(1988). Educating Gifted Persons Who Are Caring and Concerned. Roeper Review, v11 n1 p13-15 Oct. Gifted children and youth must be sensitized to the major problems faced by world societies, including poverty, famine, nuclear annihilation, and quality of life. Education for peace, attention to the moral and ethical dimensions of school subjects, futures education, problem-solving, and networking with gifted children in other nations are recommended. (JW)…
(2021). 'I'm Not Catholic and I'm Not Protestant': Identity, Individualisation and Challenges for History Education in Northern Ireland. History Education Research Journal, v18 n2 p126-147. Teaching sensitive histories in post-conflict societies makes particular demands on educators to understand students' identities and their relationships to the past. This paper expands our understanding of post-conflict youth identities and experiences of history education through a small-scale study of students' life stories in Northern Ireland which defied sectarian boundaries in different ways: some were children of interfaith marriages, while others attended integrated schools or were part of cross-community peace-building organisations. Participants saw themselves as forging new identities and 'moving on' from the past, although this process was fraught with ambivalence. I describe these expressions of identity through Ulrich Beck's (1992) model of triple individualisation. For these 'postsectarian' students, school history was seen largely as a tool towards achieving qualification, far removed from their everyday struggles of self-fashioning…. [PDF]
(2021). 21st Century Community Learning Centers. Afterschool Alliance Afterschool programs inspire kids to learn, help them make better decisions, and give parents peace of mind. Throughout the pandemic, 21st Century Community Learning Centers have kept kids engaged and learning and met the needs of families nationwide. But the demand for these programs far exceeds the supply. Nearly 25 million children are not in an afterschool program, but would be if a program were available to them. 21st Century Community Learning Centers provide afterschool and summer learning opportunities in every state. Programs are selected for funding based on their ability to meet the needs of students and families and their connection to education priorities in the state. This fact sheet serves as a primer on who is served by these Community Learning Centers and key outcomes of local programs…. [PDF]
(2004). Education for Peace in Northern Ireland and the USA. Theory and Research in Social Education, v32 n1 p24-38 Win. Reviewed here are approaches to peacebuilding citizenship education in Northern Ireland and the USA, where social education has been responding to intergroup and structural violence. Strategies for peacebuilding have been developed and implemented in response to societal conflicts, government mandates, and available funding. Government support for peace initiatives in Northern Ireland is greater than in the USA, although they both are emphasizing the importance of citizenship education. In recognition of the pivotal position they have as model peacebuilders while educating children, this paper considers teachers' own citizenship training and experiences. Recommendations for teacher preparation and instructional guidelines follow the review of peace-oriented social education, as well as research on training educators and their students for proactive citizenship and democracy in contexts of multifaceted violence…. [Direct]
(2022). Religious Education and the Concept of Universal Fraternity in the Light of the Encyclical "Fratelli Tutti" of Pope Francis. Teaching Theology & Religion, v25 n4 p85-98 Dec. In the face of growing tensions between nations, communities, and individuals, it is necessary to build understanding and dialog between them. Political, economic, and cultural activities are not always sufficient and effective, due to the fact that attitudes toward other people depend less on systemic solutions, laws, and procedures than on what is inside human beings, their empathy and solidarity. Pope Francis has therefore proposed a platform for understanding and peace-building between people that relates to people's interior development, that is, the idea of universal fraternity. This term, used after Pope Francis, is understood as fraternity of both men and women, brothers and sisters. The article analyzes this concept and indicates how religious education in a broad sense can contribute to the promotion of this idea. The problem hereof can be expressed in the questions: How to understand the idea of universal fraternity, how to realize that we are all sisters and brothers,… [Direct]
(2017). The 4Rs Framework: Analyzing Education's Contribution to Sustainable Peacebuilding with Social Justice in Conflict-Affected Contexts. Journal on Education in Emergencies, v3 n1 p14-43 Jul. This paper lays out a theoretical and analytical framework for researching and reflecting on the peacebuilding role of education in conflict-affected contexts. The 4Rs framework recognizes that working toward "positive peace" (Galtung 1976, 1990) requires working toward peace with social justice and reconciliation, challenging dominant "security-first" and "liberal peace" models, and gaining a better understanding of how education might support these processes in building sustainable and peaceful postconflict societies. The 4Rs framework combines dimensions of recognition, redistribution, representation, and reconciliation to explore what sustainable peacebuilding might look like through a social justice lens. The paper addresses the cultural translation of these concepts, highlighting the need for locally embedded interpretations. Rather than a fixed theoretical model, the 4Rs approach is designed as a heuristic device that promotes a dialogue among key… [Direct]
(2005). The Social Justice, Peace, and Environmental Education Standards Project. Multicultural Perspectives, v7 n1 p8-16 Jan. Inspired by the Alaska Native Knowledge Network's \Standards for Culturally Responsive Schools,\ members of fourteen social justice, peace, and environmental education (SJPEE) special interest groups (SIGs) from the American Educational Research Association (AERA) and several other prominent organizations have been involved in drafting SJPEE \standards\ based on research, theoretical perspectives, foundational documents, and models. Ten SIGs have already disseminated drafts to members and beyond to help forge a set of standards, guidelines, or queries representing collective visions for social justice, peace, and ecological sustainability. A project goal is to garner the energy and wisdom of many constituencies to increase visibility, credibility, and accountability for SJPEE in the national educational agenda. In this article, the author describes the development of this SJPEE standards project. (Contains 2 tables and 3 endnotes.)… [Direct]
(2023). "We Can Change Our Society": Korean College Student Activists' Motivations, Experiences, and Perceptions. Journal of College Student Development, v64 n4 p470-484. Student activism plays an important role in student development, so understanding student activists' thoughts, identifying challenges they have encountered, and figuring out ways to support their activities are critical for higher education institutions. A group of college students in Korea has established a student organization actively engaging in varying ways to address the Japanese military sexual slavery (so-called "comfort women") issue. This study examined the motivations, experiences, and perceptions of Korean college students actively participating in this work. Using a case study research design, in-depth, open-ended, semi-structured interviews with 10 organization members were collected and analyzed thematically. Relevant documents showing their various activities were also collected as supplementary data for better understanding of the context. Participants' desire for engagement, the benefits they gained from the KorPeaceWomen activities (i.e., personal growth,… [Direct]
(2000). School Effectiveness and School Improvement in Context: The Case of South Africa. School Effectiveness and School Improvement, v11 n4 p421-34 Dec. Examines whether lists of "effective school" characteristics are universally valid or internationally transferable. Demonstrates difficulties when applying Western school-improvement strategies in the context of South African schools struggling to establish some acceptable, minimal level of functional effectiveness. Describes three schools pursuing education for peace and democracy. (Contains 28 references.) (MLH)…
(2021). Between Elitism and Populism: A Case for Pluralism in Schooling and Homeschooling. Journal of School Choice, v15 n1 p113-138. Inherently, populism questions elite values and expertise; thus, populists oppose and usually are opposed by elites. Here, I discuss how American Political Science treats elitism, pluralism, and populism, relying heavily on the U.S. Founders' constitutional approaches limiting the power of factions to impose social and political uniformity. Second, I summarize how these models approach the provision of schooling, particularly school choice including homeschooling. In America, public education practice is dominated by elite bureaucratic experts supporting quasi-monopolistic factory models of schooling and unsupportive of the academic rigor some parents desire. Pluralist education as practiced in certain other nation states and historically may offer greater academic success and social peace through diversity, while enhancing achievement and equity. I use these discussions as foundations to critique Bartholet, who argues for severely restricting homeschooling to empower bureaucratic… [Direct]
(2018). De-Radicalization in the Implementation of Islamic Education Curriculum in SMA Masamba South Sulawesi. Dinamika Ilmu, v18 n2 p271-283. The emergence of radicalism problem has threatened disintegration of nation. Therefore, it needs a big role of education especially Islam religious education in preventing the understanding of radical religious teachings, maintaining the character of loving peace and nationalism values. Thus, this research is important to be conducted. This research aims to elaborate de-radicalization of Islamic teachings in Senior High School. This research used descriptive qualitative approach. Research data was obtained from the implementation of curriculum 2013 by senior high school teachers of Islamic religious education in Masamba, South Sulawesi. Data collection was done through direct observation, in-depth interview, and documentation. Data validity was checked through source triangulation and methods. The analysis was done by collecting, presenting, reducing, and drawing conclusion. The results of research were shown that de-radicalization in Islamic education faced several obstacles in… [PDF]
(1990). Cultural Identity, Artistic Empowerment, and the Future of Art in the Schools. Design for Arts in Education, v91 n3 p14-20 Jan-Feb. States that a multicultural approach to education can fulfill children's need for cultural self-esteem, personal vision of a democratic society, and cultural understanding as a condition for world peace. Defines multicultural art education as participation in the artistic activity of another culture for the purpose of understanding that culture on its own terms. (GG)…
(1972). Peace Studies Not Popular in High Schools. Momentum, 3, 3, 33-6, Oct 72. Results of a survey of 475 Catholic high school administrators show that an overwhelming number of them equate a course on Education for Justice, Peace and Development as antipatriotic, antiadministration, and anti-Vietnam. (Author/CB)…
(2012). Interreligious Learning as a Precondition for Peace Education: Lessons from the Past–John Amos Comenius (1592-1670). Religious Education, v107 n1 p57-72. During the last decades the concept of interreligious education has been developed in which exploration and personal identity formation form important aspects. The increasing multi-cultural and multi-religious society requires open, respectful, and tolerant attitudes for which schools have to prepare. Therefore, theorists on interreligious education emphasize that education should have an inclusive stance toward the truth: no religion can claim to grasp the whole truth. But, would this not lead to relativism? In this article the authors investigate J. A. Comenius' (1592-1670) contribution to this question. He was a pietistic Christian theologian, educationalist, and school reformer who was victim of several religious clashes. His whole life he was wondering how education could contribute to enhance peace and wisdom among citizens. For him God was the ultimate truth. Therefore religion played an important role is his considerations and solutions. The authors are of the opinion that… [Direct]
(2023). Peace and Well-Being with Storytelling in TESOL: Exploring Peacebuilding through Voices of English Language Learners in Pakistan. TESOL Journal, v14 n4 e736. Storytelling was initiated, as a part of this study, in a Pakistani university's undergraduate English class, involving reflective discussions and journal writing, to create a safe space where students can raise their voices. In a collectivist society, like Pakistan, society's norms are preferred over individual agencies (Bittles & Small, 2016), which instills a "collectivist obligation" amongst the youth to follow society's ways (Watkins & Biggs, 2001, p. 282) and, ultimately, distancing critical thinking (Feyyaz, 2016) and muting disparate voices (Zaidi et al., 2016). Moreover, Pakistan, being a developing country, faces multiple social and political issues (Droogan, 2018; Saeed et al., 2014) adding further pressure on these young minds. With technology, media, and education, the country's youth, especially majors in English, have started comparing their norms with modern values (Zubair, 2006) resulting in adjustment issues (Haidar, 2021a) which require attention… [Direct]