Sherblom, Debra (2012). A Living Citizenship Model for the Public Schools: The Philosophical Foundations of Friendship in the Works of Epicurus and Ralph Waldo Emerson. ProQuest LLC, Ph.D. Dissertation, Lesley University. In an interdisciplinary, hermeneutical study using primary and secondary documents from history, philosophy, political theory, and critical pedagogy, the dissertation focuses on dialogue, friendship, and citizenship. The philosophical foundations of friendship in the works of Epicurus and Ralph Waldo Emerson are discussed. Included in the study is history of citizenship and analysis of works on dialogue and community. A critical consciousness is significant for real dialogue to precipitate friendship. The philosophical foundations of friendship in the works of Epicurus and Ralph Waldo Emerson are echoed in the Peaceable Schools Model for secondary schools. Based on social justice and the avoidance of conflict, the Peaceable Schools Model ministers a progressive pedagogy and fosters a living citizenship for students in public schools and in the community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited… [Direct]

Pringle, Richard (2012). Debunking Olympic Sized Myths: Government Investment in Olympism in the Context of Terror and the Risk Society. Educational Review, v64 n3 p303-316. The significant cost of hosting the London 2012 Olympics is justified, in part, by claims that the games will inspire greater social cohesion, promote peace and encourage the public adoption of active healthy lifestyles. This critical review paper examines these justifications and finds them wanting. The first section provides a socio-historic examination of the development of Olympism to reveal the concept as mythical in a Barthesian sense. In contrast to the idealistic claim that the Olympics fosters peace, this paper argues that the "spectacularization" of the games has produced them as a space that encourages performances of protest and threats/acts of terror. Through critical analysis of governmental justifications for investing in the Olympics, the second section concludes that such investment rests, in part, on the flawed rhetoric of Olympism. Overall, it is contended that the International Olympic Committee's promotion of a set of Olympic myths play a significant… [Direct]

Miranda, Edgar (2010). Going Global in Arlington, Virginia. Journal of Education for Sustainable Development, v4 n2 p219-226 Sep. In July 2008, the Ashlawn Elementary School in Arlington, Virginia, began the implementation of the Global Citizenship Project, which is designed around the four guiding principles of the Earth Charter: respect and care for the community of life; ecological integrity; social and economic justice; and democracy, nonviolence and peace. The intent of this project is to develop an understanding among students of what it means to be a global citizen through an instructional program that is hands-on and weaves the four principles throughout the curriculum. This article provides some background on the school, the planning process, the design and the implementation of the project. (Contains 1 figure.)… [Direct]

Niens, Ulrike; Reilly, Jacqueline (2014). Global Citizenship as Education for Peacebuilding in a Divided Society: Structural and Contextual Constraints on the Development of Critical Dialogic Discourse in Schools. Compare: A Journal of Comparative and International Education, v44 n1 p53-76. In post-conflict and divided societies, global citizenship education has been described as a central element of peacebuilding education, whereby critical pedagogy is seen as a tool to advance students' thinking, transform their views and promote democratic behaviours. The present study investigates understandings of and attitudes to global citizenship and the challenges faced in its implementation. Teacher interviews highlight lack of time and resources for critical reflection and dialogue. Where opportunities for relevant training are provided, this can benefit critical engagement. Boundaries of educational systems and structures also influence pupils' understandings of the issues as evidenced in questionnaire findings. We argue that critical pedagogies may be limited unless criticality and activism transcend local and global issues and are applied to schools themselves. Emotional engagement may be required for teachers to claim the space to critically reflect and share with… [Direct]

Byrne, Jonny; Jarman, Neil (2011). Ten Years after Patten: Young People and Policing in Northern Ireland. Youth & Society, v43 n2 p433-452 Jun. Through a comprehensive review of existing literature, this article documents young people's experiences of policing during the period of political transition and extensive reform of the structures of policing in Northern Ireland since the publication of the Independent Commission on Policing for Northern Ireland (The Patten Report) in 1999. The article explores the nature and context of these relationships and provides a commentary of how young people's experiences and perceptions of policing have been shaped by their social, economic, and community backgrounds. Furthermore, a number of ideas and activities that have been developed with the aim of improving the attitudes of young people toward the police, the attitudes of police officers toward young people, and the interactions between the two are also discussed…. [Direct]

Charalambous, Constadina; Charalambous, Panayiota; Kendeou, Panayiota; Zembylas, Michalinos (2011). Promoting Peaceful Coexistence in Conflict-Ridden Cyprus: Teachers' Difficulties and Emotions towards a New Policy Initiative. Teaching and Teacher Education: An International Journal of Research and Studies, v27 n2 p332-341 Feb. The present paper looks at teachers' perceptions of difficulties and emotions about a recent policy initiative in the Greek-Cypriot educational system to promote peaceful coexistence. This policy initiative by the government sparked strong emotional reactions. This paper provides an in-depth understanding of the intersection between tensions at the larger socio-political landscape and teachers' emotional readiness to deal with this policy initiative. To do so, the paper draws on the findings of a quantitative and a qualitative study conducted during the end of the 2008-2009 school year. Possible implications are discussed for educational policy and teacher education. (Contains 2 tables.)… [Direct]

Schubert, William H. (2010). Love, Justice, and Education: John Dewey and the Utopians. Landscapes of Education. IAP – Information Age Publishing, Inc. Love, Justice, and Education by William H. Schubert brings to life key ideas in the work of John Dewey and their relevance for the world today. He does this by imagining continuation of a highly evocative article that Dewey published in the New York Times in 1933. Dewey wrote from the posture of having visited Utopia. Schubert begins each of thirty short chapters with a phrase or sentence from Dewey's article, in response to which a continuous flow of Utopians consider what is necessary for educational and social reform among Earthlings. Schubert encourages the Utopians, who have studied Earthling practices and literatures, to recommend from their experience what Earthlings need for educational and social reform and how they can address obstacles to that reform. The Utopians speak to myriad implications of Dewey's report by drawing upon a wide range of philosophical, literary, and educational ideas–including many of Dewey's other writings. Their central message is that loving… [Direct]

Ortloff, Debora Hinderliter (2011). Moving the Borders: Multiculturalism and Global Citizenship in the German Social Studies Classroom. Educational Research, v53 n2 p137-149. Background: In many countries, working towards a truly inclusive national citizenship means deconstructing hegemonic structures that are deeply entrenched. Moving outside of the borders toward a global citizenship hints at giving up on what has been a long road toward multicultural citizenship. A balance between including and empowering diverse populations within borders as a part of citizenship education is critical. Likewise, future citizens must be prepared to conceive of a borderless world and interact with cultures different from their own. Literature that empirically examines the relationship between global citizenship and multicultural citizenship is sparse. This paper explores this tension, using the case of Germany. Purpose: The overall aims of this study were to explore German teachers' values and beliefs about citizenship education in light of new citizenship and immigration laws, and in light of European and global influences, as well. Design/method/sample: A qualitative… [Direct]

Reis, Jehnie I. (2010). Cultural Internationalism at the Cite Universitaire: International Education between the First and Second World Wars. History of Education, v39 n2 p155-173 Mar. In the 1920s, French scholars and bureaucrats created the Cite Universitaire in Paris. The institution housed university students from around the world. The Cite founders formulated a model for the Cite that reflected ideological concerns in interwar Europe with a focus on pacifism, international education and cultural internationalism. The organisers of the Cite attempted to adhere to these theories to make the organisation viable in the politically strained interwar era while simultaneously demonstrating the continued excellence of French education. The French attempted to combine the goals of international education with the continued hope of national educational superiority. This article describes Germany and France as the earlier "national competition" model of education. It traces the early history of the Cite as it incorporated the new international education model. Finally, it examines sports and social gatherings at the Cite, which was used as a specific venue to… [Direct]

Parton, Brent T. (2011). Stability for Development, Development for Stability: The Relationship between Regional Organizations and Social Cohesion through the Lens of the EU and MERCOSUR. Peabody Journal of Education, v86 n2 p129-143. Strategies aiming to foster social cohesion seek to enhance predictability and trust among heterogeneous actors. Although undoubtedly nation-states remain the dominant context for examining social cohesion, in Europe and in South America, nation-states have formed regional organizations to support political stability and economic cooperation in a world increasingly shaped by political and economic forces beyond the reach of any single nation-state. The comparative extent to which the regional political bodies of the European Union (EU) and the Southern Common Market (MERCOSUR) impact social cohesion within and across member states relates to their capacity to engender reciprocal patterns of political stability and economic development in the region. This article examines the EU and MERCOSUR's stake in social cohesion and how these organizations impact social cohesion in their respective regions through the establishment of institutionalized standards and norms, the content of… [Direct]

Kendeou, Panayiota; Michaelidou, Athina; Zembylas, Michalinos (2011). The Emotional Readiness of Greek Cypriot Teachers for Peaceful Co-Existence. European Journal of Education, v46 n4 p524-539 Dec. In this article, we: (1) offer a conceptualisation of what it means for Greek Cypriot teachers to be "reconciled" with the "other side" (i.e. Turkish Cypriots) in Cyprus; (2) examine Greek Cypriot teachers' emotional responses to the new educational objective of cultivating peaceful coexistence in schools; and (3) investigate how Greek Cypriot teachers' perceptions of reconciliation and emotional responses to the new educational objective of cultivating peaceful coexistence are entangled, and what implications these entanglements may have for educational reform efforts. This investigation is based on data collected in a national survey of Greek Cypriot primary and secondary teachers. The study is important not only for the Greek Cypriot educational system, but also for educational reform efforts in other conflict-ridden areas in Europe because it addresses a fundamental issue in relation to reconciliation: Can teachers, who may still carry traumatic experiences… [Direct]

Ferreira, Ana; Janks, Hilary (2009). Doves, Rainbows and an Uneasy Peace: Student Images of Reconciliation in a Post-Conflict Society. Perspectives in Education, v27 n2 p133-146 Jun. In this article we draw on data from a two-cycle action research project, in which ways of teaching reconciliation in post-apartheid secondary school classrooms are explored. We undertake a detailed analysis of a selection of artefacts produced by South African students representing their understandings of reconciliation. Initially students' work conceived of reconciliation either interpersonally or intrapersonally. Subsequently work related to South Africa's Truth and Reconciliation Commission (TRC) resulted in a more socio-historical engagement with the idea of reconciliation. An analysis of the visual and verbal messages on postcards designed by students suggests that they experience our ostensibly post-conflict society as one of unstable peace. We argue that for a society with a violent past, reconciliation work needs to find ways of confronting the powerful discourses of the past that continue to circulate and to shape our identities and those of our students…. [Direct]

Osler, Audrey; Yahya, Chalank (2013). Challenges and Complexity in Human Rights Education: Teachers' Understandings of Democratic Participation and Gender Equity in Post-Conflict Kurdistan-Iraq. Education Inquiry, v4 n1 p189-210. This paper examines tensions in implementing human rights education (HRE) in schools in Kurdistan-Iraq, both for teachers and for policy-makers, juggling nation-building and its application through schooling and child rights. We draw on documentary sources and fieldwork in two governorates, including classroom observations and interviews with education professionals. The UN Convention on the Rights of the Child confirms the right to HRE, including learning to live together, stressing gender equity. In practice, rights operate in tension and may be denied in societal contexts where conservative, patriarchal values prevail. We report on teachers' attempts to reconcile tensions while facing limited resources. HRE is often perceived as low-status and taught without adequate consideration of everyday rights denials. Nevertheless, HRE is fundamental to democratic development and social justice and can equip citizens with skills and attitudes for a cosmopolitan worldview and peaceful… [Direct]

Ty, Reynaldo (2011). Social Injustice, Human Rights-Based Education and Citizens' Direct Action to Promote Social Transformation in the Philippines. Education, Citizenship and Social Justice, v6 n3 p205-221 Nov. This article opens with a proposed framework for human rights education (HRE), which synthesizes ideas drawn from Zinn's people's history, Sen's theory of justice and Freire's critical pedagogy. A review of the literature on HRE and human rights-based learning suggests three existent interrelated models of HRE. Drawing on human rights-based programmes designed to benefit Philippine society, this article then presents case studies in which programme participants actively struggle against social injustice. As an integral part of the learning process, co-learners envision a just and peaceful society, plan for change and engage in direct social action. New volunteers are continually mobilized to participate in community service and contribute to social action that benefits and empowers hitherto oppressed people and minorities. The article concludes with a proposal for an interactive model of human rights-based learning which aims to build on the HRE framework inspired by Zinn, Sen and… [Direct]

Ngassa, Franklin Chamda (2010). Using "EC-Assess" to Assess a Small Biofuels Project in Honduras. Journal of Education for Sustainable Development, v4 n2 p287-296 Sep. Biofuels may contribute to both rural economic development and climate change mitigation and adaptation. The Gota Verde Project in Yoro, Honduras, attempts to demonstrate the technical and economic feasibility of small-scale biofuel production for local use by implementing a distinctive approach to feedstock production that encourages small farm sizes, mixed cropping of biofuel feedstock from Jatropha and food crops, particularly corn and beans, grown side by side on the same farmland and the total involvement of small rural farmers. But is the project sustainable? Using EC-Assess, the Earth Charter ethics-based assessment tool, to assess the sustainability of this project, the author found that in some assessment categories the actions surpassed the intended objectives, showing that the project was achieving certain Earth Charter goals without specifically stating its intention to address them. (Contains 3 images, 3 figures and 2 notes.)… [Direct]

Bekerman, Zvi; Zembylas, Michalinos (2010). Facilitated Dialogues with Teachers in Conflict-Ridden Areas: In Search of Pedagogical Openings that Move beyond the Paralysing Effects of Perpetrator-Victim Narratives. Journal of Curriculum Studies, v42 n5 p573-596. This paper shows some mechanisms as well as the paralysing implications of the perpetrator-victim positioning in the context of inservice education with Jewish- and Palestinian-Israeli teachers who teach in Palestinian-Jewish integrated schools. It examines how these teachers remain rooted in the hegemonic historical narratives of their own community, even when their attitudes are challenged and clearer alternatives to the reigning narratives are considered. The findings highlight failures in terms of the potential of educational efforts to help overcome situations of intractable conflict, even within contexts specifically devised for this purpose. However, some openings become apparent in the process of negotiating competing narratives and inventing new dialogic possibilities. The implications of this work suggest that schools and their historical traditions are difficult places in which to effect change and that teacher training may not always be the answer for the need to bring… [Direct]

Cutright, Marc (2010). Expanding Access and Quality in Uganda: The Challenges of Building a Plane while Flying It. International Education, v40 n1 p21-31 Fall. Uganda is among many nations in sub-Saharan Africa that are trying simultaneously to expand higher education opportunities and to enhance the quality of higher-education offerings. These are particularly challenging goals in resource-rich environments and are even more difficulty in environments of more limited resources to include funding, administrative expertise, and exhausted institutional capacity for students. This paper summarizes the challenges faced and the goals articulated by Ugandan entities, and some sample strategies for address of the challenges…. [Direct]

Hertz-Lazarowitz, Rachel; Khalil, Mahmood; Lazarowitz, Reuven (2009). A Conceptual Model (The Six Mirrors of the Classroom) and It's Application to Teaching and Learning about Microorganisms. Journal of Science Education and Technology, v18 n1 p85-100 Feb. In this paper a conceptual model of instruction \the six mirrors of the classroom\ used as a frame for teaching a learning topic, the microorganisms are depicted. The paper consists of four sections: (a) the six mirrors of the classroom model (SMC); (b) the SMC as implemented in the expository and cooperative modes of instruction in classrooms and results; (c) a \Journey of Inquiry into the Wonderful World of Microorganisms\ (JIWWM), developed according to the Science-Technology-Environment-Peace-Society (STEPS) approach; and (d) teaching and learning the JIWWM, in ninth-grade classes, within the SMC model. The results show that science topic can be taught in the frame of the mirrors of the classroom. When the instructional goals of the teachers used the mirror \1, classroom organization\ and mirror \6, pupils' social behavior\ and the third ring around the all six mirrors cooperative skills were practiced, academic outcomes were achieved, and attitudes toward environmental… [Direct]

Bae, Jaehan (2012). An Intercultural Peace Mural Project: Let's Make a Peaceful World Hand in Hand!. Art Education, v65 n1 p47-54 Jan. Murals have become a powerful art form for portraying antiwar, human rights, social justice, and human dignity issues. Educators and artists have conducted mural workshops with adolescents in international settings to educate them about peace, human rights, and cultural tolerance. Learning with murals has been shown to be pedagogically meaningful in helping students better understand their ethnic, historical, and cultural roots and communities; collectively find resolutions to a community's problems; and advance cooperative learning skills. Murals have been found to be effective in enhancing learning in a variety of content areas. This article describes a weeklong workshop in which Korean and American students worked together to create a peace mural, and provides insights for teachers conducting similar work with an intercultural group of students. The workshop was intended to promote a culture of peace and intercultural competence among participants and help them develop cooperative… [Direct]

Bailey, Marcia J. Harr; Cooper, Bruce S. (2009). The Introduction of Religious Charter Schools: A Cultural Movement in the Private School Sector. Journal of Research on Christian Education, v18 n3 p272-289. Charter schools are opening, and religious associations are also sponsoring these schools since religious groups find private school tuitions to be high and prohibitive. This study includes studies of Tarek ibn Ziyad Academy, a Minnesota Arabic charter school (Blaine and Inver Grove Heights, MN); Ben Gamla Charter School, a Florida English-Hebrew Charter School (Hollywood, FL); the Hellenic Classical Charter School, a New York City Greek Orthodox parochial school (Brooklyn, NY); and Community of Peace Academy, a Minnesota Hmong cultural charter school (St. Paul, MN). These charter schools are exemplary educational programs around the school's mission, curriculum, language courses, and extracurricular activities that are all culturally relevant to their particular culture and religion while so-far remaining legal under the Zelman decision, legalizing funding for religious school vouchers…. [Direct]

Christie, Daniel J.; Tint, Barbara S.; Wagner, Richard V.; Winter, Deborah DuNann (2008). Peace Psychology for a Peaceful World. American Psychologist, v63 n6 p540-552 Sep. Although the literature in peace psychology has been growing rapidly, many American psychologists are unaware of how conflict is resolved and peace is conceptualized and achieved. This article reviews the long history and broadening scope of peace psychology and introduces a model of peace that is useful for organizing the literature. The model suggests that peace can be facilitated at four different points of intervention. The authors discuss relationships between positive and negative peace, structural and direct violence, and peacekeeping, peacemaking, and peacebuilding. They advance some challenges for peace psychologists and conclude that peace psychology is a crucial field for grappling with humanity's most pressing problems in the coming decades. (Contains 2 figures.)… [Direct]

Ennis, Leslie Sturdivant (2008). The Inevitability of Conflict and the Importance of Its Resolution in Christian Higher Education. Christian Higher Education, v7 n4 p339-356 Sep. Among Christian adherents, the subject of conflict and its proper resolution has been a source of misunderstanding and angst for centuries. New Testament admonitions concerning the proper Christian life have traditionally focused on passivism and have been interpreted broadly by Christendom to require avoidance of all conflict as a virtue. The argument can be made that the acknowledgement of and proper action toward conflict of all types within Christian institutions of higher learning in the past several decades has led to a polarization and identity shift. This phenomenon has been based upon Christian misunderstanding of conflict in general and, specifically, the proper approach of Christendom to conflict and its proper resolution. Christians, necessarily a part of Christian institutions, have treated conflict as something to avoid–an approach that has led to their detriment both individually and corporately. This work seeks to formulate a framework for better understanding of… [Direct]

Arthur, James, Ed.; Cremin, Hilary, Ed. (2011). Debates in Citizenship Education. The Debates in Subject Teaching Series. Routledge, Taylor & Francis Group What are the key issues in Citizenship Education today? "Debates in Citizenship Education" encourages student and practising teachers to engage with and reflect on some of the key topics, concepts and debates that they will have to address throughout their career. It places the specialist field of Citizenship Education in a wider context and aims to enable teachers to reach their own informed judgements and argue their points of view with deeper theoretical knowledge and understanding. Taking account of recent policy and controversies, expert contributors provide a balance of experience and perspectives and cover a wide range of classic and contemporary topics including: (1) Theoretical Perspectives on Citizenship Education; (2) International Comparative Perspectives on Citizenship Education; (3) Citizenship Education, Race and Community Cohesion; (4) Climate Change and Sustainable Citizenship Education; (5) ICT and Citizenship Education; (5) Ethics and Citizenship… [Direct]

Burns, Terry J. (2009). Searching for Peace: Exploring Issues of War with Young Children. Language Arts, v86 n6 p421-430 Jul. Using a framework grounded in critical literacy, the author describes her 1st-grade students' responses to works of literature that portray the impact of war. When given opportunities to read works of literature that address social justice issues, such as the consequences of war, her primary-age students' written, drawn, and spoken responses were meaningful and empathetic. Her students' responses addressed four areas of emphasis: discovering links between war-related concepts and students' lives, expressing empathy for those impacted by war, searching for explanations or justifications for war, and cultivating new visions and possibilities for our world. (Contains 5 figures.)… [Direct]

Brunold-Conesa, Cynthia (2010). International Education: The International Baccalaureate, Montessori and Global Citizenship. Journal of Research in International Education, v9 n3 p259-272 Dec. The International Baccalaureate (IB) programs and Montessori education both claim to promote values associated with global citizenship in order to help prepare students for new challenges presented by an increasingly globalized world. While the IB's secondary programs are widespread in international schools, Montessori programs at that level are comparatively few. This article compares and contrasts IB and Montessori secondary programs with respect to the promotion of global citizenship, and explores the scarcity of secondary Montessori programs in general and in the international schools community in particular…. [Direct]

Dhanissaro, Phra John Paramai; Hardy, Samantha; Thangsurbkul, Worakate (2011). Peace Revolution's Online Social Platform: From Inner Revolution to Global Evolution of Ethical Media Production. Journal of Media Literacy Education, v3 n2 p84-89. This paper describes a project called Peace Revolution [https://peacerevolution.net], which provides an opportunity for young people from around the world to learn and share positive messages and activities relating to peace. The Peace Revolution project aims to empower young people via a unique process related to youth development, helping young people to make informed and moral choices about how they live their lives and actively participate in society. Through its online social platform, Peace Revolution aims to promote the practice of inner peace as a common denominator for people throughout the world, build cross-cultural partnerships and ultimately, through individual change and cooperation with others, establish an international network of active agents for change. (Contains 1 table and 3 figures.)… [PDF] [Direct]

Brion-Meisels, Gretchen, Ed.; Cooper, Kristy S., Ed.; Deckman, Sherry S., Ed.; Dobbs, Christina L., Ed.; Francois, Chantal, Ed.; Nikundiwe, Thomas, Ed.; Shalaby, Carla, Ed. (2010). Humanizing Education: Critical Alternatives to Reform. Harvard Educational Review Reprint Series. Harvard Education Press This collection of essays from the "Harvard Educational Review" offers historic examples of humanizing educational spaces, practices, and movements that embody a spirit of hope and change. From Dayton, Ohio, to Barcelona, Spain, this collection of essays from the "Harvard Educational Review" carries readers to places where people have first imagined–and then organized–their own educational responses to dehumanizing practices and conditions. Contributors include Montse S√°nchez Aroca, William Ayers, Kathy Boudin, Fernando Cardenal, Jeffrey M. R. Duncan-Andrade, Marco Garrido, Jay Gillen, Maxine Greene, Kathe Jervis, Nancy Uhlar Murray, Valerie Miller, Wendy Ormiston, Ana Y. Ramos-Zayas, Vanessa Siddle Walker, Arthur E. Thomas, and Travis Wright. Following the Editors' Introduction and In Search of a Critical Pedagogy (Maxine Greene) the following parts and chapters are included: Part I: Insurrectionary Generation: "The Discipline of the Radical… [Direct]

Brownlee, Kimberly (2010). "World-Mindedness": The Lisle Fellowship and the Cold War. American Educational History Journal, v37 n1 p237-247. This article will examine a little known but long-standing group, the Lisle Fellowship, that endeavored to open the world to college students and foster international understanding–or "world-mindedness," as the organization's founders called it–ultimately with the goal to contribute to the ideal of world peace. It will also, in particular, explore Lisle's efforts to do so in the Union of Soviet Socialist Republics during the Cold War. Founded in 1936 by a pair of former Methodist missionaries, DeWitt and Edna Baldwin, the Lisle Fellowship was an experiential off-campus summer learning program for college students aimed at increasing understanding of different cultures. It is hoped that through this paper more people will become aware that this organization existed, and continues to exist, and that its work continues to strive towards the same ideal–world peace…. [Direct]

Bishai, Linda S. (2008). Sudanese Universities as Sites of Social Transformation. United States Institute of Peace. Special Report 203. United States Institute of Peace This report examines the role played by Sudanese universities in the country's social and political transformation, past and present. Students and faculty there have historically served as vital voices for political change and community and international engagement, but recent educational policies have severely limited their voices. This report describes these recent policies and their effects and makes recommendations for changes aimed at recovering and expanding the traditional productive role of higher education in Sudan. (Contains 12 notes and a bibliography.)… [PDF]

Grant, Rachel; Wong, Shelley (2009). Nurturing Cultures of Peace with Dialogic Approaches to Language and Literacy. TESOL in Context, v19 n2 p4-21 Dec. This paper argues that violence in society can be reflected in the microcosm of the classroom, primarily taking the form of a range of bullying behaviours, and that TESOL educators can play a role in addressing conflict by connecting individuals and communities through a dialogic approach to TESOL. The article goes on to describe the nature of dialogic pedagogy and identifies its relationship to past paradigms of methodology, using as a framework three questions taken from Prator's (1979) "Cornerstones of Method": (a) What is known about the nature of language? (b) What is known about the nature of the learner? (c) What are the aims of instruction? The paper concludes that a dialogic approach assists TESOL educators not only to support the learning of all students from a wide range of ability levels and ages but also to go beyond the classroom to view praxis as connecting with all communities with global perspective for social justice and peace…. [PDF]