(2012). Entertainment Education and Social Change: Evaluating a Children's Soap Opera in Kenya. International Journal of Educational Development, v32 n4 p608-614 Jul. This article discusses audience responses to a children's soap opera produced and broadcast in Kenya. It examines the evaluation process in relation to qualitative audience research within Cultural Studies. It challenges an Entertainment-Education model of media as vehicles for messages and links strongly with Communication for Social Change priorities in which media are the facilitators. In such an approach this soap opera should not only fit into the cultural and social contexts of its child audience but should actively promote discussion and the interactive negotiation of meaning. The narratives address post conflict concerns of democracy, rights, peace and reconciliation, encouraging dialogue with peers and family about extremely difficult issues. The question is how we evaluate and assess such processes…. [Direct]
(2011). The Influence of Education on Violent Conflict and Peace: Inequality, Opportunity and the Management of Diversity. Prospects: Quarterly Review of Comparative Education, v41 n2 p191-204 Jun. This article examines the ways in which education and educational policy impact upon the likelihood and dynamics of violent conflict. It argues that education is rarely directly implicated in the incidence of violent conflict but identifies three main mechanisms through which education can indirectly accentuate or mitigate the risk of conflict: through the creation and maintenance of socio-economic divisions, including horizontal inequalities between ethnic groups; through processes of political inclusion and exclusion; and through accommodation of cultural diversity. It further suggests that designing conflict-sensitive education systems is particularly problematic because the implications of these three principal mechanisms often pull in different directions…. [Direct]
(2016). Social Studies Teachers' Perceptions and Experiences of Social Justice. Eurasian Journal of Educational Research, n64 319-340. Problem Statement: Social justice addresses inequality in society, including economic inequality, global migration, racism, xenophobia, prejudice against disabled people, and class discrimination. In Turkey, social studies curriculum aims to cultivate active, democratically minded citizens who value justice, independence, peace, solidarity, tolerance, freedom, and respect and demonstrate critical thinking skills, problem solving skills, social participation, and empathy. Purpose: Since social justice education affects teachers' values, beliefs, experiences, practices, and views on social justice, we aimed to understand social studies teachers' perceptions and experiences of social justice. Methods: Following a phenomenological research design selected in accordance with maximum variation sampling, we recruited 10 teachers for our sample. We collected data by conducting semi-structured interviews with the teachers and classroom observations of four of them. We analyzed data by… [PDF]
(2013). Students' Knowledge of Nuclear Science and Its Connection with Civic Scientific Literacy in Two European Contexts: The Case of Newspaper Articles. Science & Education, v22 n8 p1963-1991 Aug. Nuclear science has uses and applications that are relevant and crucial for world peace and sustainable development, so knowledge of its basic concepts and topics should constitute an integral part of civic scientific literacy. We have used two newspaper articles that deal with uses of nuclear science that are directly relevant to life, society, economy, and international politics. One article discusses a new thermonuclear reactor, and the second one is about depleted uranium and its danger for health. 189 first-year undergraduate physics and primary education Greek students were given one of the two articles each, and asked to answer a number of accompanying questions dealing with knowledge that is part of the Greek high school curriculum. The study was repeated with 272 first-year undergraduate physics, physics education, science education, and primary education Turkish students. Acceptable or partially acceptable answers were provided on average by around 20% of Greek and 11% of… [Direct]
(2011). Teachers' Emerging Stances and Repertoires towards Reconciliation: Potential and Challenges in Greek-Cypriot Education. Journal of Peace Education, v8 n1 p19-36. In this paper we examine Greek-Cypriot teachers' positions towards the–largely unfamiliar–concept of reconciliation within the Greek-Cypriot community. Looking at a set of 40 interviews conducted in spring 2009, this study is set against the broader historical context of the continuing Cyprus Problem and the development of ethnic rivalry between the two main ethnic groups (Greek-Cypriots and Turkish-Cypriots). The data analysis is informed by theories from the fields of reconciliation and peace studies, and the assumption that teachers are influential in dealing with the legacy of ethnic strife and encouraging reconciliatory attitudes. The results of our analysis pointed to a polyphonic landscape, encompassing a range of diverse positions and arguments towards reconciliation, each with its own distinct "logic" and underlying assumptions. These findings construct the teacher community as a largely politicised and ethnicised professional group–a group which aligns with… [Direct]
(1995). Waging Peace in Our Schools: Beginning with the Children. Peace Education Miniprints No. 80. The Resolving Conflict Creatively Program (RCCP) began in New York City by Linda Lantieri who is now the national director. This program is for teachers, students, administrators, and parents who seek to make schools and society more peaceful through creative means. RCCP was developed because of the increasing statistics of violent acts that take place in U.S. schools and the increasing number of suicides and homicides by young people. RCCP helps people recognize different ways to resolve conflicts through peaceful means rather than through the violent acts young people see perpetuated in the media. Teachers can implement RCCP by employing a new classroom management style that includes the following components: (1) K-12 classroom curriculum; (2) professional training and ongoing assistance and support for teachers; (3) a student-led mediation program; (4) parent training; and (5) administrator training. The program finds that teachers report positive results. (JAG)… [PDF]
(1989). Temps d'Educacio. Revista de la Divisio de Ciencies de l'Educacio (Educational Times. Journal of the Education Sciences Department. Volumes 1 & 2). Temps d'Educacio, v1-2 n1-12 1989-1994. Each of the 12 issues of this Catalan-language journal offers book reviews and articles on general issues in education. Some issues contain a Spanish-language translation of the Catalan articles; issues 3 and later contain only Spanish-, English- and French-language abstracts of included articles with keyword references. Number 1 (1st. semester 1989) examines the work of Paulo Freire and the educational reform project. Number 2 (2nd. semester 1989) addresses the work of Basil Bernstein and educational values in a democratic society. Number 3 (1st. semester 1990) highlights instruction and the learning of foreign languages and public universities and administrations. Number 4 (2nd. semester 1990) discusses physical education and the permanent establishment of teacher training programs in Spain. Number 5 (1st. semester 1991) contains articles dealing with the university and commerce/business and articles on Spain's role in the educational environment in the new European community…. [PDF]
(2021). Let's Talk about Terrorism. Journal of Peace Education, v18 n3 p309-325. What is at stake when educators are asked to deploy vigilant surveillance against students considered to be at risk of becoming a terrorist? This article explores the growing relationship between education and terrorism by focusing on how schools can contribute to reducing fears of terrorism. Rather than profiling future terrorists among their students, the argument is put forward that educators must encourage deliberative agonistic discussions about terrorism in the classroom. Ultimately, this can help students to build resilience against terror fear, which might serve as a bulwark against a range of social negatives. Examples from the empirical literature are offered to highlight how education can reduce terror fear by encouraging discussions about terrorism in schools, which can also have a transformative effect on helping students to unlearn or disengage from extreme ideals and behaviours. In the strand of education-terrorism literature, this could well touch upon some of the… [Direct]
(2021). Border Conflict: Understanding the Impact on the Education of the Children in Jammu Region. Journal of Peace Education, v18 n1 p48-71. Border conflict is the product of aggression between the nations. Borders are not just physical barriers, but also psychological barriers between the neighboring countries. The Union Territory Jammu and Kashmir (J&K) is experiencing hostility and displacement since independence of India and Pakistan in 1947. The uncertainty continues, especially for the villages close to the border where incidences of firing are quite frequent. During conflict in border areas, the rights of a children i.e. the right to life, the right to education, the right to be with family and community, the right to health and the right to be nurtured and protected are severely violated and compromised. This paper aims to understand the impact of border conflict on the education of children in the Jammu region. This study adopted qualitative method in which, thirty children living in the bordering villages, of the age group between 10-14 years were interviewed. Phenomenological analysis is used to explore the… [Direct]
(2021). The Role of School-Based Contact in Reducing Social Distance: Qualitative Insights from Northern Ireland and the Republic of North Macedonia. Journal of Peace Education, v18 n2 p182-208. Education plays an important role in bridging divisions and promoting positive intergroup relations. A number of initiatives aimed at improving relations in conflict-affected societies have been based on the contact hypothesis. However, very little attention has been devoted to the potential of such interventions to reduce social distance between groups. Moreover, the voices of the young people involved in such programmes have rarely been taken into consideration. This paper tries to address these gaps using a qualitative methodology. It presents the views and experiences of post-primary pupils involved in planned educational contact encounters in two countries that have experienced interethnic violence: Northern Ireland and the Republic of North Macedonia. The findings suggest that planned contact can be effective in reducing social distance. However the programmes need to provide opportunities for more frequent meetings, more personalized communication between pupils, and the… [Direct]
(1999). Education for Peace. International Journal of Innovative Higher Education, v13 p79-82 Fall. Discussion of the need for educating students of all ages for peace focuses on principles of the Peace Studies doctoral program at Pace University (New York). Program components include: (1) inner peace spiritual awareness; (2) micro-peace studies the immediate environment; (3) macro-peace studies national and international; and (4) planetary peace. (DB)…
(1982). Education for Peace. Bulletin of the Atomic Scientists, v38 n6 p59-62 Jun. Discusses the increasing trend to use violence and military action as responses to conflict rather than arbitration and other peaceful means, the role of different educational institutions in conflict resolution (military, federal, peace and conflict resolution), and the need for a federal peace academy for the United States. (DC)…
(2013). Whither Utopia?. New Directions for Adult and Continuing Education, n138 p91-100 Sum. The \Hamburg Declaration on Adult Learning and Agenda for the Future\ (UNESCO, 1997) is perhaps the most utopian statement about adult learning and education (ALE) in recent times. Grounded in the ideas of radical educators Paulo Freire and Ivan Illich, it built upon two earlier influential and inspiring reports that promoted general adherence to the values of helping to build a sustainable world, promote peace, celebrate diversity, and defend human rights. Analysis of the previous chapters demonstrates that the utopian ideals and goals of the \Hamburg Declaration\ are still far from being achieved. The earlier chapters suggest several common issues that the author wants to address further. The first concerns the political dimensions of adult education–an aspect that lies at the heart of the \Hamburg Declaration\ and fundamentally shapes the contexts in which adult education takes place. From a review of the developments since CONFINTEA V, it is easy to conclude that there is little… [Direct]
(1996). You CAN Teach a Sneetch! Peace Education with Dr. Seuss. This lesson plan, for grades 4 to 6 and up, incorporates the Dr. Seuss story about Sneetches to teach children about sources of prejudice. The lesson also can be used to incorporate writing in the social studies. Six writing prompts are included. (EH)… [PDF]
(1982). The Pragmatist as Pacifist: John Dewey's Views on Peace Education. Teachers College Record, v83 n3 p435-51 Spr. Dewey's writings defined the role of educators in society and their ability to influence world peace, international cooperation, the meaning of patriotism, and the role of the social sciences in understanding other cultures. Dewey perceived the job of the educator as teaching basic values of peace and nonviolence as correct social behavior. (JN)…