Lall, Marie; South, Ashley (2018). Power Dynamics of Language and Education Policy in Myanmar's Contested Transition. Comparative Education Review, v62 n4 p482-502 Nov. This article examines the development of education policy in Myanmar/Burma at a period of "critical juncture." There are two major strands to this article, regarding policy process and stakeholder voices that we bring together. We argue that powerful actors such as the government and international agencies frame policy in ways that often exclude the concerns and aspirations of education users and that there are often significant gaps between their positions and the realities of "ordinary" citizens. Such issues are of particular concern, given the importance of education and language as key elements of ethnic stakeholders' identities and interests, in relation to the ongoing and still deeply contested peace process. As a result, opportunities opened by the critical juncture in the reform process are being missed. The article is based on data collected in interviews and focus groups with over 500 respondents between 2011 and 2016 in Myanmar…. [Direct]

(2006). Guidebook for Planning Education in Emergencies and Reconstruction. International Institute for Educational Planning (IIEP) UNESCO This comprehensive guidebook will help educational planners during emergencies and reconstruction. The \Guidebook for Planning Education in Emergencies and Reconstruction\ presents examples of the problems faced in emergencies, and suggests policy options and strategies that have been found useful in such situations. It is organized in six sections–two introductory sections and four thematic sections: (1) Basics; (2) General Overview; (3) Access and Inclusion; (4) Teachers and Learners; (5) Curriculum and Learning; and (6) Management Capacity. In the \Basics\ section, an introduction is followed by a review of the contextual factors that must be considered when planning and providing education in emergencies and reconstruction. The second chapter, \Challenges in Emergencies and Reconstruction,\ describes a number of issues that are relevant to all the topics in the \Guidebook.\ It not only looks at some general challenges, but also how these will vary, intensify or abate, depending… [PDF]

Kang, Soon-Won (2007). Democracy, Human Rights and the Role of Teachers. Pedagogy, Culture and Society, v15 n1 p119-128. This paper focuses on the historical review of neo-liberalism in Korean education with relevance to human rights education and teachers movement. In transition to post-colonial society, Korea confronts polarization of education. From the first stage just after the independence from Japanese Colonization in 1945 to the fifth present stage, Korean education has expanded so quickly and the gap between the haves and the have-nots has widened. Thus stakeholders of educational reform have been divided according to the political stance of neo-liberalism. One of the strongest stakeholders, Korean Teachers Union (KTU) has to redefine its historical role as transforming agent for the educational reform, because KTU had impacted on the educational solidarity for the peace, human rights and democracy education in terms of Chamkyoyook since its inauguration in the 1990s. (Contains 1 note and 2 tables.)… [Direct]

(1988). Text of College Leaders' Proposals to Reagan Successor. Chronicle of Higher Education, v34 n17 pA18-21 Jan 6. Five challenges that will preoccupy America in the coming years and that can be overcome with the partnership of the federal government and higher education are identified: preserving peace in an interdependent world, economic revitalization, expanding educational opportunity, meeting essential human needs, and restoring respect for values and ethical behavior. (MLW)…

Cremin, Hilary; Guilherme, Alexandre (2016). Violence in Schools: Perspectives (and Hope) from Galtung and Buber. Educational Philosophy and Theory, v48 n11 p1123-1137. Research into violence in schools has been growing steadily at an international level, and has shown high degrees of violence at various different levels. Given the seriousness of the problem, finding ways of responding to this issue in schools becomes an imperative for educationists. In this article, we engage with this problem by defending the view that whilst violence might be endemic in schools, there are also real possibilities for working towards different ways of being in relationship in schools. Firstly, we discuss Galtung's understanding of violence and peace, paying particular attention to his concepts of "structural and cultural violence," "peacekeeping," "peacemaking" and "peacebuilding." Secondly, we connect Galtung's notions of peacemaking to Buber's philosophy of dialogue, in order to make a case for an "epistemological shift" which might enable individuals and communities to achieve "peace". Finally, we… [Direct]

Diket, Read, Ed.; Kauppinen, Heta, Ed. (1995). Trends in Art Education from Diverse Cultures. This anthology brings together art educators from 21 countries to provide information about the past record of art education along with recent developments and future prospects. In "Part I: Historical Perspectives," the role of cross cultural influences is reported in essays: (1) "Quality Criteria Shifts in One Century of Art Education in Dutch Primary Schools" (Vera Asselbergs; Aaltje Knoop); (2) "Walter Smith's Influence in Brazil and the Efforts by Brazilian Liberals to Overcome the Concept of Art as an Elitist Activity" (Ana Mae Barbosa); (3) "The History of Art Education in Egypt" (Mahmoud El-Bassiouny); (4) "It Is What One Does That Counts: Developments in Swedish Art Education" (Ulla Bonnier); (5) "The Changing Face of Australian Art Education: New Horizons or Subcolonial Politics?" (Doug Boughton); (6) "The History of Art Education in Chile" (Luis Errazuriz); (7) "Art Education in Eastern Europe from…

Lenkaitis, Chesla Ann (2022). Integrating the United Nations' Sustainable Development Goals: Developing Content for Virtual Exchanges. Language Learning & Technology, v26 n1. The United Nations' Sustainable Development Goals (SDGs), which were adopted in 2015 as part of the 2030 Agenda for Sustainable Development, "provide a shared blueprint for peace and prosperity for people and the planet" (United Nations, 2020a). The SDGs, which include gender equality, quality education, and ending poverty, are those objectives that must be met by all countries "in a global partnership" (United Nations, 2020a). With the 2030 Agenda in mind, this Virtual Exchange (VE) study reveals learners in different geographical locations who are partnered with one another via technology can benefit from the embedding of SDG content into their VE (Dooly, 2017; Forward et al., 2020). This article focuses on two parallel, but separate, Synchronous Computer-Mediated Communication (SCMC) six-week VEs. Teacher trainees from a university in the United States were partnered with other teacher trainees from a university in Poland and/or Colombia. In another cohort,… [Direct]

Cassara, Beverly Benner (1995). Discussion of International Research Needs in the Field of Adult Education. The international area has grown as a field of graduate research in the past 20 years. Graduate students in adult education need to become more involved in international research both to stay viable as scholars and to be able to effect positive change in the lives of people in developing countries. The four main priorities in research in adult education are as follows: women's education; peace and human rights; environmental education; and literacy. These priorities often overlap and many collaborative research possibilities exist. In searching for grants for adult education research, however, graduate students should be aware that the term \adult education\ is rarely used. For example, the World Bank does not use \adult education,\ but it promotes adult education in many ways–literacy, teacher education, training of all kinds, nonformal education, vocational education, and human resource development. Agencies that fund research are increasingly interested in collaboration among… [PDF]

Afriansyah, Anggi (2020). Establishing School as a Dialogue Space: A Case Study at Kolese Gonzaga High School. Online Submission, Society v8 n1 p48-63. Dialogue is an important part of strengthening democratization. However, dialogue has not been fully practiced and prioritized in schools. Schools become important institutions to promote tolerance and dialogue from various traditions or cultural backgrounds. Strengthening dialogue is an important part of the humanist education approach. This research discussed how Kolese Gonzaga High School established a learning system that provides a large space for dialogue. In each activity, the school tries to develop communication skills, learn to understand each other, and also collaborate with various communities. This research focused on two things: (i) the practice of establishing school as a space for dialogue, and (ii) how school can promote dialogue for peace. This research was qualitative research with a case study approach. Informants were selected using a purposive sampling technique. Meanwhile, the data collection techniques used are in-depth interviews, observation, and literature… [PDF]

Velasquez-Fajanela, Jennifer V.; Viray, Rose Ann B. (2023). The Perennial Exit of Teachers from Alaska and the Inadequacy of Herzberg Theory: A Follow-Up Qualitative Study. International Journal of Educational Methodology, v9 n3 p509-524. The researcher assessed the subject teachers' levels of satisfaction and/or dissatisfaction using the Herzberg Two-Factor Theory. The study assesses employee motivation and hygiene, as discussed in the first part of the study about exploring the sociodemographic profile and job satisfaction level among teachers in Alaska. Frederick Herzberg (1923-2000) was a well-known author, and his work was praised by the Harvard Business Review. His theory has been widely accepted by many different groups and studies, with many people adapting and applying the theory to business management. For many years, teachers have been leaving school districts, particularly in Alaska, and this project seeks to investigate the causes of this phenomenon. Running a school is like running a business, except your clients or customers are students and parents. You must be able to choose what type of education they require. Schools have a system structure that is like a business. A school district that oversees… [PDF]

Owen, David B., Ed.; Stickel, George W., Ed. (1995). Proceedings of the Midwest Philosophy of Education Society, 1993-1994. These proceedings are composed of papers presented at the 1993 and 1994 Annual Meetings of the Midwest Philosophy of Education Society. The collection is divided into four parts. Part 1 includes: "Failure, Philosophy of Education, and the Music of the Spheres" (David B. Owen); "What Has Philosophy of Education Come To?" (Lawrence J. Dennis). Part 2 covers the 1993 meeting and includes: "Hegel's Influence on the Social and Educational Thought of John Dewey" (Marianne S. Glazek); "How the Concept of Transaction Redefines Subjectivity within Dewey's Theory of Knowledge" (Jeanne Connell); "Why American College of Education Do Not Produce Master Teachers" (Don G. Smith); "Is There a Correlation Between Philosophic World-Views and Social Theories" (Robert N. Barger); "Pragmatics and Identifying Disciplines" (Thomas Kowall); "William James on his 'Talks to Teachers' and on Teachers Themselves" (Harry J…. [PDF]

(1992). Appalshop Film and Video on Culture and Social Issues. This collection of 76 award-winning films and videos shows people from the southern Appalachian mountains pursuing the chance to work, to live in health and peace, to share their lives with loved ones, and to create and sustain that which is beautiful. Item categories are: 1992 releases; environmental issues; women's stories; cultural identity; coal-mining culture and history; war and peace; American politics; education; growing up; literature; grassroots organizing; health; traditional life and rural values; music and dance; art and artists; storytelling; performing arts; and performers and folk collectors. Each entry contains the following components: a description; reviewer comments; list of festivals, screenings, and awards; name of director; and running time. The seven education entries portray rural and one-room schools, school reform efforts, and the Foxfire approach in a second grade classroom. Also included are many photographs, a subject index, a title index, a price list,… [PDF]

Tural, Aysegul (2018). The Analysis of Kutadgu Bilig in Terms of Values Education. European Journal of Educational Research, v7 n2 p203-209. Kutadgu Bilig is one of the literal works that shed light on Turk-Islam history and culture. In this study, it is aimed to examine Kutagu Bilig in terms of values that are involved in social studies teaching program. In research, Kutadgu Bilig work that is written by Yusuf Has Hacip and is adopted to Turkish in today by Silahdaroglu is benefitted as a collect data tool. In data collect period, document analyze technique that is one of the qualitative research methods is used and data is evaluated by descriptive analyze. In result of study, it is reached that justice, giving importance to family unit, responsibility, scientificness and honesty values take place mostly and peace value exists least. [This study was presented at the International Symposium of Education and Values-ISOEVA 2017.]… [PDF]

Boyd, Diane (2018). Early Childhood Education for Sustainability and the Legacies of Two Pioneering Giants. Early Years: An International Journal of Research and Development, v38 n2 p227-239. This paper considers Early Childhood Education for Sustainable Development from the perspective of two pioneers, Maria Montessori and Rudolph Steiner. These pioneers advocated for strong community ethics based on social justice, peace and equality. This is discussed in relation to current practices in England. Although the Early Years Foundation Stage acknowledges the importance of an inclusive environment, there is little recognition of how the power of education has the ability to transform children and adults. Montessori notes the child as the 'constructor of civilisation,' which resonates with the idea of a strong capable child in contrast to a passive model of a child who listens 'attentively' and 'responds appropriately.' Similarly, Steiner sought to foster key attributes to ensure that children have an 'inner voice of conscience and a sense of justice and responsibility'. This paper considers early childhood as a transformative time and argues that early childhood educators… [Direct]

Payne, Brian; Thompson, Jeremy (2019). Towards Professionalism and Police Legitimacy? An Examination of the Education and Training Reforms of the Police in the Republic of Ireland. Education Sciences, v9 Article 241. In this paper, we present a thought piece examining recent core policing reforms introduced in the Republic of Ireland (ROI), responding to a perceived crisis of legitimacy, for An Garda S√≠och√°na (AGS) (translated: 'The Guardian of the Peace'). Central to this process is the critical reform of the education and training of police and their relationship to the professionalisation and legitimacy of policing. In this paper, we put forward an explorative analysis of the potential link between the professional education of police and their perceived legitimacy. A literature review was carried out on the reform process, including the related elements of police education, training, professionalisation, community policing, police legitimacy, code of ethics (CoE) and police culture. We consider the espoused ambition to professionalise policing via processes including the provision of professional learning in universities and how this might be deemed to contribute (or not) to legitimacy. While… [PDF]

Sahin, Mehmet; Seker, Faruk Salih (2020). Why Is It Hard to Be Different?. Online Submission, European Journal of Education Studies v7 n6 p259-273. The aim of the article titled "Why is it difficult to be different?" is to analyze the matter of "Living rights and educational rights of the disabled students", which is hushed up although frequently witnessed in our living quarters, through a real life scenario. It also aims to emphasize that it is necessary to identify the responsible ones for the problems experienced by autistic students and their families and the situation caused by those who are reported in news in the printed media, and to point out enforcement of laws thereof. In this article, descriptive survey method was used as a method. The concepts of booing, autistic, student and scandal in Aksaray are discussed after searching for them in newspapers, websites and television news. As evidenced in the recent incident in Turkey, the lack of primary-school inclusive educational support in mainstream education services is a major drawback. The effects of the said drawback are amplified by the inadequate… [PDF]

Cho, Hyo-Je (2019). Rethinking Democracy and Human Rights Education on the Seventieth Anniversary of the Universal Declaration of Human Rights. Asia Pacific Education Review, v20 n2 p171-180 Jun. The paper outlines the usefulness and challenges of teaching the Universal Declaration of Human Rights (UDHR) to the young generation of the twenty-first century. Reflecting on the author's experience of engaging university students the paper shares with readers some personal lessons on the subject. A brief history of the UDHR in the past seven decades will be outlined with a crucial question of why the promise of human rights has not been fulfilled as expected despite the proliferation of international legal standards since the foundation of the UDHR. In so doing I would like to shift the focus of human rights discourse away from the conventional legal-institutional one toward the conditions and contexts in which human rights could be conceptualized and realized. As a way of suggesting an alternative path to the realization of human rights through the lens of education I will discuss the structural literacy, global and ecological citizenship, and peace-rights nexus and solidarity…. [Direct]

Clarken, Rodney H. (1986). Achieving Peace through Education. While it is generally agreed that peace is desirable, there are barriers to achieving a peaceful world. These barriers are classified into three major areas: (1) an erroneous view of human nature; (2) injustice; and (3) fear of world unity. In a discussion of these barriers, it is noted that although the consciousness and conscience of the world is developing to the point where it will no longer tolerate violence and injustice, fear of world government is deeply felt and is almost universal. The role of education in overcoming these fears and barriers to peace are discussed. The history of education is described as an evolving process of teaching ever-expanding concepts of citizenship and knowledge. Examples are given of models that may serve as guides to developing, through education, the means of overcoming resistance to the avenues that will lead to world peace. The United Nations is cited as an example of world cooperation, and the federation of states in the United States is… [PDF]

Gardner, Ryan S.; Soules, Kate; Valk, John (2017). The Urgent Need for Teacher Preparation in Religious and Secular Worldview Education. Religious Education, v112 n3 p242-254. In a world that is becoming increasingly globalized, it is ironic–as well as unfortunate and sometimes tragic–that secular and religious worldview education is decreasing, in the United States, Canada, and elsewhere. This article argues for the immediate need for programs that intentionally prepare teachers for all aspects of the educational workforce to reverse this trend. Teachers who are well prepared to help students understand, respect, appreciate, and learn from others with differing worldviews will help produce a generation of citizens who will promote greater respect, tolerance, harmony, and peace on school campuses (at all levels), in the workplace, in neighborhoods, within nations domestically, and in the global community…. [Direct]

Lambert, Jared; Ritchie, Jenny (2018). Pedagogical Strategies That Support Young Children's Civic Action: An Example from Aotearoa. Early Childhood Folio, v22 n2 p8-13. The United Nations Convention on the Rights of the Child (UNICEF Office of Research-Innocenti, 2001) highlights our role as educators in the "preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples" (Article 29(1)(d)). "Te Whariki" (Ministry of Education, 2017) requires kaiako to view young children as both local kaitiaki and as global citizens. In a recent study we sought to understand how young children might enact such citizenship rights through the demonstration of civic action; that is, actions in support of those in the community of their early childhood care and education setting. Key findings were the wide range of such actions performed spontaneously by young children, and the significant role of the teachers in proactively modelling and fostering foundational dispositions of empathy, kindness, caring, and co-operation through adopting a team… [Direct]

Maudarbux, Mohammad Belall (2016). Interreligious Education: Conceptualising a Needs Assessment Framework for Curriculum Design in Plural Societies (with Special Reference to Mauritius). International Review of Education, v62 n4 p459-481 Aug. The growing debate on intercultural and interreligious dialogue has one major drawback: how to translate academic and theoretical contributions into practical tools for educators and policy makers. This paper aims to fill this gap by presenting a transferable "needs assessment model" based on five criteria and twenty measurable indicators of interreligious relations within a country. Using the example of Mauritius, a densely multilingual and multireligious country, the paper gives an inside view of the preparations which led to the launch of an innovative "Peace and Interfaith Studies" course at the University of Mauritius in 2010. The author was himself involved first as a curriculum consultant and then as a project manager of this course at the Council of Religions in Mauritius. After clarifying the differences between related concepts like multicultural education, intercultural education and religious education, the author defines "interreligious… [Direct]

Balch, David E.; Patino, I. F. (1997). Learning Online: A 20th Century Zen Experience. California's Rio Hondo Community College (RHCC) began developing on-line programs in response to rapidly approaching external changes affecting education and training. These changes included reduced funding for expansion, increased needs for inservice training, increasing numbers of adult students, and the growth of computer technologies and the Internet. Current distance learning applications allow colleges to combine new roles for teachers and learners, new learning paradigms, and technology that increases speed and accessibility. In developing the new program, however, planners at RHCC faced immediate resistance to change among faculty and staff. In addition, the following issues and obstacles had to be addressed: (1) gaining the support of key administrators; (2) convincing faculty, the Academic Senate, and the college's Curriculum Committee that distance learners would receive the same support and quality instruction as on-campus learners; (3) obtaining the support and… [PDF]

Odubo, Festus E.; Tobor, John O. (2016). Nigeria's Amnesty Program: An Educational and Cultural Perspective. African Educational Research Journal, v4 n1 p1-7 Feb. The residents of the Niger Delta endure extreme poverty, polluted environments, poor infrastructure, and high unemployment in spite of their abundant resources. In the early 1990s, these problems led to a violent uprising against oil exploration. In 2009, the federal government of Nigeria attempted to end the uprising by implementing an amnesty program for the militants that was designed to address the region's problems. Studies indicate that education and culture are effective tools that can be used to guide social change efforts to build healthy, sustainable, and just communities in the Niger Delta region and thus bring about peace to that part of Nigeria. A better understanding of the importance of education and culture of the inhabitants of the Niger Delta region may be useful to key decision or policy makers who will be involved in creating policies that will address core reasons for the incessant turmoil and turbulence that have persisted in the last several years. Failure to… [PDF]

(1993). Learning To Live in Harmony and Diversity: Focus on Human Rights Education. ASPBAE Courier, n57 Dec. This special issue centers around the theme of education for peace and human rights. It contains materials concerning the practice of adult education in the Asian-South Pacific region. The journal contains 15 papers. The following papers provide regional perspectives: "Learning to Live in Harmony and Diversity" (editorial) (Rajesh Tandon); "Human Rights Education as a Human Right" (workshop report); "Human Rights Teaching Programmes: Specific Problems and Scope" (Anand Swaroop Verma); "Human Rights Education and Social Awareness Raising Programme" (Sushil Pyakural); "Legal Literacy, Human Rights Education, and Paralegal Training in Sri Lanka" (Kalyananda Tiranagama); "Human Rights and the Third World" (Deepika Udagama); "Peace and Human Rights Education: A South Pacific Perspective" (Joseph C. Veramu). The following papers are classified from an international perspective: "IMF [International Monetary Fund],… [PDF]

(1982). Peace Corps Stateside Teacher Training For Volunteers in Liberia. Volume III: Training Program for Vocational Education Teachers (Group B). Final Report. The stateside training program for Peace Corps vocational education teachers on their way to Liberia has the objectives of developing an awareness of and competencies in the areas of: (1) writing performance-based objectives; (2) completing a scope and sequence document; (3) developing a course outline; (4) writing a teacher lesson plan; (5) writing a student lesson plan; (6) utilizing competency-based curriculum; (7) developing an outline for a peer workshop; (8) discussing community-based projects; (9) giving at least two teaching assignments before peer groups; and (10) one full week of student teaching. This manual gives an overview of the training program for vocational agriculture teachers and vocational home economics teachers. Included in the overview are the subjects to be covered and outcomes anticipated in the way of projects produced. Multiple resources are provided in the manual, including volunteer-made materials, learning packets, and student worksheets. (JM)…

Sahito, Zafarullah; Vaisanen, Pertti (2017). Dimensions of Quality in Teacher Education: Perception and Practices of Teacher Educators in the Universities of Sindh, Pakistan. International Journal of Higher Education, v6 n6 p44-54. This study was conducted to explore the dimensions of quality education in teacher education departments at universities of Sindh province of Pakistan. The qualitative research approach was employed for data collection and then analysed through thematic-narrative analysis technique. The total eight dimensions of quality were found, as two were concerned with pre-sage, four as process and two as product dimensions, known as 3Ps. The findings of this article would be found reliable resource and an addition in to the existing literature of quality education to understand the phenomenon in existing organisational setting of teacher education departments and institutions in Sindh, Pakistan. The radical reforms for educational and economic development can be brought through better understanding of the phenomenon of the quality education, which support the teacher educators, students and the heads to maintain peace and prosperity for humanity in their respective societies through quality… [PDF]

Schlichtmann, Klaus (2007). H. G. Wells and Peace Education. Journal of Peace Education, v4 n2 p193-206 Sep. H. G. Wells produced some of the best literature and practical ideas on peace, providing essential clues for achieving a mutually beneficial federal human unity through an "Open Conspiracy", as he put it, i.e. an intellectual and political transformation, and a revolution in education. It is possible to abolish war and ensure lasting human progress and prosperity–facilitated today, as Wells had foreseen, by emerging third-world countries like China and India, which are becoming essential pillars to sustain world civilization in the 21st century. However, world peace is impossible to achieve without humanity possessing common historical ideas. As people everywhere become "citizens of the world", a "world commonweal", with universally applied education and elements of a global administration, is actually emerging, as Wells predicted. Concretely, for this to fully meterialisie in our present age, shaped by the predicament of the nuclear age, globalisation… [Direct]

Turan, Emine Zehra (2020). Human Rights Education in Religious Culture and Ethics Courses. Journal of Social Studies Education Research, v11 n2 p61-83. All individuals expect to be informed about and respectful of human rights for the sake of international peace. This study aims to evaluate students' views and suggestions on Religious Culture and Ethics courses regarding human rights education in Turkey. A qualitative method was followed by adopting a case study inquiry. The participants were 7th and 8th grade students studying at a secondary school in Turkey. There were 30 voluntarily participants who took part in the study, and completed a questionnaire on the Religious Culture and Ethics Course. The results indicated that religious culture and ethics courses were considered as one of the most suitable platforms in which to teach human rights. The results also reported that there were fundamental differences in the perception of religious education and the emphasis on human and individual rights in religious culture and ethics courses, and instead of universal values, the results show that Islamic values were prioritized rather… [PDF]

√ñztas, Sezai (2018). A Literary Genre in Value Education in History Courses: Poems. Journal of Education and Training Studies, v6 n5 p34-39 May. One of the objectives of education in schools is to acquire values. In this sense, history courses are among the important courses in which students can acquire values. Students can acquire values such as justice, peace, honesty, empathy, tolerance, human rights, respect, love, responsibility, charity, patriotism, etc. through history courses. There are many materials in history courses that support value education and that can be used in value education. One of these materials is poetry. It is possible to detect the historical events of the period they were written and the values of society. From this perspective, it is important to use poems in value education in history education. Different learning environments will be granted for students through the use of poetry in value education in history courses. Furthermore, the use of such different materials in the acquisition of values in history lessons will enable further internalization of values. In this study, the fact that value… [PDF]

Paus, Eva (2018). Celebrating International Education While Closing Minds and Borders?. New England Journal of Higher Education, Nov. In 2018, like in the past 17 years, the U.S. Department of State and the U.S. Department of Education have designated one week in the fall "to celebrate the benefits of international education and exchanges worldwide." The author says we must ask which international education benefits we are celebrating. She states that the policies of this administration negate the value of engagement across cultural difference with an open mind and of wanting to understand other countries and cultures. Many people who oppose these policies highlight the harm done to the opportunities for international students or the economic costs to this country. What they tend to ignore are the benefits for U.S. students, indeed for all students, of international student diversity on their campus. Sustained interaction with students from other countries–in the classroom, in residence halls and community–opens minds, challenges all students to understand and empathize with individuals who are… [Direct]