(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]
(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]
(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]
(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]
(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]
(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]
(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]
(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]
(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]
(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]
(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]
(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]
(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]
(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]
(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]