(1998). The Teacher Trainer, A Practical Journal Mainly for Modern Language Teacher Trainers, 1998. Teacher Trainer, v12 n1-3 Spr-Aut. The three issues of the journal on second language teacher education include these articles: "Making a Course Your Own: Involving Trainees in the Planning and Evaluation of a Special Group Summer Course Abroad" (Klaus Lutz); "Task Based Learning – Appropriate Methodology?" (Jane Cadorath, Simon Harris); "Building Group Spirit in Teachers' Groups in Flux" (Rachel Bodle); "What's Your Mentoring Style?" (Ingrid Wisniewska); "A Teacher's Essay on Criticism" (Richard Watson Todd); "Pioneering EFL Teacher Training" (Brita Haycraft); "Using Graded Readers in the Classroom -Practical Considerations" (Derek Strange); "Are You Honest?" (Elizabeth Adams); "Helping Teachers To Reflect – An Application of NLP" (David Bowker); "Chaos Theory and the PDSA Cycle" (David King); "Grammar in MA TESOL Programs: A Redefinition" (Ardith Meier); "Fear and the Classroom" (Jenny Leonard);… [PDF]
(2003). Building a World Fit for Children: The United Nations General Assembly Special Session on Children, 8-10 May, 2002. The United Nations Special Session on Children in May, 2002, was a landmark for children and human developmentthe first Special Session of the General Assembly devoted exclusively to children and the first to include them as official delegates. Participants came together to assess the progress made toward achieving the goals of the 1990 World Summit for Children, to set far-reaching goals for the 21st century, and to devise a powerful strategy for achieving these global commitments. This report describes the Special Session for Children and summarizes the subsequent plan of action for improving the lives of children around the world. Following an introduction, the first section of the report describes the mission of the Special Session: to devise a plan of action that would bridge the gap between the promises and the achievements of the 1990 World Summit. The second section of the report describes the truly global nature of the Special Session, which brought together 69 world…
(1999). Educating Minds and Hearts: Social Emotional Learning and the Passage into Adolescence. Series on Social Emotional Learning. Based on the view that social and emotional learning (SEL) needs to be an integral part of middle school education, this book provides an overview to social and emotional learning and the development of middle school students, presents a representative range of SEL programs and perspectives, and offers reflections on the current status of SEL and possible directions to take in creating and improving programs and perspectives. The chapters are: (1) "Social and Emotional Learning Past and Present: A Psychoeducational Dialogue" (Jonathan Cohen); (2) "The Meaning of Development in Middle School" (William Solodow); (3) "Why SEL Is the Better Way: The New Haven Social Development Program" (Timothy P. Shriver, Mary Schwab-Stone, and Karol DeFalco); (4) "Creating a Positive School Climate: Strategies for Fostering Self-Esteem, Motivation, and Resilience" (Robert B. Brooks); (5) "Social Decision Making and Problem Solving: Essential Skills for…
(2021). An Argument for Using the Earth Charter Principles as Ideological Framing in Award Winning Children's Literature. Australian Journal of Language and Literacy, v44 n3 p86-95. As long as literature has been specifically aimed at children questions have been raised about ideological representations in children's literature. Award-winning children's literature generally upholds contemporary standards of moral ideologies in the text. Ideological representations of sustainability and justice are yet to be fully accommodated in the judging criteria of children's literary awards. The Earth Charter proposes a framework of responsibility for 'a sustainable global society founded on respect for nature, universal human rights, economic justice and a culture of peace'. This paper proposes an argument for adopting the sixteen principles of the Earth Charter as an ideological framework for selecting award-winning children's books. The 2018 Australian Children's Book Council Award for Early Childhood is used as the case for analysis. The award-winning book is analysed using an Ideological Framework for Earth Charter Principles. This framework is adapted from McCallum… [Direct]
(2020). Teaching Contemplatively for Unified Hearts and Communities. Religious Education, v115 n3 p278-290. This paper highlights contemplative pedagogy as an educational approach with a demonstrated capacity to facilitate unification within the individual and among different people. The early parts of the paper present a biblically-rooted analysis of the human dynamics that impede peaceful coexistence and a discussion of the ways educators can exacerbate learners' alienation from the transcendent, themselves, and others. The latter part of the paper discusses the author's own teaching experiences and scientific research that suggest possibilities for promoting unity through contemplative pedagogy, specifically through practices of transcendence, depth, and relatedness…. [Direct]
(2020). Butler on (Non)Violence, Affect and Ethics: Renewing Pedagogies for Nonviolence in Social Justice Education. Educational Studies: Journal of the American Educational Studies Association, v56 n6 p636-651. This paper complements pedagogical efforts of foregrounding nonviolence on inner reflexive work with approaches that highlight notions of nonviolence as "both" subjective "and" collective resistance to the norms and structures of social injustice and violence. It is argued that Butler's theorization of affect, ethics and (non)violence can serve as a productive entry point into enriching our understandings of ethical and political responses to violence in the context of social justice education, especially in renewing pedagogies for nonviolence. In particular, Butler's construal of nonviolence as enmeshed with ethics and affect is noteworthy in social justice education for two important reasons: first, it highlights how the ethical and the political are intertwined, just as violence and nonviolence are entangled, hence theorizing nonviolence in social justice education is founded in the claim that we are all from the beginning enmeshed in both resistance and… [Direct]
(2020). "In Search of Peace": Refugee Experiences in Children's Literature. Reading Teacher, v73 n4 p405-413 Jan-Feb. The authors closely analyzed 45 children's books featuring characters with refugee backgrounds that had been published since 2013. With the concept of culturally sustaining pedagogy underpinning the review, analysis revealed that these texts are rich and detailed, providing a starting point for discussing the global refugee crisis with students, but they occasionally fall short in providing complex, multidimensional representations of characters' lives and experiences. A majority of the texts analyzed focus on the journey in search of a safe place to live, whereas very few focus on the complexity of making a life in a new place. The findings highlight the importance of identifying texts that provide complexity, dimension, and specificity in depicting experiences of refugee-background characters across settings. Opening classrooms to texts about the diversity of refugee experiences invites teachers and their students to critically explore the important global issues of migration,… [Direct]
(2005). Learning and Doing. Adults Learning, v16 n10 p11-12 Jun. For those working in adult learning, supporting active citizenship has become one of those principles-turned-platitudes they like to recite, but they need to search hard in the small print of recent White Papers to be sure that the Government cares about the wider purposes of learning beyond functional training for employment. "Active citizenship" is one of those formerly radical terms that used to be associated with audacious grass roots energy, participatory democracy and progressive social change–in the days when adult education was considered to be "a movement" with organic links to some of the most influential social movements of recent times, such as the labour and trade union movement, the women's movement, the civil rights movement and the peace movement. It has now become a happy-clappy soundbite–like "empowerment", "participation", "social inclusion" and, most recently, "respect"–that New Labour routinely… [Direct]
(1993). Canadian Association for the Study of Adult Education. Proceedings of the Annual Conference (12th, Ottawa, Ontario, June 1993). Selected papers from an adult education conference are as follows: "Learner Involvement in Literacy Education" (Acton et al.); "Faith in People" (Ambury et al.); "Beginning to Tutor Problem-Based Learning" (Ambury); "Exploring Literacy through Theatre" (Andruske); "Developing Learning Packages for Distance Continuing Nursing Education" (Beckingham et al.); "'Train the Trainer' Series for Nurse Educators" (Beckingham et al.); "Invisible Identity/ies" (Borg et al.); "Research Paradigms in Adult Education [AE]" (Briton); "Remapping AE" (Briton, Plumb); "Work, Workers, and Worker Education" (Brown et al.); "Labour Market Training" (Butterwick et al.); "Rural Learning" (Carley); "An Ethic of Care" (Carr); "Teaching and Learning across Our Historical Differences" (Chapman); "Using Responsive Evaluation to Discover and Respect Diversity in…
(2023). A Critical Analysis of the Fulbright Program from a World Systems Perspective. Journal of Comparative and International Higher Education, v15 n5 p143-156. The Fulbright Program is the United States' flagship educational exchange program. Since 1946, the program has been heralded as a program that promotes mutual understanding across cultures. However, the Fulbright Program's role as a U.S. Department of State initiative warrants further examination of how this educational exchange program functions as a foreign policy effort on behalf of the United States. This mixed methods study uses data presented in five years of data available in the Fulbright Foreign Scholarship Board's Annual Reports of the program. The study finds seven themes present in the written content of the annual report: Human rights, peace and security; access, diversity, and opportunity; collaboration and partnership; mutual financial investment; excellence as a result of Fulbright; program impact; and solving global problems…. [PDF]
(1997). Months of Debate. Six Preparatory Meetings for the International Conference on Adult Education (5th, Hamburg, Germany, July 14-18, 1997). This document contains information about and papers from meetings of educational practitioners and policymakers in the Asia-Pacific region, Africa, Latin America and the Caribbean, Europe, and the Arab States and a collective consultation of nongovernmental organizations (NGOs) on literacy and education for all. Contents (arranged by region) are as follows: "1996 Jomtien Declaration on Adult Education and Lifelong Learning"; "The Bank Has a Re-Think"; "Maoris: A Longtime Educative Tradition" (Nora Rameka); interviews and reports from parts of Asia; "Intellectual Responsibility in Development"; "Declaration on Adult Education and Lifelong Learning"; "Setting Up a Programme Is Not Enough" (Alice Tiendrebeogo); "A Book for Six Inhabitants" (Antonio da Silva); "Peace in the Land of Blue Plastic" (Uwizeyimana Adorata); "Unwanted Gifts" (Ousmane Faty Ndongo); "Backing the Commitment of African…
(2022). 'From the Wells': Teaching Openness in Judaism and Islam towards a Shared Society in Israel?. British Journal of Religious Education, v44 n1 p87-97. This article discusses the case study of a programme for Jewish and Palestinian educators in Israel and our initial insights into the outcome of the initiative. The programme aims to address racism, segregation, and prejudice and to support educators to teach culture and tradition in a more humanistic, inclusive, and critical way. To achieve this, it draws on inter-religious and intercultural dialogue. We will discuss how this method is rooted in both Judaism and Islam thus paving the way for participants to not only develop a better understanding of their own but also of others' tradition. Importantly, it also highlights the interrelations of these traditions, which can contribute to the development of a shared society…. [Direct]
(2022). Whither Epistemic (In)Justice? English Medium Instruction in Conflict-Affected Contexts. Teaching in Higher Education, v27 n4 p437-452. Higher education has become increasingly diverse in recent years as patterns of migration expand and grow. However, while different linguistic communities are brought together, English is often conceived as the de facto lingua franca for research, teaching and learning. This is perhaps especially so in ethnically diverse conflict-affected settings where English is perceived to be a neutral and unifying language. This study directs attention to two English medium instruction (EMI) universities in two conflict-affected contexts, Afghanistan and Somaliland. Four research questions related to language, conflict and education are proposed. Data for the study was collected through document analysis, interviews and artifacts with 12 university educators and analyzed through a critical cultural political economy and decolonial framework. Findings suggest that while English is strongly desired by various members of the universities, it is also deeply implicated in multiple sources of… [Direct]
(2020). Montessori Literature through the Lens of Leadership. Journal of Montessori Research, v6 n2 p1-12 Fall. This article reviews the Montessori literature through the lens of leadership, using Maria Montessori's writings for a perspective on leadership aligned with her principles and practices. Dr. Montessori was a strong leader who argued that adults, as leaders, should take direction from children as the spiritual builders of human beings. Her concept of the prepared environment, including the prepared adult, supports this foundation for leadership and has applications beyond the classroom context. Leadership in the Montessori context has a biological base but incorporates elements of service and morality that guide social reform with a peaceful telos. While there are overlaps with existing models of leadership, this review suggests that a distinct perspective on leadership does begin to emerge from Dr. Montessori's legacy…. [PDF]
(2021). Co-Creation in the Commonwealth: Understanding Right Relationship in Place. Ethics and Education, v16 n2 p236-248. Could public education as a cultural institution promote the commonwealth? ('Commonwealth,' from The Oxford English Dictionary as, 'public welfare; general good or advantage;' and 'to a body or a number of persons united by some common interest.') This paper argues proper education enfranchises the young through proper relationships to place, past and present, culture and creation, life, and work. Wendell Berry is the principal guide and standard in describing and considering proper relationships in the commonwealth and their consequences. Other major authors include Wes Jackson, Gustavo Esteva, Vine Deloria, Alan Watts, Matthew Crawford, Roger Scruton, Nablan and Trimble, Alison Gopnik. Proper relationships, defined essentially in terms of proper scale, play, and learning, preserve the means of co-creation between human culture and creation. They are measured by health, durability, beauty, harmony, resilience, fecundity, and wellbeing…. [Direct]