Hill, Janet; Kellogg, Kathy; Manna, Anthony, L. (2004). Alma Flor Ada and the Quest for Change. Language Arts, v82 n1 p76 Sep. Alma Flor Ada, a folklorist, novelist, scholar, teacher, and children's book author has passionate dedication to education for social justice, equality, and peace. As a faculty member at the University of San Francisco, Ada has developed programs that help students and others transform their lives and has written several bilingual legends and folktales…. [Direct]

(1975). The Unesco Associated Schools Project in Education for International Cooperation and Peace. Educational Documentation and Information, 197, 29-33, 75. An appraisal of this Unesco project and description of its organization are outlined: purpose, background, results achieved, other study topics, program planning, methods and materials, evaluation, organization, application and selection for participation, and countries participating in the project. (ND)…

Garrett, Alan W. (1995). Planning for Peace: Visions of Postwar American Education during World War II. Journal of Curriculum and Supervision, v11 n1 p6-38 Fall. Despite rich opportunities for educational change following World War II, educational inertia was strong, and schools continued their slow evolution. Progressive education's promise has not been realized. American educators are still grappling with persistent equity issues and are deferring answers to the most basic and difficult questions. (87 references) (MLH)…

Starkey, Hugh (1992). Back to Basic Values: Education for Justice and Peace in the World. Journal of Moral Education, v21 n3 p185-92. Contends that public education has basic, secular texts that include basic human rights common to all the world's peoples. Identifies the Universal Declaration of Human Rights of 1948 as the first of these documents. Argues that schools in all nations should emphasize equality of rights and equality of dignity. (CFR)…

Pagen, Christine Mary (2010). International Aid as Informal Educator: Exploring Political Attitudes and Engagement in Southern Sudan. ProQuest LLC, Ph.D. Dissertation, Columbia University. Scholarship has isolated internal economic conditions and political institutions as essential factors in political development and democracy-building, this research suggests that external influences are at play. During times of civil war and post-conflict reconstruction, governmental and socioeconomic structures are likely weak or nonexistent, and thus these internal theories are insufficient. This study suggests, instead, that external mechanisms, such as international aid, are highly influential in the process of political development. While large amounts of funding are directed towards relief and development efforts in conflict and post-conflict areas around the world, scholarship is lacking on the political impact of international aid. This research explores the relationships among US policy, INGOs, and the political attitudes and engagement of people on the local level in southern Sudan. It first considers the different mechanisms through which adults in southern Sudan learn… [Direct]

Wasley, Paula; Wilson, Robin (2008). Peace at Virginia Tech; A LEAP to Promote the Liberal Arts. Chronicle of Higher Education, v54 n39 pA26 Jun. This article reports that a Virginia Tech professor whose wife was among 32 people killed by a student gunman last year will become director of the university's new Center for Peace Studies and Violence Prevention. Jerzy Nowak will give up his job as chairman of Tech's horticulture department to take the new post on July 1. His wife, Jocelyne Couture-Nowak, was a instructor of French whose classroom sustained the most casualties–12 killed and six injured–in the rampage by Seung-Hui Cho, a mentally ill undergraduate. Mr. Nowak, who is 61, led the effort to create the new center following the tragedy. The center will have research and community-outreach components, and it will involve a range of people, from students to faculty members to politicians to community leaders. It will span the applied sciences and the humanities, bringing teams of people together to talk about and carry out violence-prevention strategies. In his new job, Mr. Nowak will bring together people from a variety… [Direct]

Torres, Carlos Alberto (2002). Comparative Education: Requiem for Liberalism? Editorial. Comparative Education Review, v46 n4 piii-xi Nov. An open letter after September 11, 2001, reflects on education's role in promoting tolerance and peace. Further discussion focuses on liberal versus neoliberal ideology; the expansion and democratization of public education in the 20th century, guided by liberal public policy concerning the state's responsibility for social welfare and the public good; and the current neoliberal climate of retrenchment and privatization, which threatens social progress achieved through education. (SV)…

Lopez, Maria Adelina Arredondo (2007). Ilustrados and Barbaros: Diversity, Intolerance and Educational Values in Northern Mexico (1831-1854). Paedagogica Historica: International Journal of the History of Education, v43 n1 p45-60 Feb. Along with the first federal republic in Mexico (1824), the first legislatures of each state included the promotion of public instruction among their functions. Through educators and books and other means of teaching, children and the young were expected to learn to live in a modern, civilized society. At the time, there was a death battle between two cultures: on one side, the emerging local Spanish culture ("ilustrados"), that fought to reproduce and expand the occidental culture; and on other, the culture of the so-called barbarian ("barbaros"), which struggled for survival, harassed by the push of modernity. What was the role of education in this cultural collision? What contradictions were manifested between discourse and educative practices? How were the new generations taught that homogeneity, uniformity and intolerance were requirements to attain economic progress, political peace and social well-being? This article will try to respond to these questions…. [Direct]

Cesarone, Bernard (1996). ERIC/EECE Report. Piagetian Perspectives on Children's Cognitive Development. Childhood Education, v72 n5 p311-13. Summarizes 17 recent ERIC documents and journal articles discussing Piagetian perspectives on children's cognitive abilities and development. Includes sources on children's thought, learning, and problem-solving processes; physical and natural causality; correspondence and number conservation; circular reactions; the 5- to 7-year shift; science education, and democratic reasoning, forgiveness, and peace concepts. (KDFB)…

Stephenson, Margaret E. (2000). Cosmic Education. NAMTA Journal, v25 n3 p53-77 Sum. Discusses Maria Montessori's view of the elementary child's educational needs. Maintains that older children need opportunities to use their reasoning abilities to come to a state of peace, stability, and security at the second plane of development. Discusses the teacher's role in cosmic education to incite curiosity and to teach responsibility. (KB)…

Engler, John; Hunt, James B., Jr. (2004). Preparing Our Students for Work and Citizenship in the Global Age. Phi Delta Kappan, v86 n3 p197 Nov. In the 21st century, Americans find themselves living in an increasingly interconnected world in which the marketplace is global and in which peace and stability require greater knowledge of different regions, cultures, and languages. In this article, the authors call on all education stakeholders to help internationalize our K-12 schools….

Eldredge, Mary; And Others (1990). Gender, Science, and Technology: A Selected Annotated Bibliography. Behavioral & Social Sciences Librarian, v9 n1 p77-134. Presents 196 annotated listings of works on science, technology, and gender, under 9 headings: Biography and History; Women Scientists; Science Education; Feminists Look at Science and Technology; Effects of Technology on Women; Medicine and Reproductive Technologies in Women's Lives; Women and Evolution; Women and Agriculture; and Gender, Scientific Responsibility, and the Peace Movement. (MES)…

Cassara, Beverly Benner (1993). Adult Educators with a Global Perspective. The profession of adult education provides many excellent opportunities to enhance global understanding. One way for adult educators to become involved in international activities is through the International Council for Adult Education (ICAE). As a federation of adult education organizations that are organized in seven regions throughout the world, the ICAE maintains a series of international networks that are currently focusing on four high priority issues: the education of women, the environment, literacy, and peace and human rights. Adult educators can participate in ICAE activities through its institutional members, including the American Association of Adult and Continuing Education (AAACE) and Coalition of Adult Education Organizations. Among the many ways in which adult educators can become involved in international activities are the following: reading information on international programs available in publications of the ICAE, United Nations, and adult educational… [PDF]

Levin, Diane E. (1994). Teaching Young Children in Violent Times: Building a Peaceable Classroom. A Preschool-Grade 3 Violence Prevention and Conflict Resolution Guide. Noting that peaceable classrooms grow out of understanding how children develop ideas about peace, conflict, and violence, this guide is intended to help early childhood educators create a classroom where preschool through grade 3 children learn peaceful alternatives to the violent behaviors modeled for them in society. The guide is based on the assumption that efforts to break the cycle of violence must focus on prevention, and that peaceable classrooms provide the best possible foundation for helping children to understand peace as members of a democratic community. Part 1 of the guide examines the effects of violence on children, and explains the characteristics of a peaceable classroom, along with implications for practice. Part 2 presents practical ideas for teaching peace, including use of class graphs, charts, games, puppets, children's books, and curriculum webs, and shows how to adapt these resources to the local setting to advance the goals and values of a peaceable…

Ment, David M. (2005). Education, Nation-Building and Modernization after World War I: American Ideas for the Peace Conference. Paedagogica Historica: International Journal of the History of Education, v41 n1-2 p159-177 Feb. The First World War ended with the collapse of the Austro-Hungarian, Russian, German and Ottoman Empires. In planning for the peace negotiations the allied governments considered not only the European boundaries but especially the national aspirations and future development of the peoples of the Balkans, the Caucasus, the Middle East, Africa and East Asia. American President Woodrow Wilson created a secret commission of academics and experts to prepare studies that would inform and support the American peace negotiators. Almost all of the studies on education, covering education in Austria, Prussia, Albania, the Ottoman Empire, Central Africa, Japan, and the education of minorities in Western Europe, were prepared by Paul Monroe, professor of history at Teachers College, Columbia University, with various assistants. There was a certain logic to Monroe's selection, since he had edited the five-volume Cyclopedia of Education, published 1911-1913, and was connected to a worldwide… [Direct]

Vallas, Paul G. (1999). Saving Public Schools. Civic Bulletin Number 16. Overcoming decades of labor, financial and performance troubles, the Chicago school system has enjoyed improving test scores 3 consecutive years, rising attendance, and labor peace under a new contract balancing the budget. Despite some criticism, the Chicago system enjoys reform successes in six areas: (1) improved governance; (2) greater flexibility in resource allocation, work rules, and seniority requirements; (3) uniform high standards and expectations; (4) greater accountability systemwide; (5) expanded early support for children and mothers; and (6) willingness to consider varied unconventional policy options. The district is incrementally raising low minimum promotional standards, as at risk students are identified for support. Bilingual education became a transitional program, with some of the existing bilingual education resources shifting into foreign language programs. The insistence of reformers opposed to top-down solutions remains the primary obstacle to reform. The… [PDF]

Clark, Kathleen A.; McKenry, Patrick C.; Stone, Glenn (1999). Evaluation of a Parent Education Program for Divorcing Parents. Family Relations, v48 n2 p129-37 Apr. Compares participants in a parent education program [Parents' Education about Children's Emotions Program (PEACE)] mandated for divorcing parents with a similar sample of individuals who had not participated in such a program. Although the findings provide little evidence for the longer-term impact of this program, the program participants expressed a high level of satisfaction with the program and believed that it was very beneficial. (Author/GCP)…

Wilson, Angene Hopkins (1993). The Meaning of International Experience for Schools. This collection of case studies looks at international education in a broad context. These studies illustrate how persons with international experience, including teachers who have lived abroad, returned Peace Corps volunteers, and immigrant and international students contribute to the curriculum in their schools. Looking at an affluent suburban elementary school, a rural middle school, and a poor inner-city magnet high school, the author examines how school systems, teacher education, and communities can cooperate to give education a global perspective. Chapters 1 and 2 examine the impact of international experience. Chapters 3 through 8 are the case studies of the following groups or persons: (1) teachers with international experience; (2) returned Peace Corps volunteers; (3) a sixth-grade immigrant from Afghanistan; (4) a multicultural school; (5) international student visitors at school; and (6) the International Studies Academy at an urban magnet school. Chapter 9 offers…

Prast, Leslie L. (1989). International Education: On a Shoestring. Community, Technical, and Junior College Journal, v59 n3 p31-33 Dec-Jan 1988-89. Describes Delta College's efforts to expand global awareness on campus and encourage international education within a limited budget. These efforts include plaques affixed to classroom doors presenting information on different countries, a foreign film library, a Peace Corps Partnership Project, a team-taught course on Third World nations, and a Global Awareness Week. (DMM)…

Olson, Jack R. (1989). Project IDEA: International Deaf Education Association. American Annals of the Deaf, v134 n5 p338-40 Dec. This article describes Project IDEA's origins as a program of the Peace Corps and the assistance it received from the Montana State University Theatre of Silence. In Bohol, Philippines, IDEA has developed a deaf community, a special/vocational education program, and job skills through employment in a cafe and bamboo rake factory. (Author/PB)…

Utsumi, Takeshi; And Others (1988). The Global Electronic University. American Journal of Distance Education, v2 n2 p57-67. Describes plans to create a Global University Consortium, i.e., a worldwide educational electronic network of universities, businesses, and governmental, nongovernmental, and community organizations. Topics discussed include quality education; transcultural unity; moral leadership; academic freedom; peace-gaming; participation of less developed nations; and the Global Systems Analysis and Simulation (GLOSAS) Project. (11 references) (LRW)…

Matiash, Ludmila (2007). My Education in Ukraine. Business Communication Quarterly, v70 n3 p341-345. After the disintegration of the Soviet Union in the early 1990s, Ukraine and other Newly Independent States were invaded by armies of consultants from Western donor organizations. Development agencies like the World Bank, the United States Agency for International Development, Tacis, the European Bank for Reconstruction and Development, and the Peace Corps introduced technical assistance programs, promising to turn the glorious collective past into a competitive economic future. Few of these consultants were educators, but all of them were introducing business concepts and teaching their clients to work with new tools in a new paradigm. In this article, the author describes the challenges that she encountered as a business education consultant to an online multilingual e-magazine dedicated to business management in Kyiv, Ukraine. She says that with the help of student interns, she was able to develop the vocabulary for new business concepts and set the standards for business… [Direct]

(2000). HIV/AIDS: Integrating Prevention and Care into Your Sector. Idea Book. This idea book offers practical strategies for assessing and responding to the effects of HIV on each of the Peace Corps' project areas, including agriculture and environment, small enterprise development, health, youth, and education. It also offers examples of creative and effective strategies used by Peace Corps volunteers to integrate the issue of HIV into their activities through collaboration with other sectors or by designing activities targeting those most affected by AIDS. The book presents information on HIV/AIDS project design within the community, focusing on elements of the planning process, pre-activity learning and groundwork, and establishing direction/content. It goes on to examine potential obstacles and how to deal with them (e.g., fear of infection, cultural dissonance, and frustration, sadness, feelings of being overwhelmed, and apathy). An annotated listing of additional resources on HIV and AIDS is included. (SM)…

Osler, Audrey; Starkey, Hugh (2003). Learning for Cosmopolitan Citizenship: Theoretical Debates and Young People's Experiences. Educational Review, v55 n3 p243-54 Nov. Interviews with 600 youth aged 10-18, many from immigrant families, explored how they learn about citizenship and define themselves and their communities. They identify strongly with their city or neighborhood but also have multiple identities, a cosmopolitan citizenship that bridges several worlds. Education for cosmopolitan citizenship should address peace, human rights, and democracy. (Contains 35 references.) (SK)…

Farmer, Marjorie (1998). Creating Montessori Bilingual Programs. Spotlight: Montessori–Multilingual, Multicultural. Montessori Life, v10 n2 p22-25 Spr. Discusses presentation given by Rigoberta Menchu, 1992 Nobel Peace Prize Laureate, at a meeting with Hispanic child caregivers in California. Discusses family life and childrearing among Guatemala's Mayan people, traditional ceremonies and symbols, becoming a leader, and the Mayan experience of resisting oppression. Discusses implications for Montessori education, educational policy, and obstacles to academic achievement by Hispanic students. (KB)…

Burnley, Ric (1997). A Letter Home from a First-Year Teacher and Peace Corps Volunteer (Global Issues). English Journal, v86 n8 p80-81 Dec. Presents a letter from a Peace Corps volunteer and first-year teacher about his experiences teaching English at a Russian school. Describes courses of study, the ever-changing schedule, his problems in the first semester adapting to Russian ideas of teaching, and his successful struggle to apply the education he had learned to this new teaching experience. (SR)…

Roy-Campbell, Zaline M. (2001). Globalisation, Language and Education: A Comparative Study of the United States and Tanzania. International Review of Education, v47 n3-4 p267-282 Jul. Focusing on Tanzania and the United States, this article examines the fallacy of a monolingual, English-only policy in education. It also examines the philosophy surrounding this debate and considers the detrimental effects upon students of attempting to impose a monolingual policy. Discusses the role of educational language in the quest for global peace. (Contains 43 references.) (AUTH/NB)…

Toprakci, Erdal (2007). The Rates of Participation of the Member Countries in the Institutional Objectives of UNESCO (According to World Data on Education of UNESCO). Online Submission, International Journal of Progressive Education v3 n1 p65-86 Feb. This study focuses on the rate of the participation of the member countries in the objectives of UNESCO. Text-based approach in method of content analysis has been used to carry out the study. The objectives of UNESCO have been identified and examined to reveal whether the member countries acknowledge these objectives among their national educational objectives. The study is limited with the data available on the UNESCO Web Page (World Data on Education of UNESCO). It has been found that only 5 of the member countries have fully adopted the objectives of UNESCO, which means that the national educational objectives of the remaining 97% of the member countries do not fully reflect UNESCO's objectives in their education policies. The most highly participated objectives are "Equality" with 56.05%, "Human Rights" with 35.03%, "Freedom" with 25.47%, "Universal Values" with 19.10% and finally "Peace" with 15.28%. This situation may put… [PDF]

(1971). Teaching About War, Peace, Conflict and Change. This is a description of the objectives, program activities, and policy of an experimental curriculum development project in the war/peace field. Seven major concepts of content are defined: 1) Identity, 2) Obligation, 3) Change, 4) Power, 5) Conflict, 6) Institutions, 7) Interdependence, 8) Values and the Value Process. Rationale is that educational institutions in this country can move to institute value education in which problems of war and peace, conflict and change, are honestly investigated and analyzed in terms students can see as their own, reinforcing the intelligent and purposeful formation of individual and social values. Specific objectives of the project are listed and activities carried on in these areas are described: 1) Curriculum Unit Development, presently for grades 7 through 11; 2) Teacher Training; 3) Resource Development; 4) Community Involvement; 5) Dissemination of Information; and, 6) Evaluation. Also included is a framework of assumptions focusing on the… [PDF]

(1983). Health Education Training Model. Training for Development. Training Manual No. T-11. This selection of health education training materials is intended for preservice and inservice training of Peace Corps Community Health Volunteers. Purpose of the training model is to help community health workers become better facilitators and educators as they help motivate people toward a more healthier and more self-reliant life. The introduction provides suggestions for preparing for and carrying out the training program. Twelve sessions cover defining expectations and clarifying objectives of health education training, beginning the program, looking at community health and education, exchanging ideas about health education, working with a group, how people learn, the role of the Peace Corps volunteer as community health worker, identifying community needs and resources, teaching about important health issues, developing and using appropriate teaching aids (one session on story telling, and one session on creating low-cost materials and equipment), and the Health Fair. For each… [PDF]