(1993). The Integration of Young Children's Literature with Multicultural, Nonsexist, and Global Education Goals and Themes. Designed to help early childhood and elementary educators in Iowa integrate multicultural, nonsexist, and global (MNG) perspectives into the existing curriculum, this paper discusses issues surrounding their integration and provides two extensive bibliographies of curriculum resources. First, the paper reviews the definition and purposes of MNG education according to the Iowa Department of Education and describes the Department's MNG goals and themes as follows: that students understand themselves and others as cultural beings in a cultural context; that students recognize diversity in the country and the world; that students understand the effect of group membership on values, attitudes, and behaviors; that students understand the dynamics of discrimination, bias, prejudice, and stereotype; and that students demonstrate skills for effective social action. The themes include global interdependence; human resources, values, and culture; the global environment and natural resources;… [PDF]
(1974). Outdoor Education: A Product of the Times. Taft Campus Occasional Paper No. 19. In the years from 1930 to 1960 a number of socio-cultural forces influenced the emergence of outdoor education with the five major areas of influence including philosophical, social, economical, political and educational factors. Philosophical factors were found in the doctrines of Rousseau, Herbart, Pestalozzi and Spencer with the ideas of William James, John Dewey and Alfred Whitehead lending further support. Economically, the country experienced the worst depression in its history, an industrial revolution, and a world war which, while serving to strengthen the economy, created social problems which contributed to the need for outdoor education. Social factors included a changing family structure with accompanying problems such as divorce, alcoholism and juvenile delinquency. The stresses of the time were reflected in new demands placed on public schools; schools were asked to cope with problems once the sole responsibility of the family. Migration to the city and the spread of…
(1944). Education of Teachers for Improving Majority-Minority Relationships: Course Offerings for Teachers to Learn about Racial and National Minority Groups. Bulletin, 1944, No. 2. US Office of Education, Federal Security Agency The improvement of human relations is generally recognized today as an essential prerequisite to national unity and world peace. Bringing about better human relations, however, presents many important problems, among those of: (1) Providing accurate knowledge about different races and groups; (2) Developing understanding and appreciation of these groups; and (3) Improving the attitudes of different individuals, races, and groups toward one another. The world crisis has accentuated these problems, and has emphasized the need of efforts to preserve unity in the Nation, and to establish peace in the world. Because, from the long-range point of view, improving human relations is primarily an educational job, the U.S. Office of Education has for some time been concerned with studies and projects having as their objective the solution of these problems and the meeting of this need. The present investigation is one of a series of such studies and projects, the specific purpose of which is…
(1996). Copiii Din Romania Despre Drepturile Omului (Romanian Children about Human Rights). Children's Album. This album addresses how civic education should be taught in Romanian schools. Civic education, like any other form of education, must be gradual and adapted to the specifics of the respective age. The album can be used by any person involved in developing future citizens. The document includes drawings and texts made by students who were apart of the project "Human Rights Education in Romanian Schools." The project consisted of trying out alternative experimental materials in the seventh and eighth grade civic culture classes. The starting point of the project's concept is that of holding "the philosophy of human rights" to be the explicit basis of values and ideas for civic education approaches as well as for establishing a democratic civic culture. The album contains 16 sections: (1) "The Right to Childhood"; (2) "The Right to a Family"; (3) "The Right to Equality"; (4) "The Right to Liberty"; (5) "The Right to…
(1980). The School Education of Girls. Conference Background Paper. World Conference of the United Nations Decade for Women: Equality, Development and Peace (Copenhagen, Denmark, July 14-30, 1980). This report, which draws its data from a questionnaire answered by 62 members of Unesco, identifies educational practices that differentiate males and females. It is presented in four parts. Part I discusses the access of education of girls in the elementary and secondary levels. The survey reveals that wide gaps exist between the enrollment of girls and boys from the ages of 6 to 11 years in seven of the regions: Eastern, Middle, Northern, and Western Africa, West and South Asia, and Melanesia. These figures suggest that inequality takes root at an early age and condemns a large proportion of the female population to illiteracy. Part II compares the school career of girls and boys. In all regions pupil flows have increased, yet the number of girls reaching the final grade is always lower except in Latin America. Part III considers \wastage\ (not reaching the full potential) among girls in both low enrollment and high enrollment countries. Some low enrollment countries believe that…
(1986). International Understanding at School: UNESCO Associated School Project. Bulletin No. 50/51 1985/1986. One of a series of teaching guides designed to enhance elementary and secondary schools' observances of United Nations' international days, this issue features two guidelines, one for teaching about World Meteorological Day (March 23) and one for teaching about World Post Day (October 9). These observances are encouraged in order to promote international understanding and peace through studies of world problems, cooperation, peoples, cultures, and human rights. The first guideline presents information about: (1) meteorology; (2) World Meteorology Day; and (3) the World Meteorological Organization. Objectives and activities are provided for use in language, history, geography, mathematics, and physical education classes and for extra-curricular activities. The second guideline presents an historical review of world post officers' development, along with objectives and learning activities for selected elementary and secondary classes. Other articles include: (1) "Mbuso"…
(1981). Teacher's Resource Manual on Worldmindedness: An Annotated Bibliography of Curriculum Materials, Kindergarten through Grade Twelve. Occasional Paper No. 8. This bibliography lists resource and instructional materials for use by classroom teachers as they design and implement educational programs on worldmindedness. Worldmindedness is characterized as differing from international and/or multicultural education in that it includes a value orientation in addition to knowledge about and interest in international relations. Worldminded individuals are defined as those who are positively disposed to people with other cultural beliefs, perceive commonality in basic needs of all peoples, and develop their individual potential for the benefit of others as well as self. Bibliographic entries are presented in five categories: (1) Farther Reaches of Human Nature, including spiritual dimension, and holistic education; (2) Global Education and Futuristics, including world order, and the United Nations; (3) Interdependence and Global Problems, including development, energy, environment, and food; (4) Peace, including aggression, disarmament,…
(1992). Education Facing the Crisis of Values: Strategies for Strengthening Humanistic, Cultural, and International Values in Formal and Non-Formal Education. This document was prepared on the basis of discussions at a workshop organized by UNESCO and other groups on the subject of education facing the crisis of values from the point of view of: (1) cultural identity and cultural diversity in education; (2) humanistic, ethical, and aesthetic values in education; and (3) education facing the ethical problems that arise from scientific and technological progress. The document presents summaries and recommendations made regarding these themes. The first of five sections contains presentations by representatives of UNESCO and the Association Descartes. The next three sections each take one of the three featured points of view. Section 2 on the point of view of cultural identity and diversity contains: (1) \The reasons for providing intercultural education and an assessment of experiments to date\ (Perotti); (2) \Cultural diversity and promotion of values\ (Batelaan; Gundara); (3) \Ideology and ethical values in education\ (Avakov); (4)… [PDF]
(1978). Education for Justice. Occasional Papers on Catholic Higher Education. Volume IV, Number 2, Winter 1978. This report contains a proposal of a task force of the Association of Catholic Colleges and Universities (ACCU) for the development of an ACCU program on education for justice. It is believed that the Catholic community must be educated in the tradition of Catholic social thought, and a learning environment must be created that reflects a commitment to justice and an openness on the part of Catholics to change personal attitudes and behavior. After a foreward on education and justice by Alice Gallin, the following four perspectives are presented: "Education for Social Justice–A Christian Perspective," by William J. Byron; "Justice and Peace: The Place and the Potential of Colleges and Universities," by J. Bryan Hehir; "Education in a Global Perspective," by Lawrence T. Murphy; and "Justice–What Is It All About?" by David Burell. Seven institutions were chosen as pilot schools to implement the proposal, and two of the pilot programs are… [PDF]
(2000). Weaving Connections: Educating for Peace, Social and Environmental Justice. This collection of essays by Canadian educators seeks to achieve two goals. First, it documents educational philosophies and approaches that are directed toward equity, justice, peacefulness, and earth awareness. Second, it challenges current directions in Canadian school reform that promote "back to basics," centralization of control, a conformist concept of citizenship, corporate intrusion, deprofessionalization of the teacher, "doing more with less,""learning for earning," and performance measurability. Following an introduction by the editors, essays are: (1) "Anti-Homophobia Initiatives at the Former Toronto Board of Education" (T. McCaskell; V. Russell); (2) "Multicultural and Anti-Racist Education: The Issue Is Equity" (O. M. Wright); (3) "Black Education in Canada: Past, Present and Future" (M. Bramble); (4) "Educating for Citizenship in Canada: New Meanings in a Changing World" (M. Evans; I. Hundey); (5)…
(2002). Peacebuilding Webs of Home, School and Community. The complexities of child and youth violence suggest that the solution requires a concerted approach. This paper draws upon research studies that seek to isolate the root causes of violence and the effect of exposure to violence on children. Factors from the home, school, and community environments may provide both the cause and the cure. There is growing evidence that programs that emphasize the development of social and emotional skills in young children hold promise for the socialization of at-risk children. Theories of moral development, emotional literacy, and learned optimism are reviewed as research-based options for immunizing children from the invitation to violence they experience on a regular basis in todays society. Using a multidisciplinary approach, the paper weaves together current thinking in public health, psychology, education, and community development. Theoretical constructs in peacebuilding and empowerment are identified for their transformative potential to… [PDF]
(1994). Making a Difference College Guide. Third Edition. This book profiles those unique institutions or departments that are committed to public service, social change and environmental stewardship. Colleges in this guide engage in the major issues of today, especially environmental, women's, peace and ethnic studies. The programs are varied, such as marine biology, social work, outdoor education, teaching, public health, economics, natural resources, gerontology, forest engineering, and sustainable development. Interdisciplinary studies and opportunities for individually designed majors are also available. The chapters include: (1) "Preface" (Walter S. Carson, Global Tomorrow Coalition); (2) "Introduction" (Miriam Weinstein); (3) "Community Service: Experience for a Lifetime" (Nancy Rhodes, Campus Compact); (4) "Environmental Literacy" (Tom Kelly, Tufts Environmental Literacy Institute); (5) "Making a Difference in the World" (Howard Berry, Partnership for Service Learning); (6)…
(1996). The Ties that Bind: Effective American American Communities as Models of Peaceful Coexistence. Peace, though pursued, is often presented in the literature as an elusive and somewhat ethereal state that seldom is attained. However, African American communities in this country have historically developed and maintained effective, collaborative, working alliances that have assisted in individual and group survival under the most adverse circumstances. In spite of the existence of extensive within-group diversity contained in close proximity due to segregation (e.g., physical characteristics, racial/ethnic identity, level of education, value orientations, locus of control, degree of acceptance by the mainstream population, etc.), Blacks in this country have maintained states of interdependence and collaboration in the face of external and internal adversity over time. Through adherence to specific principles, functional African American communities have been able to do that which seems to elude mainstream America in its attempts to "attend to diversity" peacefully. The… [PDF]
(1982). School Labor Strife: Rebuilding the Team. Communication Alert. Maintaining that the development of a detailed communication plan well in advance of school collective bargaining negotiations will be a critical ingredient in the success of school districts' bargaining efforts, this handbook concentrates on communication before, during, and after the bargaining process, rather than on explicit bargaining techniques. The publication is designed to provide school administrators, board of education members, communication specialists, and concerned educational leaders with practical ideas and techniques for rebuilding the teacher-administrator team after a strike and for achieving school labor peace. Two detailed plans (for use at the district and building levels) are presented for communication before, during, and after negotiations. New systems of negotiation such as the \collective gaining\ process used in the Forest Park (Illinois) Public Schools, and the \integrative bargaining\ method used in the Livermore (California) Unified School District,…
Industrial Prep, Volume Five, Senior Year–English, Chemistry, Social Studies, and Occupational Relations. This 12th Grade teaching guide presents four units in industrial preparation for vocational students which serve as a general and specific vocational basis either for immediate post-secondary employment or for further formal technical education. The five diverse English curriculum units range from vocational preparation and chemistry topics to discussions of leisure time activities, the film, and current war and peace issues. A social studies unit deals primarily with the sociological impact of urbanization and the civic responsibilities of industry. An occupational relations unit provides sample case studies designed to increase self-understanding in interpersonal vocational relationships, and a laboratory unit of industrially-oriented chemistry topics is designed to develop nine specific laboratory skills. Developed as part of a 3-year comprehensive interdisciplinary program by a group of educators from Hackensack High School, New Jersey, the guide employs a wide variety of… [PDF]