(2021). Revisiting Mediation: Implications for Intercultural Language Education. Language and Intercultural Communication, v21 n1 p8-23. The term 'mediation' has become central to intercultural language education, a fact that is evident from the attention given to mediation activities and strategies in the revised descriptors of the "Common European Framework of Reference for Languages" (North et al. 2017). However, what is meant by 'mediation' is not always clear to language educators, especially given the use of the term in related disciplines and fields, including Translation Studies, Mediated Discourse Studies, Conflict Resolution and Peace-building. This article revisits the concept of 'mediation' as it applies to intercultural language education, tracing the developments in its meanings across different disciplines, and illustrates ways in which different understandings of and approaches to mediation can inform intercultural language pedagogy…. [Direct]
(2001). What Is the State of Human Rights Education in K-12 Schools in the United States in 2000? A Preliminary Look at the National Survey of Human Rights Education. Simply put, human rights education is learning that develops the knowledge, skills, and values of human rights. Growing consensus around the world recognizes education for and about human rights as essential. It can contribute to the building of free, just, and peaceful societies. Human rights education also is increasingly recognized as an effective strategy to prevent human rights abuses. Starting in April 2000, surveys, which were developed through consultation with human rights educators across the nation, were mailed to a select sample of 120 knowledgeable persons in state education, asking them to respond to questions about the level of inclusion of human rights topics within their state policies. This initial analysis of data is based on surveys returned from all 50 states. The first survey question asked whether the respondent's state had statewide mandates, standards, guidelines, or proficiencies for human rights education. The only data reviewed here are from those states… [PDF]
(2022). Understanding the Educational Administrator's Role in a Turbulent Ethnic Education System. Leadership and Policy in Schools, v21 n2 p222-237. This study examined the performance of superintendents and leaders of the Arab education system in Israel in reducing achievement gaps and promoting curricula that empower and advance students. In-depth interviews were conducted with school governance officials in an attempt to address these key issues: (1) The steps administrators in the Arab education system take to reduce underachievement and empower change agents during crises; (2) Arab school superintendents' and local government education officers' assessment of government policies as empowering or disempowering; (3) The extent to which superintendents believe that cultural change is required within existing administrative structures before they can empower school communities to become societal innovators for equity, peace, and renewal. The findings were analyzed according to themes and categories, and examined through the lens of the Turbulence Theory. Results revealed that Arab educational leaders strive to reduce achievement… [Direct]
(2023). Leadership by the Number: Using the Enneagram to Strengthen Educational Leadership. Jossey-Bass, An Imprint of Wiley In "Leadership by the Number: Using the Enneagram to Strengthen Educational Leadership," distinguished academic and leadership coach Dr. Jon Singletary walks you through how to use the ancient wisdom of the Enneagram of Personality with modern contemplative practices to transform how you lead your department, school, college, or university. You'll learn to effectively balance the conflicting demands of your role with greater patience, skill, and peace-of-mind by changing how you think, act, and feel every day. In the book, the author provides: (1) Explanations of the benefits of self-aware leadership, including the identification of competing forces and understanding stakeholders' strengths and weaknesses; (2) Insights into the critical role of self- awareness in educational leadership; and (3) Concrete strategies for strengthening university, college, unit, and departmental leadership. A can't-miss resource for higher education administrators and other school leaders,… [Direct]
(2024). Domestic Violence in African Society: A Study of Chimamanda Adichie's Purple Hibiscus. Journal on English Language Teaching, v14 n1 p18-25. In the 21st century, one of the major roles of the English language in building a corporate youth image for sustainable development, peace, and security in Nigeria is in the area of creative writing. Many scholars are concerned about domestic violence in African society, particularly in Nigeria, especially in Igbo society, where domestic violence is a serious subject matter. Women are subjected to lots of maltreatment, suppression, and relegation to the background as a result of man's chauvinism. The aim of this study is to examine forms of domestic violence in African society by using the work of Chimamanda Adichie's "Purple Hibiscus." The study adopts a brand of snail sense feminism propounded by Akaihi Adimura Ezeigbo as its theoretical framework, while thematic analysis is employed to analyze Adichie's "Purple Hibiscus," which captures many issues of domestic violence and provides insight into the world of domestic violence in African society. Another… [Direct]
(1998). School-Based Programs To Promote Safety and Civility. AEL Policy Briefs. Information regarding school-based programs designed to promote safety and civility as well as reduce violence and disrespect toward school personnel and fellow students is provided in this document. It describes primary, secondary, and tertiary interventions. Primary interventions are defined as universally administered to all students and are designed to protect children from the risk of developing antisocial behavior. School-wide programs that teach conflict management and anger fall into this category. Some of the primary intervention programs discussed here include: "Alternatives to Gang Membership,""Child Development Project,""Collaborative Student Mediation Project,""Law-Related Education,""Peace Education Foundation,""PeaceBuilders,""Peer Mediation in Schools Program,""Project S.T.O.P.(Schools Teaching Options for Peace),""Promoting Alternative Thinking Strategies… [PDF]
(1987). School Community Education Program in New York City 1985-86: Volume IV. OEA Evaluation Report. During 1985-86 the School Community Education Program (also known as the Umbrella Program), funded by the New York State Legislature, provided a variety of educational and training experiences to some 25,871 participants, including pre-kindergarten children and their parents; and students, teachers and supervisors from kindergarten through grade 12. The program consists of 44 different projects designed to provide innovative solutions to local educational and school problems. The 1985-86 evaluation indicates that in general the program was successful: 38 projects met their stated objectives, and some were highly successful. Of the six projects that did not reach their objectives, five set stringent objective criteria that may have been beyond their grasp. Those projects that failed to meet their stated objective should be closely monitored to identify the reasons for failure. Evaluation reports for each project are presented in four volumes. Each report contains a brief project… [PDF]
(1982). Buberian Learning Groups: The Quest for Responsibility in Education for Peace. Teachers College Record, v84 n1 p210-25 Fall. Efforts to further education for peace through Buberian Learning Groups, which include Israelis and Palestinian Arabs, are discussed. Participants learn through a dialog that leads them to recognize distortions in their existence and to end their passive acceptance of problems. Organization of the groups and their successes and difficulties are discussed. (PP)…
(1982). Response to "Buberian Learning Groups: The Quest for Responsibility in Education for Peace" by Haim Gordon and Jan Demarest. Teachers College Record, v84 n1 p226-31 Fall. This is a commentary on an article about an attempt to use Buberian Learning Groups to promote peace between Jewish Israelis and Palestinian Arabs (Haim Gordon, Jan Demarest, Teachers College Record, Fall 1982). A Muslim who helped evaluate the project discusses strengths and weaknesses of the Education for Peace Project in Israel.(PP)…
(1982). Toward an Education for a Living World. Teachers College Record, v84 n1 p1-14 Fall. Education for peace and disarmament should be an integral part of all education. Educators face two tasks: (1) short-term marshalling of available forces to change the present situation; and (2) long-range shaping of human consciousness and institutions that will make peace sustainable. (PP)…
(1982). Vocational Education Manual. Peace Corps/Tunisia. A Handbook for Volunteers. Appropriate Technologies for Development. Reprint R-46. This manual was developed to train Peace Corps volunteers to teach vocational education in Tunisia, although it also has applications to the training of volunteers in other countries. The book is organized into four sections. The first section is an introduction that provides background information on the school system and the Peace Corps vocational education program in Tunisia. The second section, one of importance to volunteers working in various countries, concerns basic pedagogical skills. This section explains the fundamental principles of teaching a vocational subject, including lesson planning, teaching methods, and evaluation. In the third section, detailed Tunisia-specific information is given on school procedures, curriculum, discipline, grading, and forms. The final section is an appendix that covers additional information that a Tunisian vocational education volunteer would find useful. The manual is not self-teaching and is meant to be used in a classroom situation. (KC)… [PDF]
(2022). Human Rights Education and the Conscience of Mankind: Developing Didactics of Perplexity. Human Rights Education Review, v5 n1 p70-89. The Preamble of the Universal Declaration of Human Rights (UDHR) states that 'disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind'. From this point of departure, we argue that philosophical, political, and religious reflections on core concepts such as conscience, freedom, equality, dignity, justice, and peace can help to create an appropriate balance between a normative framework and a non-affirmative approach to human rights education. Teacher students can benefit from philosophical reflection, critical thinking, and individual judgement, as this will enhance the authoritativeness and self-determination of both teachers and learners. In terms of didactics, we consider the potentials of a concept-based approach inspired by the political philosophy of Hannah Arendt and her critical discussion of the perplexities of the rights of man…. [Direct]
(2023). Logic of Home: Resistance and Logic in Post-Truth Times. Educational Studies: Journal of the American Educational Studies Association, v59 n1 p1-13. Expanding globalization and the recent nationalistic backlash in the West presents a pedagogical threshold of opportunity for inquiry and transformation. We explore how these movements are pedagogical from the philosophical perspective of feminist pragmatism informed by the logic of home, a Native philosophical and political perspective. This offers a significant contribution to the conversations surrounding social democracy and political transformation to education as well as educational inquiry characterized by dialogue, social justice, civility, equity, and growth. Specifically, in this paper we examine the logic of home as presented in the life experiences and work of Lydia Child, an early 19th century American journalist, abolitionist, and ancestor to the women's rights movement, and Jane Addams, prominent and influential 19th century interdisciplinary feminist pragmatist, and global leader in the early in the women's rights and peace movements. We forward feminist pragmatism as… [Direct]
(2023). Dream Societies–Promoting Hope in Finnish Ninth-Graders. Schools: Studies in Education, v20 n1 p187-206 Spr. This study investigates the hopes of a group of Finnish of ninth-graders and how hopeful they are. This study also explores how to teach in a way that promotes hope. The theoretical framework of this study combines two different theories of hope, C. R. Snyder's psychological hope theory and Paulo Freire's philosophy of hope. This study holds that hope is critical for democratic education. To foster hope, the students were taught how to set good goals and were helped to set goals for themselves along these lines. The students also worked on a two-week project that focused on their societal hopes and fears for the future. The project was an integral part of their social studies class, a means to promote hope in students, and a way to gather data about their perceived societal hopes and fears about the future. The most common themes in the students' hopes and fears revolved around climate change, social justice, and war and peace…. [Direct]
(2019). The Peace Dividend of Valuing Non-Dominant Languages in Language-in-Education Policies in Myanmar. FIRE: Forum for International Research in Education, v5 n3 p49-68. This article is a literature review and analysis of the links between social cohesion/peacebuilding and the use of Non-Dominant Languages (NDLs) in education with an application for Myanmar, a country rich in linguistic diversity, rife with political conflict, and in the midst educational reforms. Findings indicate that investment in multilingual education (MLE) has the potential to enhance learning and foster peacebuilding. This paper provides a description of an adapted "4R" theoretical framework (Novelli & Sayed, 2016) and a summary of educational reforms in Myanmar to contextualize the discussion. The paper argues that the double threat to the NDLs that comes from Burmese and/or English as the medium of instruction can endanger minority languages, learning, and peacebuilding. Finally, findings suggest that engaging in dialogue, research, advocacy and teacher development in MLE can raise awareness of the peace dividend of valuing language diversity and the importance… [PDF]