(2024). Examining Challenges in Youth Global Citizenship Education with a Christian Worldview during the Post-Pandemic Era. Pedagogical Research, v9 n3 Article em0212. This study investigates the integration of global citizenship education (GCED) within the Christian worldview, focusing on youth education in the post-pandemic era. It underscores the necessity of GCED in addressing pandemic-exacerbated challenges and aligns its objectives with Christian values through scriptural exploration. Core competencies like empathy, ethical reasoning, and global awareness are examined from a Christian perspective, alongside practical applications in educational settings the post-pandemic. The study concludes with reflections on the potential impact and challenges of incorporating Christian perspectives into GCED, advocating for inclusive and diverse educational approaches in a post-pandemic world…. [PDF]
(1999). Adult Learning, Democracy and Peace. Adult Learning and the Challenges of the 21st Century. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997). The workshop, \Adult Learning, Democracy, and Peace,\ had the important role of examining the relationship among adult learning, democracy, citizenship, gender, civil society, and a culture of peace. The speakers expressed a variety of opinions on the issue of globalization. Some rejected it as aggravating existing social tensions and inequalities and as leading to increased marginalization, while others partially acknowledged that globalization offers fresh possibilities and opportunities. Speakers discussed the following topics: adult learning strategies that are required to meet democratic aspirations and foster a culture of peace; understanding the local, the national, and the global stages and the tensions among them; adult learning for democracy; gender justice; moving from cultural confrontation to intercultural communication; adult learning for an active civil society; adult learning for gender democracy; pedagogical challenges for promoting democracy and a culture of peace;… [PDF]
(1989). Coming Back Home: Making the Most of International Experiences: Proceedings of Workshop (Toronto, Canada). With the support of the Association of Canadian Community Colleges and the Canadian International Development Agency, a one-day workshop was held in April 1989. The workshop explored techniques by which individuals who have had overseas professional development experiences may enhance their institution's and their community's understanding of international issues. Following introductory information on the workshop, these proceedings present Garth Jackson's keynote address, "Development Education Issues," which focuses on Canada's role in worldwide economics and key concerns for the world such as equality, the environment, poverty, and peace. Next, a list developed by workshop participants of the personal, professional, institutional, and community benefits that result from overseas experiences is presented. Following a brief summary of Dr. M. Karen O'Kain's presentation on the concept of culture shock and the parallel phenomenon of re-entry shock, the proceedings describes…
(1996). Rooted in the Land: Essays on Community and Place. This collection of 31 essays examines the idea of community rooted in a particular place, usually a small town or rural place. Many essays comment on the role of education in promoting the transient materialistic lifestyle or suggest ways in which education could foster place attachment and community building. Essays specifically focused on education discuss the rootlessness of college faculty, the enlargement of social capital as newcomers "become native" to a place, the need for a rural education that provides a generalist's knowledge and skills, and the need for a moral education that supports civic life. The essays are: "Rediscovering the Landscape" (William Vitek); "Leave If You Can" (Harry W. Paige); "The Rootless Professors" (Eric Zencey); "Pseudocommunities" (David Ehrenfeld); "From Monoculture to Polyculture" (Paul Custodio Bube); "An Amish Perspective" (David Kline); "The Common Life" (Scott…
(2002). Lifelong Learning for Social Development: A Review of Global Perspectives. Papers Presented at the International Conference on Lifelong Learning for Social Development (Kerala, India, August 13-15, 2002). This document contains 67 papers from an international conference on lifelong learning for social development. The following papers are among those included: "Lifelong Learning for Social Development" (John Dewar Wilson); "Building Networks of Lifelong Learning for Social Development outside the Center" (Shen-Tzay Huang, Chi chuan Li, An-Chi Li); "Self Help Groups for Empowerment of Women" (C.B. Damle); "Institutional Intervention and Empowerment of Women Footwear Workers" (Giriyappa Kollannavar, B. Krishnama Naidu); "Women Development and Micro Enterprises in Kerala" (Abraham Vijayan); "Gender Equity and Lifelong Learning–Training of Women's Groups in Gender and Human Rights in Sri Lanka" (Tressie Leitan, Swinitha Gunasekera); "Life Skills and the Mentally Ill" (Helena Judith P.); "Healthy Aging" (Usha S. Nair); "Rural Development Programmes in India with Reference to Five Year Plans" (K…. [PDF]
(2002). Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research & Practice, v4 n1 Spr. Waldorf, Montessori, and Reggio Emilia are three progressive approaches to early childhood education that appear to be growing in influence in North America and to have many points in common. This article provides a brief comparative introduction of these models and highlights several key areas of similarity and contrast. All three approaches represent an explicit idealism and turn away from war and violence toward peace and reconstruction. They are built on coherent visions of how to improve human society by helping children realize their full potential as intelligent, creative, whole persons. In each approach, children are viewed as active authors of their own development, strongly influenced by natural, dynamic, self-righting forces within themselves, opening the way toward growth and learning. Teachers depend on carefully prepared, aesthetically pleasing environments that serve as a pedagogical tool and provide strong messages about the curriculum and about respect for children…. [PDF]
(2024). Educational Pacifism and Montessori Education. Journal of Montessori Research, v10 n1 p25-37. Educational theory and practice is dominated by mass formal schooling systems, which routinely and unjustly harm many students. I call this stance "educational pacifism," and in this paper argue that Montessorians ought to be educational pacifists. That is, they ought to recognize, understand, and reject systemic educational harm and ensure that it does not occur in their own practice, so that Montessori students are not harmed during their education and so that Montessori education might provide a nonharmful educational alternative to mass formal schooling. I suggest that Maria Montessori was, broadly speaking, herself an educational pacifist, and that not only is educational pacifism the morally right position for a Montessorian, but also that it is naturally a Montessorian position…. [PDF]
(2023). Shared Education: A Case Study in Social Cohesion. Research Papers in Education, v38 n3 p305-327. Adopting a social cohesion framework, we consider how the shared education model in Northern Ireland reflects distributive, ideational and relational dimensions of social cohesion, and the processes through which its implementation may be contributing to a more socially cohesive society. We use this case study to reflect on the current conceptualisation of social cohesion in the literature and to argue for dynamic and interdependent connections between aspects of cohesion that are often assessed in isolation. Our analysis draws on the body of research on shared education that has accumulated since the first pilots were introduced in 2007…. [Direct]
(2023). All in a Day's Work: The Radical Teaching Career of Dr. Jessie Wallace Hughan. American Educational History Journal, v50 n1 p63-81. Dr. Jessie Wallace Hughan was a trailblazing New York City public school educator and pacifist. Hughan was a socialist, and she was among numerous teachers who faced investigations for anti-patriotic activities at the turn of the 20th-century, when teachers across the country faced intense scrutiny and legal challenges if they were suspected of being socialist. Examining the causes and impact of these investigations may bring deeper understanding about Hughan's teaching career, as well as how the ramifications of these investigations from 100 years ago may shed light on current matters of academic freedom in the education profession. The purpose of this paper is to analyze the basis for, and consequences of, the investigations of Hughan in order to provide educational historians, teachers, and other stakeholders insights into why teachers become targets of politically motivated investigations, how educators can be supported and informed about how to navigate teaching controversial… [Direct]
(1995). Creating Caring and Ethical Communities in Rural, Small Schools. Rural, Small Schools Network Information Exchange: Number 18, Spring 1995. This packet includes reprints of articles concerning the development of a caring and ethical rural school community. The four sections of the packet overview theories and rationale for developing a caring classroom, successful programs in ethical schools and classrooms, leadership and decision making for building a caring and ethical school community, and resources for creating a caring and ethical school community. Articles include: (1) "Getting Started in Schools" (Nel Noddings); (2) "Building an Ethical School: A Theory for Practice in Educational Leadership" (Robert J. Starratt); (3) "Citizenship Education for a Pluralistic Democratic Society" (James A. Banks); (4) "Children and Peace: An Opportunity for Inquiry" (JoAnn Harvey); (5) "Raising Students' Social Consciousness in South Hadley, Massachusetts" (Anita Page); (6) "Today's Kids Care about Social Action" (Barbara A. Lewis); (7) "A Democracy of Third… [PDF]
(2022). Pioneers of German-Polish Inclusive Exchange: Jaczewski's and Kluge's Europeanization in Education Despite the Iron Curtain. Prospects, v52 n3-4 p567-583 Dec. Historical and autobiographical approaches are combined with interviews to analyze the case of the Europa-Kontakt in pre-1989 Poland and West Germany within the framework of Europeanization. The international education encounters exemplify the tendencies to Europeanize, which emerged in both countries despite the Iron Curtain. The painful relationship between Poland and Germany is contrasted with the personal trust and cooperation between Polish and German exchange pioneers since the 1970s. Their pioneering work focused on multinational inclusion, participation, intercultural learning, gifted education, creativity, and building leadership skills. It merged German adaptation of the United States' HighScope model with philosophy of encounters typical of scouting tradition, Janusz Korczak's pedagogy, and Carl Rogers' humanistic psychology, preparing ground for the 1989-2004 European Union enlargement process…. [Direct]
(2022). The Peacebuilding Potential of Technical and Vocational Education and Training Programmes in Post-Conflict Sierra Leone. Journal of Education Policy, v37 n1 p126-144. In peacebuilding contexts unemployed youth are frequently perceived as a high risk for the stability of a country while employed youth are seen as carrying an enormous potential for economic growth. This paper applies a social justice framework (4Rs) in analysing a Business Development (BD) programme that was implemented as part of Sierra Leone's Technical and Vocational Education and Training (TVET) strategy to promote entrepreneurship development and reduce unemployment among youth. Despite the BD programme's initial strengths, to recognize youth's heterogeneity with the aim to address some of the root causes of the war, we show how the programme struggled to counter social inequality, unemployment and neopatrimonialism. Sudden decreases in donor funding led to severe modifications of redistribution processes, thereby hampering youth's representation. This raises questions about the design of TVET strategies and BD programmes in post-conflict settings in general. Our paper further… [Direct]
(2001). Focus on Basics, 2000-2001. Focus on Basics, v4 nA-D 2000. This set of four newsletters contains articles to help adult basic education and literacy teachers connect research and practice. The following are among the articles included: "The Effects of Continuing Goal-Setting on Persistence in a Math Classroom" (Pamela Meader); "Do the Cognitive Skills of Dropouts Matter in the Labor Market?" (John H. Tyler); "The Relationship between Reading and Speaking Skills" (Barbara Garner); "Supports and Hindrances: A Force-Field Analysis" (Andrea Parrella); "Developing Adults' Numerate Thinking: Getting Out from Under the Workbooks" (Mary Jane Schmitt); "Making Peace in the Math Wars" (Kathy Safford); "The New York City Math Exchange Group" (Charles Brover, Denise Deagan, Solange Farina); "Numeracy Needs of Adult Literacy Participants" (Aydin Yucesan Durgunoglu, Banu Oney); "Using Software Applications to Teach Math" (Catherine Cantrell); "Accommodating… [PDF]
(2000). Social Studies in African Education. This collection of essays is organized into two sections: Section 1 deals with general issues in social studies, while Section 2 examines social studies education in Botswana, Ethiopia, Ghana, Kenya, Malawi, Namibia, Nigeria, Tanzania, and Zambia. Essays in Section One are: (1) "The Historical Context of Education in British Colonial Africa" (L. Mafela; P. T. Mgadla); (2) "Philosophical Foundations of Social Studies Education in Africa" (A. A. Adeyinka); (3) "The Language of Social Studies Teaching in Africa" (J. Honey); (4) "The Linguist in the Teaching of Social Studies" (J. T. Mathangwane); (5) "The Use of Religion in Uniting the African People" (J. N. Amanze); (6) "Moral Education in African Schools" (V. Ocaya); (7) "The Relationship between Moral Education and Social Studies: The Case of Botswana Junior Secondary Curriculum" (J. O. Awino); (8) "The Role of African Parents in the Socialisation of…
(2003). "Brown:" The Historical-Legal Antecedents. International Journal of Educational Reform, v12 n4 p325-335 Fall. In the "Columbia Law Review," Harry Jones (1974) illustrates five general and sometimes overlapping purposes of the law. They include the preservation of the public peace and safety, the settlements of individual disputes, the maintenance of security expectations, the resolutions of conflicting social interests, and the channeling of social change. Of those purposes, perhaps no case in legal history has directed the course of social change in the United States more than the case of "Brown v. Board of Education of Topeka" (347 U.S. 483, 1954). In addition, as conversations with South African educators witness, the case also maintains international significance for nations and peoples who have functioned under apartheid-like systems with laws reminiscent of the United States' own Jim Crow social policy, dismantled after the rendering of the "Brown" decision. As everyone moves to the golden anniversary of the decision next year on May 17, 2004, it is… [Direct]