(2019). Militarisation of Citizenship Education Curriculum in Turkey. Journal of Peace Education, v16 n1 p78-103. In response to the United Nation's (UN) Decade for Human Rights Education initiative, the Turkish Ministry of National Education changed the title of citizenship education courses from 'Citizenship Studies' to 'Citizenship and Human Rights Education' in 1995. However, this curriculum reform was overshadowed by the rise to power of a political Islamist party. The secularist military toppled the first Islamist party-led government in the name of preserving the principle of laicism. Announced after the 1997 coup, the main textbook for the citizenship and human rights education course showed a profound influence of the militaristic discourses as evidenced by the negative depiction of the Kurdish people and political Islamists and the hagiographic portrayal of Atat√ºrk and the army. By drawing on interviews with key informants, archival/public policy documentation and textbooks, this paper argues that the curriculum reform began with the participation in the UN initiative ended with the… [Direct]
(2019). Empty Schools and "Silencios": Pedagogical Openings for Memory-Making in Colombia. Journal of Peace Education, v16 n1 p104-125. This paper draws from "Silencios" — a photography series by the Colombian artist Juan Manuel Echavarr√≠a. "Silencios" comprises more than 120 portrayals of abandoned schools due to armed conflict in Los Montes de Mar√≠a, Colombia. Sharing Echeverr√≠a's belief that 'these chalkboards have lessons to tell us about war', the author of this paper advocates for the pedagogical use of "Silencios" to promote and support memory works in Colombia. The present analysis acknowledges that hegemonic memories and narratives have a negative impact on conflict-affected societies due to their authoritarian and oppressive character. Therefore, the pedagogical use of "Silencios" seeks to ignite multiple narratives and counterhegemonic memories that might emerge as the public interacts with the photography. The visuals, in this sense, become an educational opportunity to stimulate reflection and resistance against the monopoly of the past in a country that is… [Direct]
(2013). Connecting Multiculturalism, Sustainability, & Teacher Education: A Case for Linking Martin Luther King Streets & the Power of Place. Multicultural Education, v21 n1 p33-37 Fall. In "The Shame of the Nation: The Restoration of Apartheid Schooling in America," Kozol (2005) asked a question that many educators and other education stakeholders still wonder about in regards to the educational progress for many urban school students in the United States, "What do we need to do to alter these realities?" (p. 215). Altering realities requires new questions and creatively connecting educational issues such as multiculturalism, education for a sustainable living, and teacher education in different ways. In this article author Charlane Starks ascribes an urban location to multiculturalism, sustainability, and teacher education to draw attention toward transforming the realities of urban bioregions with culturally diverse student populations to contribute to further eliminating the achievement and social gaps inherent in today's urban school communities. Starks contends that teachers and teacher educators can be a "force for responsibility and… [PDF]
(2010). Teachers and Human Rights Education. Trentham Books Ltd Why do teachers need to be familiar with human rights? In multicultural societies, whose values take precedence? How do schools resolve tensions between children's rights and teachers' rights? Campaigners, politicians and the media cite human rights to justify or challenge anything from peaceful protest to military action. The phrase \human rights\ appears to be a slogan in need of a definition. Human rights education is more urgent than ever. \Teachers and Human Rights Education\ clarifies the relevance of human rights to teachers' everyday work. The authors draw on international examples to discuss how schools can work with young people to promote the ideals of justice and peace. Human rights principles are applied to the challenges of living together democratically. The book contributes to the UN World Programme on Human Rights Education and is a key text for postgraduate studies…. [Direct]
(2010). UNESCO's Programme of Fundamental Education, 1946-1959. History of Education, v39 n2 p219-237 Mar. UNESCO formed the concept of fundamental education in hopes that the programme could end poverty, bring world peace and serve indigenous people. When UNESCO's first pilot project appeared to fail, the organisation developed centres where fundamental education workers learned to use such techniques as libraries, museum displays, films and radio, instruction in vernacular languages, and literacy campaigns. Modelled on progressive education, these techniques shared four tendencies that contradicted the aims of fundamental education. First, the programmes seemed to impose a modern scientific culture on indigenous societies. Second, the fundamental education workers found themselves manipulating indigenous people to accept what the programmes offered. Third, when officials used words aimed at helping, they seemed to mask the cultural traits that the programmes implied. Fourth, the fundamental education workers tended to translate failure as an indication of the need for increased efforts… [Direct]
(2012). Introducing "Cool School": Where Peace Rules and Conflict Resolution Can Be Fun. International Journal of Game-Based Learning, v2 n4 p74-83. The need to play is primeval in human beings, at least as strong as the urge to fight. While the larger gaming community has traditionally focused on the fairly lucrative potential of exploiting the urge to fight in the form of violent and destructive war games, the "Serious Games" segment has become aware of the power of applying this technology "beyond entertainment" to advance social good. So far most of this work has focused on the areas of civics, health, education and NGO policy advocacy. Relatively little has been explored in the crucial domain of conflict resolution, especially as it pertains to promoting positive social skills in childhood. The authors seek to address this important need by offering a first empirical analysis of the impact that can be had from a new digital game designed to teach conflict resolution to children: "Cool School: Where Peace Rules." This enjoyable interactive PC based game has already furnished visible and inspiring… [Direct]
(2010). Teaching the "Leviathan": Thomas Hobbes on Education. Oxford Review of Education, v36 n5 p607-626 Oct. This paper considers Thomas Hobbes's educational thought both in its historical context and in the context of his political philosophy as a whole. It begins with Hobbes's diagnosis of the English Civil War as the product of the miseducation of the commonwealth and shows that education was a central and consistent concern of his political theory from an early stage. For Hobbes, the consensus on civil matters required for peace could be secured only through rigorous and universal civic education overseen by the sovereign in the universities, the pulpit, and the family alike. While some scholars have condemned Hobbesian education as unacceptably authoritarian, others have cited it approvingly as evidence for a more liberal Hobbes. This essay argues that neither reading adequately grasps the subtle relationship between persuasion and authority that characterises Hobbes's conception of education and, indeed, his political philosophy more generally. (Contains 21 notes.)… [Direct]
(1995). The Role of Peace Education and the Media in the Prevention of Violence: A Global Perspective. Thresholds in Education, v21 n2 p5-10 May. The universities of the world bear profound moral responsibilities to increase understanding of nuclear-age risks and the need to reduce them. Global classrooms are needed. If universities design and set up an international information center and communications consortium, these facilities will support information exchange and provide communications based on low-cost technologies. (17 references) (MLH)…
(2007). Caring for Each Other in a Peace Club. Childhood Education, v84 n1 p30-H Fall. Each teacher has a favorite dream for the first weeks of the new school year: a calm and peaceful classroom. Yet, due to the tragic incidents of violence and school shootings, matched by an increase in bullying and harassment, such noble goals seem remote and unrealistic. The authors believe that there is a way to succeed through the concept of an in-class Peace Club. Under the broad umbrella of the United Nations, an International Decade for a Culture of Peace and Nonviolence for the Children of the World was launched to include 200 countries around the world (UNESCO, 2000). The Peace Club was one of many models suggested as appropriate for a whole school, a classroom, or family. The principles of a Peace Club format for children have a solid foundation in the philosophy of education that most teachers studied for their degrees in education. The goal for a Peace Club community is based on caring and peacemaking. This article discusses how to launch a Peace Club in schools and… [Direct]
(2009). Learning to Live Together: Using Distance Education for Community Peacebuilding. Commonwealth of Learning This book includes a range of community peacebuilding experiences from across the Commonwealth that have been applying open and distance learning (ODL) approaches. The case studies offer insights into the challenges as well as the kinds of interventions that have worked and how they can be built upon. They show that ODL can be an effective and efficient way to involve many of the people most affected by conflict in being part of its prevention, mitigation and resolution. The following essays are included in this book: (1) Using Open and Distance Learning for Community Development (Tanyss Munro and Ian Pringle); (2) Bush Radio in South Africa (Sanjay Asthana); (3) Doorways for Open and Distance Learning in the Kingdom of Lesotho (Kallie de Beer); (4) Creating Spaces for Dialogue on Children's Rights: "Curious Minds" from Ghana (Sanjay Asthana); (5) Learning for Peace Through Community Radio in Northern Uganda: The Case of Radio Apac (Carol Azungi Dralega); (6) Learning… [PDF]
(2010). Influence of Christian Churches on Schools in the Cayman Islands. Journal of Research on Christian Education, v19 n2 p116-133. The purpose of this research was to identify the influence of churches on schools in the Cayman Islands and to employ the findings in making suggestions for Christian education in the Caribbean. A qualitative case study methodology was used. Research instruments included questionnaires, interviews, and observations. Teachers and students of three schools participated with the pastors of their associated churches. The churches' influence on the schools was revealed, and suggestions were made regarding: how churches can use their influence to help maintain and develop societal peace and stability via schools' personnel and curricula, how to fortify the continued use of church influenced behaviors in schools, and how to reduce incidence of student delinquency, which is on the rise in the Caribbean. (Contains 1 table.)… [Direct]
(1998). Public Law 105-244. Higher Education Amendments of 1998, 105th Congress. The complete text of the Higher Education Act Amendments of 1998 is divided into eight sections: Title I covers general provisions; Title II teacher quality enhancement grants; Title III addresses institutional aid, including strengthening historically black colleges and universities and the minority science and engineering improvement program; Title IV, student assistance, has eight parts which deal with grants to students, the Federal Family Education Loan Program, federal work-study programs, the William D. Ford Federal Direct Loan Program, federal Perkins loans, need analysis, general provisions, and program integrity; Title V, is titled developing institutions and covers a new program for Hispanic-serving institutions; Title VI, international education programs, includes foreign language studies and the Institute for International Public Policy); Title VII covers graduate and postsecondary improvement programs; and Title VIII addresses various studies, reports, and related… [PDF]
(2018). Nonviolence as Teacher Education: A Qualitative Study in Challenges and Possibilities. Journal of Peace Education, v15 n2 p216-237. This paper explores the challenges and possibilities of teaching nonviolence in teacher education. Using qualitative teacher research, this paper discusses teacher education students' responses to the notion of nonviolence and how to create beneficial pedagogical conditions for students to learn nonviolence and its meanings for education. The data were collected from three graduate classes that, to different degrees, addressed the role of nonviolence in education. Three shifts in students' understanding of nonviolence as a result of their learning are identified: the shift from a narrow to a broad understanding, the shift from a passive view to a proactive view, and the shift from looking outside to looking inside and engaging in emotional work. The pedagogical conditions that facilitated these shifts are also discussed, including strategies for engaging students' inner work, creating experiential relationships with the other, and transforming classroom relational dynamics. This… [Direct]
(2018). Movement Decision-Making in Violence Prevention and Peace Practices. Journal of Peace Education, v15 n2 p191-215. Studying parallels between movement behaviour and violent actions can help understand interdisciplinary possibilities for prevention, intervention, mediation and post-conflict healing. This article explores the role of unconscious and conscious movement decision-making in violent/peaceful interactions. Thematic analysis of interviews was conducted with trainers in dance/movement peace practices working in fourteen countries. The doctoral research sociologically analysed shared beliefs and a framework that was previously applied to work in schools, expanding its potential for new settings and peace contexts. The framework illustrates five stages of decision-making (Flow/Tension, Attention, Intention, Action and Reflection/Evaluation) based on Warren Lamb's and Rudolph Laban's systems of movement analysis. Flow/Tension refers to physiological responses to conflict and the regulation of tension, discomfort and breath. Attention involves the development of spatial awareness and awareness… [Direct]
(2009). Developing Preservice Teachers' Global Understanding through Computer-Mediated Communication Technology. Teaching and Teacher Education: An International Journal of Research and Studies, v25 n5 p617-625 Jul. This study examines preservice teachers' conceptual understanding of global education subsequent to participation in an asynchronous web-based multinational project to discuss issues related to cultural diversity and global challenges. Data included 59 preservice teachers' online messages and reflective essays. Six perspectives emerged from this inquiry: global education as cultural learning and understanding, fostering tolerance, addressing global issues, teaching global connections and collaborations, promoting peace, and critical understanding of global issues and events. The findings suggest that the online discussion provided a unique opportunity for participants to interact with teachers and students from different countries in an authentic context…. [Direct]