Armstrong, Sara (1993). Telecommunications Projects in Education: Looking toward World Peace. Writing Notebook: Visions for Learning, v11 n2 p22-23,29 Nov-Dec. Examines a continuum of classroom uses for telecommunications, in terms of both their appropriateness and their ease of use for students and educators. Focuses on four projects that involve people-to-people contact around the world via computer and modem. (SR)…

(1998). Conflict. Online-Offline, v3 n1 p2-25 Sep. Provides an annotated bibliography of resources on the topic of conflict for K-8 language arts, art/architecture, music/dance, science, math, social studies, health, and physical education. Includes Web sites, CD-ROMs and software, videos, books, audiotapes, magazines, professional resources, and lists of classroom activities. Features songs of war and peace, inner conflict, metaphors, keeping the peace, and fairy and folk tales. (PEN)…

Enberg, Mary Lou (1973). Teacher Corps/Peace Corps Competency Based Elementary Physical Education Project. The Teacher Corps/Peace Corps project in elementary school physical education at Washington State University provided a graduate program which was competency based, field based, and partially individualized. The program attempted to fulfill the organizational goals of the two sponsoring federal agencies (Teacher Corps and Peace Corps). Teacher interns, who had previously earned baccalaureate degrees, completed a 12-month program of three phases: preservice, which stressed preparation for teaching, subject matter, and community needs; in-service, which included teaching in the school districts and graduate course work in teaching, curriculum, learning, development, and methods of research; and postservice, which included thesis proposal approval, additional course work in admininstration and supervision, and training in how to conduct in-service programs for classroom teachers. Twenty-four of 25 interns completed the program in 1973 and were recommended to the Superintendent of… [PDF]

Dakin, Mary Ellen (2008). The Case for Conflict in Our Classrooms. English Journal, v97 n3 p12-14 Jan. There should be joy in teaching and learning, there should be games and wonder and fun. But if conflict in classrooms remain little more than a literary term for the force that moves plot forward, then educators have sidestepped the mission of public education, which is to prepare young people for the rough-and-tumble of democracy. In this article, the author states that if educators can guide students beyond what Ralph Waldo Emerson called "the din of routine" (qtd. in West 75), if they can cause them to hear the me-me-me of commercialism and the us- versus-them of political rant, if they can modulate the voices of poets and visionaries so that students speak new refrains, if they can orchestrate the American cacophony so that students understand how important it is to disturb the hollow peace of conformity, intolerance, and apathy, then they too will hear America singing–raucous, off-key, and brave…. [Direct]

Reedy, Frances S. (1975). Music Education joins the Peace Corps, Part 2. Music Educators Journal, 61, 6, 40-5,95-7, Feb 75. This is the second of two features on an arts project in San Salvador. (Editor/RK)…

(1987). Peace Corps Gabon PST Technical Language: Math/Education. A set of instructional materials on technical French for mathematics instruction is designed for Peace Corps volunteers teaching math in Gabon. The materials consist of six lessons on the use of French to teach and express mathematical concepts and procedures, and information about the Gabonese educational system, in English. The French lessons include specific objectives, mathematical exercises, and vocabulary lists, with some illustrations. The lessons are designed so that by their completion, students can write, solve, and explain their own math problems, using the vocabulary and structures just introduced. The information on the Gabonese educational system describes and charts its structure. The charts are given in French. Appended materials include lists of mathematical symbols and their French language descriptions, rules governing the writing of numbers, useful expressions for the classroom, and additional mathematical vocabulary. (MSE)… [PDF]

Sineshaw, Tilahun (2002). Education, Schooling, and the Prospects of Global Peace. The questions of whether international terrorism could be controlled only through waging war, what institutions could be enlisted in the service of creating sustainable global peace, and could there be viable measures taken to undercut potential sources of global terror are questions posed in this paper. It does not offer complete answers to these questions, but it seeks to draw people's attention to a direction leading to proper reflection. The paper discusses the social ideas of Peter L. McLaren, Lev Vygotsky, and Paulo Freire. It provides readers with a brief summary of a localized and personal narrative of the author's experiences in Ethiopia in the 1970s and 1980s. It suggests that it is hard to accept the proposition that war alone would serve as the instrument of creating peace, particularly under circumstances of fighting global terror. The paper discusses the New Global Forum (NGF), a forum that utilizes new pedagogical approaches to global peace. It states that one… [PDF]

Knowles, Jerry; And Others (1970). Peace Corps Veterans: An Approach to Urban Education. Contemp Educ, 42, 1, 35-38, Oct '70. …

Amster, Randall (2014). Teaching to the Test: Climate Change, Militarism, and the Pedagogy of Hopefulness. Journal of Peace Education, v11 n3 p267-278. Climate change and militarism pose existential threats to human existence, and are linked through a number of related processes including access to resources, patterns of consumption, and the workings of the global economy. As nations increasingly militarize their domestic affairs and international postures alike, such patterns can feed back into systems of resource extraction and the production of wastes that are driving climate change. In the face of these interlinked and potentially cataclysmic issues, peace educators should strive to develop forms of pedagogy that address the core challenges by suggesting avenues of authentic engagement and seeking to cultivate a sense of hopefulness despite the mounting crises. This article explores the ways in which educators might teach to this generational "test" characterized by the conjoined challenges of climate change and militarism, drawing upon concrete classroom experiences along with the aspirational aim of sustaining… [Direct]

Davidson, Jill (2007). Radical Math: Creating Balance in an Unjust World, Conference Report. Horace, v23 n2 Spr. Founded in 2006 by Jonathan Osler, Math and Community Organizing teacher at El Puente Academy for Peace and Justice, a public CES high school in Brooklyn, New York, Radical Math is an organization for educators working to integrate issues of political, economic, and social justice into math education. In April 2007, Radical Math cosponsored "Creating Balance in an Unjust World" a conference on math education and social justice. With the urgent need for mathematical literacy and the current lack of equity in math education paramount in the consciousness of facilitators and participants, conference sessions included a variety of 28 workshops, two panels, and a keynote address delivered by civil rights activist Bob Moses, founder of The Algebra Project, a program that prepares underserved youth with high-level math skills…. [PDF] [Direct]

Gentry, Ruben (2009). President Obama Wants Change–How Educators Can Help to Form a Real Global Society. Online Submission, Paper presented at the Annual International Conference on Peace (3rd, Jackson, MS, Mar 30- Apr 3, 2009). \Do nothing and all things will be done,\ or \Wait, time heals all wounds\ may have been sound advice of the past for some distant, sparsely populated island. But failing to address economic issues and not providing health care for the sick were putting America on the verge of financial collapse and making it a land where people had to choose between the procurement of food or medicine. It was at the eleventh hour that a young senator, Barack Obama, emerged on the scene with a vision of change for this country. Through a hard-fought campaign, America would embrace his well-conceived plan for change and make him the first African American president of the United States of America. His plan purports to restore this country to a state of glory for which it has long been recognized–\the home of the free, the land of the brave.\ President Obama crafted a broad-based plan of change for the country to impact every major sector of society. He wants peace to replace war, an economy that… [PDF]

Akgun, Serap; Araz, Arzu (2014). The Effects of Conflict Resolution Education on Conflict Resolution Skills, Social Competence, and Aggression in Turkish Elementary School Students. Journal of Peace Education, v11 n1 p30-45. The purpose of the study was to implement "we can resolve our conflicts" training program to elementary school students and to assess the effectiveness of this school-based conflict resolution training program, designed to enhance students' conflict resolution skills and social competence and consequently decrease aggression. Three hundred and ninety-four elementary school students participated in the study. The training group consisted of 327 students and the control group consisted of 67 students. A pretest-posttest control group design was used. The training students received the conflict resolution training two times a week in 40 min sessions over a 10-week period. The conflict resolution training program included empathy, anger management, social problem solving, and cooperative conflict resolution skills. Before and after the training, both training and control groups were assessed in terms of their conflict resolution skills, social competence, and reactive and… [Direct]

Peterson, Julie Penshorn (1993). Teaching Nonviolent Living Skills in Preschool: Parental Perspective. A study sought to determine whether or not parents felt that education in nonviolent living skills was important to their choice of a preschool for their child. Questionnaires were distributed to parents at four preschools and to parents of children attending a test site preschool with a peace studies program. A teacher focus group was also surveyed, as well as spokespersons from local alternative schools. Results of the study indicated that: (1) parents thought teaching children nonviolent living skills was important, and they would pay more and participate to get such programs for their child; (2) the quality and quantity of parent-staff communication and parent education is critical to a peace program; (3) parent involvement is important in promoting the benefits of such a program; (4) parents do not view preschoolers as too young to start learning nonviolent living skills; (5) teachers need a supportive environment in which to implement a peace program; (6) a preschool… [PDF]

Schwartz, Sherry (2007). Educating the Heart. Educational Leadership, v64 n7 p76-78 Apr. Japan's elementary and junior high schools have a formal, nationally mandated moral curriculum called Kokoro-no-kyoiku–education of the heart. Japanese educators include moral growth as an integral part of one's intellectual growth and believe that democratic societies must promote virtuous decision making. Moral education in Japan nurtures the virtues of generosity, compassion, love, justice, self-discipline, and respect for life and is based in four important cultural values: equality, effort, trusting relationships, and harmony. First graders learn such habits as speaking with a cheerful voice and being cheerful, cooperative, and kind. Older students serve lunch to their teachers and peers. All students focus on the need for peaceful resolution of problems and visit the Hiroshima Peace Memorial Museum…. [Direct]

Jarmul, David (1979). A Peace Corps Guide to Literacy, Adult Learning, and Nonformal Education. This document examines various nonformal education strategies in the area of literacy instruction for adults. Written by a Peace Corps volunteer who worked in Nepal, the guide is organized in seven chapters. The first chapter defines nonformal education and provides a rationale for it, especially in underdeveloped countries. The second chapter discusses trends in literacy education, and the following chapter discusses the pros and cons of teaching writing to adults. Adult learning is examined in Chapter 4; chapter 5 provides a perspective on the role of the teacher in Peace Corps literacy classes. Chapter 6 offers practical ideas for volunteers planning nonformal education activities for adults. In the final chapter, linguistics and literacy are discussed, and information is provided on the linguistic background of adults. An annotated list of literacy resource organizations is included in this guide. (KC)… [PDF]

Boyer, William (1975). World Order Education: What Is It?. Phi Delta Kappan, 56, 8, 524-527, Apr 75. World order education (a special variety of peace studies) is a legitimate part of a social studies curriculum. (Author/DW)…

Lampman, Gregory H.; Raver, Sharon Anne (1981). Special Olympics: Mainstreaming Tool of the 1980's. Education Unlimited, v3 n2 p27-28 Mar-Apr. Two Peace Corps volunteers in Ecuador describe the Special Olympics program there as an effective public education tool. (CL)…

Gallagher, Paul J., Ed.; Gallin, Alice, Ed. (1990). Social Teaching, Social Action. Current Issues in Catholic Higher Education, v11 n1 Sum. In 1976 the National Conference of Catholic Bishops celebrated the bicentennial of the Independence of the United States by sponsoring a national conference on issues of justice. As a result of that conference, a task force was formed and a proposal was made to the Association of Catholic Colleges and Universities for a pilot project that would raise consciousness in institutions and help find ways to educate students in the crucial questions of peace and justice. This volume presents a 3-year report and evaluation of the pilot programs. Following a brief introduction by Alice Gallin, 10 papers examine the issues. The papers are: \The Tradition of Peace and Justice and the Bishops' Pastorals on Peace and the Economy\ (Thomas A. Shannon); \The Role of the Laity in the World\ (Georgia Masters Keightley); \Beyond the Ivory Tower: Some Guidelines for Social Justice Education\ (Edward A. Malloy); \Homily, Stonehill College, Chapel of Mary, 1989\ (John J. Egan); \Peace with God the… [PDF]

Engels, John, Ed.; Russell, Donovan (2001). Strengthening USAID–Peace Corps Collaboration with Emphasis on Basic Education Programs in Sub-Saharan Africa. Basic education programs in Africa are most successful at the community and school levels. At the community level, program implementers search for parents who are motivated, informed, and skilled at creating an environment conducive to student learning. In classrooms, they look for greater numbers of children experiencing a high quality, pupil-centered learning experience. Over the years, a number of U.S. Agency for International Development (USAID) basic education programs have collaborated with the U.S. Peace Corps to ensure such results. This pamphlet presents lessons learned by USAID. The discussion describes four broad types of collaboration that have occurred between USAID and the Peace Corps, provides illustrative examples of collaboration, and suggests ways each could be practiced and promoted effectively. (BT)… [PDF]

(1992). Biennial Report of the United States Institute of Peace, 1991. Submitted to the Congress and the President of the United States. This document is the third in a series of biennial reports on the United States Institute of Peace. The Institute devotes itself to matters of international peace based on freedom and justice. Functioning as a nonideological educational resource for policymakers and officials, the Institute does not intervene directly in the formulation or conduct of U.S. foreign policy. Principal purposes of the Institute include: (1) expanding knowledge about international conflict and peace by sponsoring research, analysis, and training; (2) disseminating such knowledge; and (3) promoting understanding of the complexities of international conflict and peace among the U.S. public. The Institute promotes its goals through grants, fellowships, research, education and training, and library and information services. As Chapter 1 of the report indicates, the Institute undertook special initiatives during fiscal years 1990 and 1991 concerning the Middle East and Eastern Europe. In addition, according to… [PDF]

Field, John (1983). Peace Studies–A Report on Two Evening Classes. Adult Education (London), v56 n2 p132-36 Sep. Describes the establishment and progress of courses in peace studies, a controversial topic that falls well within the tradition of adult education. (JOW)…

de Souza, Marian (2008). Education for Transformation: Meeting Students' Needs in Changing Contemporary Contexts. International Journal of Children's Spirituality, v13 n1 p27-37 Feb. The latter part of the twentieth century saw huge movements of people across many areas of the globe through government-organized migration programs, through extended career pathways, and through the growing numbers of refugees and displaced persons as a result of war, famine, drought and other devastating scenarios. This has led to the rise of societies with multicultural, multi-faith and multi-linguistic features, where once they were mono-cultural and mono-religious and, for the most part, mono-linguistic. The emergence of these pluralist societies has, in some ways, "grown" more inclusive and interactive communities with increased tolerance levels. Nonetheless, recent global events in the political, cultural and religious spheres have caused division, discrimination and distrust to surface, thereby unsettling the tenuous mantle of peace and harmony within these communities. This article examines some of these influences on contemporary Australian society and argues that… [Direct]

Baesler, E. James; Lauricella, Sharon (2014). Teach Peace: Assessing Instruction of the Nonviolent Communication and Peace Course. Journal of Peace Education, v11 n1 p46-63. This paper assesses the efficacy of teaching a new course in the communication curriculum entitled Nonviolent Communication and Peace. Three studies are included: two pilot studies at a large Eastern US university and a final study which also included data from a concurrent study at a large Canadian university. Results from a pre-post instructional design show modest changes in the predicted direction of greater peace for three areas of assessment: (1) greater elaboration and integration of definitions for peace, (2) more agreement with statements about peaceful beliefs and behaviors related to the practice of peace in everyday life, and (3) increased recall for the number of peace role models. Future research includes recommendations for continued development of the peace assessment measure…. [Direct]

Vaandering, Dorothy (2014). Implementing Restorative Justice Practice in Schools: What Pedagogy Reveals. Journal of Peace Education, v11 n1 p64-80. In the ongoing pursuit for creating safe, nurturing and relational school cultures, educators continue to turn to restorative justice (rj) principles and practice. Predominantly, schools begin to engage with rj in an effort to address harm done, causing its discourse to be situated in literature tied to classroom management and behaviour. However, in this location, the effectiveness of rj can be limited because the power relationships underlying the original punitive, managerial structures maintain their grip. Drawing on a qualitative study that examines the experiences of educators committed to implementing rj principles, this article explores how placing rj in the context of engaged, productive pedagogies better nurtures the hoped for relational and peaceful school culture…. [Direct]

Goldberg, Tsafrir; Ron, Yiftach (2014). "Look, Each Side Says Something Different:" The Impact of Competing History Teaching Approaches on Jewish and Arab Adolescents' Discussions of the Jewish-Arab Conflict. Journal of Peace Education, v11 n1 p1-29. There is growing interest in the impact of Jewish and Arab historical narratives on intergroup relations and conflict. A randomized placement comparative study set out to examine it empirically. Conventional-Authoritative official narrative, Empathetic Dual narrative, and Critical-Disciplinary multiple-source teaching interventions were designed around the topic of the birth of the Palestinian refugee problem. Seventy-five Jewish and 85 Arab Israeli adolescents were placed in each of the three different approaches to teaching history and in a control group. Following the learning intervention, participants from both communities were paired by condition, and discussed the causes and possible solution of the refugee problem. Dominance and agreement in discussion were analyzed, revealing a significant effect of teaching approach. Findings show discussions in Empathetic Dual narrative, and Critical-Disciplinary feature a lower degree of dominating discourse by the dominant group…. [Direct]

Verhagen, Frans C. (2014). Sustainable Communities: A Lens for Envisioning and Achieving a Community-Based Culture of Social and Ecological Peace. Journal of Peace Education, v11 n3 p297-316. One of the obstacles to dealing with the social and ecological crises that obstruct the achievement of a culture of peace is silo thinking in global governance. A unidimensional mode of planning, silo thinking leads to decisions based on the area of expertise of a particular agency or intergovernmental organization and fails to recognize linkages between social, economic, and environmental factors. To promote a comprehensive way of thinking, this article proposes the notion of "sustainable communities" (SC) as a lens for envisioning and planning for a culture of peace that integrates these linkages concretely at the community level. To provide the conceptual background for the SC lens, a literature review of the manifestations of the sustainability revolution that have emerged in the last four decades will be provided. A description of the constituent characteristics of the SC lens and a discussion of its educational utility for peace educators will follow, concluding with… [Direct]

Al-Rawi, Musare (1993). Islam and Adult Education. Convergence, v26 n1 p83-89. Elaborates principles governing education in Islam: monotheism, honoring of man, causality, equality, justice, respect for labor, social responsibility, consultation, and peace. (SK)…

Wisler, Andria (2010). Response to Noah Sobe's "Rethinking "Cosmopolitanism" as an Analytic for the Comparative Study of Globalization and Education". Current Issues in Comparative Education, v12 n2 p45-49 Spr. As a springboard into her response inspired by Noah Sobe's article, this author offers two possibilities for what cosmopolitanisms can tell about comparative and international education research. First, from her perspective, rooted in justice and peace studies, she is intrigued by several authors' assessments of cosmopolitanism as a cognitive or reason-based framework. In other words, the cosmopolitan person will use reason to be autonomous, have self-responsibility, procure agency, plan life rationally, while respecting diversity and difference. She is not convinced that it is predominantly reason that drives the embodiment and enactment of a cosmopolitan mode of living. Second, and more directly in response to Sobe's article, the author is confident that cosmopolitanisms will continue to affect traditional methodological models of comparative education and other educational research that uphold a static version of the field site, such as a school or nation-state, as the primary… [PDF]

(1977). Consultation on the Extension of the Associated Schools Project to the University Level: Report. Focusing on ways of extending UNESCO's 1974 recommendation concerning international education to the university level, educators from India, Mexico, Sweden, Nigeria, and the United States convened in Paris, August 22-26, 1977. The 1974 recommendation reaffirmed the responsibility of UNESCO nations to pursue educational opportunity, and advancement of justice, freedom, human rights, and peace. The document presents a four-part outline of the conference discussion. Part I considers the role and responsibility of universities in international education. Topics include the fragmentary nature of existing programs; contributions of university departments of peace studies, political science, and nuclear physics; program developments in elementary and secondary schools; and international themes which should be included in university curricula. Part II suggests how to implement education relating to world problems, human rights, peace, area studies, foreign languages, international…

Taylor, Pamela G. (2005). The Children's Peace Project: Service-Learning and Art Education. International Education Journal, v6 n5 p581-586 Dec. This paper presents the case of a service-learning art experience in an after-school housing development program. Beginning with a dialogue concerning peace and how it can become part of their world, children and pre-service teachers explored and connected the idea of peace through symbols, metaphor and idealism in works of art. A critical and reflective account of this experience demonstrates the ways that young children and pre-service art teachers can benefit from meaningful and socially relevant service-learning activities…. [PDF] [Direct]