Cambridge, James (2003). Identifying the Globalist and Internationalist Missions of International Schools. International Schools Journal, v22 n2 p54-58 Apr. Discusses internationalism and globalization as contexts for international education. Argues that the values of the British-style international schools include a commitment to world peace and understanding between nations. States that the globalist perspective sees education as a product subject to global quality standards. (Contains 11 references.) (AUTH/NB)…

Sovolainen, Kaisa (1984). International Education in Vocational Schools. International Understanding at School, n46-47 p20-22 1983-84. Vocational education imparts knowledge and skills that can be used to promote peace, international understanding, cooperation, and the observation of human rights, both nationally and internationally. Objectives of vocational education for international understanding are outlined, and specific examples of vocational content that has a global dimension are provided. (RM)…

Tehranian, Majid, Ed. (1991). Restructuring for Ethnic Peace: A Public Debate at the University of Hawaii. This volume represents the outcome of a series of seven public forums held at the University of Hawaii on problems of ethnic peace. The papers included cover such topics as academic freedom and responsibility; affirmative action and grievances; legacies of colonialism and racism; dynamics of class, ethnicity, culture, and education; and finally the search for ethnic peace in Hawaii. Panelist presentations are as follows: "Remarks on the Limits of Academic Freedom" (Kenneth Kipnis); "The Politics of Academic Freedom as the Politics of White Racism" (Haunani-Kay Trask); "Discursive Politics" (Kathy E. Ferguson); "The Responsibilities of the Academic" (Peter Manicas); "Native Hawaiian Students and the Role of the University" (Kaleimomi'olani Decker); "Sexual Harassment and the University's Responsibility" (Susan Hippensteele); "The University's Attitude Toward Students" (Robert Wisotzkey); "The Legacy of Racism… [PDF]

Teruhisa, Horio (2000). Culture of Peace, Human Rights, and Living Together: The Significance and Prospects of Education in a Global Age Context. Asia Pacific Education Review, v1 n1 p13-22 Dec. Describes development of Global Age from Japanese perspective; discusses peace and human-rights activities of the United Nations Economic and Social Council; describes development of individual character and universal attributes; explains Japanese concept of living together; discusses awareness problems related to Japan's relationship with other Asian countries, especially Korea; describes implications for education. (Contains 20 references.) (PKP)…

Weiser, Margaret G. (1983). The Right To Be a Child. Childhood Education, v59 n3 p146-50 Jan-Feb. Highlights the 1982 International Colloquy of the World Organization for Early Childhood Education, which was entitled "The Right to Be a Child." Children's basic needs were seen as the rights to food, to play, and to peace. (RH)…

Dorn, Charles (2008). \Treason in the Textbooks\: Reinterpreting the Harold Rugg Textbook Controversy in the Context of Wartime Schooling. Paedagogica Historica: International Journal of the History of Education, v44 n4 p457-479 Aug. For most educational historians, the Harold Rugg textbook controversy serves as an example of the mid-twentieth-century \assault\ on progressive education. By restricting their analyses of the textbook controversy to the \rise and fall\ of the progressivism paradigm, however, scholars have generally missed Americans' more measured approach to the public school curriculum during World War II. That conservative opponents succeeded in having Rugg's texts banned in some districts during a period of national crisis is hardly surprising; the United States has a rich history of politicized debate over public school textbooks. What is surprising, however, is the extent to which Rugg's opponents failed to mount a broader textbook censorship movement during the war years. Although accurately representing the virulence with which right-wing conservatives criticized Rugg, historians have understated the extent to which reactionaries' charges against the author and his books were dismissed in… [Direct]

Jones, Adele M. E. (2007). Muslim and Western Influences on School Curriculum in Post-War Afghanistan. Asia Pacific Journal of Education, v27 n1 p27-40 Mar. In Afghanistan, education has largely been destroyed, partly in the name of Islam, by the wars fought on its behalf, or by different ethnic groups vying for control of this Islamic country. Similarly, curriculum has been used to promote political and/or religious viewpoints and to strengthen positions of power. War dominated the language of curriculum to such an extent that it became part of the discourse on Islam and education in Afghanistan. In what might be called post-conflict Afghanistan, the new Life Skills curriculum for primary schools promotes ideals of peace and social justice that are inherent in Islam, while being influenced by Western concepts of pluralism and civil society. This paper considers past sociopolitical influences on language and content of textbooks, and examines Islamic and civil society principles espoused in the new curriculum framework as reflected in the Life Skills curriculum. Finally, it considers the convergence of universal themes and Islamic… [Direct]

Hunt, E. Stephen; Lefever, Ernest W. (1983). Education, Propaganda, and Nuclear Arms. Phi Delta Kappan, v64 n10 p727-28 Jun. Educators should recognize the distinction between education and propaganda. True education warns against the \apocalyptic premise\ of utopians such as Jonathan Schell and teaches that the chief threat is neither the United States nor nuclear technology but the Soviet Union. Soviet involvement in peace movements is suggested. (PB)…

Boyle, Neil; And Others (1976). Peace Corps/Ghana. Country Program Evaluation. ACTION Evaluation. Ghana first received Peace Corps assistance in 1961 (the first country in the world to receive volunteers) and since then volunteer strength has fluctuated from between 185 to 415 (presently 179). Secondary education has been the major thrust in programing until recently when Peace Corps/Ghana (PC/G) shifted its emphases to agriculture and rural development. As part of ACTION's annual evaluation process, PC/G program was evaluated during the spring of 1976. A combined method of field and onsite visits was the principal approach used in assessing the relevance, effectiveness, and efficiency of the program. A combination of interview, observation, and data analysis techniques were employed. The basic conclusion of the evaluation team is that while PC/G has made a significant contribution to the education sector of the country, it is now going through a period of transition which is influencing the effectiveness of the tools it uses to carry out its policies. Positive influences are… [PDF]

Brislin, Richard W., Ed. (1975). Topics in Culture Learning, Volume 3, 1975. This publication includes the following articles: Introduction to Issues in Culture and Learning; The House Form as a Cornerstone of Culture; Music for Multi-cultural Students; Creative Writing in English: Problems Faced by Undergraduates in the English Department, University of Hong Kong; Re-entry/Transition Seminars for Overseas Sojourners: Report on the Wingspread Colloquium; Personal Problems Solving Resources Used by University of Minnesota Foreign Students; Identification of Cross-Cultural Talent: The Empirical Approach of the Peace Corps; Description of Peace Corps Volunteers Experience in Afghanistan; Roots of Bilingual/Bicultural Education in the Trust Territory of the Pacific Islands; An Overview of Alaska Native Bilingual Education; In Search of a Home: Colonial Education in Micronesia; Teaching English in Asia–An Overview; International Educational Cooperation and the World's Future; and, Dilemmas of Language Transition: Challenges to Language Planning in India. (JM)…

Frantzi, Katerina K. (2004). Human Rights Education: The United Nations Endeavour and the Importance of Childhood and Intelligent Sympathy. International Education Journal, v5 n1 p1-8. School is the major vehicle for humanism, which is, in essence, respect on human nature. Human Rights Education is important for the existence of human society in the modern globalising era. Education can function as a unifying factor and produce informed and active citizens of an interdependent world. It can provide the tools for advocacy and resolution of conflict that are necessary for the maintenance of peace between nations and people. United Nations initiated in human rights and peace pedagogy. Social and individual amelioration may start from elementary school, taking advantage of children's pro-social behaviour as the agent of change. John Dewey introduced the concept of \intelligent sympathy\ in a democratic classroom aiming at personal growth, for considering new ways of thought, and creating a peaceful society…. [PDF] [PDF]

Kovalenko, Yury I. (1982). Country Profile: International Education in Schools in the Union of Soviet Socialist Republics. International Understanding at School, n43 p12-17. International education is central to Soviet education because of the many different nationalities in the USSR. Students learn about the history and cultures of the Soviet Union, as well as about the history of other nations. Special attention is paid to understanding the causes of war and conditions for peace. (IS)…

Khan, Shabnam Syed (2010). Education & Agency: Muslim Women and the Tensions of Traditional & Modern Expectations. ProQuest LLC, Ed.D. Dissertation, Harvard University. This hermeneutically crafted qualitative study examines how six university-educated middle-class Pakistani Muslim women negotiate the competing expectations of traditional Muslim culture and the emancipated ethos of the university. It uses Robert Kegan's constructive-developmental theory, whose Subject-Object scoring system distinguishes a person's predominant epistemology on a scale of five orders of consciousness, and concludes that for these women's sense of being it is important that they meet the two competing cultural claims made on them: (1) They must be a paragon of Muslim womanhood when called upon to respond to the Muslim ideal of female modesty, ethical morality, domestic competence, and social submissiveness because they are "educated." (2) Aspiring toward and attaining the highest academic and professional degrees, they must participate in intellectually and personally rewarding activities with openness expected of a global citizen–because they are… [Direct]

Utsumi, Takeshi (2005). Globally Collaborative Experiential Learning. Online Submission, Turkish Online Journal of Distance Education-TOJDE v6 n3 Jul. The Global University System (GUS) [Utsumi, et al, 2003] is a worldwide initiative to create advanced telecommunications infrastructure for access to educational resources across national and cultural boundaries for global peace. GUS aims to create a worldwide consortium of universities to provide the underdeveloped world with access to 21st Century education via broadband Internet technologies. The aim is to achieve \education and healthcare for all,\ anywhere, anytime and at any pace. The GUS works in the major regions of the globe with partnerships of higher education and healthcare institutions. Learners in these regions will be able to take their courses from member institutions around the world to receive a GUS degree. These learners and their professors from partner institutions will also form a global forum for exchange of ideas and information and for conducting collaborative research and development with emerging global GRID computer network technology. Globally… [PDF]

(1983). Intergovernmental Conference on Education and International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms, with a View to Developing a Climate of Opinion Favourable to the Strengthening of Security and Disarmament (Paris, France, April 12-20, 1983). Final Report. The purpose of this conference was to review the activities undertaken by members to implement the recommendations established by the 1980 General Conference concerning education aimed at international understanding and cooperation, peace, human rights, and fundamental freedoms. Pepresentatives of 122 member states of UNESCO attended this conference, which had a total of 546 participants. There are three major parts to the report. Part 1, the \General Report,\ discusses preparations for and the work of the conference, the adoption of the draft final report and recommendations, and reports of the closed meeting and of the plenary. Part 2 contains the \Reports of the Commissions.\ Topics examined are basic principles, traditions, policies, and legal measures; formal education; out-of-school education, intercultural exchanges, and the role of the media; training of educational personnel, research, and experimentation; international cooperation; the preparation of reports at the…

Winn, Ira Jay (1984). Cold-War Echoes in American Children. Phi Delta Kappan, v66 n4 p288-89 Dec. The author believes a cold war ideology permeates our culture and poisons the minds of youth. The challenge to education is to awaken people to a historical and global perspective and raise public consciousness of the necessity for peace. (MD)…

Dresser, Sylvia (1998). Telling My Story. Zip Lines: The Voice for Adventure Education, n35 p49-50 Spr. Experiential education provides a safe environment for the sharing of personal stories that promote understanding of diversity and commonalities. Describes the Play for Peace program to promote understanding by facilitating the play and sharing of children of conflicting cultures. (SAS)…

Mauk, Anne Peterson (1997). Teaching Peace through Gardening. Clearing, n99 p17-19 Nov-Dec. Calls for an expanded role of organic gardening in environmental education. Describes a successful program called Teaching Peace through Gardening at the Seattle Tilth Children's Garden. This program advocates establishing an environment that promotes a sense of ownership, safety, community, and nurturing. (AIM)…

Gough, L. M. A.; Karpinska, Z. E.; Yarrow, Rachel (2007). Education and Instability: Avoiding the Policy-Practice Gap in an Emerging Field. Research in Comparative and International Education, v2 n3 p242?251. The imperative to provide education for communities affected by man-made or natural disaster has been strongly articulated. Since the mid 1990s, a growing body of literature and research has emerged in the fledgling field of "education and instability"; however, there is still a pressing need for high-quality, applicable research. The article argues that a scholarly attention to the insights and questions of "education and instability" that privileges practitioner involvement may deepen and add rigour to existing insights. Such research may also raise questions and create critical discussion concerning assumptions about conflict, emergency, aid, policy, participation and service provision, and other issues in education and instability. A budding scholarly community at the University of Oxford is the Conflict and Education Research Group (CERG), comprising researchers who have practical experience of working with development agencies and in crisis situations. The… [Direct]

(1984). Other News Items. International Understanding at School, n46-47 p44-49 1983-84. Examples of how various countries participating in the Associated Schools Project are using an interdisciplinary approach to international education are provided. Also describes activities of schools around the world participating in the Associated Schools Project aimed at improving international peace and understanding. (RM)…

Jones-Wilson, Faustine C. (1986). The Role of the Foundations Scholar with Respect to Three Critical Issues (AESA Presidential Address-1985). Educational Studies, v17 n2 p171-83 Sum. Focuses on three critical issues that distinguish the foundations scholar: (1) race relations in the United States; (2) nuclear arms situation and world peace; and (3) duty of dissent. Discusses their implications for teacher education and the commitment of the foundations scholar. (TRS)…

Ray, Doug (1983). Extending Horizons: International Education in Canada. History and Social Science Teacher, v19 n1 p33-37 Oct. In a 1974 Resolution of the General Council of UNESCO, Canada reaffirmed its commitment to UNESCO principles and agreed to try to realize them through education. Discussed is whether or not Canada is complying with this resolution on international education, aimed at enhancing international understanding, peace, human rights, and freedoms. (RM)…

Clark, Margaret M., Ed.; Tucker, Stanley, Ed. (2010). Early Childhoods in a Changing World. Trentham Books Ltd This book challenges taken for granted views of early childhood across the globe. It deepens and broadens our understanding of what it means to be a child today and of the challenges children face in different parts of the world. It will be essential reading for all who work with young children or are students of early years education and professional care. The authors examine the effects of changes in family circumstances and of poverty, rural and social isolation and trauma on young children's lives, and consider also how new technologies are changing policy in education. The contributors come from the UK, USA, Eastern and Western Europe, Australia and two African countries. Each reflects on the nature of childhood from their personal perspective, illustrating their theme with case studies. Questions are posed to encourage readers to relate the issues to their own environment. The contributors include Jennifer Bowes, Stig Brostrom, Eileen Carmichael, Philomena Donnelly, Joanna… [Direct]

Bennett, Roger V.; And Others (1978). P.E.A.C.E. (Project in Environmental Action/Community Education). This research project on environmental education was designed to implement and evaluate a community action curriculum development model concerned with the preservation and enhancement of environmental quality and ecological balance within an urban area. It sought, furthermore, to involve students, teachers, parents, community representatives, school administrators, public school curriculum specialists, and university personnel in all stages of the project. Each of the objectives of the project, and its realization, is discussed in detail. The four objectives are: (1) Implementation and evaluation of a developmental curriculum model used to generate effective urban environmental curricula; (2) implementation, revision, and evaluation of the environmental leadership and inservice teacher education modules; (3) implementation, revision, and evaluation of the eight instructional modules; and (4) dissemination of the research findings and recommendations and the revised curricula and…

Maaouia, Zeineb (1983). A Study Trip to Unesco and to Certain French Schools Belonging to the Unesco Associated Schools Network. International Understanding at School, v45 p21-22. The study trip made by the author to the Education for International Co-operation and Peace Section of Unesco and to nursery, elementary, and secondary French schools belonging to Unesco's Associated Schools network is described. Impressions regarding the network are related. (RM)…

GINSBERG, LEON H.; HARRIS, MRS. FRED R. (1968). PROJECT PEACE PIPE, INDIAN YOUTH PRE-TRAINED FOR PEACE CORPS DUTY. IN A COOPERATIVE PROJECT WITH THE PEACE CORPS, THE OKLAHOMANS FOR INDIAN OPPORTUNITY (OIO) ORGANIZATION TRAINED A GROUP OF AMERICAN INDIAN YOUNG PEOPLE DURING THE SUMMER OF 1967 FOR SERVICE IN LATIN AMERICA. THE MAJOR HYPOTHESIS UNDER WHICH OIO PLANNED THE TRAINING PROGRAM WAS THAT INDIAN YOUNGSTERS, BECAUSE OF THEIR LACK OF SELF-CONFIDENCE, FELT THEY HAD LITTLE TO CONTRIBUTE TO PERSONS OVERSEAS. AS A RESULT OF THIS HYPOTHESIS, A THREE-PART CURRICULUM WAS DEVELOPED AND IMPLEMENTED FOR THEIR TRAINING, CONSISTING OF SPANISH LANGUAGE SKILLS, COMMUNICATION SKILLS, AND ATTITUDINAL TRAINING. OTHER FEATURES OF THE PROGRAM INCLUDED–(1) A REGULAR PEACE CORPS ASSESSMENT PROCESS (FOR THE TRAINEES), CONDUCTED BY TWO PSYCHOLOGISTS, (2) A CULTURAL ENRICHMENT PROGRAM, AND (3) A SERIES OF SOCIAL ACTIVITIES. IN CONCLUSION, IT WOULD APPEAR THAT PEACE CORPS SERVICE DOES HAVE APPEAL FOR MEMBERS OF MINORITY GROUPS. HOWEVER, REACHING PERSONS WHO ARE CLOSELY IDENTIFIED WITH THESE GROUPS AND WHO ARE… [PDF]

(1982). European Meeting of Associated School Representatives. Mauerbach/Vienna (Austria): 10-13 May 1982. International Understanding at School, n44 p7-8. A meeting held in Mauerbach, Austria, from May 10-13, 1982, to consider the role of the Associated Schools in implementing the recommendations concerning education for international understanding and peace adopted by the general conference held in Chad earlier that year is described. (RM)…

Nieuwmeijer, Louise, Ed.; Olivier, Johan, Ed. (1996). Conflict and Peace Research: South African Realities and Challenges. This report resulted from a national workshop held September 5-6, 1995, near Johannesburg, South Africa. The theme of the workshop, "Reflections on Conflict and Peace," was chosen to echo the nature and purpose of the workshop. The major papers presented include: (1) "Conflict and Peace Research Methodology" (Louise Nieuwmeijer); (2) "Research Capacity Building among Practitioners" (Jannie Malan); (3) "Forging a New Bureaucracy: Guidelines for Research on Conflict Resolution" (Fanie Cloete); (4) "African Methods of Resolving Disputes" (Jannie Malan); (5) "Mediation of Family Conflict" (Hugo van der Merwe); (6) "Resolving Conflict in Communities in South Africa" (Gavin Bradshaw); (7) "Violence and Conflict" (Jabulani Mabasu); (8) "A New Approach to National and Regional Security" (Laurie Nathan); (9) "Security and Peace" (Mark Shaw); (10) "The South African Police Service in… [PDF]

Keen, Sam (1989). Looking at Ourselves Looking at Each Other. Educational Leadership, v46 n4 p80-83 Dec-Jan 1988-89. Using U.S. and Soviet political cartoons over the past century, this article argues that lasting peace is a more likely byproduct of education than of politics and conformity-instilling propaganda. The key is our ability and willingness to examine our perceptions and those of others. (MLH)…

Grover, Sonja (2007). Children's Right to Be Educated for Tolerance: Minority Rights and Inclusion. Education and the Law, v19 n1 p59-70 Mar. States do not make a genuine commitment to peace where children's right to be educated for tolerance is denied. Education for tolerance is considered a central aim of education, as set out in Article 29 of the \Convention on the Rights of the Child\ (CRC). Hence, states are obliged under the convention to create conditions conducive to such an education. Such conditions undoubtedly include providing an opportunity in an educational setting for some level of interaction between children of different backgrounds (while still maintaining whatever educational programmes are deemed necessary for the preservation of the culture of various minority groups). To eliminate the opportunity for any level of educational integration between children from the dominant group and from various national minority groups or other identifiable groups (such as disabled and non-disabled children, citizen and immigrant or child refugee groups) is to infringe upon children's fundamental human right to free… [Direct]