(2010). Sudanese Images of the Other: Education and Conflict in Sudan. Comparative Education Review, v54 n4 p555-575 Nov. Education can contribute to peace and reconciliation as well as to conflict and strife. The complex, often contradictory role of education in conflict is explored in this article in relation to Sudan. The focus of the article is the North-South conflict, bearing in mind that other, "minor" wars and military clashes in both the North and South have "each fed into and intensified the fighting of the overall North-South war." The author examines the pre- and postconflict political discourses and the educational discourses employed in relation to the ideological, religious, and military struggle between the Sudan People's Liberation Movement/Army (SPLM/A) in the South and the Khartoum government in the North. In addition, the author will discuss how the political and educational discourses contributed to the reconstruction of the country and to the simultaneous sustaining and undermining of the 2005 Comprehensive Peace Agreement (CPA). (Contains 2 tables and 19… [Direct]
(2022). Transformative Research and Higher Education. Emerald Publishing Limited Providing a critical look at how it is possible for institutions of higher education to go beyond the institutional constraints that plague the neo-liberal university, the authors of this volume explore the powerful role of transformative university-based research and education. An emerging global network of concerned teachers and researchers who are currently engaged in dialogue with civil society and social movements, seek to construct another possible post-pandemic world built on premises of democracy, justice and peace. The emphasis on transformation points to alternative ways of doing research and education, associated with critical pedagogics and participatory action-research. This approach entails an intentionality to intervene in the debate and actual modus operandi of university research and education. It seeks to replace the existing vertical division of labour between administrators, teachers and students with an alternative collaborative organization of the production and… [Direct]
(2019). The Right to Intercultural Education: Students' Perspectives on Schooling and Opportunities for Reconciliation through Multicultural Engagement in Bosnia and Herzegovina. Intercultural Education, v30 n6 p658-679. In post-conflict societies, such as Bosnia and Herzegovina, education is recognised as a key factor in reconciliation. Yet the 1995 Dayton Peace Agreement set in process arrangements that mean that Bosnia and Herzegovina's three constituent ethnic groups (Bosniaks, Croats and Serbs) are educated separately. This paper examines students' right to integrated schooling and an intercultural education, in keeping with the UN Convention on the Rights of the Child. It reports on small-scale empirical research on the impact of integrated and segregated education on students, focusing on the experiences of students who have had access to Bosnia and Herzegovina's only fully integrated school. There are tensions between the competing educational rights of students and the cultural rights of ethno-cultural communities. Since entrenched political problems hinder the reestablishment of integrated public schooling, the paper considers the potential of service-learning and multicultural community… [Direct]
(2024). Online Learning Environments for Transferable Skills Development: A Systematic Literature Review from 2013-2022. Interactive Learning Environments, v32 n10 p6894-6914. This review examined the impact of online learning environments (OLE) on acquiring transferable skills (TS) through an analysis of 31 papers from the Web of Science database. Significant attention is given to critical thinking and communication skills, with moderate consideration given to creativity, problem-solving, and cooperation skills. Lesser emphasis is placed on negotiation, decision-making, self-management, resilience, and participation, while respect for diversity and empathy skills remains unexplored. STEM dominated the research focus in many articles, primarily focusing on higher education institutions, with limited attention to primary and secondary schools. Learning management systems (LMS) and online platforms are widely used for teaching TS. Quantitative research methods predominated, emphasizing the cognitive dimension of TS, and limited exploration of the social dimension. Therefore, OLE significantly impacts TS development, contributing to a more knowledgeable… [Direct]
(1996). Nurturing the Spirit in Non-Sectarian Classrooms. This book reiterates the fundamental purpose of Maria Montessori's philosophy of bringing about a "better world by nurturing the spirit of the child." The book draws upon published authorities on the importance of the nurturing of the spirit, along with experiences of active Montessorians for everyday examples of nurturing spirituality in the classroom. The book is divided into three parts with 21 chapters. Part 1, "The Meaning and Importance of Spirit," contains: (1) "The Spiritual Legacy of Maria Montessori"; (2) "What Does 'Spirituality' Mean"; (3) "The Differences between 'Spirituality' and 'Religion'"; (4) "Comparing 'Spirit' and 'Soul'"; and (5) "The Child – The Essence of Spirituality." Part 2, "The Spiritually Aware Adult," includes: (1) "Nourishing the Spirit of the Teacher"; (2) "Support for Deepening Spirituality"; and (3) "Community for Teachers." Part 3,…
(2016). School Leadership during Violent Conflict: Rethinking Education for Peace in Nepal and Beyond. Comparative Education, v52 n4 p473-491. This paper outlines the impact and professional tensions created by the decade-long armed conflict (1996-2006) on school leadership in Nepal. Drawing on qualitative interviews and discussions with school heads and teachers (n = 92), the study reveals that the onerous pressure of pupils' safety during crisis ultimately fell upon teachers and school leaders who faced direct violence on school grounds and communities they lived in. It was found that school heads were traumatised by consistent pressures, as manifested in the form of financial extortion, physical threats and abductions by the Maoists while the security forces frequently harassed them as Maoist sympathisers or confederates. Maintaining relational equilibrium with warring parties in order to ensure their personal and school survival was a traumatic experience. Despite the enormity of effects on education during conflict, the post-conflict educational debates largely undermine the voice of those who were at the frontlines… [Direct]
(2016). Global Science and Social Systems: The Essentials of Montessori Education and Peace Frameworks. NAMTA Journal, v41 n2 p37-61 Spr. Inspired by Baiba Krumins-Grazzini's interdependencies lecture at NAMTA's Portland conference, David Kahn shows the unifying structures of the program that are rooted in the natural and social sciences. Through a connective web, these sciences explore the integration of all knowledge and lead to a philosophical view of life on earth, including human civilization. Kahn adds a new recognition of unified ecological summits that provide the real connectedness to the work that the next generation is doing to find global collaboration in making the world a better place…. [PDF]
(2022). "Hacer el hombre m√°s hombre": Fundamental Education, Deficit Perspectives, Gender, and Indigenous Survivance in Central Mexico. Comparative Education Review, v66 n3 p484-507 Aug. Under UNESCOs global mission, fundamental education became an essential tool for development that was praised for promoting peace and improving the human condition. The Centro de Cooperaci√≥n Regional para la Educaci√≥n de Adultos en Am√©rica Latina y el Caribe (CREFAL) hosted educators from throughout the Americas in P√°tzcuaro, Michoac√°n, to study and intervene through fundamental education programs in local Indigenous communities to implement agricultural, hygienic, arts, civic, and adult literacy projects. In this article, we rethink how fundamental education projects in the 1960s often viewed Indigenous communities in deficit and were implemented as "experimental" interventions with mixed goals. We situate this work within a decolonizing healing framework (Smith 2001) to re-write and re-right the: (1) generalized success of the fundamental education project documented in the CREFAL archives about Nocutzepo and (2) highlight the voices and counter-stories of Indigenous… [Direct]
(1981). Thoughts on the Curriculum of the Pulse Program. This paper examines the "Populorum Progressio," Pope Paul VI's 1967 encyclical on the "development of peoples," for a condensation of the chief tenets of Catholic social thought and for curricular guidelines. The author takes the word "development" to mean the concrete realizations of justice and peace. Fundamental education for peace and justice should address three major topics: The person (nature and character; potential or vocation); the person in community (institutions, order, and justice); and the person in culture and history (underpinnings for the conceptions and practices of institutions). The paper then discusses the general dimensions of these topics and examines how the curriculum of the Pulse Program at Boston College attempts to engage them. The basic idea of the Pulse Program is that students receive academic credit for participation in off-campus field projects which have a social action/social service orientation in coordination with a…
(2020). Gender, Conflict, Peace: The Roles of Feminist Popular Education during and after The Conflict in Aceh, Indonesia. ProQuest LLC, Ed.D. Dissertation, Ohio University. This is a narrative inquiry study that presented types of women's activism during and after the conflict in Aceh, Indonesia (1976-2005). The study sought to explain how divergent women's activism becomes possible against the backdrop of this conflict and how the establishment of peace alters the patterns of their activism. Women's activism here was confined to the theory of feminist popular education. The popular education uncovers strategies utilized by women activists to foster women's economic, social and political interests during these tumultuous periods. Insights from eight women activists leaders supported by observation and relevant documents were analyzed to gain a better understanding of Acehnese women's movement in the two periods – during the conflict (1998-2005) and the post-conflict tsunami recovery period (2005-2015). Gender in each period was explored to reflect the underpinning of women activists in manifesting their feminist agendas in two separate periods. Although… [Direct]
(2019). Cultivating a Culture of Peace and Empathy in Young Children While Empowering Refugee Communities. Childhood Education, v95 n1 p16-23. Meeting the needs of children in refugee communities is a growing concern. Supporting their physical and emotional well-being is a challenge, as is protecting their right to quality education. Innovations are necessary to meet these challenges. Given the circumstances that have contributed to refugee crises around the world, education innovations that promote a culture of peace and empathy are particularly important…. [Direct]
(2008). Building A Culture Of Peace For A Civil Society. World Council for Curriculum and Instruction, Papers presented at the 12th World Conference on Education of the World Council for Curriculum & Instruction (Manila, Philippines, Aug 6-12, 2006). "Building a Culture of Peace for a Civil Society" consists of papers from scholars from around the world including: Canada, India, Japan, Nigeria, Philippines, Thailand, Turkey and the United States. This volume includes selected papers and lectures delivered at the 12th World Conference on Education of the World Council of Curriculum & Instruction (WCCI) held in Manila, Philippines from August 6-12, 2006. The nineteen papers and presentation outlines describe research and projects from 8 countries, range from preschool through university education and cover 10 topical areas. The topics include: ethics, morals and values in education as an essential strategy to create citizens who embrace a culture of peace; ecology and the environment and its relationship to social justice; language and its relationship to peace and social justice; adult education and its relationship to human rights; an emphasis on assets vs. problem areas in community development work and… [Direct]
(2020). Please Remember Us: iACT's Little Ripples Helping Refugee Families during the Pandemic. Childhood Education, v96 n4 p6-13. During the COVID-19 pandemic, the vulnerable refugee populations of the world need more support than ever before. As refugees (both children and adults) struggle to make sense of this pandemic with very few to no resources, iACT, an international nonprofit organization that provides humanitarian action to aid, empower, and extend hope to those affected by mass atrocities, is working with refugee leaders, other humanitarian organizations, and volunteers to provide the necessary resources to help refugee children and families stay safe and healthy. While the COVID-19 pandemic necessitated suspension of iACT's innovative and cutting-edge early childhood education program Little Ripples (LR), iACT is nevertheless honoring LR's core values of peace, helping, and sharing by working with refugee and displaced community leaders living in Chad, Tanzania, Cameroon, and Greece to mitigate the consequences of program closures. The LR children's program is based on four fundamental program… [Direct]
(2022). History Education for Nation-Building in Ethiopia, Germany, Rwanda, South Africa, Switzerland, and USA: A Comparative Analysis. Cogent Education, v9 n1 Article 2113210. This study examined the role of history education for nation building in Ethiopia, Germany Rwanda, South Africa, Switzerland, and USA using a comparative research method. Student textbooks and syllabi were the main data sources. Document review was the principal data-gathering tool and the data was analysed qualitatively. Findings revealed that there are some aim and learning objectives embedded in the textbooks and syllabi to cultivate unity and patriotism, and promote democratic values that facilitate nation building. Except in the context of Rwanda and USA, in all countries national history textbooks gave more emphasis to regional and global topics than national topics. In Rwanda, South Africa, and Ethiopia centrally prescribed one-size-fits-all contents focused on national narratives that appear to intentionally overlook ethnic-narratives. After the historic genocide in Rwanda and apartheid in South Africa, history textbooks focused on peace and reconciliation, and settlement of… [Direct]
(2024). Building Inclusive, Multicultural Early Years Classrooms: Strategies for a Culturally Responsive Ethic of Care. Early Childhood Education Journal, v52 n5 p863-878. The aim of this study is to contribute to the understanding of culturally responsive care in multicultural Early Years classrooms. Through an exploration of teachers' narratives in an Indian school, the study highlights the tools and strategies used by teachers to promote an ethic of care among a diverse student population of over 16 languages, 5 religions, and 35 ethnic communities. The study identifies three key categories of care practices: affirming and attuning, diffusing and soothing, and anchoring and building. Overall, the findings suggest that teachers employ a range of relational and aesthetic strategies to promote equality, collaborate with students in inclusive policies, and preserve marginalised cultural heritage. They also narrate folktales and mythology to reject exclusionary discipline and model peaceful responses to conflict. Finally, teachers build a shared classroom identity and cultivate students' capacities for care. This study aims to contribute to the theory… [Direct]