Riechmann, Sheryl; And Others (1976). Collective Bargaining: The Faculty Viewpoint; and What Collective Bargaining Means to University Administrators. IRTHE Volume 6, Number 1. What causes faculty to vote for collective bargaining? Undoubtedly, there is no single answer. A common factor reported by many institutions is some faculty dissatisfaction with compensation, course loads, governance systems, and job security. Another answer, proposed by Ladd and Lipset, is that the rapid growth of collective bargaining in higher education in the past few years "should be seen as the extension to the level of university governance and faculty life of the powerful trends toward equalization and away from elitism . . . since the mid-sixties." But two more factors are important: the existence of state and federal laws establishing the right of faculty to call for collective negotiation, and the presence of at least one organization on campus to marshall the faculty in support of this action. The decision for a university to embark on collective bargaining is irreversible. It increases the likelihood that extra-university agencies will affect university…

(1972). OIO [Oklahomans for Indian Opportunity, Inc.] Indian Youth Council Manual. The Oklahomans for Indian Opportunity (OIO) Youth Council Manual is divided into 5 parts. The first gives some basic information about the OIO Youth Councils, covering what a Youth Council is, who can join, the organization of the Councils, who runs them and how they work, the sponsor's role, recognition by local schools, initiating new Councils, and OIO Youth Educational Opportunity Programs. The second section gives historic highlights of Oklahoma Indian Tribes and discussion materials (no attempt was made to make this comprehensive). The land, removal and movement of Tribes into the State, broken treaties, the struggle to worship, and Tecumseh – the story of a leader, are discussed. Part 3 presents 15 discussion texts, which begin with statements from noted Indian leaders (ranging from Pontiac, Geronimo, and Wovoka to Kicking Bird and Vine Deloria, Jr.) followed by questions for further research. These cover education, white paternalism, heritage, the right to be different, war… [PDF]

Cunliffe, Leslie (2001). After Late- and Postmodernism: A Wittgensteinian Reconstructive and Transformative Aesthetics, Art Practice, and Art Education. Journal of Aesthetic Education, v35 n3 p1-13 Fall. Ludwig Wittgenstein's thought embraces two complementary projects: what he called his therapeutic work which was aimed at treating philosophical questions as though they were an illness, and his reconstructive work which emerges from this therapeutic endeavor. Wittgenstein describes his therapeutic work as an exercise that involves destroying \everything interesting, that is, all that is great and important….As it were all the buildings, leaving behind only bits of stone and rubble.\ Yet the therapeutic or deconstructive aspect of his philosophy was only a stepping stone toward realizing the more important reconstructive aim of giving \philosophy peace,\ so that human beings could come into a better understanding of themselves and their wider surroundings. Although these two complementary features of Wittgenstein's thought should never be separated, the reconstructive part of his work is often neglected or rarely seen in correct relationship to his therapeutic emphasis. For the… [Direct]

Sugata Sumida (2024). Exploring SDG 4.7's Monitoring Framework: ESD and GCED in the Case of Japan. Globalisation, Societies and Education, v22 n5 p773-789. Indicator 4.7.1 of the Sustainable Development Goals (SDGs) measures the extent to which Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) are incorporated into educational documents. An appropriate framework is crucial to accurately monitor the level of incorporation, but a framework that can confirm validity is not yet present. This case study uses Japan to explore a valid analytical framework that can measure the level of ESD and GCED incorporation. By proposing our framework and testing its validity, we developed an analytical framework which consists of eight topics organised with three themes…. [Direct]

Bane, Liam, Ed.; Shaw, Mae, Ed.; Thompson, Jane, Ed. (2000). Reclaiming Common Purpose. Special Millennium Issue, Summer 2000. This document contains 11 papers about the potential for progressive educational practice in the United Kingdom and elsewhere. "Editorial" (Mae Shaw, Jane Thompson, Liam Bane) discusses the tradition of common purpose in education and the need to tackle social exclusion, educate for active citizenship, and promote lifelong learning and adult and community education. "Returning to the Northern City" (Jane Thompson) discusses current social, economic, and political conditions in the working class neighborhood where she grew up in Northern England. "Contesting Citizenship" (Ian Martin) explores competing traditions of citizenship, learning democracy, linking the local and the global, and stretching the policy discourse. "Making Connections" (Ursula Coleman) considers the nature and purpose of adult education in the Irish context during the first decade of the 21st century. "Learning for Active Citizenship" (Jane Pillinger) explains how…

Sj√∏en, Martin M. (2023). Taking the "Terror" out of "Terrorism": The Promise and Potential of Fear-Reducing Education. Journal of Social Science Education, v22 n1. Purpose: The purpose of this study is to explore how education can help students develop democratic resilience as a bulwark against terrorinduced fear, securitization, and possibly even extremism itself. Approach: This article presents findings from a qualitative study exploring security governance in Norwegian secondary schools. The empirical corpus draws on 16 semi-structured interviews with educators to explore their perspectives on security governance in schools. Findings: The securitization of education risks normalizing fear culture in schools. Trust can likely be used to prevent or reduce the emergence of such fear. This study explores educational narratives by analyzing how a combination of cognitive trust and emotional trust may help students to build democratic resilience against terror-induced fear. In this context, helping students develop more sophisticated understandings of the social world and ensuring trustful relationships is a promising peacebuilding and potentially… [PDF]

Deupree, John, Ed.; Lenn, Marjorie Peace, Ed. (1997). Ambassadors of U.S. Higher Education: Quality Credit-Bearing Programs Abroad. This collection of essays presents a set of standards to be considered for use in the delivery of U.S. credit-abroad programs and is designed to serve as a primer for institutions considering the development of such standards. The essays include: (1) "Introduction: A Growing Trend in Educational Delivery" (John Deupree), which discusses the growth of foreign programs offered by American-based colleges and universities; (2) "Higher Education and the Global Market: The Quality Imperative" (Marjorie Peace Lenn), which examines the global context of such programs and the development of quality standards; (3) "Institutional Accreditation and the International Offering of Credit-Bearing Courses and Degree Programs" (Steven D. Crow), which reviews the role of accrediting agencies in monitoring foreign campuses and programs of American institutions; (4) "International Considerations in Program Accreditation" (John Maudlin-Jeronimo), which examines…

Zukas, Miriam, Ed. (1988). Transatlantic Dialogue: A Research Exchange; Papers from a Joint Conference (Leeds, England, July 11-13, 1988). Over 90 papers focus on adult education research. Selected titles include \Karl Marx's Theoretical Contributions to Radical Adult Education\ (Allman, Wallis); \Educating Educators\ (Armstrong); \Comparative Study of Philosophical Foundations of Adult Education in China and United States\ (Bao); \Ethical Value Dilemmas of Professional Adult Educators in Cooperative Extension Service\ (Barber); \Typology of ABE Learner as Derived through Quantitative Induction\ (Beder); \Analysis and Critique of Concept of Self in Self-Directed Learning\ (Boucouvalas); \Politics of Professionalism\ (Cervero); \Relational Aspects of Education of Older Adults\ (Chene); \Teacher Actions That Influence Native American Learners\ (Conti, Fellenz); \Comparison of Deterrents to Adult Education Participation in Britain and U.S.\ (Darkenwald); \Adult Education and Needs of Unemployed in Britain\ (Edwards); \New Perspectives in Adult Basic Education\ (Farr, Moon); \Etiology of Stress upon Adult Learner of… [PDF]

Tatsch, Julia (2022). Montessori in Ukraine: What Happens to a Montessori Vision When It Is Arrested by War?. Montessori Life: A Publication of the American Montessori Society, v34 n3 p38-45 Fall. This article describes the history of Ukraine's Montessori Movement and how the Russian invasion has put it in jeopardy. After Ukraine gained its independence in 1991, the Princeton Montessori School and Princeton Center for Teacher Education partnered with Ukrainian educators to set up the model Kyiv Montessori School–the first Montessori school in the country. The success of the model school and the teacher training center, which, by 1997, was formally established and staffed by AMS-credentialed Ukrainian Montessori teachers, led to a positive ripple effect in education over the course of the next 30 years. At the beginning of 2022, there were Montessori schools throughout Ukraine, as well as in many neighboring countries, including Belarus, Russia, and China. However, at the moment that the center was poised for accreditation through AMS, war ripped through the country, violently shattering the positive trajectory that so many children and adults had built and enjoyed for nearly… [Direct]

(1990). Directory of Unesco Information Services: Library, Archives, and Documentation Centres = Repertoire des Services d'information de l'Unesco: bibliotheque, archives et centres de documentation. Although primarily a directory of Unesco documentation centers and information units, this guide also provides information on the Main Library and the Unesco Archives. The listing for each of the nine centers includes information on any subdivisions of the center: (1) Bureau for Co-ordination of Operational Activities (BAO); (2) Culture and Communication Sector (CC–includes documentation and copyright centers); (3) Education Sector (ED–includes the International Bureau of Education, the documentation and computerized management service, and the International Institute of Educational Planning); (4) Non Governmental Organizations (NGO–includes the International Association of Universities/Unesco Information Center on Higher Education and the Unesco International Council of Museum-Documentation Center); (5) Office of Public Information (OPI–includes the Office of Public Information Documentation Center; Film and Video Archives; Division for Audio-visual Information-Photo,…

May, William W., Ed. (1990). Ethics and Higher Education. American Council on Education/Macmillan Series on Higher Education. The purpose of this book is to provide a basic resource that defines the ethical issues in higher education and to offer a starting point for means of resolution or policy development in regard to them. Part 1 establishes an interpretive framework for the book in the following papers: "Institutional Culture and Ethics" (David Smith and Charles Reynolds); "Academic Principles of Responsibility" (Charles Reynolds and David Smith); "Through Thick and Thin: Two Ways of Talking about the Academy and Moral Responsibility" (James Laney). Part 2, focusing on activities and functions common to most institutions, contains "Academic Planning: Values and Decision Making" (Richard Morrill); "Admission Recruiting and Selection: Some Ethical Concerns" (Alice Cox); "Ethical Issues in Intercollegiate Athletics" (Lonnie Kliever); "Institutional Advancement: Survival with Integrity" (Harlan Stelmach and Mark Holman); "Ethical…

Weah, Wokie (2004). Challenge and Opportunity: Educating Liberia's War Affected Children in Primary Grades. International Journal on School Disaffection, v2 n2 p44-48. Liberia's emergence from 15 years of tremendous upheaval has left it with an unsettled domestic security situation, a disrupted formal economy and a virtually destroyed national infrastructure. Faced with a burgeoning school-age population and the growing demand for education, Liberia's new National Transitional Government–composed of rebel, government and civil society groups–will have to make tough choices about how to go about rebuilding the social and economic structure of this war-torn nation. Given Liberia's history of violence, misgovernment and inequity, most Liberians agree that next to security, reforming the education and health sectors should be top national priorities. At first glance, the challenges facing the education sector appear to overshadow the opportunities it has to educate children. But while Liberia is challenged by huge gaps in access, completion and learning attainment, there is plenty of room for optimism. A rare opportunity exists to learn from the… [Direct]

Hamadache, Ali (1990). Literacy, Human Rights and Peace. Literacy Lessons. International Literacy Year, 1990, is intended to alert readers to the persistence of illiteracy. The challenge of illiteracy can only be met by concerted action on the part of all those concerned, acting together to conquer ignorance, eliminate poverty, promote peace, and assert the solidarity and interdependence of nations and peoples. As early as 1946, the United Nations Educational, Scientific, and Cultural Organization began promotion of basic education. From 1960 to 1985, the rate of illiteracy among adults was reduced from 39.3 percent to 27.7 percent worldwide. This reduction was primarily due to the expanded enrollment of children in school rather than to any progress in the struggle against adult illiteracy. The absolute number of illiterate adults is steadily increasing, with the figures having risen from 740 million in 1970 to 889 million in 1985. Progress in schooling is offset by the effects of population growth. The average illiteracy rate conceals disparities between…

Alexander, Hanan; Davis, Benji (2023). Israel Education: A Philosophical Analysis. Journal of Jewish Education, v89 n1 p6-33. This paper offers a philosophical analysis of Israel education as reflected in the Jewish education research literature. Six distinct conceptions are identified that all share an educational objective to engender personal and collective Jewish commitment with Israel as an integral value. This conceptual mapping revealed the need for writers on Israel education to clarify what they mean by the idea of Israel's "complexity" and to address the philosophical difficulty with the reliance of much Jewish religious identity outside of Israel on comprehensive liberalism. This paper addresses this philosophical challenge by outlining an alternative paradigm of Israel education called mature Zionism…. [Direct]

Donoso, Patricio; Gajardo, Marcela (1989). World Perspective Case Descriptions on Educational Programs for Adults: Chile. This document contains two case studies of adult education programs in Chile. Both case studies begin with a "face sheet" on which is recorded basic information about the program and the description. The first case study, prepared by Patricio Donoso, reports on Centro El Canelo de Nos, an inservice center for educators who work with Chile's most underprivileged social groups. The center's programs (Peasant Agriculture, Popular Technology, Peasant Woman, Program for Peace and Human Rights, Training and Legal Support to Peasant Organizations, Research and Systematization, Training, Communications, and the Administration Program) are each described in one page or less. The network of similar centers with which the center cooperates is next described, and a detailed description of the Program of Systematization concludes the case study. The second case study, in the form of a 1983 article by Marcela Gajardo published in the periodical "Prospects," describes an…

Chavajay, Miriam; Tovar, Marcela (2000). Las bases y fundamentos del derecho indigena del pueblo maya de Guatemala (The Foundations and Principles of Indigenous Rights of the Maya People of Guatemala). Asuntos Indigenas, n1 p18-31. The Guatemalan peace accord recognizes the institutions and local authorities of indigenous peoples, as well as their customs, common lands, and the "customary right" (common law) that structures intracommunity relations. However, it is difficult to define "customary right" and its applications and limits. A systematic study of traditional community rights and practices was carried out in Guatemalan towns and villages speaking six Mayan languages, two multilingual communities, and one that had lost its indigenous language. The study found the Mayan culture to be dynamic and adaptive, but it suffered great changes during the 1980s-90s when political violence and forced migration broke the social and political structure of indigenous communities. Urbanization and access to services, particularly education, have also been forces of change. Findings about Mayan culture, community structure and authority, and the role of the family are presented in these sections: the…

Giugale, Marcelo M., Ed.; Lafourcade, Olivier, Ed.; Luff, Connie, Ed. (2003). Columbia: The Economic Foundation of Peace. Chapters 21-28. This document contains 8 chapters of a 35-chapter book that presents a comprehensive diagnosis of current economic, social, and educational conditions in Colombia and their importance to development prospects and the quest for peace. The eight chapters covered here are part of a section titled "Sharing the Fruits of Growth with All Colombians." Chapter 21, "Education" (Eduardo Velez), describes Colombia's education system and current enrollment trends and focuses on seven policy issues: highly inequitable access to schooling, excluding poor and rural children; low, perhaps deteriorating, educational quality; high grade repetition and dropout rates; allocation of public expenditures; growing household demand for schooling; inefficient and inequitable decentralization of education management; and negative impacts of violence and social displacement on schooling. Chapter 22, "Health" (Maria-Luisa Escobar, Panagiota Panopoulou), looks at recent reforms in…

Danisiewicz, Thomas J.; Forsyth, Patrick B. (1982). Value Orientations and the Effects of Professional Schools on Students. The extent to which value orientations of professional students differ by occupational groups and by the socializing effects of professional schools on students was assessed. Approximately 1,150 students in nine major doctoral-granting universities participated. Based on work by Bengtson (1975), a humanism/materialism score was constructed for each professional student by summing scores for respect or recognition, attractive appearance, financial comfort, possessions, sense of accomplishment and skill, and by subtracting scores for a world at peace, service, and ethical life. Collectivism/individualism scores were constructed by summing scores for an exciting life and personal freedom and by subtracting scores for religious participation, loyalty to one's own, and patriotism. Three groups of students were distinguished: full-fledged professions (law and medicine); semi-professions (education, nursing, social work, and librarianship); and private enterprise professions (engineering… [PDF]

Hopper, Toni (1997). Strategic Goals for 2000. This is the report of the 2000 New Mexico Association of Community Colleges (NMACC) Strategic Planning Conference. Participants worked in small groups to identify the most probable and the most desirable world for the year 2000. Results for the most probable world include: (1) education would be available to many consumers, using many delivery systems with varying quality and affordability; (2) communication technology would make global environment local; (3) politics would have a heavy influence on policy decisions; (4) there would be a growing underclass unprepared for better opportunities; and (5) competencies and accountability would be more valued than traditional measures (such as degrees and transcripts). Results for the most desirable world include: (1) the world would be at peace; (2) each individual would have total economic security; (3) the world would be crime free; and (4) there would be universal health care. The report also includes probable and desirable futures for… [PDF]

Jensen, Knud; Larsen, Ole B.; Walker, Stephen (1995). Democratic Action Research in Schools: Methods and Procedures in Educational Innovation. Didaktiske Studier. Studies in Educational Theory and Curriculum, Volume 17. In this book, the chosen theme is the democratic school or, more precisely, the democratization of school processes. Democratization as a concept provides a firm basis for concocting a strong antidote to the norms, standards, and uniformity of the application of market logic to educational analysis and policymaking. By pointing the spotlight directly upon the "differences" between people and groups and how these are both something one has to deal with in some way or other and something that provides possibilities for fruitful, creative life chances, the debate is continually forced open about how to define the "three Es" of market principles in education–economy, efficiency, and effectiveness–as a basis for resistance. The book is divided into the following chapters: (1)"Democratic Action Research Entrances"; (2) "How Are Teachers Important?" (3) "Why Not Just Leave the School in Peace?" (4) "How to Create a More Democratic… [PDF]

Maxwell, I. C. M. (1980). Universities in Partnership. The Inter-University Council and the Growth of Higher Education in Developing Countries 1946-1970. Described are the first 25 years of Britain's Inter-University Council's program to develop university education in the then dependent territories, which has developed into a system of cooperation voluntarily adopted by some 35 overseas universities of different sizes, patterns and roles. Part I, Evolving Policies, examines the foundation for the Inter-University Council, the development and operation of the Asquith plan, the University of London's special relationship scheme, and the factors of change that influence the direction of the program. Part II, The Foundation and Growth of the Universities, examines the development of the university system and the factors affecting it in the following areas: West Africa; East Africa; Central and Southern Africa; Southeast Asia; and the islands and oceans (Malta, Mauritius, the Caribbean, and the Pacific). Part III, The Role of the Inter-University Council, offers insights on the spectrum of partnership and the forms of cooperation. The…

Chrisjohn, Roland D; Maraun, Michael; Young, Sherri L. (1997). The Circle Game: Shadows and Substance in the Indian Residential School Experience in Canada. This book develops an alternative account of Canada's operation of Indian residential schools and provides recommendations for undoing what has been done. Derived from a report on residential schooling submitted to the Royal Commission on Aboriginal Peoples in October 1994, the book discusses the language and rhetoric surrounding residential schools and argues that existing accounts in various media obscure and misinform about the facts and their interpretation. Rather than undoing the harm done by Indian residential schools, present-day accounts maintain and extend that abominable era. Chapters are: (1) Unanswered Questions/Unquestioned Answers (the "standard" account); (2) Ground Sternly Disputed (critical analysis of "slippery language" related to motives, "mistakes," and apologies); (3) The Events (testimony before Royal Commissions, physical and psychological abuses in Indian residential schools, unsuitable living conditions, church and…

Bloom, Evan; Reed, Sue (1991). Pictorial Apprenticeship Program Handbook: A Project Planning Strategy for Preliterate Communities. Women in Development. Intended for community development professionals and volunteers who work with preliterate communities, this illustrated handbook accompanies a library of visual aids that allow rural people to formulate their own projects. (The curriculum, called Pictorial Apprenticeship, transfers the process of project design into visual forms that literate and preliterate villagers can use to design and evaluate their own projects). The handbook is organized in three sections. Following an introduction describing the development, purpose and target readership of the manual, the second section, "Getting Started," introduces the Pictorial Apprenticeship materials, suggests ways a field-based facilitator can construct a presentation board and compile a library of illustrations, and teaches how to build a curriculum to fit specific community needs, monitor activities, and evaluate lessons. In the third and longest section, the five units of the Pictorial Apprenticeship Program are… [PDF]

Benderson, Albert (1983). Foreign Lanuages in the Schools. Focus, n12. The current situation of foreign language education at all educational levels in the United States, is examined with emphasis on new developments in instruction, testing, and program design. In a section titled "The Foreign Language Crisis," the combination of declining foreign language enrollment and increasing need for language skills in international business and relations is examined. A section entitled "Foreign Language Studies–A Short History" outlines the development of foreign languages as a field of study and the increasing interest in teaching and testing methods in the academic and military sectors. "The New Methodologies" briefly outlines such techniques as the direct method, confluent approach, suggestopedia, and total physical response. A section on "Testing for Oral Proficiency" describes recent efforts to refine testing methods, particularly by drawing on the Foreign Service Institute's Oral Proficiency Interview and providing… [PDF]

Wolansky, William D. (1984). Retraining Displaced Workers–Barriers and Facilitators. Although plant closings and layoffs have been happening for a long time, today's recessions, major changes in the structure of the economy, and a tight job market have combined to make plant closings a more serious problem. Workers are faced with unemployment from both traditional labor-displacing changes, such as the increasing use of robotics; and from unprecedented structural shifts in the economy, such as changes in consumer demand, technology, energy costs, skill requirements, and government policies. Since 1970, almost a million manufacturing jobs have been lost in the automotive, rubber, steel, and other industries in the Northeast and Midwest. Many of these displaced workers will require retraining if they are to find real jobs. On one hand, retraining efforts face the barriers of the lack of resources, capacity, and commitment to make retraining available to mainstream employees in periods of economic recessions and high unemployment intervals in a peace-time economy. On…

FRIEDMAN, NORMAN L. (1967). CAREER STAGES AND ORGANIZATIONAL ROLE DECISIONS OF TEACHERS IN TWO PUBLIC JUNIOR COLLEGES. ROLE ATTITUDES AND CAREER ACTIONS OF THREE TYPES OF JUNIOR COLLEGE TEACHER AT TWO SIZES OF COLLEGE ARE ANALYZED. THE TEACHERS ARE THOSE WHO (1) COME FROM HIGH-SCHOOL TEACHING, (2) COME FROM A 4-YEAR INSTITUTION, AND (3) COME DIRECTLY FROM GRADUATE SCHOOL. THE FIRST GROUP CONSIDERS THE JUNIOR COLLEGE AN ADVANCEMENT, ALREADY ENJOYS TEACHING, HAS NO INTEREST IN RESEARCH, HAS SUPERIOR SUBJECT MATTER KNOWLEDGE, AND APPRECIATES THE HIGHER PAY. FOR THESE REASONS, AND BECAUSE OF LONG-STANDING INVOLVEMENT IN THE COMMUNITY AS A WHOLE, MEMBERS OF THIS GROUP ARE UNLIKELY TO MOVE EXCEPT HORIZONTALLY AND REGIONALLY. THE FORMER PROFESSORS HAVE VARIOUS REASONS FOR ACCEPTING JUNIOR COLLEGE WORK, WHICH THEY CONSIDER SOMETHING OF A DEMOTION. THE \PUBLISH OR PERISH\ SYSTEM OR EVEN THE OVER-EMPHASIS ON DEGREES CAN BE DISTASTEFUL TO SOME, AND THEY MAKE A READY ADJUSTMENT TO THE TEACHING ROLE. THE COMPARATIVE PEACE AND ECONOMIC SECURITY OF THE JUNIOR COLLEGE AND, IN TIME, A GROWING IDENTIFICATION WITH THE…

Zurmuehlen, Marilyn, Ed. (1990). Working Papers in Art Education, 1989-1990. Working Papers in Art Education, n8-9 1989-1990. This publication presents manuscripts and research reports by graduate students. Accompanying papers from their mentors establish a context for the student papers. In this double volume the works are organized by sponsoring university. Student papers presented are: (1) "Looking, Talking, and Experiencing Art with Preschoolers" (Shari Stoddard); (2) "Feminist Art Criticism: Issues in Feminist Criticism Written about the Work of May Stevens" (Elizabeth Garber); (3) "In What Ways Can Objects of Utility Be Considered as Appropriate Study for Art Education? An Inquiry Grounded in British and American Contexts, 1832-1988" (Paul Sproll); (4) "Artist, Teacher, Scholar, Organizational Leader, Administrator, Collector: Art Educators' Beliefs about Roles and Status" (Thomas Ritenbaugh); (5)"The Influence of Structural Dimensions on Similarity /Dissimilarity Judgement when Categorizing Paintings: A Developmental Study Proposal" (John Hughley);… [PDF]

Pelo, Ann, Ed. (2008). Rethinking Early Childhood Education. Rethinking Schools, Ltd "Rethinking Early Childhood Education" is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included here is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents. This book shows how educators can nurture empathy, an ecological consciousness, curiosity, collaboration, and activism in young children. It invites readers to rethink early childhood education, reminding them that it is inseparable from social justice and ecological education. An outstanding resource for childcare providers, early-grade teachers, as well as teacher education and staff development programs. This book is divided into eight parts. Part One, "Prioritize Anti-Bias, Culturally Sensitive Teaching and Learning," contains the following: (1) What Color Is Beautiful? (Alejandro Segura-Mora); (2) Why an Anti-Bias Curriculum?… [Direct]

Stradling, Robert (2000). Conference on "The Initial and In-Service Training of History Teachers in South East Europe" (Athens, Greece, September 28-30, 2000). The Stability Pact for South Eastern Europe was adopted by the Ministers of Foreign Affairs of the European Union in Cologne (Germany). They were subsequently endorsed by 40 partner countries and international organizations which undertook to strengthen the countries of Southeastern Europe in their efforts to foster peace, democracy, respect for human rights and economic prosperity to achieve stability in the whole region. Three working tables were established: (1) "Democratization and Human Rights"; (2) "Economic Reconstruction"; and (3) "Security Issues." The conference, organized jointly by the Council of Europe and the Ministry of National Education and Religious Affairs in Greece, was the first of a planned series of activities and projects on the training of history teachers in the region. It was initiated under the framework for action of working table 1 of the Stability Pact. The conference report is divided into eight sections: (1)…

Correa, E. Shan, Ed. (1996). Learning from Each Other. The Official Proceedings of the International Symposium of Japan-America Societies (1st, Honolulu, Hawaii, June 18-21, 1995). This book provides a compilation of addresses and panel presentations from the 1995 International Symposium of Japan-America Societies. Twenty-nine eminent speakers and presenters, authorities on topics ranging from economics to education, shared dialogue with delegates who gathered for the first-ever meeting of members of Japan-America Societies from both sides of the Pacific. The introductory materials and overview contain the observations of the editor, compiled from notes taken during the conference and supplemented by audiotapes provided by Simul International. The second section of the Proceedings contains the documents of those presenting the keynote addresses and panel sessions, which were the substance of the Symposium. The seven panel session topics (with presenters) included: (1) "Japan and America, 1945-1995: Peace, Progress, Partnership" (Robert Scalapino; Yukio Matsuyama; Akira Iriye; Nagayo Homma); (2) "The U.S.-Japan Relationship and Security in… [PDF]