(2003). Identifying the Globalist and Internationalist Missions of International Schools. International Schools Journal, v22 n2 p54-58 Apr. Discusses internationalism and globalization as contexts for international education. Argues that the values of the British-style international schools include a commitment to world peace and understanding between nations. States that the globalist perspective sees education as a product subject to global quality standards. (Contains 11 references.) (AUTH/NB)…
(1984). International Education in Vocational Schools. International Understanding at School, n46-47 p20-22 1983-84. Vocational education imparts knowledge and skills that can be used to promote peace, international understanding, cooperation, and the observation of human rights, both nationally and internationally. Objectives of vocational education for international understanding are outlined, and specific examples of vocational content that has a global dimension are provided. (RM)…
(1991). Restructuring for Ethnic Peace: A Public Debate at the University of Hawaii. This volume represents the outcome of a series of seven public forums held at the University of Hawaii on problems of ethnic peace. The papers included cover such topics as academic freedom and responsibility; affirmative action and grievances; legacies of colonialism and racism; dynamics of class, ethnicity, culture, and education; and finally the search for ethnic peace in Hawaii. Panelist presentations are as follows: "Remarks on the Limits of Academic Freedom" (Kenneth Kipnis); "The Politics of Academic Freedom as the Politics of White Racism" (Haunani-Kay Trask); "Discursive Politics" (Kathy E. Ferguson); "The Responsibilities of the Academic" (Peter Manicas); "Native Hawaiian Students and the Role of the University" (Kaleimomi'olani Decker); "Sexual Harassment and the University's Responsibility" (Susan Hippensteele); "The University's Attitude Toward Students" (Robert Wisotzkey); "The Legacy of Racism… [PDF]
(2000). Culture of Peace, Human Rights, and Living Together: The Significance and Prospects of Education in a Global Age Context. Asia Pacific Education Review, v1 n1 p13-22 Dec. Describes development of Global Age from Japanese perspective; discusses peace and human-rights activities of the United Nations Economic and Social Council; describes development of individual character and universal attributes; explains Japanese concept of living together; discusses awareness problems related to Japan's relationship with other Asian countries, especially Korea; describes implications for education. (Contains 20 references.) (PKP)…
(1983). The Right To Be a Child. Childhood Education, v59 n3 p146-50 Jan-Feb. Highlights the 1982 International Colloquy of the World Organization for Early Childhood Education, which was entitled "The Right to Be a Child." Children's basic needs were seen as the rights to food, to play, and to peace. (RH)…
(2008). \Treason in the Textbooks\: Reinterpreting the Harold Rugg Textbook Controversy in the Context of Wartime Schooling. Paedagogica Historica: International Journal of the History of Education, v44 n4 p457-479 Aug. For most educational historians, the Harold Rugg textbook controversy serves as an example of the mid-twentieth-century \assault\ on progressive education. By restricting their analyses of the textbook controversy to the \rise and fall\ of the progressivism paradigm, however, scholars have generally missed Americans' more measured approach to the public school curriculum during World War II. That conservative opponents succeeded in having Rugg's texts banned in some districts during a period of national crisis is hardly surprising; the United States has a rich history of politicized debate over public school textbooks. What is surprising, however, is the extent to which Rugg's opponents failed to mount a broader textbook censorship movement during the war years. Although accurately representing the virulence with which right-wing conservatives criticized Rugg, historians have understated the extent to which reactionaries' charges against the author and his books were dismissed in… [Direct]
(2007). Muslim and Western Influences on School Curriculum in Post-War Afghanistan. Asia Pacific Journal of Education, v27 n1 p27-40 Mar. In Afghanistan, education has largely been destroyed, partly in the name of Islam, by the wars fought on its behalf, or by different ethnic groups vying for control of this Islamic country. Similarly, curriculum has been used to promote political and/or religious viewpoints and to strengthen positions of power. War dominated the language of curriculum to such an extent that it became part of the discourse on Islam and education in Afghanistan. In what might be called post-conflict Afghanistan, the new Life Skills curriculum for primary schools promotes ideals of peace and social justice that are inherent in Islam, while being influenced by Western concepts of pluralism and civil society. This paper considers past sociopolitical influences on language and content of textbooks, and examines Islamic and civil society principles espoused in the new curriculum framework as reflected in the Life Skills curriculum. Finally, it considers the convergence of universal themes and Islamic… [Direct]
(1983). Education, Propaganda, and Nuclear Arms. Phi Delta Kappan, v64 n10 p727-28 Jun. Educators should recognize the distinction between education and propaganda. True education warns against the \apocalyptic premise\ of utopians such as Jonathan Schell and teaches that the chief threat is neither the United States nor nuclear technology but the Soviet Union. Soviet involvement in peace movements is suggested. (PB)…
(1976). Peace Corps/Ghana. Country Program Evaluation. ACTION Evaluation. Ghana first received Peace Corps assistance in 1961 (the first country in the world to receive volunteers) and since then volunteer strength has fluctuated from between 185 to 415 (presently 179). Secondary education has been the major thrust in programing until recently when Peace Corps/Ghana (PC/G) shifted its emphases to agriculture and rural development. As part of ACTION's annual evaluation process, PC/G program was evaluated during the spring of 1976. A combined method of field and onsite visits was the principal approach used in assessing the relevance, effectiveness, and efficiency of the program. A combination of interview, observation, and data analysis techniques were employed. The basic conclusion of the evaluation team is that while PC/G has made a significant contribution to the education sector of the country, it is now going through a period of transition which is influencing the effectiveness of the tools it uses to carry out its policies. Positive influences are… [PDF]
(1975). Topics in Culture Learning, Volume 3, 1975. This publication includes the following articles: Introduction to Issues in Culture and Learning; The House Form as a Cornerstone of Culture; Music for Multi-cultural Students; Creative Writing in English: Problems Faced by Undergraduates in the English Department, University of Hong Kong; Re-entry/Transition Seminars for Overseas Sojourners: Report on the Wingspread Colloquium; Personal Problems Solving Resources Used by University of Minnesota Foreign Students; Identification of Cross-Cultural Talent: The Empirical Approach of the Peace Corps; Description of Peace Corps Volunteers Experience in Afghanistan; Roots of Bilingual/Bicultural Education in the Trust Territory of the Pacific Islands; An Overview of Alaska Native Bilingual Education; In Search of a Home: Colonial Education in Micronesia; Teaching English in Asia–An Overview; International Educational Cooperation and the World's Future; and, Dilemmas of Language Transition: Challenges to Language Planning in India. (JM)…
(2004). Human Rights Education: The United Nations Endeavour and the Importance of Childhood and Intelligent Sympathy. International Education Journal, v5 n1 p1-8. School is the major vehicle for humanism, which is, in essence, respect on human nature. Human Rights Education is important for the existence of human society in the modern globalising era. Education can function as a unifying factor and produce informed and active citizens of an interdependent world. It can provide the tools for advocacy and resolution of conflict that are necessary for the maintenance of peace between nations and people. United Nations initiated in human rights and peace pedagogy. Social and individual amelioration may start from elementary school, taking advantage of children's pro-social behaviour as the agent of change. John Dewey introduced the concept of \intelligent sympathy\ in a democratic classroom aiming at personal growth, for considering new ways of thought, and creating a peaceful society…. [PDF] [PDF]
(1982). Country Profile: International Education in Schools in the Union of Soviet Socialist Republics. International Understanding at School, n43 p12-17. International education is central to Soviet education because of the many different nationalities in the USSR. Students learn about the history and cultures of the Soviet Union, as well as about the history of other nations. Special attention is paid to understanding the causes of war and conditions for peace. (IS)…
(2010). Education & Agency: Muslim Women and the Tensions of Traditional & Modern Expectations. ProQuest LLC, Ed.D. Dissertation, Harvard University. This hermeneutically crafted qualitative study examines how six university-educated middle-class Pakistani Muslim women negotiate the competing expectations of traditional Muslim culture and the emancipated ethos of the university. It uses Robert Kegan's constructive-developmental theory, whose Subject-Object scoring system distinguishes a person's predominant epistemology on a scale of five orders of consciousness, and concludes that for these women's sense of being it is important that they meet the two competing cultural claims made on them: (1) They must be a paragon of Muslim womanhood when called upon to respond to the Muslim ideal of female modesty, ethical morality, domestic competence, and social submissiveness because they are "educated." (2) Aspiring toward and attaining the highest academic and professional degrees, they must participate in intellectually and personally rewarding activities with openness expected of a global citizen–because they are… [Direct]
(2005). Globally Collaborative Experiential Learning. Online Submission, Turkish Online Journal of Distance Education-TOJDE v6 n3 Jul. The Global University System (GUS) [Utsumi, et al, 2003] is a worldwide initiative to create advanced telecommunications infrastructure for access to educational resources across national and cultural boundaries for global peace. GUS aims to create a worldwide consortium of universities to provide the underdeveloped world with access to 21st Century education via broadband Internet technologies. The aim is to achieve \education and healthcare for all,\ anywhere, anytime and at any pace. The GUS works in the major regions of the globe with partnerships of higher education and healthcare institutions. Learners in these regions will be able to take their courses from member institutions around the world to receive a GUS degree. These learners and their professors from partner institutions will also form a global forum for exchange of ideas and information and for conducting collaborative research and development with emerging global GRID computer network technology. Globally… [PDF]
(1983). Intergovernmental Conference on Education and International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms, with a View to Developing a Climate of Opinion Favourable to the Strengthening of Security and Disarmament (Paris, France, April 12-20, 1983). Final Report. The purpose of this conference was to review the activities undertaken by members to implement the recommendations established by the 1980 General Conference concerning education aimed at international understanding and cooperation, peace, human rights, and fundamental freedoms. Pepresentatives of 122 member states of UNESCO attended this conference, which had a total of 546 participants. There are three major parts to the report. Part 1, the \General Report,\ discusses preparations for and the work of the conference, the adoption of the draft final report and recommendations, and reports of the closed meeting and of the plenary. Part 2 contains the \Reports of the Commissions.\ Topics examined are basic principles, traditions, policies, and legal measures; formal education; out-of-school education, intercultural exchanges, and the role of the media; training of educational personnel, research, and experimentation; international cooperation; the preparation of reports at the…