(1995). Adult Education: The Past, the Present, and the Future. Proceedings of the Annual Conference of the Canadian Association for the Study of Adult Education (14th, Montreal, Quebec, Canada, June 1-3, 1995) = L'Education des Adultes: Un Passe, Un Present, un Avenir. Les Actes du Congress Annuel, l'Association Canadienne pour l'Etude de l'Education des Adultes (14e, Montreal, Quebec, Canada, 1-3 Juin, 1995). The following papers (with nine in French) are included: "Refocusing the Multicultural Discourse in Adult Education" (Acton); "University Extension and the Service University" (Archer); "Linking Cases to Course Content" (Block); "The Effects of Education on Food Security among Low Income Urban Adults" (Blunt); "Adult Education Research Trends in Canadian Universities" (Bouchard); "Born of Different Visions" (Briton, Spencer); "Virginia Griffin's Path and Contribution toward the Holistic Orientation" (Campbell); "Learning a Living" (Church, Creal); "Art and Storytelling" (Crawford); "Economic Globalization" (Cruikshank); "Constructing a Need" (Davidson); "The Marginalization of Adult Education" (Deshpande); "Surfacing Tensions in Graduate Adult Education" (Dewar); "New Directions for Adult Education Programs in Community Colleges" (Feng, Hian);… [PDF]
(1994). Conflict-Mitigation: Philosophy & Methodology. Peace Education Miniprints No. 56. Conflict-mitigation is a concept and methodology that emphasizes a broad societal understanding of conflicts obtained mainly through in-depth interviewing with many and varied actors. Developed through the work by the Transnational Foundation for Peace and Future Research (TFF), the conflict-mitigation process is intended to serve a number of purposes: (1) enable the parties to solve conflicts themselves to the largest extent possible; (2) serve as early warning, preventive diplomacy, and multi-track diplomacy; (3) understand better the peace-making potential of civil society; (4) help not only the conflicting parties but the international community through an open and open-ended process; (5) work with drafts or interim reports that the conflicting parties are invited to comment on; and (6) lead to an informal third party role in some cases. The practice of conflict-mitigation section follows the purposes and describes interviews, analysis, and reports. A list of 21 directions that… [PDF]
(2012). Integrating Art and Music into Social Studies Instruction. Social Education, v76 n3 p157-158 May-Jun. The author truly believes that the marginalization of social studies is not only harming the profession, it is jeopardizing the democracy. But if social studies is in jeopardy, consider the colleagues in the arts and music. Art and music programs have been reduced or eliminated in thousands of schools throughout the nation. Marginalizing art and music can be as damaging to the idea of a multicultural world living in peace as the marginalization of social studies/citizenship education is to an educated, participatory citizenry. Many thoughtful social studies teachers have integrated art and music into their history, geography, and government lessons. Here are some suggested websites that will help classroom teachers and curriculum specialists bring these important aspects of human culture to their students. They will probably heighten interest among many students as well…. [Direct]
(2012). An Education for the Twenty-First Century: Stewardship of the Global Commons. Liberal Education, v98 n4 p34-41 Fall. Recognizing that the term \global education\ has become commonplace but, too often, is put forward without adequate substance, this proposal seeks to envision a foundational higher education for the twenty-first century. The authors believe it is important to imagine an education fit for global possibilities because theirs has become a world in which connections and consequences reach across borders and leap oceans. For much of the nineteenth and twentieth centuries it may have been appropriate to frame education in national terms. The challenges of the twenty-first century–the possibilities of prosperity, of peace, of health, of fulfillment–all unfold on a global stage. They know that there are many approaches to higher education across the world, some more narrowly focused on preparation for vocation, some aiming to educate the whole person. They intend to articulate the main features of any education that can be truly adequate to global challenges. In relation to current… [Direct]
(2012). The Empirical Basis for Adopting a Civic Rationale for Internationalization. Higher Education: The International Journal of Higher Education and Educational Planning, v64 n2 p161-175 Aug. While considerable consensus exists regarding the importance of internationalizing postsecondary education, little is known about whether distinct forms of internationalization influence civic engagement. This study estimates the degree to which study abroad and internationalization at home (IaH) are associated with international volunteerism among undergraduate alumni at research universities in the United States (n = 93). Results from a multiple regression analysis revealed that extensive IaH–reflected by both the presence of internationalized general education and a high concentration of international students–and the institutional study abroad rate were both positively associated with international volunteerism, operationalized as participation in the Peace Corps. Limited forms of IaH were not predictive of international volunteerism. Regression models explained between 29 and 38% of the variance in international volunteerism. The findings suggest that institutions can better… [Direct]
(2021). Young People's Experiences and Meaning-Making at a Multicultural Festival in Norway. Journal of Peace Education, v18 n2 p163-181. This article explores young people's experiences and meaning-making at a multicultural festival. Multicultural festivals aim to promote inclusion and challenge problem-oriented discourses in current debates on diversity and migration. Listening to youth voices from such a festival gives a sense of how young participants perceive representations of cultural difference, and how they relate these representations to their own identity and sense of belonging. The participants in our study are 86 young people from diverse cultural and linguistic backgrounds between the ages of 12 and 20. They recorded answers to our questions about what they did at the festival as well as the memories that participation evokes using a specially developed app. Interpreting the broad spectrum of their reflections in the light of theories about intercultural learning and citizenship, we found that the young people were eager to learn about the Other by experiencing cultural differences and engaging with… [Direct]
(2021). Ripples of Hope: Learning to Support Student Behaviour from the Pedagogical Practice of a Flexi-School for Marginalised Youth. Journal of Peace Education, v18 n1 p27-47. Student behaviour is a high priority for Pre-Service Teachers and Early Career Teachers. This article shares a view into a journey taken in the step from Pre-Service Teacher to Early Career Teacher. Driven by rising questions that challenged the norm of behaviour management presented through Initial Teacher Education and schools, this teacher looked inside a Flexi-school for marginalised youth to consider how pedagogical approaches are enacted. Existing to support young people who have experienced exclusion from mainstream schools, Flexi-schools provide an environment predicated on doing things differently to support student wellbeing and re-engagement in education. Through an holistic approach to students, this Flexi-school positions student behaviour as a pedagogical consideration, rather than a challenge to be managed. This narrative based case study offers an opportunity to see the ripples of hope created in one Flexi-school epitomising the holistic aims of restorative practices,… [Direct]
(2021). Forgiveness Education from an Hegelian Perspective. Journal of Peace Education, v18 n1 p92-112. Although school is an ideal location for teaching forgiveness because it mediates between the family and society, forgiveness education has been relatively neglected in schools. Most research and pedagogical models on forgiveness education to date are based on the psychological perspective which is individualistic in nature. Although empirical support for effectiveness of these models has been found, the individualistic foundation of these models ignores the collective aspect of forgiveness and forgiveness education. Hegel's philosophy provides insights that can complement the individualistic perspective. Hegelian philosophy suggests that forgiveness enables mutual recognition to occur and the collective human consciousness to progress to higher stages of development in a dialectical manner. This paper proposes the major elements for forgiveness education from an Hegelian perspective that complement existing theories, research and practice forgiveness education: the importance of… [Direct]
(2021). Undoing a Culture of Violence in Schools by Hearing the Subalterned Students Who Experience War in Mindanao. Journal of Peace Education, v18 n3 p260-281. Students exposed to conflict have increased risks of perpetrating school violence. For young people who experience war in Philippine's Mindanao, overcoming violence can be particularly challenging as perpetrating this behaviour has, over time, become embedded in their postcolonial culture. These students are most affected by conflict and vulnerable to competing political entities; therefore, in this study, they are identified as the subalterned. Data from a phenomenological research that focus on the lived experiences of the subalterned students and schools' impact on their identity formation were used to investigate ways to counter the production of a violent culture. In-depth interviews and focus group discussions with art-based activity are used to gather the experiences of current students from six schools and former students in three conflict-affected regions of the country. Using postcolonial theory, this study highlights that student empowerment through identity formation and… [Direct]
(2008). Global Peace, Conflict and Security: Approaches Taken by American Community Colleges. Journal of Peace Education, v5 n1 p63-78 Mar. US community colleges play various roles in American higher education. Because of their wide-ranging diversity and open enrollment policies, they are frequently referred to as "democracy's colleges". They are vital today in assisting Americans in better understanding the global realities of a post-September 11 world. Programmatic strategies based in international education are being employed by institutions to better prepare students for these new realities. These strategies include peace studies, international studies, global studies, conflict resolution and homeland security. Because community colleges must work within curriculum, resource and mission limitations, finding approaches that can capitalize on the intersection of these strategies is critical to providing content in global peace, conflict and security. (Contains 1 figure.)… [Direct]
(2009). Peace Pilgrim, Exemplar of Level V. Roeper Review, v31 n2 p103-112 Apr. Cases of secondary integration (Level V), the most advanced level of development through positive disintegration, are easily found within the religious sphere. To find a secular case of secondary integration presents a greater challenge. The life of Peace Pilgrim (1908-1981), known personally to a great many people, appears to be such a case. The course of her personality development appears to reflect successive phases of multilevel growth. This article examines Dabrowski's concept of secondary integration, personality ideal, and Peace Pilgrim's state of inner peace in an attempt to arrive at some purchase on these concepts. This study also raises the subject of spiritual experience as personal experience unbounded by systems of religious beliefs. This stratospheric study does carry actual implications for gifted education. (Contains 1 figure and 1 footnote.)… [Direct]
(2011). Is Schooling Good for the Development of Society?: The Case of South Africa. South African Journal of Education, v31 n2 p233-245. This paper is concerned with three possible theoretical relationships, between education and social, economic and political development, that–(a) education improves society, (b) education reproduces society as it is and (c) education actually makes society worse. The paper then uses South Africa as a case study to critically analyse these different roles of education in relation to development theory. In particular, it examines three theoretical tensions in post-apartheid education policy and practice–those between human capital theory and social reproduction, between modernisation and bureaucratic disorganisation, and between democracy and peace and authoritarianism and violence. It concludes by attempting to explain these tensions and contradictions in term of factors specific to South Africa such as teacher professionalism and teacher identity and in relation to wider factors inherent in the historical origins of schooling as a form of organisation based on social control…. [PDF]
(1999). Educating the Educators: The Preparation of Teachers for a Culture of Peace. Peace Education Miniprints No. 99. This paper discusses the need to prepare teachers for the role of agents for a culture of peace. The paper calls for the cultivation of vision, a capacity to see the potential for positive development in learners and constructive change in society. It notes that the core values in a culture of peace are: environmental sustainability, cultural diversity, human solidarity, social responsibility, and gender equality. For each of these values there is a complementary human capacity to be developed through teacher education, making it possible for teachers to cultivate these values and capacities in their students. These capacities are: ecological awareness, cultural competency, global agency, conflict proficiency, and gender sensitivity. The paper suggests a number of recommendations to help promote developments in these directions, addressing them to UNESCO, ministries of education, and educational and professional associations. (BT)… [PDF]
(2015). Global Mental Health for Twenty First Century Education. Online Submission, Paper presented at the National Seminar on Lifelong Education through Prospective Teachers (Mahatma Gandhi University, College of Teacher Education (MGUCTE), Kerala, India, Jun 23-24, 2015). Delivering mental health programs and services in education is not a new idea but it is time to bring mental health into focus. Momentum is gaining in terms of raising awareness, increasing understanding, and articulating strategies for advancing and integrating mental health. We need to know that all over the world everything is unique and unparalleled. As long as we do not respect the uniqueness of every individual, rivalry, competition, murders and violence will remain. The purpose of a real life is to observe, to learn, to grow, to love. Mental and behavioral disorders are the leading cause of disability worldwide. On the other hand mean problem is untruth brings success, if we have any love for mankind and if we really want to establish a new world, we have to think: From where has the present man come? From where has the present society been born? All of this violence that goes on, this suffering, anguish, helplessness and poverty in the world and where are all these coming… [PDF]
(1997). A Perspective on Carnegie Corporation's Program, 1983-1997. The Carnegie Corporation's mission is to continue Andrew Carnegie's philanthropic preoccupations with promoting education and world peace. In this essay, retiring Carnegie Corporation President David A. Hamburg provides a detailed accounting of his stewardship of the foundation since 1983, when he set forth new program directions in the context of drastic changes in the American family and society and, more broadly, the Cold War and the worldwide transformation in science and technology. The essay outlines an agenda for national and international attention in the future, focusing on the need for communities of the world to reconcile their differences and cooperate in creating systems for the prevention of mass violence. Also described is Corporation support for research and projects to clarify the positive conditions for ensuring healthy child and adolescent development, to make this knowledge widely understood throughout the country, and to strengthen the capacity of key… [PDF]