Rigby, Ken (2006). Implications of Bullying in Schools for Aggression between Nations. Journal of Peace Education, v3 n2 p175-185 Sep. Understanding the nature of bullying in schools can assist in understanding aggression between nations. Although there are substantial differences between bullying behaviour practised by school children and bullying attributed to nations, there are some commonalities. This article examines seven basic elements that help in identifying and describing bullying that occurs between students in schools. These elements are seen to be relevant to understanding the nature and underlying motivations of \some\ conflicts between nations. The second part of this article examines steps that have been taken in a growing number of countries in implementing systematic anti-bullying policies in schools. The basic features of these programs are described and their effectiveness in reducing peer victimisation briefly reviewed, drawing primarily upon a comprehensive analysis given in Smith, Pepler and Rigby (2004) (\Bullying in schools: how successful can interventions be?\ Cambridge University Press)…. [Direct]

de Kat, Ewoud; Derriks, Mechtild; Veugelers, Wiel (2006). Education and Major Cultural Incidents in Society: September 11 and Dutch Education. Journal of Peace Education, v3 n2 p235-249 Sep. Education is a dynamic cultural process to which individuals contribute their cultural identity and in which they enter into dialogue with each other. Each participant gives a personal meaning to the subject matter and to the interpersonal behavior norms. The question in this article is: what does education perceive of major cultural incidents in society like 9/11, how does education respond to them, and how does education anticipate such matters? The research shed light on how the pedagogical principle of active diversity can be translated into educational practice under these new conditions and how the differences between cultures interact. Boundaries for working with diversity are identified. The research also shed light on how public schools respond to situations of this kind, and what recommendations can be made. The article is based on interviews with teachers and vice-principals in Dutch secondary education. (Contains 1 note.)… [Direct]

Sabharwal, Nidhi Sadana (2020). Caste Relations in Student Diversity: Thinking through Dr Ambedkar's Perspective towards a Civic Learning Approach in Higher Education. International Education Journal: Comparative Perspectives, v19 n1 p30-43. The chairman of the drafting committee of the modern Indian Constitution, Dr Bhim Rao Ambedkar, emphasized that education cultivates democracy in society, strengthens the roots of democracy, and brings about social transformation. The social transformation includes a way of life that will promote liberty, equality, and fraternity, which are Dr Ambedkar's "key elements of an ideal society". This paper discusses the implications for higher education campuses for achieving an ideal society in light of the emerging evidence on peer group formation around identities and issues of discrimination associated with caste in the context of increasing student diversity. The paper also emphasizes the important role of a civic-learning approach to higher education; meaning an active engagement with values of liberty, equality, and fraternity. There is a shared belief that higher education has a great potential to be a social laboratory for civic learning and to inculcate democratic… [PDF]

Ang, Lynn (2018). Methodological Reflections on the Use of Systematic Reviews in Early Childhood Research. Journal of Early Childhood Research, v16 n1 p18-31 Mar. This article sets out to look critically at the use of systematic reviews in the cross-disciplinary field of early childhood and international development. Systematic reviews–a specialist methodology involving the secondary analysis of existing knowledge on a particular topic–is prevalently used to address complex questions in social and health-related policy and is an established tradition in the life and health sciences. In education and the social sciences, there is burgeoning interest in systematic methodological approaches, although its usage remains comparatively lagging compared to the medical field. Drawing on an interdisciplinary systematic review of empirical research on early childhood development and peacebuilding in the Asia Pacific region, this article reflects on the use of the methodology and its potential to inform new conceptual and methodological developments. The article argues that our knowledge of children and the early years can be significantly advanced by… [Direct]

Barakat, Sultan; Milton, Sansom (2016). Higher Education as the Catalyst of Recovery in Conflict-Affected Societies. Globalisation, Societies and Education, v14 n3 p403-421. This article examines the role of higher education in the recovery of conflict-affected societies and argues that while the sector is typically a very low reconstruction priority, it has the potential, if addressed strategically, to act as a catalyst for effective and sustainable post-war recovery. The article begins by contextualising higher education within broader debates around post-war recovery and education. It then analyses the relationship between higher education and four core intervention agendas in conflict-affected societies: stabilisation and securitisation, reconstruction, statebuilding and peacebuilding…. [Direct]

Fitoo, Billy (2019). "Wantok"-Centred Framework for Developing Citizenship. International Education Journal: Comparative Perspectives, v18 n2 p55-67. This paper presents a framework for developing citizenship education in the Solomon Islands. By drawing on a qualitative study conducted with 24 students, 20 teachers, and four principals in four rural and urban schools in the Solomon Islands, this study reveals that "wantok"-centred relationships are a unifying symbol that holds the family unit, clan, tribe, church members, and people with the state. In order to strengthen "wantok" relationships that create a peaceful coexistence in the Solomon Islands, this article proposes a "wantok" framework to underpin the development of citizenship education in the Solomon Islands. It introduces three domains: democratic, spiritual, and cultural, which are all centred on the notion of relationality. It demonstrates how relationality is central to the "wantok" framework by connecting people through the pijin language, and cultural, spiritual, and democratic values. This article concludes by demonstrating… [PDF]

Durrani, Naureen; Halai, Anjum (2018). Teachers as Agents of Peace? Exploring Teacher Agency in Social Cohesion in Pakistan. Compare: A Journal of Comparative and International Education, v48 n4 p535-552. This paper studies an under-researched area–teachers' role in peacebuilding in conflict-affected contexts–through exploring teacher agency for social cohesion in Pakistan. Insights are sought into teachers' perspectives on the major drivers of conflict in society and the role of education and teachers in social cohesion and mitigating inequities in education. A 4Rs framework of redistribution, recognition, representation and reconciliation was employed to analyse data gathered from: interviews with and classroom observations of teacher educators; focus-group discussions with and a questionnaire completed by pre- and in-service teachers; and analysis of teacher education and school curriculum texts. While teachers expressed a nuanced understanding of the conflict drivers in society and appreciated the significance of education in peacebuilding, they subscribed to assimilationist approaches to social cohesion, which were aligned with curriculum texts and promoted official… [Direct]

Wahrman, Hillel; Zach, Sima (2018). The Value of Emic Research in Sport for Development and Peace Programs. Sport, Education and Society, v23 n4 p354-366. This paper demonstrates the value of researching the emic perceptions expressed by participants of sport for development and peace (SDP) programs about their program. An Israeli SDP program was chosen which addresses Arab children's educational needs through sport. Ten semi-structured interviews were held with participants: two Jewish male managers, two Arab male principals and six Arab female volunteers, and a three-stage qualitative data analysis was implemented. The analysis revealed that the participants had constructed a complex array of different meanings and were switching them in the changing social contexts. In the discussion we provide the following explanatory framework: the emic data revealed an 'impression management' dynamic, which on the one hand exhibits the agency of the participants to control their short-term reality, but on the other hand conceals a miscommunication problem and discrepancies that weaken the impact of the program as a whole. Better dialogue between… [Direct]

Endless, Brian; Jesuit, David K. (2018). Model United Nations and Experiential Learning: An Assessment of Changes in Knowledge and Attitudes. Journal of Social Studies Education Research, v9 n4 p198-213. Despite the popularity of Model United Nations, no effort has been made to directly assess student learning since 1984. Accordingly, we developed and administered a pre- and post-conference survey to participants in the 2007 American Model United Nations (AMUN). We assessed whether participating in the simulation affected students' general knowledge of the UN; their attitudes towards the UN and the most important member states; and their understanding of diplomatic strategies. We find that first-time participants increased their general knowledge, developed a more realist orientation towards international relations, and placed more emphasis on the importance of individual agency in world affairs…. [PDF]

Bozyigit, Elif; Dugan, Omur; Henry, Ian (2017). Developing an Instrument to Evaluate the OLI Olympic Education Program in Turkey: Case Study of Implementation. Online Submission, New Trends and Issues Proceedings on Humanities and Social Sciences n5 p23-33. The goal of the 'Olympic Movement' is to contribute to building a peaceful and better world by educating youth through sport practices with Olympism and its values. To contribute to the Olympic Movement; Culture and Olympic Education Commission of Turkish NOC, has prepared an interactive Olympic education project called "OLI" since 2009, which reached 3 million students. It is very important to develop a means to analyze if the Olympic education program OLI fullfills its aims. Therefore the research question of this study is "What are the principal aims of the OLI program and how can we develop an evaluation procedure to assess the extent to which these aims are achieved?" A sample group was a class of students (n=33) who participated in the OLI education. The methodology of the study included developing the survey from the context of education given to evaluate the program. Before and after case study was conducted to the students. The questions developed were… [PDF]

Amambia, Sahlim Charles; Bivens, Felix; Hamisi, Munira; Lancaster, Illana; Ogada, Olivia; Okumu, Gregory Ochieng; Songora, Nicholas; Zaid, Rehema (2018). Participatory Action Research for Advancing Youth-Led Peacebuilding in Kenya. United States Institute of Peace At 1.8 billion, today's generation of youth–those ages ten to twenty-four–is the largest the world has ever known. One-third of them live in fragile or conflict-affected countries. Susceptible to the sway of external parties, narratives, and ideologies, they are influenced by their circumstances–enhancing the likelihood of their participating in violent extremism. At the same time, however, evidence suggests that young women and men can and do play active and valuable roles as agents of positive and constructive change. UN Security Council Resolution 2250, issued in December 2015, urges the international community to give youth a greater voice in decision making at local, national, regional, and international levels. In supportive response, USIP established a portfolio that engages youth leaders as critical partners in building peace in Africa, Asia, the Middle East, and Latin America. This report documents the utility and effectiveness of a pilot participatory action research… [Direct]

Waghid, Yusef (2014). Islam, Democracy and Education for Non-Violence. Ethics and Education, v9 n1 p69-78. In this article, I shall attempt to rebuff the view that there is a necessary connection between a monotheistic religion, like Islam, and violence. Rather, I shall argue that the link between Islam and violence is a contingent one, that is, it is neither necessary nor impossible, depending on the reasons offered by a particular Islamic faith community or by individuals who exist on a continuum ranging from jihadist fundamentalists to Muslim reformists (revivalists/moderates). Following such an analysis, I examine an Islamic education for non-violence, in particular what Muslim reformists ought to do to ensure the achievement of such an education…. [Direct]

Chistolini, Sandra (2017). Education and the Paradigm of Tolerance. European Journal of Educational Sciences, v4 n1 p42-52 Mar. Living alongside one another in a spirit of acceptance evokes the concept of tolerance that, from Erasmus da Rotterdam to Voltaire to Primo Mazzolari, calls upon us to understand that the only possible choice for mankind, from time immemorial, has been to educate towards coexistence within milieus that increasingly differ by culture, customs, ways of thinking and behaviours. Beliefs and concepts sometimes refer to values that may also be quite remote from and unlike ours and, as a result, our capacity to find points of contact with other persons becomes the condition, not only for survival, but for growth itself as a human person. To know how to interpret and yet keep one's own points of reference is a constant challenge to our intelligence guided by the will to do good. The concept of free will is based precisely on the strength of the human will, driven to dedicate itself to whatever safeguards, or to turn away from the search for salvation. Freedom cannot exist if we replace it… [PDF]

Sweeney, James (2015). Why Students in Catholic Secondary Schools Should Study Pope John XXIII's Encyclical, "Pacem in Terris" (1963). International Studies in Catholic Education, v7 n1 p61-73. Pope John XXIII's final encyclical on the subject of peace, "Pacem in Terris," written after the Cuban missile crisis which he helped to resolve, is an extended treatment of the basic principles of political morality and particularly significant for its adoption–the first time by the Catholic Church–of the discourse of human rights. The fundamental moral objective of state power is stated as "the recognition, respect, safeguarding, and promotion of the rights of the human person," and only on this basis can peace be established. The encyclical is an important educational resource for forming peaceable and peacemaking persons…. [Direct]

Cunningham, Jeremy; Ladd, Suren (2018). The Role of School Curriculum in Sustainable Peace-Building: The Case of Sri Lanka. Research in Comparative and International Education, v13 n4 p570-592 Dec. The civil war between the Sri Lankan government and the Liberation Tigers of Tamil Eelam (LTTE) ended in 2009, with total defeat of the LTTE and many thousands of civilian casualties. The country is now engaged in peace-building. Key elements of the secondary school curriculum–truth-seeking, social cohesion and active citizenship–may contribute to this. Six state secondary schools serving different ethnic and religious groups were selected for qualitative research into how far this is the case. Data was collected on the application of knowledge, skills and values in lessons, extra-curricular programmes and whole school culture. The analysis suggests that truth-seeking is weak, with no teaching about the historical roots of the conflict or contemporary issues. There are efforts to build leadership skills and impart democratic values, but the critical thinking and discussion skills necessary for social cohesion and active citizenship are largely absent. The findings are discussed in… [Direct]

Gonz√°lez-Alfaya, M. E.; Mu√±oz-Moya, M.; M√©rida-Serrano, R.; Olivares-Garc√≠a, M. A. (2019). 'C√≥rdoba, through Children's Eyes'. Assessing Citizenship Literacy in Early Childhood Education and Special Education Classes. European Early Childhood Education Research Journal, v27 n1 p28-39. This dissertation assesses an innovation experience carried out by the RIECU network (Early Childhood Education Schools -Teachers' Centre- University). The aim is to enable children to investigate the wealth of their city's heritage through an inclusive proposal, due to the value of a paradigm of peaceful intercultural coexistence. 234 people participated: Early Childhood Education and Special Education teachers, advisers and children, as well as students and professors. The experience focused primarily on development of project to learn more about the monuments and main features of the three cultures that coexisted peacefully in the city of C√≥rdoba. This project was assessed with the help of a mixed focus group in which all the parties involved participated. The data analyzed reveal that: (1) Children explored the main features of the monument assigned and the culture to which it belongs; (2) The innovation experiences positively impacted educational inclusion processes; and (3)… [Direct]

Norris, Jeff (2016). Biodiversity and Peace: Where Technology and Montessori Come Together in the Children's Eternal Rainforest, Costa Rica. NAMTA Journal, v41 n2 p63-80 Spr. Jeff Norris, initially shocked by the Montessorians who are calling technology into question, states that technology can offer a means of development for the child who is concurrently supporting and learning from the rich and overpowering biodiversity of the rainforest. He speaks for the Children's Eternal Rainforest citizen's science as well as the combined visit to the United Nations' University for Peace offered by the Montessori Institute for the Science of Peace. He extols the three-period lesson and independent group research as useful, interpretive-learning approaches that awaken the interest of each student. A bibliography is included. [This paper was presented at the NAMTA conference titled "A Montessori Integrated Approach to Science, Mathematics, Technology, and the Environment" in Portland, OR, Mar 31-Apr 3, 2016.]… [PDF]

Gautam, Chetanath; Lowery, Charles L.; Mays, Chance D. (2016). The Praxis of Gandhi's "Satyagraha": The Scholar-Practitioner Educational Leader as Moral "Truth Holder". International Journal of Educational Leadership Preparation, v11 n2 p71-86 Dec. Through contemplation of a drastic divergence in thought from a paradigm of physical discipline and retaliation in learning environments to one of a peaceful demonstration of reflection and respect the authors construct a framework of spiritual leadership. From this framework a metaphor of satyagraha emerges as a means of leading schools and modeling meditative behavior for all–students, staff, and stakeholders. This alternative metaphor of educational leadership is based on the truthful speech of Gandhi, MLK, and Nelson Mandela–each with their own radical take on creating counternarratives to violence through non-violence and peaceful resistance. These counternarratives form four principal themes that require some degree of contemplation: truthful speech and teaching, authenticity of leadership, reality of experience as education, and goodness as advocacy and activism for social justice, equity and care. In conclusion, the authors explore how this connects the scholar-practitioner… [PDF]

Pherali, Tejendra; Turner, Ellen (2018). Meanings of Education under Occupation: The Shifting Motivations for Education in Palestinian Refugee Camps in the West Bank. British Journal of Sociology of Education, v39 n4 p567-589. Despite being a protracted refugee crisis that entails international debates and controversies, discussions about Palestinian education have frequently sidelined the perspectives, needs and priorities of the Palestinian refugee population. Drawing upon a qualitative study in the West Bank and engaging with theoretical ideas of Johan Galtung, Paulo Freire and Pierre Bourdieu, we argue that the nexus between educational motivation and motivation for Palestinian liberation, which was particularly significant during the periods of 'Palestinian uprising', seems to be declining today in the present day context of oppression and structural violence. The growing disassociation among young refugees with Palestinian liberation, and with education as a means to this liberation, can be seen as a process of symbolic violence. Building upon these findings, we propose a new analytical framework for understanding the interrelationship between education, violence and struggle for social and political… [Direct]

Lovric, Ivan (2017). How the Catholic Schools in Bosnia and Herzegovina Are Helping to Build Inter-Faith Harmony and Understanding after Years of Conflict. International Studies in Catholic Education, v9 n2 p192-205. From a modest beginning in 1994 with a single school and a little more than 500 pupils, the system of Catholic schools in Bosnia and Herzegovina developed to its 7 currently functioning Catholic School Centres, with 14 schools and 4683 enrolled pupils. From the beginning these Catholic schools were open equally to Catholic and non-Catholic children. This intentional and strategic choice emphasised, once again, that the Catholic Church in Bosnia and Herzegovina stands on the side of those who oppose separation and segregation across the lines of national or religious affiliations. In committing itself to the education of all the country's youth, the Catholic Church saw a way to promote and reinstall into the body of Bosnia and Herzegovina's crippled society values of a peaceful and a harmonious coexistence of different people based on the respect for sanctity of each person and importance of its religious, cultural, and national identity…. [Direct]

Kaya, Kemal (2019). Comparison of Seventh-Grade Turkish and Iranian Social Studies Textbooks in Terms of Value Education. Educational Research and Reviews, v14 n17 p595-607 Nov. One of the objectives of comparative education research is to compare within a certain period of time educational systems that have developed in similar or different environments and processes. The aim of this qualitative study is to compare the value education in Turkish and Iranian seventh-grade social studies textbooks. Data were collected using document analysis. Results show that both books underscore the values of scientificity, sensitivity and responsibility. Unlike the Turkish social studies textbook, the Iranian social studies textbook addresses the religious aspects of those values as well. The Iranian social studies textbook also highlights the values 30% more than its Turkish counterpart. This article examining textbooks is limited to determining the placement of values; it is not intended to measure the effectiveness of textbooks in the formation of attitudes…. [PDF]

Bouma, Gary; Halafoff, Anna; Rasmussen, Mary Lou; Singleton, Andrew (2020). Religious Literacy of Australia's Gen Z Teens: Diversity and Social Inclusion. Journal of Beliefs & Values, v41 n2 p195-213. Australia is a culturally, religiously and linguistically diverse country, however, learning about the religious dimensions of this superdiversity is inadequately reflected in the national school curriculum, notwithstanding recent attempts to address this at the state level in Victoria. Debates regarding the role of religion in school have raged across the country for decades and have impeded the introduction of learning about diverse worldviews and religions, and even research on this topic. Competing views of Australia's national identity, as a multifaith and/or secular and/or Christian nation, continue to affect both policy and curriculum in Australia, and thereby the level of religious literacy of its citizens. Using data from a national study of young Australians and their worldviews, this research investigates levels of religious literacy and appreciation of religious diversity of 'Generation Z' Australians, for whom superdiversity is the norm. In doing so, it concludes that… [Direct]

Guti√©rrez √Ålvarez, Daniel Felipe; Hern√°ndez Varona, Wilson (2020). English Language Student-Teachers Developing Agency through Community-Based Pedagogy Projects. PROFILE: Issues in Teachers' Professional Development, v22 n1 p109-122 Jan-Jun. This paper presents a narrative inquiry study on agency development in student-teachers of an English language teacher program at a public university in the south of Colombia. Our goal was to understand how student-teachers develop agency when narratively inquiring their community by planning and conducting community-based pedagogy projects on issues they found pertinent to investigate. The data were gathered through semi-structured focus group interviews, individual journal entries, and video-recorded talks about their inquiries. As a conclusion, we acknowledge that certain social and narrative practices such as interacting within their inquiry groups, interacting with their communities, voicing their communities' necessities, and acting upon the inquired necessities facilitated developing agency and contributed to rethinking their roles as transformative members of their communities…. [PDF]

Cabedo-Mas, Alberto; Forrest, David; Nethsinghe, Rohan (2017). The Role of the Arts in Education for Peacebuilding, Diversity and Intercultural Understanding: A Comparative Study of Educational Policies in Australia and Spain. International Journal of Education & the Arts, v18 n11 Mar. This article reviews and analyses educational policies and curricula for general education in Australian and Spanish systems, in relation to their concerns for arts education to contribute to values education and the acquisition of peaceful, social and civic competences in schools. The use of the arts to shape individual and community identities, to enhance relationships between people, to promote positive conflict transformation, development and, in general, contribute to peacebuilding, has been acknowledged worldwide. Curriculum helps to legitimise what is considered to be important to learn within a society and therefore determines what is included to be understood as good artistic knowledge and practices. The documentary analysis of both Australian and Spanish educational documents in relation to teaching and learning of the arts gives responses on the extent the arts are expected to contribute to build peaceful and sustainable societies, and faces some current challenges of the… [PDF]

Mokuku, T≈°epo (2017). The Connotations of "Botho Philosophy" and Its Potential Contribution towards Environmental Conservation: The Case of Tlokoeng Community in Lesotho. Environmental Education Research, v23 n9 p1230-1248. This paper explores innovative environmental education strategies to conserve biodiversity in a rural-based context, in Lesotho. A case study approach was employed to investigate the community's conception of botho philosophy and how it might promote nature conservation. Focus Group Interviews were conducted with 105 participants. The responses were analyzed to determine the community's emerging definition and conception of botho. The findings indicate features of botho that parallel the ones that are found in the literature. In addition, botho was described metaphysically as a holistic spiritualised worldview that is concerned with a harmonious co-existence with others, nature and the Creator and empirically, in terms of moral attributes that foster co-existence within the socio-economic and natural systems. It is illustrated that botho can contribute towards environmental education discourse and nature conservation and thus diversify the pre-dominantly Euro-centric knowledge… [Direct]

Malveaux, Gregory F., Ed.; Raby, Rosalind Latiner, Ed. (2019). Study Abroad Opportunities for Community College Students and Strategies for Global Learning. Advances in Higher Education and Professional Development (AHEPD) Book Series. IGI Global Community colleges serve more students than any other institutional type in the United States, and internationalization is an inherent component of community colleges that advances student knowledge, facilitates student success, and serves the needs of local communities. As most community college students do not enroll in four-year institutions, their only opportunity for international experience is while they are in community college. "Study Abroad Opportunities for Community College Students and Strategies for Global Learning" provides innovative insights into international study and education abroad through community colleges, while discussing the value of adding study abroad programs to two-year institutions. This publication examines community colleges' contributions in a local society, study abroad opportunities, peacebuilding, international education, and risk management. Designed for administrative professionals, community college leaders, educators, academicians,… [Direct]

Jeynes, William H. (2015). People of Faith: The Unrealized Asset in Creating Greater International Understanding and Peace. Religious Education, v110 n5 p534-544. There is no question that the 21st century has thus far been one of increased tensions between the West and the Middle East, former Soviet bloc nations, China, and various other nations. A number of these nations either are highly religious or are experiencing religious revivals. To the extent that clear secular trends are in place in the West, these developments could exacerbate these tensions. With these facts in mind, in this article it is asserted that people of faith in the West are well positioned to build bridges of mutual understanding between the West and these other nations, when perhaps secularists cannot…. [Direct]

Bronshtein, Yifat; Dvir, Yuval; Natur, Nazeh; Yemini, Miri (2018). International Education as a Novel Entity in a Public Education System: The Establishment of a New Public International School in Israel. Compare: A Journal of Comparative and International Education, v48 n6 p935-953. This study traces the founding process of Eastern Mediterranean International School (EMIS) by analysing the motivations and interests of different stakeholders involved in the establishment process. In this novel initiative students from Palestine, Israel, and other countries study within the Israeli public school system towards an International Baccalaureate (IB) diploma. Drawing on semi-structured interviews with founders, educators, Ministry of Education officials, a parents' survey, and content analysis of related documents, the authors show how the school was established and approved despite the supposedly contradicting hegemonic discourse of the official Israeli policy. They conclude by suggesting some implications for scholars and policy-makers…. [Direct]

Makuwira, Jonathan; Spence, Rebecca (2005). Do We Make a Difference? Teaching and Researching Peace at Tertiary Level. Journal of Peace Education, v2 n1 p17-31 Mar. This article reflects upon the theories and methodologies that inform peace studies teaching and research practice. It explores the challenges faced by tertiary educators working within the narrowing confines of current university structures, and, by analysing the motives, process and methodologies that have shaped one particular program, suggests that a dynamic and adaptive approach to teaching is necessary to ensure relevance and currency. It promotes the idea of partnership between educators and students and between researchers and participants in order to ensure that activities contribute to constructive social change. It concludes that tertiary educators can and do contribute to promoting social justice by adopting emancipatory adaptive pedagogies and methodologies…. [Direct]

Goldstein, Rebecca A. (2005). Symbolic and Institutional Violence and Critical Educational Spaces: In the Name of Education. Journal of Peace Education, v2 n1 p33-52 Mar. This article will explore how symbolic and institutional violence shaped students' understandings of themselves within the educational context, and will argue that the creation of critical educational spaces can enable students and teachers to explore and transgress the internal and external influences and violence that shape the learning experience. Bourdieu's construction of symbolic power, violence and the institution will be employed to illustrate the complex and contradictory ways in which schools and their representatives commit egregious acts against students under the guise of benevolence. The article will also illustrate how the development of a critical educational space in a magnet program entitled the \Becoming Teachers Program\ enabled students and teachers to transgress and combat the normative and oppressive relations of the institution as a result of and in response to school violence, and pose some considerations for how we approach teaching for peace and social… [Direct]