of what concepts and definitions of them should be taught is a matter of agreement among qualified judges. As qualified judges in the international relations-war/peace international education field, we can determine the concepts to which students should be exposed. Such a determination will undoubtedly be picked up by curriculum writers and teachers. We have attempted to take up the task of defining and choosing concepts, generalizations, and a rationale for them in the Diablo Valley Education Project. We have asked: What are the crucial concepts which must be taught if students are to be better prepared to participate in the democratic process, to the end of helping build the institutions of peace? Our initial answer to this is that they should include conflict, change, obligation and authority, power, interdependence, institutions, identity and role,… [PDF]

Alajmi, Maadi Mahdi (2021). The Role of the College of Education at Kuwait University in Countering Violent Extremism among Students. Journal of Social Studies Education Research, v12 n3 p204-224. This study aims to identify the forms of violent extremism among students of the College of Education at Kuwait University and specify the causes that drive youth towards it. This study used a cross-sectional design to which MANOVA analysis was used to analyze data. Sample of this study included 192 faculty members and 426 students of Kuwait University. Three indexed questionnaires searching the forms of violent extremism, causes and the role of faculty members to counter violent extremism were used to collect data. The analysis was addressed descriptively to see the indexes of violent extremism and their statistical impacts on the attributes in terms of occupation, gender, age, and experience to counter violent experiences. Results show that violent extremism among students occurred due to political, social, economic, and cultural aspects. This study has also determined the role of education in countering violent extremism and decreasing its prevalence among youth. One of the most… [PDF]

(1982). Peace Corps Stateside Teacher Training for Volunteers in Liberia. Volume II: Training Program for Teacher Trainers (Group A). Final Report. The goal of the teacher/university education component of the Peace Corps Liberia Education Training Program is to provide trainees with experiential and theoretical learnings that would be useful to them as inservice teacher trainers or university educators for the Ministry of Education, Republic of Liberia. To achieve this goal, training focuses on: (1) acquainting and familiarizing trainees with Liberia-specific information about roles, functions, and organizational structures; (2) instruction in generic teacher training, providing a cursory treatment of several teaching-learning models and approaches to the supervision of inservice and preservice teachers; (3) instruction in cognitive learning theory, emphasizing that cognitive styles are "culture bound" and that the recognition of differences in learning styles is essential to the adaptation and development of curriculum materials; and (4) instruction in workshop planning, implementation, and evaluation. Multiple…

Patatas, Teresa Almeida; Quinta, Joana (2020). The Historical and Political Contexts That Led to the Educational Reforms in Angola. Bulgarian Comparative Education Society, Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (18th, Online, Jun 2020). Educational reforms in Angola have emerged from changing political contexts in the country's history. The last three stand out: the Veiga Sim√£o reform, which was approved in 1973 (colonial period) but did not come into full force; the 1978 reform (post-independence) coming from the third constitutional revision and the reform begun in 2004 (after national peace) instituted with the publication of Law 13/01, of 13 December. These reforms brought the innovations and measures considered relevant to the necessary changes in the education sector. They aimed to improve the current educational situation and brought guidelines that sought other levels of quality crucial to the country's development. Education being a basic pillar of society, all other sectors have benefited from these reforms, especially the economic, social and cultural ones. The aim of this paper is to show the different historical and political contexts that led to the last three educational reforms in Angola and the… [PDF]

Abdinoor, Abdullahi (2008). Community Assumes the Role of State in Education in Stateless Somalia. International Education, v37 n2 p43-61 Spr. Education contributes, in peace time and war time, to the cultivation of human capital as well as social capital of the society. It is in this light that this article seeks to explore the close interplay between education and the community in the present-day stateless Somalia. In order to explore how the Somali community has coped or is coping with the unusually difficult situation of statelessness and civil war, a descriptive case study of the educational institutions was carried out. A combination of in-depth interviews, participant observation, and focus group discussions was utilized for this purpose. It is clear that, despite the persistent security problem, the community has shown remarkable resilience and the educational institutions that they put together are functioning, albeit minimally, and this trend is set to continue even if the current stateless situation continues for the next few years. Moreover, many people in many regions and in the countryside cannot afford to pay… [Direct]

Spencer, Bruce (2006). The Problems and Possibilities for Peace Studies. Convergence, v39 n4 p123-132. Is there really a connection between "adult education" and "peace" today: or are many of today's adult educators so busy they are not interested in the big issues of the day? Or is it perhaps that concerns about "world peace" appear to be too remote to be influenced by adult education initiatives? The purpose of this discussion is to explore these and related questions and hopefully point to a role that adult education scholars and practitioners can play in support of peace activism…. [Direct]

Machowska-Kosciak, Malgosia; McGillicuddy, Deirdre (2021). Children's Right to Belong?–The Psychosocial Impact of Pedagogy and Peer Interaction on Minority Ethnic Children's Negotiation of Academic and Social Identities in School. Education Sciences, v11 Article 383. Migration across the OECD this decade is reflected in increasingly diverse societies. Although migration into Ireland remains relatively low, increasing pupil diversity is evident in the physical, pedagogical, curricular, and socio-relational aspects of schooling. While the intensity of such changes are evident in teacher pedagogy, children's social worlds, and classroom/school dynamics, most notable is the lack of policy development to support school practices. Drawing on two in-depth case studies, this paper aims to foreground minority ethnic children/young people's voice(s) as they negotiate the complexity of identity (re)formation and belonging in school. It explores whether mis/recognition impacts teacher pedagogical practices through ability grouping, and minority ethnic children's navigation of social spaces within/between the classroom. Using a children's rights lens, this paper interrogates whether minority ethnic children's right to education preparing them "for… [PDF]

Alghamdi, Amani Khalaf H.; Alotaibi, Wadha Habbab (2022). Bringing Science Fiction Story Writing to Saudi Science Education: Writing-to-Learn Exploratory Case Study. Science & Education, v31 n2 p525-541 Apr. This exploratory case study affirmed the merit of using science fiction-inspired story writing to help Saudi Arabian Grade 10 female students learn science. Recognizing that teacher-centered rote learning was not reaching her rural students in the western part of Riyadh Province, the female teacher in this case switched to the constructivist active learning pedagogy, especially story writing. The case study report reflects data from a teacher interview, classroom observations (n = 2), and a content analysis of students' (N = 25) two homework assignments. In the spirit of science fiction (SF), they were required to (a) demonstrate their science learning by weaving their imagination and personalities with the world of arthropods and writing a story that reflected the values and principles they aspired to spread in society and (b) answer the third conditional sentence question "What would you ask god for if you were a Crustacean?" A content analysis confirmed that students… [Direct]

King, Elisabeth; Monaghan, Christine (2018). How Theories of Change Can Improve Education Programming and Evaluation in Conflict-Affected Contexts. Comparative Education Review, v62 n3 p365-384 Aug. Theories of change (ToCs) are underutilized in programming and evaluation and seldom analyzed with regard to the challenges and opportunities they present, especially in conflict-affected contexts. We reflect on the use of ToCs in UNICEF's Peacebuilding, Education, and Advocacy program, using four studies we carried out in Ethiopia and Dadaab refugee camp. We found, by asking program planners and beneficiaries about ToCs and seeking to map outcomes we would expect to see if ToCs were materializing, that ToCs provide important insights for programming and evaluation, even in fluid contexts. We argue that routinizing use of ToCs, particularly what we might call "living ToCs" that can inform responsive programming, presents challenges but also offers an important step toward understanding how education can mitigate conflict and conduce peace…. [Direct]

Dautremont, Julian; Kistner, Holly; Urbanski, Monika (2020). Stars Aligned: Using the Sustainability Tracking Assessment & Rating System to Report on Contributions to the U.N. Sustainable Development Goals. Association for the Advancement of Sustainability in Higher Education In 2015, the United Nations adopted the 17 Sustainable Development Goals (SDGs), a series of ambitious and interconnected global targets to end poverty and hunger, advance education, protect the planet, and ensure prosperity by 2030 through peace, justice and partnerships. While the SDGs were designed for nation-states, colleges and universities are increasingly seeking to orient their sustainability efforts toward the SDGs. However, there is currently no standardized methodology that institutions can use to report on their contribution to the SDGs. Further, many institutions already feel overburdened with existing reporting requirements. This guide demonstrates that the Sustainability Tracking, Assessment & Rating System (STARS Æ) – a transparent, self-reporting framework already used by hundreds of colleges and universities to measure their sustainability performance – has strong potential to address these challenges. Among other things, it offers: a broadly applicable and… [Direct]

Owen-Jackson, Gwyneth (2008). Political Peace–Educational War: The Role Played by International Organisations in Negotiating Peace in the Balkans and Its Consequences for Education. Research in Comparative and International Education, v3 n1 p79-90. The number of countries involved in conflict appears to be growing. Global awareness of these conflicts grows as the increasing use of weblogs and mobile phone videos, alongside traditional technologies, demonstrates the day-to-day effects of conflict on those caught up in it. International organisations are drawn into negotiating "peace settlements" and into monitoring post-conflict developments due to this growing global awareness of conflict and due to the influences of globalisation, increasing economic interdependence and other factors. International organisations, including the World Bank and agencies of the United Nations, try to find common ground between opposing factions in conflict situations in order to broker peace. This is not an easy task and compromises often have to be made. Peace agreements and settlements also need to take account of how the parties will work together in the future, and therefore, these may include aspects of educational provision. This… [Direct]

Baytiyeh, Hoda (2019). The Implication of School Culture on Building a Cohesive Pluralistic Society: Evidence from Lebanon. Improving Schools, v22 n2 p191-200 Jul. Pluralistic societies are generally characterised by weak national cohesiveness, increasing the risk of political tension and violent conflict; for communities from diverse religious or ethnic backgrounds, peaceful coexistence alone is insufficient to build the social cohesion needed for sustainable development and lasting peace. As an effective environment for advancing intercultural dialogue, mutual understanding and positive interaction through active participation in learning activities, schools can form a part of a comprehensive strategy to enhance social cohesion in pluralistic societies. Using Lebanon as a case study, this article shows how decades of political and socioeconomic injustice in combination with poor education policies have perpetuated the dominance of a monocultural school climate, leaving Lebanese society divided and vulnerable to violence and conflict. Although education reforms have focused on nation building and nationalism, these have failed to promote a… [Direct]

Bouma, Gary; Halafoff, Anna; Lam, Kim (2019). Worldviews Education: Cosmopolitan Peacebuilding and Preventing Violent Extremism. Journal of Beliefs & Values, v40 n3 p381-395. Since the mid-2000s soft power approaches to counter and prevent violent extremism (C/PVE) have increasingly been implemented by civil society, state actors and UN agencies internationally. Education is a critical and previously undervalued component in PVE, as it has only recently begun to attract significant scholarly and policy attention. This article briefly reviews the emerging field of education and PVE, and argues that it could benefit from drawing on insights from research on education about diverse religious and non-religious worldviews and PVE in Australia. Our research indicates that these types of educational initiatives can assist with addressing religious vilification, discrimination and interreligious tensions, and also with building religious literacy and social inclusion of young people, thereby minimising risks of alienation and vulnerability to extremism. We also argue that a critical approach to education about religions can assist young people to identify… [Direct]

Dwight J. Smith (2023). Law Enforcement Agencies Perceptions on the Current Issues of School Safety. ProQuest LLC, Ed.D. Dissertation, Houston Baptist University. School shooting is an important topic in society today. School safety measures are defined as schools and school-related activities where students are safe from violence, bullying, harassment, and substance abuse. Studies shows how different forms of violence in childhood contribute to inequalities in education–for both boys and girls and that an increased investment in prevention is needed in order to meet the global Sustainable Development Goals of ending violence, raising learning outcomes and creating safe, non-violent, and inclusive learning environments. Moreover, student achievement becomes questionable and how school districts are school shootings are a social significant interest in how the educational community examines ways to create policy to protect students and faculty. In fact, school shootings like Columbine and Santa Fe have caused great distress among communities where school administrators, teachers, and parents begin to question how it protects and supports its… [Direct]

Khawajkie, Elizabeth, Ed.; And Others (1996). What Makes a Good Teacher? Children Speak Their Minds=Qu'est-ce qu'un bon maitre? Les enfants ouvrent leur coeur=Como debe ser un buen maestro? Los ninos opinan. This booklet is a product of the UNESCO Associated Schools Project, a network of some 3,800 schools in 131 countries, which conducts pilot projects to promote education for peace, international understanding, and cooperation. Schools taking part in the project participated in an international contest asking for spontaneous reactions to the question "What makes a good teacher?" Of over 500 contributions received from students aged 8 to 12 years from some 50 countries, this booklet presents 9 drawings and 29 written responses in English, French, and Spanish. (ND)…

Viviani, Alessandra (2022). Inclusion and Education for Sustainable Development: The Experience of the University of Siena. Perspectives in Education, v40 n3 p132-145. According to SDG 4.7, by 2030 all learners will "acquire the knowledge and skills needed to promote sustainable development, including through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development". Since 2009, with the establishment of the Working Group on Good Practices for Sustainable Development at the University of Siena has worked to raise awareness and promote good practices for the sustainable development: the campus became carbon neutral, it encouraged sustainable mobility, it tried to put the 2030 Agenda goals into practice, and it expanded the educational activities on sustainability themes. This paper will focus on the educational proposals of the University of Siena with specific reference to the promotion of inclusive societies and development of skills in… [Direct]

Egendorf, Laura K., Ed.; Hurley, Jennifer A., Ed. (1999). Teens at Risk: Opposing Viewpoints. Opposing Viewpoints Series. Contributions in this collection present opposing viewpoints about factors that put teens at risk; illustrate how society can deal with teenage crime and violence; show how to prevent teen pregnancy; and present the roles of the media and government in teen substance abuse. The following essays are presented: (1) \A Variety of Factors Put Teens at Risk\ (Gene Stephens); (2) \Teens Are Not at Risk\ (Kirk A. Astroth); (3) \Media Violence Puts Teens at Risk\ (Mona Chaten); (4) \Media Violence Does Not Put Teens at Risk\ (Mike Males); (5) \The Absence of Fathers Puts Teens at Risk\ (Wade F. Horn); (6) \The Absence of Fathers Does Not Put Teens at Significant Risk\ (Stephanie Coontz); (7) \Inconsistent Messages about Morality Put Teens at Risk\ (Edward Grimsley); (8) \Gay Teens Are at Risk\ (Rosemarie Buchanan); (9) \Violent Juvenile Criminals Should Be Treated as Adults\ (Linda J. Collier); (10) \Juvenile Criminals Should Not Be Treated as Adults\ (William Ayres); (11) \Gang Injunctions…

Macfarlane, Sonja (2019). He raraunga o te ao — Global Citizenship: A Maori Perspective. Curriculum Matters, v15 p99-103. Global citizenship education (GCED) is UNESCO's response to the impact of global warming, poverty, inequality, and human-rights violations that threaten peace and sustainability worldwide. The goal of GCED is to empower learners of all ages to appreciate that these are serious issues and to actively advocate–both locally and globally–for more wholesome, inclusive, safe, accepting, and sustainable societies. It is argued in this discussion paper, however, that before exploring the "how" of GCED, it is necessary to define what "global citizenship" might mean more broadly, from a uniquely indigenous Maori position. In order to do that, it is important to consider the following questions: What does global citizenship mean for Maori as the tangata whenua of Aotearoa? Are "tangata whenuatanga" and "global citizenship" compatible notions? What are some of the key parameters that GCED needs to take into account in order to be responsive to the rights… [Direct]