(1972). Peace Education in Cambodia. Social Science Record, 9, 2, 16-18, Win 72. …
(2008). Leadership Is the Key to Sustainable Community Development in Ecuador. International Journal of Educational Leadership Preparation, v3 n1 Jan-Jun. I come to the field of educational administration from a rather unorthodox background. The search which led me to education began as a Peace Corps Volunteer in Sierra Leone. I left there frustrated with what passed as "development". I heard the term "sustainability" thrown around and saw nothing sustainable about what was being done. I saw not only short-term improvement in people's lives, but also an incredible waste of resources and a feeding frenzy of development officers getting fat on NGO and western government funding. Sadly, in the years following my service in Sierra Leone, I also saw the peaceful Sierra Leoneans turn into symbols of humanity's darkest side (referring to the gruesome civil war in Sierra Leone). It was depressing, really. Fate took me next to working with immigrants in New Mexico with a literacy project. I found the results of education much more rewarding and tangible. My belief in the potential of education was confirmed once again as I… [PDF]
(2009). Guatemala, the Peace Accords and Education: A Post-Conflict Struggle for Equal Opportunities, Cultural Recognition and Participation in Education. Globalisation, Societies and Education, v7 n4 p383-408 Nov. The Guatemalan educational system has been the most unequal system in the Latin American region ever since the 1950s. The indigenous Maya people, who constitute around half of the population, experienced the state mainly through repression, exploitative labour relationships and exclusion from education. The return to democracy and the peace process instilled great hopes for real change in many civil society organisations, including the Maya movement. Through their participation in national commissions, many of their demands were included in the Peace Accords of 1996. As regards the educational system, the main focus was on the greater participation of civil society, the expansion of educational opportunities, and an overall multicultural educational reform that sought to include the Maya culture and languages in the curriculum. A decade later, most of the agreements have been discredited. Powerful national and international actors have marginalised and undermined nearly all the civil… [Direct]
(2011). Entertainment-Education: Dilemmas of Israeli Creators of Theatre about the Israeli-Palestinian Conflict in Promoting Peace. Journal of Peace Education, v8 n1 p55-76. Israeli-Palestinian peace is promoted through political and diplomatic channels, as well as indirect channels such as conferences, lectures, meetings, workshops and political journalism. However, there is less awareness of the extensive artistic activity in Israel surrounding peace and its implications for society, or of the uniqueness of the theatrical medium as a public medium that allows its viewers and participants to clarify their conflicts and positions related to the Israeli-Palestinian conflict. As part of a large and comprehensive study of plays about the Israeli-Palestinian conflict (which included mapping out and analyzing the themes of 37 plays about the Israeli-Palestinian conflict between 2005-2007, and checking the impact of some of the plays on teenage audiences), this study focused on Israeli theater creators who deal with the Israeli-Palestinian conflict. The goal was to specify the models, issues and strategies the creators used in plays about the conflict in order… [Direct]
(2017). Analysis of Children's Songs in Terms of Values. Online Submission, Journal of Education and Practice v8 n26 p64-71. Children's songs inspire the love of music in children and improve their musical skills and at the same time, teach national values and societal rules, contribute to their personality development, make children feel happier, foster interpersonal communication and particularly contribute to the cognitive and linguistic development of children at early ages. Children's songs, which take place almost every moment of children's life, play an important role in transferring values to children. There are many classifications of value education, but Schwartz's value classification is a very comprehensive and an accepted type of classification. In the literature research, no studies have been done to examine the children's songs in terms of values. In this context, the aim of the research is to examine the 59 children songs which were qualified to the finals at the Popular Children's Song Competition organized by Turkish Radio Television Corporation between 2004 and 2015 according to… [PDF]
(2005). Using Student Surveys to Help Choose Physical Education Activities. Strategies: A Journal for Physical and Sport Educators, v18 n6 p6-9 Jul-Aug. Physical education has the potential to provide students with the means to achieve healthier lifestyles and obtain meaningful learning and social experiences. Unfortunately, not all students participate in physical education on a daily basis (Lowry, Wechsler, Kann, & Collins, 2001). This is due partially to the fact that many physical education programs have been marginalized or eliminated from school curriculums in order to make more time available during the school day for subjects that are considered more \academic\ in nature and subjects that are more central to basic education (Tannehill, 1998). Reduced time in physical education has been cited as a contributing factor to lower student activity levels and increased childhood obesity (Hill & Quam, 2003). In order to strengthen the presence of physical education in schools, it is important to not only argue for space in the overall school curriculum, but also to create programs that students find attractive and important. While… [Direct]
(2012). Peace Corps Volunteers and the Boundaries of Bottom-Up Development: Mongolia, a Case Study. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. From President Kennedy's first announcement of a non-military US volunteer corps in 1961, the Peace Corps has been one of the preeminent government grassroots volunteer development agency. This study explores the history of the ambiguities inherent in this contention, pressure primarily stemming from the organization's role as both a governmental diplomatic and a popular grassroots development agency. The genealogy of conflict stems from three ill-defined and considered elements: the grassroots volunteer, development, and the discourses of grassroots programming. In bracketing these terms, this study illustrates the ways organizational epistemology is fractured among political actors, staff, and volunteers. Though the Peace Corps organizational rhetoric has shifted these categories over the years, the organization's political face has remained dominant in organizational attitudes and expressions. This dissertation underscores the disproportionate weight of this side of the discourse,… [Direct]
(2015). What School District Administrators Should Know about the Educational Rights of Children and Youth Displaced by Disasters. Connecting Schools and Displaced Students Brief Series. National Center for Homeless Education at SERVE After disasters, displaced families long to return to a sense of normalcy, so reconnecting children to school is especially important during this time. While providing the structure of the typical education setting, schools can help students overcome the trauma of a disaster and regain their academic and social stability. Once children are safely in school, parents have the peace of mind and freedom to focus on other post-disaster details to help their families recover. Subtitle VII-B of the McKinney-Vento Homeless Assistance Act (42 USC ß ß11431-11435), reauthorized in 2001 by Title X, Part C of the No Child Left Behind Act, ensures educational protections for children and youth in homeless situations, including many who have lost their housing due to natural disasters. It provides stability and support for students by requiring all public schools to enroll eligible students immediately, assess their needs, and provide or refer them to additional services as needed. This brief… [PDF]
(2014). Whole Mind Education for the Emerging Future. Prospects: Quarterly Review of Comparative Education, v44 n4 p591-606 Dec. At a time of unprecedented multiple crises threatening life on earth, the wholesale transformation of cultures and societies has never been more imperative. This article draws on insights and experiences of a group of women leaders who met in Oxford in October 2013, for five days of intensive thinking and discussion on the emerging future. They concurred that more than any other single factor, transformed educational institutions, curricula and methodologies could help meet the challenges of the 21st century and shape a positive future for the earth. They use the term Whole Mind education for the central feature of transformed educational models and posit three components of it as providing the greatest benefit: integration, creativity and peace. This article draws especially on the research and insights of a subset of the Emerging Future group, who have pioneering experience in innovative education, at all levels, across much of the world…. [Direct]
(1996). A Wholistic Approach to Conflict Resolution. Conflict, as a natural part of daily life is to some extent inevitable in all child care centers. Children need to develop effective strategies to deal with conflict, and educators need to reduce the amount of conflict present in the total child care environment. Two roles early childhood educators can play in encouraging conflict resolution are (1) to assist children in developing conflict resolution skills and (2) to implement peace and conflict education curricula in the classroom. The wholistic approach to conflict resolution goes beyond these two child-centered approaches to include the administrative, parental, and teacher dimensions of conflict. This paper discusses several approaches to conflict resolution and includes the following sections: (1) "The Child Centered Approach," including individual negotiation and development of a conflict resolution curriculum from a global perspective; (2) "The Wholistic Approach," encompassing both children's and… [PDF]
(2009). Core Competencies: The Challenge for Graduate Peace and Conflict Studies Education. International Review of Education, v55 n2-3 p285-301 May. This article uses a case study of the assessment of a graduate program in negotiations and conflict management as a springboard for discussing several critical, but unanswered questions in our field. It raises questions regarding the lack of clear core competencies and expectations regarding curricula at the graduate-level of peace and conflict studies programs, as well as concerns over how educators in this field can or should assess their own work and train students for practice. It also addresses, via a comparative case analysis in Tajikistan, the degree to which the competencies and pedagogical approaches in this field are culturally bound. The picture that emerges from these case studies suggests that there have been important omissions in the way that the varied educational programs and the larger peace and conflict studies field itself have developed thus far…. [Direct]
(2016). Toward a Typology of Learning Invitations. Journal of Invitational Theory and Practice, v22 p24-47. Learning invitations are strategies that encourage learners to engage with education. Learning invitations take many different forms but the aim is to create these invitations intentionally and systematically. This might be easier if there were some guidance to different styles of learning invitations. The Dharmic typology proposed builds upon ideas from Sa?khya–Yoga, particularly the notion of the three qualities of life (Trigu?a), which together are thought to construct everything much as pixels of three primary (RGB) colors create every photograph. Sattva is light, peace, harmony; it evokes a reflective, ethical, and holistic approach and learning invitations based on emulation and spiritual self-realization. Tamas is heavy, veiled and obstructive; it evokes feelings of inertia, lethargy and fearfulness and learning invitations based on disgust, repulsion and the wish for reform. Sattva and Tamas are static but the third quality, Rajas, burns with the fire of action. Rajas is… [PDF]
(1976). International Perspectives of Teacher Education: Innovations and Trends. This book reports on three International Council on Education for Teaching world assemblies held in Singapore, Berlin, and Washington, D.C. The report is divided into six major parts, each presenting papers pertinent to the central theme under discussion. Section one deals with policies for teacher education on the regional, national, and international scale. In section two, lifelong and nonformal education are the topics under discussion. Papers deal with broad concepts of the subject, educational demands in changing societies, and nonformal education in developing countries. Curriculum innovations are the topic of the third section. New curriculum content is described, education for peace and achievement motivation are discussed, and a program for the clinical preparation of teachers is examined. Educational technology is the subject in section four. Ways in which a more scientific approach to teacher education can be introduced and how they may be implemented are discussed in the… [PDF]
(2024). Affective Recognition: Examining the Role of Affect in Education for Peacebuilding in Cambodia and Kosovo. Journal of Peace Education, v21 n3 p336-356. In this article I develop the conceptualisation of affective recognition as a means of deepening understandings of education's contribution to peacebuilding and social justice in conflict-affected contexts. Scholars have highlighted that one of the crises in peacebuilding education today is the failure to understand and harness the role of the transrational and the affective. I therefore bring together feminist theories of social justice and affective economies to analyse non-formal education programmes with young people in Cambodia and Kosovo and develop the concept of affective recognition. I contend that affective recognition demonstrates the central role of affect in enabling processes of peacebuilding and social justice through educational programmes…. [Direct]
(2024). Developing Peace Leadership: Lessons from the Peace Practice Alliance. Journal of Peace Education, v21 n3 p402-429. In 2020, Euphrates Institute piloted the Peace Practice Alliance (PPA), a virtual six-month program that brings together an international cohort of peacebuilders to learn peace leadership theories and develop related skills and practices. The program framework is based on integral peace leadership, which focuses on four interrelated areas of Innerwork, Knowledge, Community, and Environment. As part of an emergent field, limited research has documented the application of integral peace leadership in peacebuilder training and development programs. This paper, therefore, examines the pilot PPA program to understand the ways in which an online, global peace leadership training program can support the development of community peace leaders. Findings from interviews with 14 of the program's first cohort of 18 peace leaders revealed that the PPA supported their development through the content of the curriculum, the creation of a strong learning community, and the dual focus on theory and… [Direct]