(2013). Toward Democratic Education and Transformational Learning: An Examination of Students' Experiences at Kigali Institute of Education. ProQuest LLC, Ed.D. Dissertation, Northern Illinois University. This dissertation examines the experiences of Kigali Institute of Education students using a framework of democratic education theories. In Rwanda, the discriminatory and non-critical education system is believed to have been one of the major causes for the civil strife that has characterized the country, beginning in its post independence to its culmination in the 1994 genocide. These injustices have been associated with the colonial education system that promoted cultural supremacy over the indigenous populations. Also, such injustices can be blamed on education's failure to incorporate issues of social justice during the educational reconstruction in post-colonial times. After 1994, Rwanda instituted educational reforms, in part, to facilitate the process of democracy, peace building and active citizenship. By reviewing curriculum documents and conducting in-depth and focus group interviews, this study sought to analyze students' and teachers' experiences in light of the post-1994… [Direct]
(1996). Consensual Educational Perspectives in Post-Accord Palestine. This study proposed to gather, in a systematic fashion, ideas from Palestinian educational leaders about the nature of a culturally Palestinian educational system. The semi-structured interviews focused on the questions: (1) What changes have occurred in Palestinian education since the 1993 peace accord?; (2) What are the central Palestinian cultural values that should guide education in Palestine?; (3) What are the barriers that hinder the inclusion of these Palestinian values into a future school system?; (4) What are possible solutions, consistent with Palestinian society and culture, to overcoming these barriers?; and (5) What implications do the core Palestinian values have for determining governance, curriculum, teaching, and learning in post-accord Palestinian schools? Twenty-nine Palestinian educational leaders were selected by intensity sampling from university faculties, Palestinian National Authority (PNA) officials, and practicing K-12 educators. A demographic… [PDF]
(1996). Australian Aboriginal Constructions of Human, Society, and Nature in Relation to Peace Education. Peabody Journal of Education, v71 n3 p84-94. Examines fundamental notions underlying the discourse on being or ontology of Australia's aboriginal people. Suggests that peace educators must include indigenous perspectives in their theorizing in order to end ethnocentric biases in a supposedly global paradigm. Notes that the holistic paradigms of indigenous peoples have much to offer peace educators in their approaches to appropriate, sustainable societies. (SM)…
(2017). The Impact of Missionary Service on the Spiritual Development and Psychological Wellbeing of Mormon College Students. ProQuest LLC, D.A. Dissertation, George Mason University. Mormon college students may leave or delay their studies to serve missions for their church, typically for 18 to 24 months. This dissertation studies the impact of serving a mission on the spiritual development and psychological wellbeing of these students. Using a two-factor ANOVA fixed-effects, nonexperimental design, five measurement scales on spiritual development were assessed of males and females who served and had not served as Mormon missionaries. These measures were equanimity, ecumenical worldview, religious engagement, religious struggle, and spiritual quest. A sixth measurement scale was used to address psychological wellbeing. The 46-item survey was from the College Spiritual and Belief Values (CSBV) survey, from the Higher Education Research Institute (HERI) at the University of California, Los Angeles (UCLA). The survey was completed by 373 Mormon college students, 179 of whom had served missions. The survey participants were students from one of two universities, one… [Direct]
(2011). "The Right Kind of Education for the Right Individual": Comparative Education Studies According to the "Educational Yearbook" of the Teachers College (1924-1944). History of Education, v40 n5 p577-598. The International Institute of Teachers College, Columbia University, New York, continuously published its "Educational Yearbook", in a total of 21 editions, in order to "provide students of education sciences with the world education theories and practice". Headed by Isaac L. Kandel, the journal followed a traditional editorial line in its first issues, which came to change and shift to new themes and methodologies during the 1930s, as social, economic and political problems spread. This journal was a specifically academic initiative, in that it fell outside the scope of governmental or international organisations. This study will focus on the content of the different issues of the "Educational Yearbook". It will also reflect on the most sensitive issues concerning the interwar period and, ultimately, it will highlight the underlying goals of this publication: the defence of peace, democracy and intellectual cooperation on the subject of education and… [Direct]
(1998). Proposed Curriculum, Written by: The Peace Education Forum for Palestinian and Israeli Educators. This booklet is the result of more than one year of meetings from 1997 to 1998 between 16 Palestinian and Jewish Israeli educators from both formal and informal educational systems. The establishment of this forum was supported by the "People to People Program" whose main goal is to enhance dialogue and relations between Palestinians and Israelis based on equality and reciprocity. The booklet documents long discussions of difficult issues, of insights from those discussions, and of the will and commitment of all the participants to educate for peace and dialogue in both societies. The booklet includes the description of the group process, activities on four different subjects, and the impressions of some of the participants. The proposed activities in the booklet represent just the first draft. The group will continue to meet and to use the proposed activities in their schools. After getting feedback from the students about the activities, the educators will work to… [PDF]
(2003). Queer Histories: Exploring Fugitive Forms of Social Knowledge. This document contains eight papers from a conference on fugitive forms of social knowledge that was sponsored by the Adult Education Research Conference (AERC) Lesbian, Gay, Bisexual, Transgender, Queer, and Allies Caucus. The welcome address, "Working Memory at AERC: A Queer Welcome…and a Retrospective" (Bob Hill), explores the emergence and development of research with and by lesbian, bisexual, transgender, and Queer learners in the context of the AERC. The authors and titles of the seven conference papers are as follows: "Sobears: Finding Space, Seeking Community" (John Egan); "Gay and Lesbian Issues in Chinese Social Context" (Robert Lee); "How Lesbians Learn to Negotiate the Heterosexism of Corporate America" (Julie Gedro); "Building a Queer Cultural Change Network in Alberta through Community and University Initiatives" (Andre P. Grace, Kristopher Wells); "So You Know about the Queers: What Campus Environment Studies… [PDF]
(1988). International Education for Adults. Sub-Regional European Seminar on International Education for Those Responsible for Non-Formal and Adult Education (Murikka, Finland, June 7-12, 1987). Final Report. Publications of the Finnish National Commission for UNESCO No. 43. This document includes three parts and six appendixes. Part 1 is the general report of the 1987 UNESCO seminar on international education for adults held in Finland. Among the topics covered are key issues and the role of leaders of nonformal education and of adult educators in international education. Part 2 provides the reports of four working groups: (1) adult educators' training; (2) methodology; (3) educational equipment and materials; and (4) research and experimentation. Part 3 provides 11 recommendations for UNESCO to implement. (The recommendations center around assisting adults and fostering international exchange and cooperation, developing concepts of continuing education and inservice training, establishing networks, offering workshops, promoting public libraries, supporting and encouraging the translation of literature, improving the supply of database and computer programs, and making full use of UNESCO's participation program.) Appendix 1 provides the seminar agenda…
(2013). Conflict, Postconflict, and the Functions of the University: Lessons from Colombia and Other Armed Conflicts. ProQuest LLC, Ph.D. Dissertation, Boston College. "Education and conflict" has emerged as a new field of study during the last two decades. However, higher education is still relatively absent from this debate as most of the research has focused on primary and non-formal education. This dissertation is an exploratory qualitative study on the potential role of higher education in peacebuilding processes. The conceptual framework for the study is a taxonomy of the functions of higher education designed by the author. The questions guiding the dissertation are: 1) What can we learn about the role of higher education in conflict and postconflict from the experience of countries that have suffered internal conflicts in the last century? 2) How are universities in Colombia affected by the ongoing armed conflict in the country? 3) How can Colombian higher education contribute to build sustainable peace in the country? First, based on secondary sources, the dissertation explores seven armed conflicts that took place during the… [Direct]
(2011). Ethnic Division in Cyprus and a Policy Initiative on Promoting Peaceful Coexistence: Toward an Agonistic Democracy for Citizenship Education. Education, Citizenship and Social Justice, v6 n1 p53-67 Mar. This article uses as a point of departure for its analysis a recent educational policy initiative to promote peaceful coexistence in the context of ongoing ethnic division in Cyprus. It is argued that, although it seems as if the teaching of peaceful coexistence is a laudable initiative that can contribute toward unity and democratic state-building for all Cypriots, the insistence on assuming that there are two conflicting and immutable ethnic identities could slow down and be potentially counter-productive to the country's effort for reconciliation and democratic state-building. The author argues that a framework of "agonistic democracy" provides the needed critical perspective in education from which to launch an understanding of the community as a contingent achievement of political action. As such, an agonistic framework of democracy in citizenship education suggests the disentanglement of goals for peace and reconciliation from state-sanctioned efforts that appeal to… [Direct]
(2010). Promoting the Earth Charter in Sao Paulo's Municipal Education System. Journal of Education for Sustainable Development, v4 n2 p235-242 Sep. This article presents the process of widespread teacher training based on the Earth Charter in the municipal area of Sao Paulo, Brazil, South America. This effort diffused knowledge of the Earth Charter through 800 educators and by means of them, to one million children. This process was developed by the team from UMAPAZ–Open University of the Environment and the Culture of Peace–working with the city Office of Greening and the Environment and the city secretary of education. It was one of a set of municipal initiatives regarding climate change. (Contains 5 notes.)… [Direct]
(1972). Peace Education in the Pre-School Years: A Mental Health Approach. Pre-School Project. The Center for Teaching about Peace and War at Wayne State University, Detroit, Michigan, was established to further new approaches for the study of peace and war on all educational levels and to collect and disseminate information on the subject. The Pre-School Project, which marks the Centers' beginning effort in the mental health disciplines, is based on the conviction that deep feelings about aggressive impulses and characteristic ways of dealing with conflict are learned in early childhood. The Pre-School Project and the programs it offers parents, teachers, and students are described in this publication. Excerpts of speeches given at workshops initiated by the project comprise a major portion of the booklet. (Author/RM)… [PDF]
(1993). War: What Is It Good For? Peace Education in the Classroom: A School Curriculum. This unit of materials focuses on understanding conflict, individually and in the social extreme of war. The unit's purpose is to examine the underlying primary factors that create conflict in relationships and explore alternatives for resolution. The 20 lessons include: (1) "The Beginner's Eye"; (2) "Discovering the Wise Master"; (3) "Our Old Brain: Its Fight for Survival"; (4) "I Am What I Think"; (5) "Survival Begins in my Mind"; (6) "Do I Fight or Do I Run?"; (7) "I'll Join a Group!"; (8) "My Group Knows Best!"; (9) "The Enemy: Someone Who's Different"; (10) "The Hero: Someone We Want to Be"; (11) "The Bully: A Person with Problems"; (12) "Fear: The Only Enemy We Have"; (13) "Respect: The Act the Conquers Fear"; (14) "The Real Source of Power"; (15) "Does Your Brain Know Who You Are?"; (16) "The Military Is a Way of…
(1996). Responding to a Major Problem of Adolescent Intolerance: Bullying. Peace Education Miniprints No. 82. In this article the phenomenon of bullying is discussed, using a model for detecting and monitoring cases of bullying used by Japanese teachers. Bullying is viewed as symptomatic of a deeper problem, lack of respect for the dignity and integrity of others. Such respect is a central value in a culture of peace. Bullying is a major threat to tolerance in the schools and a moral challenge to educators. At the same time bullying cases also present an opportunity for teaching moral development, as well as personal and social responsibility. Sections include: "Behavioral Indicators of Intolerance,""Victim's Behaviour at School,""Social Circumstances of the Victim at School,""Physical Appearance and Home Behaviour of a Victim," and "'V' Presention of School Bullying."… [PDF]
(1993). Building a Sustainable World: Technology, Values, and Social Choices. Peace Education Miniprints No. 41. Planetary life support systems are at risk, and clean air, unpolluted water, and arable land are increasingly scarce. Environmental problems such as ozone depletion and the threat of global warming transcend national boundaries and confront our species with fundamental questions about survival, quality of life, and responsibility to future generations. The purpose of this paper is to give an overview of the ecological crisis and to discuss the role of technology in the evolution, management, and correction of the crisis. It is suggested that what is needed to correct environmental problems is nothing less than a large scale transformation, including changes in institutions, norms, social practices, values, and lifestyles. Contains 39 references. (Author/DB)… [PDF]