Haigh, Martin (2016). Fostering Global Citizenship–Tree Planting as a Connective Practice. Journal of Geography in Higher Education, v40 n4 p509-530. Education for Global Citizenship is about living as though the future mattered. This evaluates learner reactions to a tree-planting exercise that invites reflection upon hopes for the world, personal responsibilities and acting locally while thinking globally. Participant hopes concerned: environmental sustainability, peace on earth, then the welfare of future generations and personal wellbeing. Global citizenship concerns included sustainability, social justice, interdependencies and personal responsibilities. Some participants envisaged exercise outcomes to be mainly practical, others personal, such as reflection on lifestyle choices. Off-campus sessions generated higher grades, more concern for giving back to/defining a role in nature and volunteering…. [Direct]

(1972). Pacifica Programs 1972. Pacifica Programs, v4 n1. Several hundred audio tapes and cassettes that are available from the Pacifica Tape Library, Berkeley, California, are listed in this 60-page catalog. The tapes are available to schools, colleges, libraries, and educational organizations; however they may not be used for broadcasting except by Pacifica Affiliates. Tapes are classified according to 31 subjects, including alternative education, the peace movement, technology and the human future, science and scientists, and repression and conspiracy. Each catalog entry includes a 50-100 word summary of the program contents, and shows the running time. All titles are available on cassettes or on 7-inch reels, and cost from $8.50 for 30 minutes to $16.00 for 150 minutes. (MG)…

Stephens, David, Ed. (2009). Higher Education and International Capacity Building: Twenty Five Years of Higher Education Links. Symposium Books For the past 25 years UK Higher Education institutions have forged research and teaching partnerships with their counterparts overseas. Many of these links were funded by the British Government and managed by the British Council's Higher Education Links Scheme. This book takes an informed and critical look at issues and trends in global higher education over the past twenty five years with an in-depth and often personal account of how these links were managed and led. Ten experts representing a variety of disciplines from areas such as conserving the natural environment, the promotion of human rights, and education and gender present an "insider's" view of their link, reflecting upon the successes and challenges in promoting research, developing institutional capacity at home and abroad, and the lessons they have learned. This book will be of particular interest to those working in higher education and international development generally; as well as students, researchers… [Direct]

(1994). Programming and Training for Peace Corps Education Projects. Supplement to Peace Corps Programming and Training System Manual. Information Collection & Exchange T0080. The Peace Corps Programming and Training System (PATS) manual is designed to help field staff members of the Peace Corps train volunteers. This supplement to the PATS manual was developed to provide complementary information about key aspects of Peace Corps programming and training for education. It is intended for individuals involved in Peace Corps programming and training, such as Peace Corps staff, contractors or consultants, and staff of host country agencies. The supplement uses examples drawn from a wide variety of countries to illustrate the programming and training development process. The first section of the supplement provides an overview of Peace Corps' past, current, and potential roles in education for development and addresses how the use of PATS can enhance that role. Following this introduction, four sections provide information on program assessment, project development, training, and evaluation. (KC)… [PDF]

(1973). Devising Strategies for the Effective Education of Adults in the Developing Countries. Proceedings of the World Confederation of Organizations of the Teaching Profession Seminar on Adult Education (8th, Nairobi, Kenya, August 6, 1973). Proceedings presented are from a specialized seminar on adult education held in conjunction with the 22nd Assembly of the World Confederation of Organizations of the Teaching Profession (WCOTP). Statements from three countries are presented relating the seminar theme, "Devising Strategies for the Effective Education of Adults in the Developing Countries," to their countries: from Kenya, Ambrose A. Adongo; from Ghana, T. A. Bediako; and from Nigeria, J. C. S. Kong-Doomahbey. A brief statement by Wade Wilson on the implications for adult education of the theme of the WCOTP, "Education for Peace," is presented, as are the report of the secretary of the Committee on Adult Education (Robert A. Luke) and the program of the meeting. (SC)…

Andrews, Fannie Fern, Comp. (1913). The Promotion of Peace. I. Suggestions for the Observance of Peace Day (May 18) in Schools; II. Agencies and Associations for Peace. Bulletin, 1913, No. 12. Whole Number 519. United States Bureau of Education, Department of the Interior Within the past few years the subjects of international peace and arbitration have come to have a place of importance in schools of all grades in the United States, and the interest in these subjects is increasing from year to year. As one means of fostering this interest many schools observe in a special way the 18th days of May, the anniversary of the assembly of the first Peace Conference at The Hague. On this day the schools give an hour or two to a program of addresses, readings, and recitations pertaining to the subject. Frequently addresses are made by prominent men and women of the community. Anything that gives effective help toward these programs is eagerly sought by teachers and school officers. A bulletin of the Bureau of Education entitled \Peace Day: Suggestions and Materials for its Observance in the Public Schools,\ issued last year, was called for to the extent of about 50,000 copies. There is now a demand for accurate and comprehensive information in regard to the… [PDF]

Carson Letot (2023). Perceptions of Relationships between Global Issues and School-Based Agricultural Education Instruction by Agricultural Education Pre-Service Student Teaching Candidates, In-Service Agricultural Educators, and Agricultural Teacher Educators. ProQuest LLC, Ph.D. Dissertation, The Pennsylvania State University. Global learning began as an expanded approach to world studies and in recent decades has taken on the role of studying both global concepts and issues. The integration of global learning into comprehensive education will help prepare globally competent individuals to join the workforce. Recent studies have called for a targeted approach using specific subsets of global learning like Education for Sustainable Development (ESD). The United Nation's Sustainable Development Goals (SDGs), a tool launched in 2015, has gained standing throughout higher education as a framework for addressing ESD and global competency. Studies have documented SDG value in organizing global learning instruction as well as the ability of the SDGs to assist in indicating progress towards addressing global issues. While SDGs are becoming a familiar resource at the post-secondary level, recent recommendations have suggested introduction of the SDGs earlier in secondary education to encourage the development of… [Direct]

Wenden, Anita L. (2014). Raising the Bar for Peace and Sustainability Educators: An Educational Response to the Implementation Gap. Journal of Peace Education, v11 n3 p334-351. Throughout history there has been no lack of evidence attesting to the inequitable distribution of wealth, power, and resources among individuals and groups, conditions which continue to characterize this second decade of the twenty-first millennium despite the many UN-based initiatives to deal with their consequences. Not included among the factors cited for explaining the persistence of these conditions is the ethical dimension, the absence of which leads to a gap between right thinking and responsible action. Recognizing the role of education to close this gap, this paper proposes that an ethical dimension be "explicitly" incorporated into those disciplines that educate for a sustainable peace. It will present a value-based ethical framework derived from the Earth Charter to guide such efforts…. [Direct]

Alfattal, Eyad (2016). A New Conceptual Model for Understanding International Students' College Needs. Journal of International Students, v6 n4 p920-932. This study concerns the theory and practice of international marketing in higher education with the purpose of exploring a conceptual model for understanding international students' needs in the context of a four-year college in the United States. A transcendental phenomenological design was employed to investigate the essence of international students' needs within their study experiences and explore a conceptual model that can explain these needs. Qualitative data were collected from 12 undergraduate and graduate international students through semi-structured interviews. Using thematic analysis, findings expand typical marketing mix frameworks and advance an eight-dimensional international student needs model: Program, Place, Price, Promotion, Process, People, Physical Facility, and Peace…. [PDF]

Khan, Zebun Nisa (2016). Role of Education in Building Social Cohesion. Online Submission, International Journal of Secondary Education v4 n2 p23-26. Social Cohesion is the expression of that tradition of tolerance in all religions and cultures that are the basis of peace and progress. It is foreign to know culture and native to all nations. Tolerance and mercy have always and in all cultures being ideals of Government rules and human behavior. Professional educator often comments on the poor quality of education, politician and bureaucrats try to paint it as unproductive and a liability to the society. Social cohesion educational challenges are vital, crucial and powerful. We have to respond to the challenges immediately and continuously, so as to achieve the goals of democratic state…. [PDF]

Fontana, Giuditta (2016). Religious Education after Conflicts: Promoting Social Cohesion or Entrenching Existing Cleavages?. Compare: A Journal of Comparative and International Education, v46 n5 p811-831. This article considers initiatives to reform religious education after violent identity-based conflicts in Lebanon, Northern Ireland and Macedonia. The Taif Agreement, the Belfast Agreement and the Ohrid Agreement mapped extensive education reforms and established consociational power-sharing in the three jurisdictions, altering state identity and inter-communal hierarchies. The existing literature generates two hypotheses on the political function of religious education after violent conflicts: (1) religious education tends to entrench existing ethnic, national and political cleavages or (2) religious education helps further mutual knowledge, integration and social cohesion after violent conflicts. This comparative research employs original interviews and documents to evaluate initiatives to reform religious education (as a curricular subject) in post-conflict Lebanon, Northern Ireland and Macedonia. It suggests that the first hypothesis reflects more accurately the political… [Direct]

Fujiwara, Satoko (2007). Problems of Teaching about Religion in Japan: Another Textbook Controversy against Peace?. British Journal of Religious Education, v29 n1 p45-61 Jan. Although inter-religious conflicts have not yet surfaced as major social problems in Japan, religious education for peace and tolerance is needed in the country as much as in other countries. This article aims to disclose that, in light of political contexts, supposedly neutral "teaching about religion" can be as problematic as history education is in Japan. The central problem lies in how to represent the nationalistic aspects of Shinto to the "non-religious" majority of Japanese. While each nation has its own variety of "civil religion", Shinto, being an ethnic religion, can be entangled with nationalism more than other kinds of religion. I will begin by explaining the prejudice of "non-religious" Japanese people against religion as a background to the discussion of religious education in Japan. I will then take an example from a recent children's book and critique the politics of teaching about religion, in particular, Shinto in contrast… [Direct]

DiSalvo, Daniel (2019). Teacher Strikes and Legacy Costs. Manhattan Institute for Policy Research After many years of labor peace, public school teachers have engaged in strikes and work stoppages in record numbers during the past two years. Chief among the demands of striking teachers was higher pay. Discontent was also expressed with working conditions, which teachers and their unions connected to flat or declining state spending on education. This report argues that underfunded defined-benefit pension plans and other post-employment benefits (OPEB) are the hidden drivers of labor unrest in the public sector. As these legacy costs have risen, teacher salaries have flatlined or even declined in value. Policy recommendations include: (1) In the name of equity and affordability, states should move away from defined-benefit pensions and toward defined-contribution plans; (2) More of the money currently spent on education should show up in the paychecks of working teachers; (3) States should consider eliminating retiree health-care benefits for newly hired teachers–indeed, for most… [PDF]

(1986). Close of Service Workshop. Participant's Handbook. Training for Development. Peace Corps Information Collection & Exchange Training Manual No. T-08. This handbook is designed for the use and convenience of Peace Corps volunteers during the Close of Service (COS) workshop, the purpose of which is to assist them in making the transition from the host country back to the United States. It contains a variety of worksheets and articles that can assist them in examining their needs and expectations about leaving their host countries and returning home. The materials are divided into these sections: a time for reflection; values, skills, and goals; for those who are interested in a job search campaign; for those who are considering further education or training; for those who are considering other options; networking and interviewing; moving on; and development education and Peace Corps' third goal. A journal section concludes the handbook. It is included for volunteers' personal thoughts and notetaking. (YLB)… [PDF]

Rensing, Daune Marie (2023). Reflections of White Women Committed to Antiracism. ProQuest LLC, Ph.D. Dissertation, Michigan State University. Learning about antiracism can be an emotional and isolating process for white people. With most research focusing on the experiences of undergraduates (Schooley, Lee, & Spanierman, 2019), the experiences of adults committed to this lifestyle are often ignored. This study uses narrative inquiry to examine the experiences of four white women in higher education as they commit to antiracism. Participants were vetted as committed to antiracism by Black-led antiracist educators. Participants reflected on their life experiences with race, racism, and antiracism, and participated in a focus group and individual interview. Each participant's story is shared as well as several identified themes. The theme of being a betweener helped participants navigate the emotional process of living in between different worlds; one where they are often disappointed by ignorant comments of white friends and one where they will really never understand the racist world of their Black friends. The range of… [Direct]

Chan, Tak Wai; Chen, Wenli; Cheng, Hercy N. H.; Gu, Xiaoqing; Liao, Calvin C. Y.; Looi, Chee Kit; Mason, Jon; Murthy, Sahana; Pi, Zhongling; So, Hyo-Jeong; Wong, Lung Hsiang; Wong, Su Luan (2020). IDC Theory: Habit and the Habit Loop. Research and Practice in Technology Enhanced Learning, v15 Article 10. Interest-driven creator (IDC) theory is a design theory that intends to inform the design of future education in Asia. It consists of three anchored concepts, namely, interest, creation, and habit. This paper presents the third anchored concept habit as well as the habit loop. IDC theory assumes that learners, when driven by interest, can be engaged in knowledge creation. Furthermore, by repeating such process in their daily learning routines, learners will form interest-driven creation habits. The habit loop, the process of building such a habit, consists of three component concepts–cuing environment, routine, and harmony. The cuing environment is a habit trigger that tells the students' brain to get prepared and go into an automatic mode, letting a learning behavior unfold. Routine refers to the behavioral patterns the students repeat most often, literally etched into their neural pathways. Harmony refers to the affective outcome of the routine activity as well as the integration… [Direct]

Cunningham, Judith (2017). From Cosmic Education to Civic Responsibility. NAMTA Journal, v42 n3 p19-28 Sum. Bookending her article with questions for the Montessori practitioner, Judith Cunningham provides a theoretical overview of how the Montessori child is empowered to enact social change and is inspired to work for the betterment of the world. Cunningham lays the foundation by describing the world in which Maria Montessori lived and how the events of her time shaped her work and thinking. She discusses the importance of the unity that is formed through Cosmic Education and how important this unity becomes to the mission of the adolescent, "By understanding his cosmic task, his contribution to the preservation and betterment of the world, and with the ultimate goal of creating true peace, the child is empowered." [This talk was presented at the NAMTA Adolescent Workshop at the AMI/ USA Refresher Course, February 17-20, 2017 in Austin, TX.]… [PDF]

Smith, David J., Ed. (2013). Peacebuilding in Community Colleges: A Teaching Resource. United States Institute of Peace Offering lifelong and developmental learning to over 13 million students at nearly 1,200 schools, community colleges in the United States attract a student body with remarkable economic, ethnic, and cultural diversity. They provide students with skills and foundational knowledge upon which successful professional careers and rewarding personal engagement can be built. This identity makes community colleges uniquely suited to teach global awareness and community building. Yet the development of peacebuilding and conflict resolution curricula is still a relatively new effort at these institutions. In "Peacebuilding in Community Colleges," David Smith underscores the importance of community colleges in strengthening global education and teaching conflict resolution skills. Enlisting contributions by twenty-three community college professionals, Smith has created a first-of-its-kind volume for faculty and administrators seeking to develop innovative and engaging peacebuilding… [Direct]

(1989). European Environmental Education for Our Common Future. European Regional Seminar Report. Report from the Norwegian National Commission for UNESCO Seminar (Lillehammer, Norway, May 7-12, 1989). A seminar on the promotion of international cooperation and peace through environmental education (EE) within the framework of the UNESCO Associated Schools Project was held in Norway. The seminar was held against the background of increasing concern about environmental questions and an increasing awareness that the well-being and the future of the world depend upon reaching and maintaining harmony of nature and humankind. The seminar had three specific objectives: (1) to identify EE activities carried out by the Associated Schools; (2) to examine effective teaching materials, approaches and materials developed by the Associated Schools; and (3) to prepare the framework for a teacher's handbook for use in European secondary schools. Included in this document are: (1) a summary of deliberations; (2) a definition of the goals of EE; (3) a review of the status of EE in Associated Schools; (4) a review of the content, approaches and effective teaching methods for EE in Europe; (5)…

G√∂rg√ºt, Ilyas (2018). Values Education and Physical Education in Turkey. International Education Studies, v11 n3 p18-28. In the 21st century, science and technology have led to so many negative situations as well as positive developments for humanity. These negativities also affect human beings in a very intense way and in a natural result of this, people affect other's livings negatively. The general belief that the decelerating the events, actions and moral corruptions which lead to missing the peace of communities and the abolition of this negative situation will be ensured only by the development of the values which the individual possesses. Also states are taking precautions and making plans for this issue. So, value education in many countries has recorded a rapid acceleration in recent years. In Turkey, there are also some sections which have theoretical course curriculum and some scientific activities about values. However, it is considered that development in value and value education concepts are not enough and the applied courses such as physical education and sports, which aim to improve… [PDF]

Awada, Ghada; Diab, Hassan; Faour, Kawthar (2018). A Call for Curriculum Reform to Combat Refugees Crisis: The Case of Lebanon. Curriculum Journal, v29 n1 p43-59. The study was set to elicit teachers' perceptions of adopting a new curriculum integrating Human Rights Education (HRE) into most school subjects and developing textbooks which could address the mainstreaming of the Syrian children into the Lebanese schools especially after the influx of more than 1.2 million Syrian refugees who migrated to Lebanon due to the outbreak of civil war in Syria in 2011. The present study employed a descriptive qualitative methodology design. Thus, the policy context and current HRE literature were assessed and reported along with the responses to a survey developed by BEMIS, a national body established in 2001 to promote and develop capacity and support inclusion and integration of ethnic minorities in Scotland. The BEMIS survey was conducted as a mapping exercise eliciting data required to help address the study questions. The study findings yielded recommendations that underscored the necessity of developing new curriculum and textbooks integrating HRE… [Direct]

Packard, Rosa (1987). Projects for Peace: We Can Take Action. Just prior to the outbreak of World War II, Maria Montessori called attention to the task of educating for peace. This concern for peace intensified in the nuclear decades that followed and formed the basis for the regional seminar held in Boston. At the Boston workshop, the Academy Award winning documentary, "Women for America: For the World" was shown. For some, the message of citizen empowerment was new, and for some, a renewal. Following the film, the group participated in an activity to develop the skill of articulating positions without interruption within the temporal frame of three minutes. This activity is based on the assumption that Montessori-influenced education is, by definition, education for peace, and that it is a social change activity. Participants then engaged in small group discussion which were then reported back to the whole group. Each of the group discussions focused on a different aspect of Montessori-influenced education. (SM)…

Vaughn, Jack, Ed. (1968). Peace Corps Seventh Annual Report. This seventh annual report of the Peace Corps states that the two greatest achievements of 1968 are intangible. First, the Peace Corps achieved a new measure of cooperation with the people in its host countries. In the summer of 1968 for the first time, hosts helped to recruit volunteers in the United States and became members of overseas staffs. Second, as volunteers came home, hundreds answered the call of large cities seeking high-quality teachers for low-quality schools. Also during 1968, the Peace Corps shifted a large portion of its training out of the United States and into host countries. Pre-service language training was further intensified. In the future, as more Volunteers apply to the problems of the United States the knowledge and insight acquired in helping people overseas, the full value of the kind of "education" Peace Corps experience can provide will be realized. (The document includes a statistical profile chart for 1968.) (se)… [PDF]

Rebekah R. Gordon (2022). Laboring for the Motherland: A Mother-Artist-Researcher-Teacher's Reconfiguration of the State-Sponsored Transnational Teacher. ProQuest LLC, Ph.D. Dissertation, Michigan State University. This arts-based inquiry explores historical and contemporary configurations of state-sponsored transnational teachers, or those who teach overseas in programs that are financially and/or programmatically supported by their home government. In the U.S., some examples of state-sponsored transnational teaching programs include the Peace Corps, the Fulbright Specialist Program, and the English Language Fellow Program. Standing on feminist grounding, I draw upon maternal concepts from the field of mother(hood) studies to frame my exploration and to interrogate and disrupt the patriarchal systems in which state-sponsored transnational teaching is situated. More specifically, I extend a/r/tographic methodology to include my identifications and embodied perspectives as a mother-artist-researcher-teacher. My proposed methodology of m/a/r/tography affords me the opportunity to think intergenerationally about the ways that orientations, collective body memory, family histories, and national… [Direct]

Allen, Kristen (2016). Achieving Interfaith Maturity through University Interfaith Programmes in the United Kingdom. Cogent Education, v3 n1 Article 1261578. Given the recent surge in acts of violent, religious extremism around the world, this report investigates whether and how institutes of higher education in the United Kingdom are developing interfaith maturity in their student population. Using King and Baxter Magolda's framework for intercultural maturity, I analyze three case studies: The University of Cambridge's Inter-Faith Programme and their scriptural reasoning program, London School of Economics and Political Science's Faith Centre and its Faith and Leadership Certificate, and the University of Edinburgh's multi-faith Chaplaincy and its Camino Peace Pilgrimage. Following the case study analysis, this report provides practical, policy recommendations meant to assist higher education administrators and policy-makers improve their interfaith programs with the intent to encourage their students to be respectful, engaging, and open to an increasingly diverse world…. [Direct]

Reeve, Ines; And Others (1988). Democracy in Action: 40 Years, Federal Republic of Germany. A Practical Guide for Teachers. This guide celebrates the 40th anniversary, in 1989, of the Federal Republic of Germany and is designed to provide an opportunity to review how firmly the principles of democracy have become established in the people and the government of West Germany today. Part 1 gives an overview of the West German democratic experience, covering such topics as the historical background of the Federal Republic, the development of the Basic Law (Grundgesetz), political parties, social programs, security and peace, trends in education, and demographic changes. A time line of related political and economic events, a glossary of German political terms, and a list of 30 publications on the Federal Republic are included. Part 2, "Teaching Strategies and Getting the Word Out about German Events," contains six teaching suggestions for elementary and intermediate levels, nine instructional suggestions for advanced or high school level, a lesson plan for comparing the U.S., French, and West… [PDF]

Ross, Karen (2017). Untangling the Intervention-Context Dyad through Horizontal Comparison: Examples from Israeli Peacebuilding Organizations. Comparative Education Review, v61 n2 p327-353 May. In this article, I argue for the importance of conducting comparative studies of educational interventions implemented within the same sociopolitical environment. Taking into account both arguments for comparative research in education and recent calls for context-rich vertical case studies, I suggest that horizontal comparisons in a single environment provide a nuanced view of divergent programmatic approaches and outcomes and allow us to better understand the agency of actors in the educational realm. I draw on the concept of multilevel opportunity structure to explore the work of two encounter organizations in Israel bringing together Jewish and Palestinian youth–Peace Child Israel and Sadaka Reut–and explain why the responses of each organization to shifting political environments in the Israeli context over the past 30 years, especially post-2000, led to different outcomes in terms of organizational survival. My analysis demonstrates how methodological choices affect the… [Direct]

Lembo, Rosario (1989). Education to International Solidarity. The multiplicity of groups concerned with education for peace and international solidarity makes it difficult to reconstruct the processes and activities aimed at international solidarity. The motives for this type of education rise from a growing sensibility shown by the Italian public toward international understanding and world-wide problems such as hunger and famine. There can be no real development toward the goal of solidarity if the flow of information exchange and cultural relations proceeds only in one direction. Exchange must occur in a circular motion, from hemisphere to hemisphere, and within hemispheres. The main promoters in Italy of education for solidarity include a variety of organizations, in both the public and private sectors, ranging from the Ministry of Education to university experts to private human rights groups. (PPB)…

Gee, James Paul (2017). Teaching, Learning, Literacy in Our High-Risk High-Tech World: A Framework for Becoming Human. Teachers College Press This is a profound look at learning, language, and literacy. It is also about brains and bodies. And it is about talk, texts, media, and society. These topics, though usually studied in different narrow academic silos, are all part of one highly interactive process–human development. Gee argues that children will need to be resilient, imaginative, hopeful, and deliberate learners to survive the deeply complex and unpredictable world in which they live. In a world beset by conflicting ideologies that give rise to hatred, violence, and war, Gee urges us to look to a broader set of ideas from seemingly unrelated disciplines for a viable vision of education. This book proposes a framework of principles that can be used to reconceptualize education, specifically literacy education, to better prepare students to be collaborators toward peace and sustainability. This book (1) Offers a new set of ideas about literacy, learning, and human development in a risk-laden, digitally driven modern… [Direct]

McGinnis, James B. (1977). A Strategy Guide for Schools and School Systems in Education for Peace and Justice. This is a revision and update of an earlier curriculum guide designed to meet the needs of educators in implementing education for peace and justice (EPJ) in both public and religious school systems. The guide is divided into four parts, with an introductory essay presenting the goals for an EPJ program. Goals of the program include: developing skills for nonviolent conflict resolution; searching for causes of and alternatives to war; recognizing institutional violence (racism, sexism, imperialism, etc.); developing global awareness of the interdependence of nations; generating alternatives for future societies and institutions; building cooperative structures in the classroom and school; promoting the values of peace and justice; patriotism; integrating the values of peace with the making and living of peace; and understanding and living Christian hope. Part 1 outlines a step by step process for looking at, deciding, planning, and implementing EPJ programs. Using the collective…