Hoffman, Allan M., Ed. (1996). Schools, Violence, and Society. The seeming increase of violence in American society and its schools has become a pressing issue. Some researchers argue that the American education system mirrors the dynamics of society. The articles in this book address the following issues: the extent of violence in American schools; the forms that violence takes; its root causes; the effects of violence on students; teachers, administrators, and the learning process; strategies to counteract violence; and responsibility for dealing with violence in the schools. The following articles in part 1 describe the problem of school violence: (1) \Violence in the Classroom: A Teacher's Perspective\ (Mary Hatwood Futrell); (2) \Weapon-Carrying in Schools\ (Jennifer C. Friday); (3) \The Anatomy of Gangs\ (Allan M. Hoffman and Randal W. Summers); and (4) \Gangs and School Safety\ (Kenneth S. Trump). Causes of school violence are examined in articles included in part 2: (5) \Media and Television Violence: Effects on Violence, Aggression,…

Marklein, Mary Beth (2018). Expanding the Fulbright Legacy in Vietnam. Change: The Magazine of Higher Learning, v50 n1 p63-70. Higher education has proven to be a welcome and useful bridge between the United States and Vietnam, two countries that cut ties in 1975 in the aftermath of a painful war. In 1991, as the two nations began to reestablish diplomatic relations, the Fulbright exchange program with Vietnam quickly became the largest in Asia (Abuza, 1996). A scholarship created by the U.S. Congress has enabled more than 600 Vietnamese graduate students to study at U.S. universities (Vietnam Education Foundation, 2017). And every year, more parents in Vietnam's growing middle class send their children to the United States for a college education. The number of Vietnamese students earning academic credit in the United States has nearly quadrupled in the past decade, to more than 22,000 (Institute of International Education, 2017). Now, a joint initiative that has been years in the making aims to bring some of the hallmarks of U.S. higher education to Vietnam in another way. Governments at the highest level… [Direct]

(2004). Chronicle of Higher Education. Volume 50, Number 30, April 2, 2004. Chronicle of Higher Education, v50 n30 Apr. "Chronicle of Higher Education" presents an abundant source of news and information for college and university faculty members and administrators. This April 2, 2004 issue of "Chronicle for Higher Education" includes the following articles: (1) "Black Colleges and the Politics of Race" (Samuels, Albert L.); (2) "The First Step on a Long March" (Kluger Richard); (3) "Do You Know What It Means to Find Peace in Queens?" (Monaghan, Peter); (4) "A Fascist Philosopher Helps Us Understand Contemporary Politics" (Wolfe, Alan); (5) "Who Should Pay the Bill for a Private Education?" (Blaney, Dorothy); (6) "Business Curricula Should Integrate Liberal-Arts and Vocational Skills" (Sharpe, Norean Radke; Prichett, Gordon D.); (7) "Now Is the Time to Start Studying the Internet Age" (Cole, Jeffrey); (8) "Thwarting Misbehavior in the Classroom" (Perlmutter, David D.); (9) "The Real Lessons of a… [Direct]

Burgin, Ximena D.; Daniel, Mayra C. (2021). Working with Teachers on Culturally Affirming Instruction in Guatemala. Intercultural Education, v32 n5 p477-494. This study examines 96 Guatemalan teachers' perspectives on the viability of educational mandates from Guatemala's Ministry of Education and explores their perceived ability to advocate in the schoolhouse. Data included focus groups prior to, and after, workshops on topics related to effective literacy interventions in diverse contexts. Findings indicate positive changes from pre to post-workshop focus groups in participants' beliefs of their potential to become allies with students, improve their pedagogy, and build democratic schools…. [Direct]

(2022). TVET Country Profile: Afghanistan. UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a glance, aligned with ISCED levels…. [PDF]

de la Rosa, Olga Mar√≠a Alegre, Ed. (2021). Education in Childhood. IntechOpen This book reviews literature and research linked to early childhood education and care (ECEC). This educational level is fundamental for acquiring key competencies for school entry and establishing the physical, cognitive, and emotional bases for lifelong learning. Preschool education should promote student autonomy as the ability of a child to act on their own free will because it is a critical part of learning for all children. When a child has autonomy, it helps build confidence for responding to the demands of the family, self-esteem values linked to collaboration tasks, and independence in selecting reasonable choices. [This book was co-edited with Luis Miguel Villar Angulo and Carla Giambrone.]… [Direct]

Lutswamba, Jean Kasereka; Mutabazi, Samuel; Njobati, Frederick; Njoya, Claude Ernest; Nyiramana, Christine; Raharijaona, Onja; Rubindamayugi, Mimii Brown; Scheunpflug, Annette; Wenz, Mark; Wodon, Quentin (2021). Relationships between Christian Schools and the State: A Comparative Analysis for Five Sub-Saharan African Countries. International Studies in Catholic Education, v13 n2 p163-174. This article provides a comparative analysis of Christian faith-based schooling in five African countries, including data on the proportions of faith-based schools, financing models, and forms of organization vis-√ -vis the state. The case studies represent different forms and models. In all of the countries, at least one in six schools is run by a church. Christian churches do not see themselves as 'private schools' but as public providers working for the public common good. Faith-based schools contribute not only to making sure that children go to school and learn while in school, but also to sharing ideals ranging from social justice and equity, to peace and democracy, and social participation and inclusion. The article concludes with some reflections on future challenges for faith-based schools, mainly related to their funding and the lack of data to assess challenges and opportunities…. [Direct]

Bedasa, Nigusie Angessa; Hussein, Jeylan Wolyie; Mengistu, Bamlaku Tadesse (2019). Integrating Reflective Problem-Solving and Mindfulness to Promote Organizational Adaptation toward Conflict Sensitivity. Journal of Transformative Education, v17 n1 p24-50 Jan. This article is an analysis and synthesis of the outcome of our efforts to integrate reflective problem-solving and mindfulness to promote organizational adaptation toward conflict-sensitive approach to managing and resolving land-related conflicts. The purpose of the article is 2-fold. The first part of the article describes the methodological and epistemological processes we followed to engage the candidates in reflective problem-solving and mindfulness. The second part of the article analyses the participants' reflections on the meanings they had drawn from the thinking and learning processes. The article draws on transformative learning principles, principles of situated experiential learning, the notion of interactive problem-solving and social-psychological approach to conflict analysis, resolution, and negotiation. All of these principles and approaches emphasize the empowerment of learners and practitioners as agents of social transformation. At the end, the article presents… [Direct]

Komatsu, Taro (2021). Institutionalist Perspectives on the Dynamics of Post-Conflict Education Reforms in Bosnia and Herzegovina. Comparative Education, v57 n4 p519-537. This study aims to outline the educational reforms that have been taking place in Bosnia and Herzegovina (BiH) since the late 1990s and to explain the ideological and social dynamics shaping their implementation at the local level. The theoretical framework informing the analysis is in line with institutionalism, in particular three of its currently much-discussed variants. While sociological neo-institutionalism and historical institutionalism tend to focus on macro-level dynamics, discursive institutionalism rather focuses on actors' ideas and their interactions. Discursive institutionalism is useful in analysing the case of BiH–in particular, in discussing its system of community-based school governance because a diverse range of actors, including international agencies, national policymakers, school leaders, and community representatives, have been involved in enacting global norms and reforms. This paper then outlines how the current community-based school governance system has… [Direct]

Moffa, Eric D. (2020). Teachers' Perspectives on Global Citizenship Education in Central Appalachia. Journal of International Social Studies, v10 n3 p40-65. This paper reports on a sequential mixed-methods (quan [right arrow] QUAL) study that explored rural Appalachian teachers' perspectives and pedagogical decisions about Global Citizenship Education (GCE). In phase one, a questionnaire was completed by social studies teachers (n=19) from remote and distant rural high schools located in Central Appalachia across two states. Closed-ended items were analyzed through descriptive statistics. Open-ended items were coded to elicit themes that helped to answer the research questions. In phase two, two participants from the original sample were interviewed to uncover their experiences navigating GCE in their unique community contexts. Findings suggest social studies teachers in rural Appalachia, while not using the exact terminology of global citizenship, support multiple types of global citizenship aims. They tend to perceive their communities as homogenous, isolated, and conservative, which presented both challenges to and stimuli for… [PDF]

Shute, Mary Chaplin (2017). "We Who Desire Peace". Childhood Education, v93 n3 p205-209. The first six years of the child's life are infinitely the most important, as they are the years in which attitudes are being established, habits formed, and character trends largely fixed. This article examines topics such as race relations and prejudice in kindergarten, the role of kindergarten teachers, soldier play in kindergarten and its impact, patriotism in kindergarten, and finally, preservice teachers and teacher training classes. [Excerpts from this article are reprinted from "Childhood Education" v2 n6 1926 in celebration of "Childhood Education's" 125 year anniversary.]… [Direct]

Meehan, Catherine; Meehan, Patrick (2019). Exploring the Role of 'RE' in Early Childhood Education and Care as a Response to the PREVENT Agenda in England. Early Child Development and Care, v189 n7 p1174-1188. By the time children are 8 years of age, their attitudes, values, identities and beliefs are shaped and becoming solidly formed. Early childhood educators are uniquely positioned in children's lives to promote positive values and beliefs and to foster authentic appreciation of difference. This important work is challenged by a discourse in wider society, based on fears of certain groups of people linked to extremism and terrorism. Recent policy and law changes in England require teachers to be gatekeepers and report concerns to authorities. Contextual discourse analysis was used as the methodology to identify themes within the policy and curriculum documents reviewed in paper. This paper presents a case for early childhood academics and educators to consider a rationale for how they can promote values of tolerance and compassion and highlight and celebrate a range of religious and cultural traditions, and in order to promote a deeper respect and understanding…. [Direct]

Brandenberger, Jay; Schlichting, Kurt; Weigert, Kathleen Maas (2018). Institutional Commitment to the Catholic Social Tradition: Implicit or Explicit?. Journal of Catholic Higher Education, v37 n1 p29-51 Win. All Catholic colleges and universities share in the Catholic Church's rich history of Catholic Social Teaching (CST). This article explores two key research questions that focus on that grounding in today's world: First, how strongly is CST woven into the institutional fabric of those institutions; second, is that done implicitly or explicitly? We offer an analysis of mission statements, curricular offerings, and established centers at eleven Catholic colleges and universities as a pilot study for examining current efforts to embed CST into the structures of Catholic institutions of higher learning…. [Direct]

Broom, Catherine A. (2019). Rethinking Belonging in Western Nations: Theorizing the Public Commons as a Shared Pluralistic Community. Journal of International Social Studies, v9 n2 p75-93. Western nations are becoming increasingly socially and ethnically diverse. National policies aim to address this diversity through policies such as multiculturalism in Canada, which promotes appreciation for cultural pluralism. However, policy rhetoric can hide social issues related to increasing diversity. Using Canada as a case study discussion, this article begins by reviewing some of the issues associated with increasing social and ethnic diversity, including racism and conflict over values, and then discusses these issues in relation to contemporary political concepts which aim to build social harmony. It argues that we need to rethink how we understand diversity within a communitarian conception of community, theorized as that of the public commons. The article concludes with recommendations that aim to improve citizenship education, with a focus on increasing youth's knowledge of civic life, particularly their understanding of this concept of the public commons…. [PDF]

Barrett, Martyn; Byram, Michael (2020). Errors by Simpson and Dervin (2019) in Their Description of the Council of Europe's Reference Framework of Competences for Democratic Culture. Intercultural Communication Education, v3 n2 p75-95. In a recent paper, Simpson and Dervin (2019a) offer a radical critique of the Council of Europe's "Reference Framework of Competences for Democratic Culture" (RFCDC). However, Simpson and Dervin's paper contains numerous factual errors, interpretative errors and category errors in its description of the RFCDC. We identify 12 such errors which invalidate the conclusions drawn by them. We correct all of these errors, and suggest that, rather than using Simpson and Dervin's paper as a source of information about the RFCDC, readers should read the RFCDC itself, before drawing their own conclusions about the RFCDC and the adequacy of the arguments offered by Simpson and Dervin…. [PDF]

Dugan, Jo Ann R., Ed.; Linder, Patricia E., Ed.; Linek, Wayne M., Ed.; Sturtevant, Elizabeth G., Ed. (2000). Literacy at a New Horizon. The Twenty-Second Yearbook of the College Reading Association: A Peer Reviewed Publication of the College Reading Association, 2000. [Papers from the College Reading Association Conference, 1999]. In this Proceedings from the 1999 College Reading Association Conference, many articles reflect on the heritage of centuries and upon the possibilities of growth in literacy learning programs, while others consider meaning making and how these factors can be best incorporated in literacy learning programs. Following the Presidential Address, "Listening to Learners" (N. Padak) and the Keynote Address, "Teacher Decision Making in Literacy Education: Learning to Teach" (G.S. Pinnell), articles are: "Perspectives from Fifty Years of Teaching: A Personal Odyssey" (E.L. Kress); "This Is Reading!" (R.A. Kress); "An Exploration of Reading Attitudes and Literary Character Identification in Third Graders" (B.S. Abromitis); "'Everybody Should Do Literature Clubs': Students Reveal Their Perceptions of the Experience" (D.H. Stuart); "Teaching Metacognitive Strategies to Enhance Higher Level Thinking of Adolescents" (E.H…. [PDF]

Bellino, Michelle J. (2018). Is Development "The New Peace"? Global Citizenship as National Obligation in Postwar Guatemala. Anthropology & Education Quarterly, v49 n4 p371-393 Dec. Amid growing policy interest in global citizenship education, this ethnographic study examines one school's mission to foster global citizens among elite youth in Guatemala. Despite educators' efforts to raise awareness about local inequities and instill national identity and attachment to Guatemala, students constructed a neoliberal vision of citizenship that allowed them to disregard national politics of diversity. Instead, they focused their efforts on becoming globally competitive, often at the expense of reproducing inequality and division…. [Direct]

Bruce, Judy; FitzPatrick, Jessica; North, Chris (2019). Preservice Teachers' Views of Global Citizenship and Implications for Global Citizenship Education. Globalisation, Societies and Education, v17 n2 p161-176. Global citizenship (GC) is becoming increasingly significant as a desirable graduate attribute in the context of increasing globalisation and cultural diversity. However, both the means and ends of GC education are influenced by a divergent range of conceptualizations. The aim of this research project was to investigate preservice teachers' understandings of global citizenship, with a particular focus on cultural diversity. Pre-service teachers (PSTs) participated in interviews, and findings indicated that they were uncertain about the idea of global citizenship, sought harmony and a desire for sameness in culturally diverse relationships, and held ethnocentric, paternalistic and salvationist views about the 'Other'. Drawing on these findings, we present a framework incorporating technicist, humanistic and postcritical conceptions as a tool for analysis of GCE approaches, their means and ends…. [Direct]

Deaner, Kat; McCreery-Kellert, Heather (2018). Cultivating Peace through Design Thinking: Problem Solving with PAST Foundation. Childhood Education, v94 n1 p26-31. Design thinking is a methodology that emphasizes reasoning and decision-making as part of the problem-solving process. It is a structured framework for identifying challenges, gathering information, generating potential solutions, refining ideas, and testing solutions. Design thinking offers valuable skills that will serve students well as they enter the workforce and global community. This article delves into this concept in the context of school, and highlights the design process. Finally, a school-wide problem-based unit created with the help of the PAST (Partnering Anthropology with Science and Technology) Foundation–a non-profit provider of science, technology, engineering, and mathematics (STEM) education, school design, and workforce development based in Columbus, Ohio–is described as an example of design thinking implementation…. [Direct]

Orr, David W. (2018). The (Missing) Politics in Environmental and Sustainability Education. NAMTA Journal, v43 n3 p23-31 Sum. David Orr suggests that environmentalist and peace educators must teach civics, law, government, and political history to deeply cultivate an understanding of the influences and policies that create and perpetuate environmental destruction and humanitarian crises. Citizens, especially students, must comprehend the political forces and the public interests that have created the current destabilization of our environment and human community and must become civically and politically engaged to affect actual policy change…. [PDF]

Leech-Wilkinson, Daniel (2016). Classical Music as Enforced Utopia. Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, v15 n3-4 p325-336 Jul-Oct. In classical music composition, whatever thematic or harmonic conflicts may be engineered along the way, everything always turns out for the best. Similar utopian thinking underlies performance: performers see their job as faithfully carrying out their master's (the composer's) wishes. The more perfectly they represent them, the happier the result. But why should performers not have a critical role to play in re-presenting a score, just as actors are permitted–required even–to find new meanings and new relevance in texts? And what or whom are performers obeying, the long dead composer (and what is the ethical basis for that?) or a policing system (teachers, examiners, adjudicators, critics, agents, promoters, record producers) that enforces an imaginary tradition from childhood to grave? Starting from the evidence of early recordings, showing that composers are "mis"represented, this article seeks to unpick some of the delusions that support classical music practice…. [Direct]

Hongboontri, Chantarath; Liao, Yiting (2021). Teacher Cultures: In Search of Their Contents and Forms. LEARN Journal: Language Education and Acquisition Research Network, v14 n2 p529-573 Jul-Dec. This mixed-methods study aims to explore the patterns of teacher and their effects on teachers' lives and work. To do so, the researchers went into one international school in Thailand and requested participation from 25 foreign language (FL) teachers. All the participants completed and returned a questionnaire and participated in one-on-one interviews and observations. Calculation of the questionnaires with SPSS (version 20) demonstrated the participants' high favoritism of teachers' collegial relations. Nevertheless, the researchers' analysis of their descriptive data with open and axial coding techniques opposed the numeric data and strongly supported the existence of balkanization, individualism, and contrived collegiality among these participants. The findings of the present study challenge (FL and other subject disciplines) teachers to consider the focus and the depth of teacher cultures. More importantly, they urge teachers, school administrators, and policy makers to… [PDF]

Standish, Katerina (2019). Undigenous: Be Quiet and Know Your Place. Diaspora, Indigenous, and Minority Education, v13 n2 p123-128. In this perspective I endeavor to offer a transpersonal reflection of the work of decolonization from the standpoint of a minority-cisgender-female-White-settler-migrant. This work, the work of decolonization, is not the same for all of us, it depends on our place in the globe and our "baggage" as beings who inherit the past while living in the present but deeply committed to changing our future. Academics are professional braggarts who boast expertise and proficiency; indeed it is the hallmark of a knowledge broker to imply they have something (something VERY important and heretofore undiscovered) to pro-claim (as if knowledge was property). I cannot speak for others (nor would I) but I would like to share my perception and reflection of being an economic migrant and peace educator working toward decolonization in Aotearoa/New Zealand…. [Direct]

Johnson, Phylis (2006). Speaking to the Heart of Oral Contextualization: The Resounding Call for Critical Discussions on Civil Participation and Disobedience, from Black Radio to the Global Classroom. Journal of Peace Education, v3 n1 p1-17 Mar. Long overdue in the classroom is a critical examination of media coverage when seen and told through the unique vantage point of the audience and storyteller. This discussion is intended to demonstrate how to prepare students to critically examine and evaluate the social role of media within a diverse global society. The author elaborates on the case of one United States station, the historically Black-owned KJLH-FM, during and after the 1992 Los Angeles riots. The author points out how this case, as well as similar ones from other culturally specific media, might provoke unique classroom discussions on social and political issues and thus contribute toward the development of racially and ethnically relevant peace curriculum. KJLH's story is a powerful one that calls forth continued study into the rich oral history imbedded within radio as well as the significance and potential of culturally specific media in general. (Contains 1 note.)… [Direct]

Bickmore, Kathy; Parker, Christina (2021). Complexity in Restorative Justice Education Circles: Power and Privilege in Voicing Perspectives about Sexual Health, Identities, and Relationships. Journal of Moral Education, v50 n4 p471-493. Restorative justice pedagogies, such as dialogue or peacemaking circles, allow students to learn how to share and listen with peers, set boundaries for moral dialogue, and engage constructively with each other's perspectives. This study is part of a larger project focused on teachers' professional development and circle implementation. The focus of this article is on one teacher's approach to using circles in teaching her intermediate health curriculum unit, situated in a school with a strong restorative justice initiative. In this restorative classroom, dialogue was integrated into regularly enacted academic as well as interpersonal curriculum; this interrupted, or at times reaffirmed, the status quo. Data includes classroom observations, professional development observations, teacher and student interviews, and a reflective researcher journal. Dialogue enacted in this classroom illustrated moral issues students grappled with, relating to sexual health, inclusive sexual identities,… [Direct]

Carton, Michelle (2018). Innovative Education through the Lens of Global Citizenship: A View from Alaska. Childhood Education, v94 n5 p41-45. Innovation should not be about simply doing something new and different. Focusing on what will truly benefit students and society as a whole is the best way to innovate with a purpose. What better purpose than to support our children in the role of citizens of the world?… [Direct]

Bucuvalas, Abigail; Cole, Charlotte F.; Lee, June H.; Sirali, Yasemin (2018). Seven Essential Elements for Creating Effective Children's Media to Promote Peacebuilding: Lessons from International Coproductions of Sesame Street and Other Children's Media Programs. New Directions for Child and Adolescent Development, n159 p55-69 Spr. Children's media have the capacity to prepare young learners to develop the knowledge, attitudes, and skills they need to contribute to a more peaceful world. Research suggests international coproductions of Sesame Street and other children's media efforts are linked to positive impact on how viewers perceive themselves and their own cultures, as well as how they perceive others. Creating such media, however, relies on a commitment to a complex development process where the educational needs of children are considered alongside intra- and intergroup dynamics and political realities. This paper presents a practitioners' perspective on the essential components of children's media programs for peacebuilding and, in so doing, recommends a way forward for producing children's media in this domain…. [Direct]

Jaber Jabri Awaid Mustafa; Younis Mohammd Ebrahim Bukhari (2024). Early Childhood Education in Conflict Zones. Online Submission Early childhood education (ECE) conflict zones face profound challenges that undermine children's cognitive, emotional, and social development. Armed conflicts disrupt access to education through displacement, infrastructure destruction, and insecurity, leaving millions of children without safe learning environments (UNICEF, 2023). This report focuses on Syria, where years of war have deprived over two million children of education (UNESCO, 2018). These children face severe psychological trauma, including post-traumatic stress disorder (PTSD), anxiety, and depression, impairing their ability to learn and develop (Save the Children, 2020). This report emphasizes the dual importance of immediate and sustainable solutions to address these challenges. Immediate measures include providing psychological support, temporary learning spaces, and access to basic educational resources, while sustainable approaches, such as the "Hope Initiative," focus on creating resilient educational… [PDF]

Montgomery, Ken (2006). Racialized Hegemony and Nationalist Mythologies: Representations of War and Peace in High School History Textbooks, 1945-2005. Journal of Peace Education, v3 n1 p19-37 Mar. This paper examines the ways in which high school Canadian history textbooks authorized from 1945 to the present have represented national participation in wars and peace-making/keeping operations. I explore how national mythologies of Canada as a kinder, more tolerant, or less violent national body permeate the narratives of national history textbooks, but also position Canada, in racialized terms, as a nation superior to all others and thus burdened with the fantasized responsibility to uplift implicitly inferior spaces, nations and peoples elsewhere on the planet. I illustrate that these textbooks do not simply tell the history of the modern state of Canada and its relationship to war and war-related issues (i.e., peace-making/keeping), but rather redundantly disseminate racialized representations of Canada as a glorious and exceptional "living organism" that matures through the development of such redeeming qualities as respect for humanity, morality, compassion,… [Direct]

Donnelly, Caitlin; Hughes, Joanne (2006). Contact as a Policy Mechanism for Promoting Better Relations in Integrated Schools in Northern Ireland and Bilingual/Bi-National Schools in Israel. Journal of Peace Education, v3 n1 p79-97 Mar. Policy initiatives in inter-group education evolved in Northern Ireland and Israel at around the same time. In each jurisdiction, the emphasis is on improving relations between protagonist groups in ethnically divided societies. Central to this objective and at the core of integrated education (Northern Ireland) and bilingual/bi-national education (Israel) is sustained contact in a shared learning environment. Based on qualitative research in four schools, this paper examines the nature of the contact experience in two integrated schools in Northern Ireland and two bilingual/bi-national schools in Israel. Through comparative analysis, and with reference to contact theory, it illuminates some of the contextual and process variables that seemingly mediate the quality and moderate the effectiveness of contact in each school setting. (Contains 4 notes.)… [Direct]