(2024). Rebecca Oxford's 50 Years of Contributions to Language Education and Related Fields: A Systematic Review. Language Teaching Research Quarterly, v41 p169-230. This article systematically reviews the quantity and quality of Rebecca L. Oxford's publications over five decades of research and publication in language education and related fields. The first section portrays Oxford's contributions in four thematic areas: language learning strategies, language teaching, psychology, and peace. For each theme, many of Oxford's publications and ideas are presented. The second section is an overview of her career achievements, such as books published, courses taught, and academic honors. The third and the fourth sections present the systematic review. Specifically, the third section explains in detail the methodology used by Panahi and Mohebbi for their systematic review of Oxford's work, while the fourth section presents results of the systematic review across 338 of her works (journal articles, book chapters, and books). Oxford's personal response is the last section…. [PDF]
(1985). Buberian Peace Education in the Mideast: A Buberian Critique. Educational Theory, v35 n4 p423-35 Fall. In 1979 in Israel, the Education for Peace Project on the Basis of Martin Buber's Philosophy was begun by Dr. Haim Gordon, incorporating Buberian Learning Groups as its cornerstone. This paper argues that Dr. Gordon departs from Buberian philosophy and imperils the success of his innovative pedagogy for peace. A response by Haim Gordon is offered. (MT)…
(1997). Adult Learning in a World at Risk: Emerging Policies and Strategies. Expectations and Prospects for the 21st Century As Voiced by Respondents to a 1996 UNESCO Questionnaire in Preparation for the Fifth International Conference on Adult Education (CONFINTEA V). CONFINTEA Background Document. Emerging adult education policies and strategies were studied through a survey of United Nations Educational, Scientific, and Cultural Organization (UNESCO) member states, nongovernmental organizations (NGOs), and social partners. Questionnaires were returned by 93 countries and 12 NGOs. The study focused on the following: social change and its impact on adult education since 1985; adult education around the world; trends in adult learning around the world; formal and nonformal adult basic education; adult literacy; adult learning and the technological revolution; vocational training for adults; education toward a culture of peace; education for a democratic, civil society; education and the all-round development of all individuals; formulation of a broader vision of adult learning; integration of adult learning into the lifelong learning system; the changing role of the state, universities, and NGOs; the strengthening of cooperative structures; new ways of financing adult… [PDF]
(1983). The Global Education Movement and Achievable Reforms in the Pre-Service Education of Teachers. The importance of the current movement for global education in the elementary and secondary schools, and in higher education, has been indicated by the convening of the first national conference on global education, held at Easton, Maryland, in May 1982. During this conference, leaders in the field of global education presented issues and themes that were comprehensive and wide-ranging. This conference raised new questions about the meaning of global eductaion and extended the networks of those seeking to find appropriate answers. Activities and presentations at the conference concerned: (1) materials and technologies for teaching; (2) studies of cross-cultural settings and training programs; (3) studies of different beliefs about issues of world order; (4) preservice teacher education and global education; (5) curriculum innovation and institution building; (6) professional support groups; and (7) international participation in planning and implementing programs in global…
(1990). The African Adult Education Movement in Blossom. Report of the Secretary General to the Second General Assembly on the 1987-90 Period. Since 1987, many activities have been undertaken by the African Association for Literacy and Adult Education (AALAE). Perhaps the most important program activity has been the building of institutional capacities in the adult education movement. Important elements are organizational development, networking and solidarity, management development training, and small grants. Networks have been instituted to help members develop and implement programs. Under the Catalytic Initiatives Program, AALAE undertakes specific, concentrated action in particular subregions to strengthen adult education. The Exchange Program facilitates the sharing of experiences between adult educators and development activists. In other activities, the AALAE: (1) developed a program for Peace Education, Human and People's Rights; (2) began to build training capacities, especially through the training of trainers; (3) conducted a feasibility study to determine the need for an African Training Center for Literacy… [PDF]
(2022). Reconfiguring Music Education for Future-Making: "How?". Music Education Research, v24 n3 p275-281. Global and societal changes present profound challenges and complexities for the future of music education practice and research. In these times of rapid change, four members of the MER editorial board reflect on the need to challenge normalising discourses of music education and encourage new understandings and/or territories within the field. In this viewpoint paper, we proffer four provocations on the themes of music(s) and social justice, climate change and sustainability, peace and democracy and enduring impacts of the COVID-19 pandemic and ask how music education can play a central role in future-making. The paper concludes with an invitation to consider special issue proposals that advance similar or new themes…. [Direct]
(1979). Japan: Political or Apolitical Education for Peace?. Prospects: Quarterly Review of Education, v9 n2 p223-31. Explores various programs and materials used in elementary and secondary schools in Japan to foster education for peace. Educational problems are identified relating to Japan's experiences during World War II and to differences in attitudes toward international understanding among generations. (DB)…
(1992). Sociopolitical Analyses. Educational Foundations, v6 n4 Fall. This theme issue of the serial "Educational Foundations" contains four articles devoted to the topic of "Sociopolitical Analyses." In "An Interview with Peter L. McLaren," Mary Leach presented the views of Peter L. McLaren on topics of local and national discourses, values, and the politics of difference. Landon E. Beyer's "Educational Studies and the Liberal Arts: Cultural Politics and Institutional Change" outlined the conceptual orientation to educational studies that formed the basis for efforts at institutional change and explored the nature of the institutional, bureaucratic, and cultural constraints to proposals. In "Sociopolitical Influences on Federal Government Funding of Gifted and Talented and Bilingual Education Programs," Ursula Casanova and Sheila Chavez examined the influence of various socio-political factors on government policies in federal programs for the gifted and talented and those for bilingual education and… [PDF]
(1987). The Necessity of the Arts in Education. Proceedings of the International Conference of the World Education Fellowship (32nd, Utrecht, Netherlands, August 12-18, 1984). Exploring the place of the arts in the precollege curricula, chapter 1 of these proceedings opens with an overview of the conference by Maria Meulenbeek. The papers in chapter 2 discuss the relationship between art and education and include the authors Hermann Rohrs, Peter van Stapele, Geoff Haward, and Jagjivan R. Sheth. Ways to bring art into the classroom are outlined in chapter 3, including papers on: "Negotiating the Drama Curriculum with Senior Secondary Students," by Frank McKone; "Puppets in Education in India" by Mabel Aranha; "Motivating International Understanding through Art: with Special Reference to the Foreign Language Classroom" by Esther Lucas; "Imaginative Literature: Antidote to Dogma–with Particular Reference to the Poetry of Wilfred Owen," by Rex Andrews; and "Educational Perspectives in Modern West Indian Novels," by Frank A. Stone. In chapter 4, Safia Sultana discusses how the study of art can help people live…
(1998). Create Peace Now. The Peace Project: An In-School Suspension Program for Middle and High School Students with Violent Behaviors. The Peace Project was initiated in 1993 by the Wholistic Stress Control Institute in conjunction with three schools to develop an intervention for middle school students who were repeatedly suspended for violent behaviors. It is an in-school suspension program for violent youth. The project provides training and services in conflict resolution, stress management, and peace education in a 9-hour program. The program is a comprehensive, interactive program that uses lectures, videos, group discussions, and role playing. This manual is divided into four parts. The first section is an overview and evaluation report for the Project's third year of operation in a middle school in an inner city Atlanta (Georgia) neighborhood. In the third year 282 students participated in the program, 35 teachers received violence prevention training, and 30 parents received training or information. The Peace Project reduced the number of suspensions by 25 percent. Part II contains copies of all the forms…
(2022). Humanizing Education in the 3rd Millennium. SpringerBriefs in Education. SpringerBriefs in Education This book proposes some insights and ideas into how education might be humanized. The chapters inform, provoke, and guide further inquiries into imagining and actualizing human education. It presents the view that education should be primarily understood as human education, which offers universal good for the entire planet. It centres around the significant values that make life, in a holistic sense, meaningful, worthwhile, and socially just. It discusses the fundamental idea that human education is the key to peace, individual and social freedoms, social justice and harmony, fraternity and happiness all over the world, and how educational ideals and methods must be reconsidered to achieve this end.This book originates from an international conference and round-table, "Human Education in the 3rd Millennium," in July 2019 in Dharamsala, India…. [Direct]
(2001). Education for a Culture of Peace in a Gender Perspective. The goal of this study unit on education for a culture of peace in a gender perspective is to assist teachers in their efforts to educate caring and responsible citizens, open to other cultures, able to appreciate the value of freedom, respectful of human dignity and differences, and able to prevent conflicts or resolve them by nonviolent means. Designed as a resource for teacher education, the manual is relevant for secondary schools and can also be used for secondary school teacher preparation and for facilitators of non-formal adult education. It responds to the demands of a growing number of educators who want to be part of a global movement toward a culture of peace and to provide their students with learning experiences in holistic and gender-sensitive human rights and peace education. The manual is divided in two parts: Part 1, the social foundations component, offers an overview of the developing field of education for a culture of peace, its purposes, the issues it…
(2021). Girls' Education: The Path to Progress. Global Partnership for Education Although more girls than ever go to school today, 129 million girls worldwide are still denied an education. Educating girls generates huge dividends for economic prosperity, gender equality, climate resilience, public health, and lasting peace and stability. GPE believes that all girls should be educated, healthy and safe, and it has taken bold steps to realize this vision by: (1) Hardwiring gender equality into everything we do; (2) Investing in girls; (3) Putting gender equality at the heart of education systems; and (4) Putting girls' education on the world stage…. [PDF]
(2012). Sustainable Library Development Training Package. Peace Corps This Sustainable Library Development Training Package supports Peace Corps' Focus In/Train Up strategy, which was implemented following the 2010 Comprehensive Agency Assessment. Sustainable Library Development is a technical training package in Peace Corps programming within the Education sector. The training package addresses the Volunteer competency, \Facilitate improved teaching and learning skills and practices.\ The purpose of this Sustainable Library Development Training Package is to support and provide guidance to Peace Corps Volunteers engaged in library projects as both primary work assignments and secondary project activities. The training package is intended to strengthen the work of Volunteers in partnership with their communities and to help Peace Corps better demonstrate its impact. This training package includes detailed session plans that provide a foundation in sustainable library development for all trainees or Volunteers in education projects that include library… [PDF]
(2018). Migrants and Refugees in European Union: "Warm Peace", Human Rights Education and Political Sustainability. Journal of Education and Training Studies, v6 n11a p29-32 Nov. Nowadays European Union migrant's situation, named as a crisis, has begun during the II World War due the Holocaust. Considering the EU position and their state member facing serious Human Rights violation as well as a political complex diplomatic development (inside and outside) the European context. Holocaust has obliged millions of European citizens to "escape" from their own countries to be able to survive. The political consequences of this movement were controlled based on the diplomacy considering the war context and each state "position". Due the most different reasons, along the 20th century the migration in, from and to Europe was an important and strong social movement but without a negative global political impact but economical. However, the last decade, especially after 2010 with the "Spring Arab" revolutions in Middle East and North Africa, Europe has been the destination of millions – illegal migrants and Refugees…. [PDF]