Chanmi Kim; Yoonil Auh (2024). Examining Challenges in Youth Global Citizenship Education with a Christian Worldview during the Post-Pandemic Era. Pedagogical Research, v9 n3 Article em0212. This study investigates the integration of global citizenship education (GCED) within the Christian worldview, focusing on youth education in the post-pandemic era. It underscores the necessity of GCED in addressing pandemic-exacerbated challenges and aligns its objectives with Christian values through scriptural exploration. Core competencies like empathy, ethical reasoning, and global awareness are examined from a Christian perspective, alongside practical applications in educational settings the post-pandemic. The study concludes with reflections on the potential impact and challenges of incorporating Christian perspectives into GCED, advocating for inclusive and diverse educational approaches in a post-pandemic world…. [PDF]

(1999). Adult Learning, Democracy and Peace. Adult Learning and the Challenges of the 21st Century. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997). The workshop, \Adult Learning, Democracy, and Peace,\ had the important role of examining the relationship among adult learning, democracy, citizenship, gender, civil society, and a culture of peace. The speakers expressed a variety of opinions on the issue of globalization. Some rejected it as aggravating existing social tensions and inequalities and as leading to increased marginalization, while others partially acknowledged that globalization offers fresh possibilities and opportunities. Speakers discussed the following topics: adult learning strategies that are required to meet democratic aspirations and foster a culture of peace; understanding the local, the national, and the global stages and the tensions among them; adult learning for democracy; gender justice; moving from cultural confrontation to intercultural communication; adult learning for an active civil society; adult learning for gender democracy; pedagogical challenges for promoting democracy and a culture of peace;… [PDF]

Stanojevic, Patricia S. B., Comp. (1989). Coming Back Home: Making the Most of International Experiences: Proceedings of Workshop (Toronto, Canada). With the support of the Association of Canadian Community Colleges and the Canadian International Development Agency, a one-day workshop was held in April 1989. The workshop explored techniques by which individuals who have had overseas professional development experiences may enhance their institution's and their community's understanding of international issues. Following introductory information on the workshop, these proceedings present Garth Jackson's keynote address, "Development Education Issues," which focuses on Canada's role in worldwide economics and key concerns for the world such as equality, the environment, poverty, and peace. Next, a list developed by workshop participants of the personal, professional, institutional, and community benefits that result from overseas experiences is presented. Following a brief summary of Dr. M. Karen O'Kain's presentation on the concept of culture shock and the parallel phenomenon of re-entry shock, the proceedings describes…

Jackson, Wes, Ed.; Vitek, William, Ed. (1996). Rooted in the Land: Essays on Community and Place. This collection of 31 essays examines the idea of community rooted in a particular place, usually a small town or rural place. Many essays comment on the role of education in promoting the transient materialistic lifestyle or suggest ways in which education could foster place attachment and community building. Essays specifically focused on education discuss the rootlessness of college faculty, the enlargement of social capital as newcomers "become native" to a place, the need for a rural education that provides a generalist's knowledge and skills, and the need for a moral education that supports civic life. The essays are: "Rediscovering the Landscape" (William Vitek); "Leave If You Can" (Harry W. Paige); "The Rootless Professors" (Eric Zencey); "Pseudocommunities" (David Ehrenfeld); "From Monoculture to Polyculture" (Paul Custodio Bube); "An Amish Perspective" (David Kline); "The Common Life" (Scott…

(2002). Lifelong Learning for Social Development: A Review of Global Perspectives. Papers Presented at the International Conference on Lifelong Learning for Social Development (Kerala, India, August 13-15, 2002). This document contains 67 papers from an international conference on lifelong learning for social development. The following papers are among those included: "Lifelong Learning for Social Development" (John Dewar Wilson); "Building Networks of Lifelong Learning for Social Development outside the Center" (Shen-Tzay Huang, Chi chuan Li, An-Chi Li); "Self Help Groups for Empowerment of Women" (C.B. Damle); "Institutional Intervention and Empowerment of Women Footwear Workers" (Giriyappa Kollannavar, B. Krishnama Naidu); "Women Development and Micro Enterprises in Kerala" (Abraham Vijayan); "Gender Equity and Lifelong Learning–Training of Women's Groups in Gender and Human Rights in Sri Lanka" (Tressie Leitan, Swinitha Gunasekera); "Life Skills and the Mentally Ill" (Helena Judith P.); "Healthy Aging" (Usha S. Nair); "Rural Development Programmes in India with Reference to Five Year Plans" (K…. [PDF]

Edwards, Carolyn Pope (2002). Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research & Practice, v4 n1 Spr. Waldorf, Montessori, and Reggio Emilia are three progressive approaches to early childhood education that appear to be growing in influence in North America and to have many points in common. This article provides a brief comparative introduction of these models and highlights several key areas of similarity and contrast. All three approaches represent an explicit idealism and turn away from war and violence toward peace and reconstruction. They are built on coherent visions of how to improve human society by helping children realize their full potential as intelligent, creative, whole persons. In each approach, children are viewed as active authors of their own development, strongly influenced by natural, dynamic, self-righting forces within themselves, opening the way toward growth and learning. Teachers depend on carefully prepared, aesthetically pleasing environments that serve as a pedagogical tool and provide strong messages about the curriculum and about respect for children…. [PDF]

Nicholas Parkin (2024). Educational Pacifism and Montessori Education. Journal of Montessori Research, v10 n1 p25-37. Educational theory and practice is dominated by mass formal schooling systems, which routinely and unjustly harm many students. I call this stance "educational pacifism," and in this paper argue that Montessorians ought to be educational pacifists. That is, they ought to recognize, understand, and reject systemic educational harm and ensure that it does not occur in their own practice, so that Montessori students are not harmed during their education and so that Montessori education might provide a nonharmful educational alternative to mass formal schooling. I suggest that Maria Montessori was, broadly speaking, herself an educational pacifist, and that not only is educational pacifism the morally right position for a Montessorian, but also that it is naturally a Montessorian position…. [PDF]

Hughes, Joanne; Loader, Rebecca (2023). Shared Education: A Case Study in Social Cohesion. Research Papers in Education, v38 n3 p305-327. Adopting a social cohesion framework, we consider how the shared education model in Northern Ireland reflects distributive, ideational and relational dimensions of social cohesion, and the processes through which its implementation may be contributing to a more socially cohesive society. We use this case study to reflect on the current conceptualisation of social cohesion in the literature and to argue for dynamic and interdependent connections between aspects of cohesion that are often assessed in isolation. Our analysis draws on the body of research on shared education that has accumulated since the first pilots were introduced in 2007…. [Direct]

Perrotta, Katherine A. (2023). All in a Day's Work: The Radical Teaching Career of Dr. Jessie Wallace Hughan. American Educational History Journal, v50 n1 p63-81. Dr. Jessie Wallace Hughan was a trailblazing New York City public school educator and pacifist. Hughan was a socialist, and she was among numerous teachers who faced investigations for anti-patriotic activities at the turn of the 20th-century, when teachers across the country faced intense scrutiny and legal challenges if they were suspected of being socialist. Examining the causes and impact of these investigations may bring deeper understanding about Hughan's teaching career, as well as how the ramifications of these investigations from 100 years ago may shed light on current matters of academic freedom in the education profession. The purpose of this paper is to analyze the basis for, and consequences of, the investigations of Hughan in order to provide educational historians, teachers, and other stakeholders insights into why teachers become targets of politically motivated investigations, how educators can be supported and informed about how to navigate teaching controversial… [Direct]

(1995). Creating Caring and Ethical Communities in Rural, Small Schools. Rural, Small Schools Network Information Exchange: Number 18, Spring 1995. This packet includes reprints of articles concerning the development of a caring and ethical rural school community. The four sections of the packet overview theories and rationale for developing a caring classroom, successful programs in ethical schools and classrooms, leadership and decision making for building a caring and ethical school community, and resources for creating a caring and ethical school community. Articles include: (1) "Getting Started in Schools" (Nel Noddings); (2) "Building an Ethical School: A Theory for Practice in Educational Leadership" (Robert J. Starratt); (3) "Citizenship Education for a Pluralistic Democratic Society" (James A. Banks); (4) "Children and Peace: An Opportunity for Inquiry" (JoAnn Harvey); (5) "Raising Students' Social Consciousness in South Hadley, Massachusetts" (Anita Page); (6) "Today's Kids Care about Social Action" (Barbara A. Lewis); (7) "A Democracy of Third… [PDF]

Broecher, Joachim; Painter, Janet; Toczyski, Piotr (2022). Pioneers of German-Polish Inclusive Exchange: Jaczewski's and Kluge's Europeanization in Education Despite the Iron Curtain. Prospects, v52 n3-4 p567-583 Dec. Historical and autobiographical approaches are combined with interviews to analyze the case of the Europa-Kontakt in pre-1989 Poland and West Germany within the framework of Europeanization. The international education encounters exemplify the tendencies to Europeanize, which emerged in both countries despite the Iron Curtain. The painful relationship between Poland and Germany is contrasted with the personal trust and cooperation between Polish and German exchange pioneers since the 1970s. Their pioneering work focused on multinational inclusion, participation, intercultural learning, gifted education, creativity, and building leadership skills. It merged German adaptation of the United States' HighScope model with philosophy of encounters typical of scouting tradition, Janusz Korczak's pedagogy, and Carl Rogers' humanistic psychology, preparing ground for the 1989-2004 European Union enlargement process…. [Direct]

Datzberger, Simone; van der Veen, Rikke (2022). The Peacebuilding Potential of Technical and Vocational Education and Training Programmes in Post-Conflict Sierra Leone. Journal of Education Policy, v37 n1 p126-144. In peacebuilding contexts unemployed youth are frequently perceived as a high risk for the stability of a country while employed youth are seen as carrying an enormous potential for economic growth. This paper applies a social justice framework (4Rs) in analysing a Business Development (BD) programme that was implemented as part of Sierra Leone's Technical and Vocational Education and Training (TVET) strategy to promote entrepreneurship development and reduce unemployment among youth. Despite the BD programme's initial strengths, to recognize youth's heterogeneity with the aim to address some of the root causes of the war, we show how the programme struggled to counter social inequality, unemployment and neopatrimonialism. Sudden decreases in donor funding led to severe modifications of redistribution processes, thereby hampering youth's representation. This raises questions about the design of TVET strategies and BD programmes in post-conflict settings in general. Our paper further… [Direct]

Garner, Barbara, Ed. (2001). Focus on Basics, 2000-2001. Focus on Basics, v4 nA-D 2000. This set of four newsletters contains articles to help adult basic education and literacy teachers connect research and practice. The following are among the articles included: "The Effects of Continuing Goal-Setting on Persistence in a Math Classroom" (Pamela Meader); "Do the Cognitive Skills of Dropouts Matter in the Labor Market?" (John H. Tyler); "The Relationship between Reading and Speaking Skills" (Barbara Garner); "Supports and Hindrances: A Force-Field Analysis" (Andrea Parrella); "Developing Adults' Numerate Thinking: Getting Out from Under the Workbooks" (Mary Jane Schmitt); "Making Peace in the Math Wars" (Kathy Safford); "The New York City Math Exchange Group" (Charles Brover, Denise Deagan, Solange Farina); "Numeracy Needs of Adult Literacy Participants" (Aydin Yucesan Durgunoglu, Banu Oney); "Using Software Applications to Teach Math" (Catherine Cantrell); "Accommodating… [PDF]

Adeyemi, Michael B., Ed. (2000). Social Studies in African Education. This collection of essays is organized into two sections: Section 1 deals with general issues in social studies, while Section 2 examines social studies education in Botswana, Ethiopia, Ghana, Kenya, Malawi, Namibia, Nigeria, Tanzania, and Zambia. Essays in Section One are: (1) "The Historical Context of Education in British Colonial Africa" (L. Mafela; P. T. Mgadla); (2) "Philosophical Foundations of Social Studies Education in Africa" (A. A. Adeyinka); (3) "The Language of Social Studies Teaching in Africa" (J. Honey); (4) "The Linguist in the Teaching of Social Studies" (J. T. Mathangwane); (5) "The Use of Religion in Uniting the African People" (J. N. Amanze); (6) "Moral Education in African Schools" (V. Ocaya); (7) "The Relationship between Moral Education and Social Studies: The Case of Botswana Junior Secondary Curriculum" (J. O. Awino); (8) "The Role of African Parents in the Socialisation of…

Engl, Margaret; Permuth, Steven B.; Wonder, Terri K. (2003). "Brown:" The Historical-Legal Antecedents. International Journal of Educational Reform, v12 n4 p325-335 Fall. In the "Columbia Law Review," Harry Jones (1974) illustrates five general and sometimes overlapping purposes of the law. They include the preservation of the public peace and safety, the settlements of individual disputes, the maintenance of security expectations, the resolutions of conflicting social interests, and the channeling of social change. Of those purposes, perhaps no case in legal history has directed the course of social change in the United States more than the case of "Brown v. Board of Education of Topeka" (347 U.S. 483, 1954). In addition, as conversations with South African educators witness, the case also maintains international significance for nations and peoples who have functioned under apartheid-like systems with laws reminiscent of the United States' own Jim Crow social policy, dismantled after the rendering of the "Brown" decision. As everyone moves to the golden anniversary of the decision next year on May 17, 2004, it is… [Direct]

Schulz, Michael (2008). Reconciliation through Education–Experiences from the Israeli-Palestinian Conflict. Journal of Peace Education, v5 n1 p33-48 Mar. This study deals with how to establish positive attitudes and behaviours between Israelis and Palestinians that endure during times of negative shifts in the external conflict. In this study it will be shown that educational projects that bring Israelis and Palestinians together over a longer period of time, and that use the premises of the contact hypothesis, have an increased likelihood of building sustainable relations. The general question is: to what extent are educational projects able to foster new sustainable relations between the participants? The findings from this study indicate that long-term educational projects can create a positive shift in perceptions of the "other" and can lead to sustainable relations. (Contains 2 figures.)… [Direct]

Alkan, Muhammet Fatih; Yazici, Fatih (2020). Teacher Educators' Perceptions of Terrorism and the Role of Education: A Qualitative Inquiry. i.e.: inquiry in education, v12 n1 Article 2. This qualitative study aimed at revealing terrorism perceptions held by teacher educators working in Ankara, the capital of Turkey, and their opinions regarding the role of education that may play in ending terrorism. A total of 30 teacher educators took part in the study. The data were collected using a questionnaire involving open-ended questions in addition to demographics. The data were analyzed using the content analysis technique. The findings were discussed in terms of relevant literature and the social and political context of Turkey, which yielded generalizable implications to other countries with a similar social construct…. [PDF]

(1999). Learning Skills of Peace through Every Day Conflicts: Practical Activities and Resources for Families, Teachers and Other Caregivers. [Loose-Leaf Pages and Pack of Cards]. Noting that the conflicts arising daily for young children provide an opportunity for adults to model and teach skills for handling conflict peacefully, this guide provides tips for preventing unnecessary conflict, offers "first aid" for conflict moments, and provides resources for addressing common situations that can cause conflict. Developed cooperatively by Ohio's Commission on Dispute Resolution and Conflict Management, Head Start Association, and Department of Education Division of Early Childhood, with implementation facilitated by many Ohio public libraries, the guide is comprised of 40 thematic units of instruction for the early childhood setting, with most units accompanied by home cards providing tips for preventing conflict and suggested activities. Each unit contains information on the importance of the topic for conflict management and its link to peace, suggested books, activities, and copies of home cards. The 40 units cover: (1) anger and aggression; (2)… [PDF]

Totten, Samuel, Ed. (1986). Teaching Social Issues in the English Classroom. Arizona English Bulletin, v29 n1 Fall. Focusing on the rationales and materials for teaching social issues in the English classroom, this thematic issue contains the following articles: \Introduction: Reflections of Society in Literature\ (M. B. Fleming); \Addressing Social and/or Controversial Issues in the English Classroom\ (S. Totten); \The Growing Threat to Quality Education: How the Censors are Restricting School Curriculum\ (A. T. Podesta and C. Macy); \What Price Academic Freedom?\ (R. Ehrlich); \Reflections on Controversial Topics and Their Place in the Public Classroom\ (O. McGraw); \From the Other Side of the Desk: A Student's View–'Social Issues in the English Classroom–Here Today, Here to Stay'\ (D. G. Hunt); \Teaching Controversial Social Issues: Personal and Professional Tasks for Teachers of English\ (A. Molnar and D. R. Walling); \Facing Controversy: An Organization's Role in Addressing the Nuclear World\ (S. Alexander); \Controversy Doesn't Have to Find the Teacher\ (J. D. Black); \Three Tactics for…

Feijoo, Laura (2000). An Experience Guide: Egypt and Israel 2000. Fulbright-Hays Summer Seminars Abroad Program, 2000 (Egypt and Israel). This "experience guide," developed by a teacher who traveled in the region, aims to provide information on the culture, history, society, geography, and political aspects of Egypt and Israel. Intended for teachers, the guide can enhance lessons in world history. Each segment summarizes a topic and provides questions designed to encourage research, discussion, and debate. A separate booklet contains photographs and maps of the region. Segments in the guide are: (1) "The Egyptian Museum"; (2) "The Pyramids at Giza"; (3) "Recording History"; (4) "The Coptic Religion"; (5) "Cairo, the Capital of Egypt"; (6) "The Hanging Church"; (7) "The Jewish Community in Egypt"; (8) "Mosque of Al Rifa'i and the Muslim Religion"; (9) "Mosque of Sultan Hassan"; (10) "Greco-Roman History in Egypt"; (11) "Alexandria"; (12) "Education in Egypt"; (13) "Bedouin… [PDF]

Parimala V. Rao (2023). Beyond Monolithic Colonialism: A Defiant Scot against British Elitism,Thomas Munro's Policies on Education and Employment of Indians. Paedagogica Historica: International Journal of the History of Education, v59 n6 p1309-1326. Thomas Munro, a Scottish highlander, came to the Madras Presidency in South India as a soldier in the army of the East India Company in 1780. He rose to the position of its governor 40 years later in 1820 and died in India in 1827. His rise was not through military campaigns but peaceful administrative policies. During his stay in India, he defended Indian interests and took on powerful governors-general and other higher officials. He resisted their elitist policies, talked of lack of political freedom in India and wanted to give representation to Indians in administration. He conducted the first educational survey and established 101 schools. In the history of modern India, particularly in the history of education, there is a tendency to view British colonialism as a monolithic category. This paper looks at this extraordinary journey of a Scottish soldier, his impoverished status, family constraints, struggle with British elitism, and above all, his contributions to education in… [Direct]

Aziz, Nasaiy; Bahri, Saiful; Lubis, Dahlia; Ridwan, Muhammad; Saragih, M. Yoserizal; Sikumbang, Ahmad Tamrin; Sinaga, Ali Imran; Suharyanto, Agung; Yamamah, Ansari (2020). An Eschatological Study of Jerusalem in Biblical and Quranic Literature. Journal of Research on Christian Education, v29 n3 p217-235. This study is about Jerusalem in the Bible and Al Quran based on eschatological paradigm (theology/philosophy), which uses two approaches: sociology (geographical and anthropological history analysis) and interpretation (hermeneutical analysis and bil ma'tsur interpretation). Jerusalem is the name of the Holy City of the Abrahamic Religions. This region has been controlled by a number of empires with different geographical boundaries and names over a long period of time. For the Jews, Jerusalem is claimed as the Promised Land. Through a search of several versions of the Bible, a number of commentaries and the main sources (Muslim priests and intellectuals), this study shows eschatologically that Jerusalem in the Bible is not a particular regional name (to a certain extent) but the contextualization of God's Kingdom (saved, renewed earth, harmonious and peaceful). The contextualization of God's Kingdom has something in common with the concept of the promised earth (khilafah) in the… [Direct]

Seymour, Mike, Ed. (2004). Educating for Humanity: Rethinking the Purposes of Education. Paradigm Publishers The promise and necessity of working toward "a world for all" is a viable aspiration for education at a time when the worldwide crises in social justice, peace, democracy and ecological integrity have become the defining issues of our times. Ample evidence from many schools today, and dating back throughout the last century, prove that the purpose of educating young people of character, compassion, purpose and commitment is integral with the mastery of intellectual skills and life competencies. Self and School subjects develop interdependently. But, as the saying goes, "if you don't know where you're going, you'll probably get someplace else." Educational policy directions over the last twenty years have veered far away from the important work of educating for humanity. This book makes a powerful appeal to revisit educational purpose in light of what is most fundamental and important to human beings everywhere. The authors address timely issues such as high stakes…

Noble, Anna (2021). Fostering Character Development through Adaptive Leadership. Journal of Character Education, v17 n2 p1-12. In a time of increasing accountability, school leaders are besieged with many challenges to meet the needs of increasingly diverse student populations. Leadership for the development of good character can often be overlooked in lieu of competing priorities (Starratt, 1991). Analyzing data from a 4-year study, this article considers one principal's unique approach to creating a common school vision centered around character development as a means by which to generate a sense of community and improve student achievement. Central to the principal's specific approach to character development were yearly "themes" in which she communicated an idea that was then, to certain degrees, infused into daily life at the school. These themes included "journey," "peace makers," "created to care," and "be the light." Drawing on extensive interview and observation data this article will explore the extent to which the principal fostered a shared school… [Direct]

Ben, Ant√≠a Gonz√°lez (2021). Universal Tropes and Salvation Hopes: Making Up "International" Music Students in the International Baccalaureate Diploma Programme. Teachers College Record, v123 n7 Jul. Background/Context: Since the 1980s, the International Baccalaureate (IB) has gained popularity as an alternative to traditional public curricula, which public discourse frames as ill-equipped to prepare students for today's global market economy. Within this set of discourses, the IB emerges as a pedagogical tool for producing a new kind of "international" student who transcends the limitations of the traditional public school student. Purpose/Objective/Research Question/Focus of Study: Using the IB's high school music curriculum, known as the Diploma Programme (DP), as an entry point, this article examines the kind of "international" student that the IB claims to produce. Research Design: Informed by Foucault's notion of discursive subjectification, this study examines how the diploma music curriculum fabricates a particular kind of person: the diploma music student. Although the IB takes this subject position for granted, this study rests on the premise that… [Direct]

Yeji Kim (2024). "Head in the Clouds": Global Citizenship Education in Conflict-Affected South Korea. International Studies in Sociology of Education, v33 n4 p473-493. Framed by critical global citizenship education (GCE), the study focused on secondary school teachers' practices of GCE and explored the position of GCE in conflict-affected South Korea. The findings demonstrate the nexus of constraint and possibility of GCE in South Korea, highlighting how the country's history of division and ongoing, intractable conflict and its geopolitical and ideological rhetoric influence and complicate teachers' attempts to implement GCE. The study calls for a deeper, more contextualized, and sustained consideration of the conditions of GCE, especially in fragile and vulnerable societies that continue to experience conflict, war, and hostility…. [Direct]

Smith-Shank, Deborah L., Ed. (2004). Semiotics and Visual Culture: Sights, Signs, and Significance. National Art Education Association One of the most significant issues in art education today is the discourse surrounding visual culture: what it is, where it is located, how it is accessed, and its significance to art education. The development of new visual genres and technological innovations for creating and accessing them, have multiplied the forms of information that are available. Culture?s visually transmitted, ideological and electronic messages can easily cross borders that, in the past, were tightly controlled by geographic location, financial wealth, and language. This book is one attempt at communal conversation about significance and meaning through semiotic lenses. No one author has the RIGHT or the ONLY take on a sign, but they do take you on a journey through their meaning systems to enrich your understanding of the signs they invite you to consider. Readers should use their own collateral experience to add to the signification of the objects, artifacts, and other signifiers the authors bring to the… [Direct]

Tutkal, Serhat (2023). Academia and Authoritarian Neoliberalism in Turkey: The Embodied Consequences of the 'Peace Petition'. Journal of Education Policy, v38 n2 p233-253. In January 2016, 2212 academics have signed a petition to criticise human rights violations in Kurdish cities, and faced grave consequences as a result. By presenting the experiences of six dismissed signatory academics, this article aims to show the effects of authoritarian neoliberal policies on higher education institutions. After demonstrating the AKP government's response to the petition, it accounts for the ways in which authoritarian neoliberalism in Turkey responds to its critics, the strategies that it employs to discipline critical academics, and its effects on these individuals and on the Turkish academia as a whole…. [Direct]

Markov, Slobodanka; Milojevic, Ivana (2008). Gender, Militarism and the View of the Future: Students' Views on the Introduction of the Civilian Service in Serbia. Journal of Peace Education, v5 n2 p175-191 Sep. What are some of the obstacles to demilitarization of society? What role does worldview in general, and views of gender, future and peace in particular, play in this process? What could be some aspects of the intervention when educating students and the wider community for peace? This article discusses the results from a pilot study that investigated undergraduate students' attitudes to the introduction of the civilian service in Serbia. It reviews students' responses, intending to investigate the connections between perspectives on peace, future and gender. It also reports how students negotiate the confusing terrain of multiple discourses and narratives in regard to these issues. (Contains 2 notes.)… [Direct]

Johnson, Jacquelyn; And Others (1994). Global Issues in the Middle School Grades 5-8. Third Edition. This activity book contains 27 activities designed to help teachers address the goal of including global education in their classrooms. The activities, organized into five sections, are presented in a standard format of: (1) a brief introduction; (2) a list of objectives; (3) an estimate of required time for the activity; (4) list of needed materials; and (5) step-by-step procedures for the activity. Some activities include suggested follow-up exercises, a list of resources, background information, and masters for student handouts. A list of resources concludes the book. Section 1, \Introducing the Concept of Global Awareness,\ includes: (1) \Global Connections\; (2) \The Global Kid\; and (3) \What Do We Know About…? What Do We Want to Know?\ Section 2, \Studying Human Values,\ includes: (1) \What are 'American Family Values'?\ (2) \Special Ways with Holidays\; (3) \Religion and Values\; (4) \The Trees of Life\; (5) \World Music\; and (6) \Creating Culture Wheels.\ Section 3,…