(1991). TESOL at Twenty-Five: What Are the Issues?. TESOL Quarterly, v25 n2 p245-60 Sum. A survey of current trends in teaching English to speakers of other languages identifies four themes involving: learner motivation and empowerment; an expanding international range of language policy issues; content-centered and task-based curricula and emphasis on peace and environmental education; and cooperative, learner-centered teaching. (42 references) (CB)…
(1971). The Days That Make Us Happy: Games Around the World. Childhood Education, 47, 8, 418-423, May 71. Specific games are described which may contribute to a program of education for peace, by deepening children's insights and feelings of affinity to people of other countries. (NH)…
(2019). The Peace Movement's Attitude toward History Education during the Age of Manifest Destiny. American Educational History Journal, v46 n1 p73-89. Some writers connected to the Peace Movement, many of whom were Quakers, expressed conflicting views on history's value to society and its ability to prevent unnecessary wars. These writers, mostly opponents to the United States' War with Mexico, argued that history education sometimes contributed to war by romanticizing militaristic government policies. History books of all kinds, they claimed, praised generals and warriors while neglecting the achievements of peaceful people. Although this group was small, the author shows that they warned the public that history education sometimes harms humanitarian causes and that nationalistic writers use history to manipulate the masses as well as inform them, especially children. Their arguments reveal anxiety not only over the United States' numerous military conflicts, but also with emergent educational institutions and the belief in the malleable, rather than set, nature of children. This essay also expands on the Peace Movement's… [Direct]
(1994). Humane Education: The Ultima Thule of Global Education: Part Two. Green Teacher, n40 p23-31 Oct-Nov. In this two-part article, the author contends that humane education occupies the position of "Ultima Thule," the far-away, unknown, region, within the constellation of "educations" which global education embraces. This article looks at its relationship to peace and development education and concludes with two classroom activities. (LZ)…
(1973). International Peace Studies Newsletter. Volume 2, Number 3. This newsletter, published three times a year, is designed to disseminate information on peace studies activities and programs in colleges and universities. Typical issues include descriptions of many peace studies programs on campuses; continuous listings of people and organizations that welcome materials on existing courses and programs; news of the Consortium on Peace Research, Education, and Development (COPRED) activities; announcements of conferences and meetings; descriptive statements on newsletter, journal, abstract and series publications; a feature article; and a brief job registry. The feature article in this issue provides suggestions which are based on experience at several campuses for starting a peace program. Another brief article discusses and analyzes the peace studies role. (SJM)… [PDF]
(2017). Critical Reflection on the Role of Education as a Catalyst of Peace-Building and Peaceful Coexistence. Universal Journal of Educational Research, v5 n6 p911-917. Human being since its evolution is continuously struggling to combat inherent prowess of violence and conflict as a part of biological species which is falling in an ambivalent position in the ecosystem. It was realized long years back that only peaceful coexistence can ensure the prolonged journey of humanity without any turmoil. But this realization and its implementation have always been a herculean task for those who tried to do it through different forms. In fact, they have to sacrifice their lives also for doing the same. The prevailing long history of wars, revolts, conflicts all across the world are the glaring examples in this regard which have tried to subvert the desire for peace among the peace loving people in a very indifferent manner. In due course of human evolution, various modes were taken to instill the significance of peace in the humanity. Religion, music, painting, folktales, architecture, etc. are used prominently to spread the message of peace by highlighting… [PDF]
(2005). Using Action Research to Foster Positive Social Values. Rowman & Littlefield Education \Using Action Research to Foster Positive Social Values\ provides teachers with a unique framework in which to consider classroom violence. It uses actual case studies and working models done through classroom research to produce more effective classrooms that foster positive social values. The author lays out a theoretical framework for: (1) Considering the roots of violence and offensive behavior drawn from the underpinnings of society, family, community, and religion; (2) Reducing violence in the classroom through peace education and a pro-active processes; and (3) Introducing the reader to successful models of classroom practice aimed at reducing disruptive behavior that are based on a peace-building model of practice. Features include charts to summarize action research processes and a short bibliography of relevant literature. This book will empower all students, regardless of race, ethnicity, or socioeconomic status. This book is divided into 3 parts. The first part, Basis for…
(2024). Exploring Cultural Dynamism of Ethnomodelling as a Pedagogical Action for Students from Minority Cultural Groups. ZDM: Mathematics Education, v56 n3 p423-434. Mathematics education is inherent to the discourse of globalization, which often states that mathematical knowledge is universal. Certain global mathematical techniques and procedures found in many mathematics curricula around the world often discourage students to engage in creating their own mathematical knowledge. This suggests that dominant cultural values are defined as universal or at the very least labeled as normative, while peripheral mathematical knowledge is tagged as merely simplistic, primitivistic, folkloristic, and/or as forms of obsolete systems. Our main purpose here is to discuss how ethnomodelling promotes a holistic understanding of "local" and "global" approaches in mathematics education, which contributes to the development of a "glocal" comprehension of mathematical practices developed by members of distinct cultures, which means placing them at the center of the educational process. Through the development of ethnomodelling, this… [Direct]
(1998). Education for Environment and Peace. Peace Education Miniprints No. 92. A series of facts about current environmental problems are presented. Many countries observe the need to make provisions in constitutions and laws concerning the protection or preservation of the environment. International meetings have been held during recent decades in order to manage this problem. The booklet notes that environmental awareness and ecological literacy are a necessity. Purpose and content for environmental education and peace are discussed and illustrated, with an emphasis on the close relationship between ecological balance and peace. Contains 26 references. (BT)… [PDF]
(2024). The Role of Community Service-Learning in International Schools: A Marginalized Approach?. Journal of Research in International Education, v23 n3 p207-223. International schools have historically grappled with the fundamental dilemma of providing a high-quality curriculum and qualification supporting international mobility, while promoting a culture of peace and understanding. The internationalist (ideological)-globalist (pragmatic) spectrum of approaches can be applied to understand this dilemma. Historically being balanced towards the globalist (pragmatic) end of this spectrum, rapid growth of international education markets can be seen to further marginalize the internationalist (ideological) perspective. Community Service-Learning is a core pedagogical approach of many international schools, grounded in the ideological perspective and supporting the development of international mindedness and global citizenship. This same spectrum is applied in this paper to the Community Service-Learning literature in order to examine how instrumentalist and market forces of globalization are influencing the practice. It is concluded that Community… [Direct]
(1984). Higher Education in Bulgaria and Education for Peace, Disarmament, and the Observance of Human Rights and Freedoms. Higher Education in Europe, v9 n2 p57-60 Apr-Jun. Education for peace and human rights in Bulgaria is approached through interdisciplinary study and not as a separate discipline in higher education, emphasizing the broad social and cultural growth of the individual student at all levels of the university curriculum. (MSE)…
(2021). Tensions and Hopes for Embedding Peace and Sustainability in Science Education: Stories from Science Textbook Authors. Canadian Journal of Science, Mathematics and Technology Education, v21 n3 p501-517 Sep. In this paper, we explore how science textbook authors reconciled their personal hopes with disciplinary and societal demands in their writing. Using a qualitative narrative storytelling research method, we interviewed four Canadian science textbook authors about their hopes and the challenges they encountered in their writing. To understand their hopes, we distinguished between transcendent and immanent hopes, a distinction that was motivated by our initial interpretation of the interviews. All the authors described difficulties in addressing social issues in their science textbook writing in the processes of authorization and resistance from science teachers, which located their hope in the transcendent domain. Yet, their immanent hopes with the agency also emerged in the discussion of teachers' actions to develop and use alternative texts that engage with local socio-environmental issues, rather than on textbook content innovations. This suggests the need to support developing and… [Direct]
(2024). Deradicalising Student Unrest in South Africa Using Decolonial Approach. Perspectives in Education, v42 n4 p171-185. South Africa has seen a surge in student protests, with virtually every institution of higher education experiencing some degree of disrupted productivity. This paper is a theoretical argument that presents the proponents of decoloniality as a tool to deradicalise students' minds against radical student unrest in the university system and answers the question of how to deradicalise student unrest using decoloniality as a tool. The study is located with a transformative worldview, and the argument was analysed using conceptual analysis to make sense of the argument. The study is structured to explain what decoloniality is in relation to decoloniality of the minds, the assumptions, and its correlational evidence with the deradicalisation of student unrest. The findings revealed that disrupting colonial ideologies, knowledge reclamation, changing discourse structures, and decolonising practices are dimensions needed to decolonise student mindset towards deradicalisation of student… [Direct]
(1990). Toward World History: American Historians and the Coming of the World History Course. Journal of World History, v1 n1 p23-76 Spr. Seeks to define world history through an analysis of its historical antecedents. Concentrates on the efforts of three historians–Louis Moreau, William H. McNeill, and Leften S. Stavrianos–to establish world history's place in education. Analyzes the relationship between world history, peace, and global education and the state of world history in the schools. (RW)…
(2022). Are Schools in Oman Planning to Produce Global Citizens? A Critical Analysis of Schools' Visions and Missions. Citizenship, Social and Economics Education, v21 n2 p118-135 Aug. This paper investigates the existence of GCED principles in Omani Basic Education schools' visions and missions. A qualitative exploratory collective case study research design was used by analysing 50 schools' vision and mission statements for the existence of five GCED principles: peace and conflict, human rights, identity and diversity, environment concerns, commitment to social justice, democracy and equity. The results revealed the varying existence of GCED principles, with commitment to social justice, democracy and equity principle being the most evident principles and the environment concerns principle the least evident in the dataset. For enabling schools to produce global citizens, schools need a revision of their visions and missions for better inclusion of GCED principles…. [Direct]