David, Gerson (1987). Educating for Peace: Challenge to Social Work Educators. Journal of Intergroup Relations, v14 n4 p51-56 Win 1986-87. Describes how social work education must involve students in the contemporary peace movement. Focuses on the need for student awareness of: (1) the arms race and economic security; and (2) militarism and global development. (KH)…

Coben, Diana; Llorente, Juan Carlos (2003). Conceptualising Education for All in Latin America. Compare, v33 n1 p101-13 Mar. Discusses issues in conceptualising the education of poor and marginalized adults in Latin America. Notes that education is key to sustainable development, peace, and stability. Argues that reconceptualization of adult education, informed by an understanding of everyday work practices, helps to understand ways in which education contributes to these goals. (CAJ)…

Federman, Joel (1983). Toward a World Peace Movement. A course of direction is charted for the anti-nuclear movement. Concern over the growing nuclear arsenals has grown considerably over the last two years for several reasons, including the educational efforts of several anti-nuclear groups, and the publication of several books, such as Jonathan Schell's "The Fate of the Earth." Until now, the anti-nuclear movement has, for the most part, been a reaction to an increasing climate of fear. The participants in this movement need to inspire in people confidence to rise above the situation; they need to turn the movement into a force for positive change, into a movement for world peace. To do this, the movement would have to become a global movement–and there are many signs that it is emerging as such. The anti-nuclear movement must commit itself to a process that will bring civilization by degrees toward an ever-closer approximation of the ideal of peace. In the quest for peace, the art that must be practiced but that can never… [PDF]

Garvey, Helen (1980). Yes, This Is the World Education Center. Social Studies Review, v20 n2 p36-41 Win. Discusses characteristics and programs of the World Education Center in Berkeley, California. The central thrust of the program is peace studies, with the objective of working toward an end to war. Programs include the Conscience and War Education program and Instructional Television and World Education: Time for A Marriage. (KC)…

Okech-Owiti (1993). Reflections on Poverty, Legal Structures and Democracy, and Their Implications for Adult Education. Convergence, v26 n1 p5-15. Reviews the interconnection of economic, political, and legal structures and their implications for adult education in a global context. Describes adult education's role in alleviating poverty and powerlessness and spurring social transformation by advocating equitable distribution of resources, equal educational opportunity, and peace. (SK)…

Miller, Suzanne (2005). Building a Peaceful and Just World–Beginning with the Children. Childhood Education, v82 n1 p14 Fall. The conflicts that seem to be underway in every region of the globe demonstrate the profound need for creating paths to a peaceful and just world. Mahatma Gandhi said that if we are to have real peace in the world, we need to begin with the children. Sowing the seeds for peace and justice in classrooms could nurture a new generation of world leaders and ordinary citizens who have a vision of a peaceful and just world, and who have both the will and skill to bring this vision to reality. The United Nations General Assembly has proclaimed 2000-10 as the International Decade for a Culture of Peace and Nonviolence for the Children of the World. The Report of the UN Secretary General states that education at all levels is key to building a culture of peace. The Manifesto 2000 is a simplified summary of the proclamation, written by Nobel Peace Prize laureates. In this article, the author as well as her fellow educators, states that they can be messengers of the Manifesto as they work to…

Butts, R. Freeman (1995). CIVITAS@PRAGUE/1995 Viewed from Afar: A New Meaning for "World-Class Standards" in Education. Working Papers in Education, ED-95-3. This paper describes the importance of the CIVITAS@Prague meeting in June 1995. The conference provided a much-needed look at the role of education in the future of world peace. This international conference of educators is likely to affect world history in the obvious ways that international meetings of diplomatic, military, or financial leaders do since it underscores the role that civic education can play in promoting democracy and peace in the world. Explanations are given about the significance of the term "civitas" and of the location of the meeting in Prague (Czechoslovakia). The paper explores the contributions of the National Standards for Civics and Government, and its predecessor volume: "CIVITAS: A Framework for Civic Education." The organizing questions and topics needed in civics education courses and how undergraduate education needs to address the need for civic education at the university level also are examined. (EH)…

Chen, Shi-jian (2006). On Epochal Mission of Multicultural Education in a Perspective of Globalization. Frontiers of Education in China, v1 n3 p339-349 Sep. The development of modern societies accelerates the process of globalization, which in turn brings about a conspicuous diversity of cultures. Cultural difference and cultural diversity are characteristics of multiculturalism, which commits itself to the construction of favorable educational climates for multiple cultures. Such a progression has facilitated the development of education in a democratic and diverse way. Multicultural education develops rapidly and should undertake the new mission in the globalization era. In the perspective of globalization, multicultural education must aim at developing students' ability to adapt to a multicultural world. It should promote a combined growth of culture and world peace…. [Direct]

Nastase, Adrian (1982). Education for Disarmament: A Topical Necessity. Teachers College Record, v84 n1 p184-91 Fall. The nature and content of disarmament education, as enunciated by the United Nations and other international groups, is discussed. The link between peace and disarmament is stressed along with alternative means to solve international disputes. (PP)…

Machila, Margaret (1989). Women, Peace and Development in Southern Africa. Convergence: An International Journal of Adult Education, v22 n1 p75-81. Peace and development efforts among women in Southern Africa have been prompted by socioeconomic and political problems, cultural differences, poor communication, and lack of education. Meaningful solutions must start from women's cultural contexts, communities, nations, and regions. (SK)…

Challenger, Melanie (2007). The "Stolen Voices" Project for the United Nations International Day of Peace, Imperial War Museum, London. Intercultural Education, v18 n5 p501-504 Dec. This article describes the "Stolen Voices" project which developed through detailed discussions with local education authorities and teachers in boroughs across London, UK. These educators and specialists were eloquent in their desire for projects that supplement the curriculum and classroom work on human rights and global citizenship, particularly projects that utilise the imagination of young people, bringing them into contact with people and places outside their usual experience. The purpose of the Stolen Voices Project for International Day of Peace, held in the Imperial War Museum on 21 September 2007, was to bring children face to face with the personal and specifics of historical violence: individuals that have lived through violence in their youth or who have resisted it. The project involved the collaboration between creative practitioners, survivors of conflict, and specialists in intercultural education utilising imaginative and creative processes to engage… [Direct]

PAGANO, JULES (1965). EDUCATION IN THE PEACE CORPS, EVOLVING CONCEPTS OF VOLUNTEER TRAINING. NOTES AND ESSAYS ON EDUCATION FOR ADULTS, 48. THE FUNDAMENTAL PRINCIPLE OF PEACE CORPS VOLUNTEER TRAINING–TOTAL CULTURAL IMMERSION–IS ACHIEVED THROUGH DIRECT TEACHING AND FIELD EXPERIENCE. TRAINEES LEARN LANGUAGE (THROUGH INTENSIVE AUDIOLINGUAL METHODS, BRINGING LANGUAGE LEARNING INTO EVERY ASPECT OF LIFE AT THE TRAINING SITE), CUSTOMS (THROUGH ROLE PLAYING AND CROSS CULTURAL STUDIES), AND ATTITUDES (THROUGH DISCUSSION WITH STAFF WHO HAVE LIVED IN THE COUNTRY TO BE SERVED). RETURNING VOLUNTEERS, AFTER BEING TRAINED AS DISCUSSION LEADERS, HAVE BECOME OUTSTANDING TEACHERS IN THE TRAINING PROGRAMS, STRESSING THE NEED FOR SOCIAL RESEARCH FOR EFFECTIVE COMMUNITY DEVELOPMENT. IN-HOUSE TRAINING, IN WHICH TRAINING IS ENTIRELY RUN BY THE PEACE CORPS, HAS BEEN TRIED AS AN ALTERNATIVE TO UNIVERSITY-SPONSORED TRAINING, AND ADVANCED TRAINING FOR COLLEGE JUNIORS HAS BEGUN. PEACE CORPS TRAINING METHODS HAVE IMPLICATIONS FOR TRAINING WORKERS WITH ADULTS FROM FOREIGN CULTURES (ESPECIALLY TEACHING ENGLISH AS A FOREIGN LANGUAGE), AND FROM… [PDF]

Hantzopoulos, Maria, Ed.; Tyner-Mullings, Alia R., Ed. (2012). Critical Small Schools: Beyond Privatization in New York City Urban Educational Reform. IAP – Information Age Publishing, Inc. Critical Small Schools: Beyond Privatization in New York City Urban Educational Reform features the most current empirical research about the successes and challenges of the small schools movement and the implications of such for urban public educational policy. Situated in a climate of hierarchical reform, many of the principles of the original small schools movement–which are rooted in community participation, innovative pedagogies and assessment, and equity and social justice–have become obscured by an educational agenda that emphasizes top-down mandates and standards-based reform. With the increased popularity and the rapid proliferation of small schools, the emphasis on "size only" has resulted in a bifurcation of the small schools movement; on one end are the small schools which have embraced the democratic, participatory, and self-governing nature of the original movement, while on the other end are schools that have simply reduced their size without rethinking… [Direct]

Stover, William James (2005). A Dialog of Faith: Reflections on Middle East Conflict from Jewish, Muslim and Christian Perspectives. Journal of Beliefs & Values, v26 n1 p65-75 Apr. In 2004, Santa Clara University's Bannan Center for Jesuit Education brought together online religious teachers and practitioners from the three world religions to discuss important issues associated with Middle East conflict: resistance, suicide bombing, America's role in the Middle East, and the future shape of peace. These conversations aimed at helping all parties better understand one another's concerns, values and commitment to peace. Our participants replied to a series of questions, and then questioned each other's replies, while students in Europe, North America and the Middle East observed the exchange. This article describes the project, summarizes the results and invites readers to consider carefully the participants' views…. [Direct]

Hanvey, Robert G. (1983). Global Education–Stage II. California Journal of Teacher Education, v10 n1 p1-10 Win. In the past, global education has concentrated on altruistic concerns, such as the world environment, peace, and international understanding. Its definition, however, should be expanded; global education should help solve the problems of individuals, groups, and nations by offering sophisticated understanding of rapidly changing global conditions. (PP)…

Cambridge, James (2003). Identifying the Globalist and Internationalist Missions of International Schools. International Schools Journal, v22 n2 p54-58 Apr. Discusses internationalism and globalization as contexts for international education. Argues that the values of the British-style international schools include a commitment to world peace and understanding between nations. States that the globalist perspective sees education as a product subject to global quality standards. (Contains 11 references.) (AUTH/NB)…

Sovolainen, Kaisa (1984). International Education in Vocational Schools. International Understanding at School, n46-47 p20-22 1983-84. Vocational education imparts knowledge and skills that can be used to promote peace, international understanding, cooperation, and the observation of human rights, both nationally and internationally. Objectives of vocational education for international understanding are outlined, and specific examples of vocational content that has a global dimension are provided. (RM)…

Tehranian, Majid, Ed. (1991). Restructuring for Ethnic Peace: A Public Debate at the University of Hawaii. This volume represents the outcome of a series of seven public forums held at the University of Hawaii on problems of ethnic peace. The papers included cover such topics as academic freedom and responsibility; affirmative action and grievances; legacies of colonialism and racism; dynamics of class, ethnicity, culture, and education; and finally the search for ethnic peace in Hawaii. Panelist presentations are as follows: "Remarks on the Limits of Academic Freedom" (Kenneth Kipnis); "The Politics of Academic Freedom as the Politics of White Racism" (Haunani-Kay Trask); "Discursive Politics" (Kathy E. Ferguson); "The Responsibilities of the Academic" (Peter Manicas); "Native Hawaiian Students and the Role of the University" (Kaleimomi'olani Decker); "Sexual Harassment and the University's Responsibility" (Susan Hippensteele); "The University's Attitude Toward Students" (Robert Wisotzkey); "The Legacy of Racism… [PDF]

Teruhisa, Horio (2000). Culture of Peace, Human Rights, and Living Together: The Significance and Prospects of Education in a Global Age Context. Asia Pacific Education Review, v1 n1 p13-22 Dec. Describes development of Global Age from Japanese perspective; discusses peace and human-rights activities of the United Nations Economic and Social Council; describes development of individual character and universal attributes; explains Japanese concept of living together; discusses awareness problems related to Japan's relationship with other Asian countries, especially Korea; describes implications for education. (Contains 20 references.) (PKP)…

Weiser, Margaret G. (1983). The Right To Be a Child. Childhood Education, v59 n3 p146-50 Jan-Feb. Highlights the 1982 International Colloquy of the World Organization for Early Childhood Education, which was entitled "The Right to Be a Child." Children's basic needs were seen as the rights to food, to play, and to peace. (RH)…

Dorn, Charles (2008). \Treason in the Textbooks\: Reinterpreting the Harold Rugg Textbook Controversy in the Context of Wartime Schooling. Paedagogica Historica: International Journal of the History of Education, v44 n4 p457-479 Aug. For most educational historians, the Harold Rugg textbook controversy serves as an example of the mid-twentieth-century \assault\ on progressive education. By restricting their analyses of the textbook controversy to the \rise and fall\ of the progressivism paradigm, however, scholars have generally missed Americans' more measured approach to the public school curriculum during World War II. That conservative opponents succeeded in having Rugg's texts banned in some districts during a period of national crisis is hardly surprising; the United States has a rich history of politicized debate over public school textbooks. What is surprising, however, is the extent to which Rugg's opponents failed to mount a broader textbook censorship movement during the war years. Although accurately representing the virulence with which right-wing conservatives criticized Rugg, historians have understated the extent to which reactionaries' charges against the author and his books were dismissed in… [Direct]

Jones, Adele M. E. (2007). Muslim and Western Influences on School Curriculum in Post-War Afghanistan. Asia Pacific Journal of Education, v27 n1 p27-40 Mar. In Afghanistan, education has largely been destroyed, partly in the name of Islam, by the wars fought on its behalf, or by different ethnic groups vying for control of this Islamic country. Similarly, curriculum has been used to promote political and/or religious viewpoints and to strengthen positions of power. War dominated the language of curriculum to such an extent that it became part of the discourse on Islam and education in Afghanistan. In what might be called post-conflict Afghanistan, the new Life Skills curriculum for primary schools promotes ideals of peace and social justice that are inherent in Islam, while being influenced by Western concepts of pluralism and civil society. This paper considers past sociopolitical influences on language and content of textbooks, and examines Islamic and civil society principles espoused in the new curriculum framework as reflected in the Life Skills curriculum. Finally, it considers the convergence of universal themes and Islamic… [Direct]

Hunt, E. Stephen; Lefever, Ernest W. (1983). Education, Propaganda, and Nuclear Arms. Phi Delta Kappan, v64 n10 p727-28 Jun. Educators should recognize the distinction between education and propaganda. True education warns against the \apocalyptic premise\ of utopians such as Jonathan Schell and teaches that the chief threat is neither the United States nor nuclear technology but the Soviet Union. Soviet involvement in peace movements is suggested. (PB)…

Boyle, Neil; And Others (1976). Peace Corps/Ghana. Country Program Evaluation. ACTION Evaluation. Ghana first received Peace Corps assistance in 1961 (the first country in the world to receive volunteers) and since then volunteer strength has fluctuated from between 185 to 415 (presently 179). Secondary education has been the major thrust in programing until recently when Peace Corps/Ghana (PC/G) shifted its emphases to agriculture and rural development. As part of ACTION's annual evaluation process, PC/G program was evaluated during the spring of 1976. A combined method of field and onsite visits was the principal approach used in assessing the relevance, effectiveness, and efficiency of the program. A combination of interview, observation, and data analysis techniques were employed. The basic conclusion of the evaluation team is that while PC/G has made a significant contribution to the education sector of the country, it is now going through a period of transition which is influencing the effectiveness of the tools it uses to carry out its policies. Positive influences are… [PDF]

Brislin, Richard W., Ed. (1975). Topics in Culture Learning, Volume 3, 1975. This publication includes the following articles: Introduction to Issues in Culture and Learning; The House Form as a Cornerstone of Culture; Music for Multi-cultural Students; Creative Writing in English: Problems Faced by Undergraduates in the English Department, University of Hong Kong; Re-entry/Transition Seminars for Overseas Sojourners: Report on the Wingspread Colloquium; Personal Problems Solving Resources Used by University of Minnesota Foreign Students; Identification of Cross-Cultural Talent: The Empirical Approach of the Peace Corps; Description of Peace Corps Volunteers Experience in Afghanistan; Roots of Bilingual/Bicultural Education in the Trust Territory of the Pacific Islands; An Overview of Alaska Native Bilingual Education; In Search of a Home: Colonial Education in Micronesia; Teaching English in Asia–An Overview; International Educational Cooperation and the World's Future; and, Dilemmas of Language Transition: Challenges to Language Planning in India. (JM)…

Frantzi, Katerina K. (2004). Human Rights Education: The United Nations Endeavour and the Importance of Childhood and Intelligent Sympathy. International Education Journal, v5 n1 p1-8. School is the major vehicle for humanism, which is, in essence, respect on human nature. Human Rights Education is important for the existence of human society in the modern globalising era. Education can function as a unifying factor and produce informed and active citizens of an interdependent world. It can provide the tools for advocacy and resolution of conflict that are necessary for the maintenance of peace between nations and people. United Nations initiated in human rights and peace pedagogy. Social and individual amelioration may start from elementary school, taking advantage of children's pro-social behaviour as the agent of change. John Dewey introduced the concept of \intelligent sympathy\ in a democratic classroom aiming at personal growth, for considering new ways of thought, and creating a peaceful society…. [PDF] [PDF]

Kovalenko, Yury I. (1982). Country Profile: International Education in Schools in the Union of Soviet Socialist Republics. International Understanding at School, n43 p12-17. International education is central to Soviet education because of the many different nationalities in the USSR. Students learn about the history and cultures of the Soviet Union, as well as about the history of other nations. Special attention is paid to understanding the causes of war and conditions for peace. (IS)…

Khan, Shabnam Syed (2010). Education & Agency: Muslim Women and the Tensions of Traditional & Modern Expectations. ProQuest LLC, Ed.D. Dissertation, Harvard University. This hermeneutically crafted qualitative study examines how six university-educated middle-class Pakistani Muslim women negotiate the competing expectations of traditional Muslim culture and the emancipated ethos of the university. It uses Robert Kegan's constructive-developmental theory, whose Subject-Object scoring system distinguishes a person's predominant epistemology on a scale of five orders of consciousness, and concludes that for these women's sense of being it is important that they meet the two competing cultural claims made on them: (1) They must be a paragon of Muslim womanhood when called upon to respond to the Muslim ideal of female modesty, ethical morality, domestic competence, and social submissiveness because they are "educated." (2) Aspiring toward and attaining the highest academic and professional degrees, they must participate in intellectually and personally rewarding activities with openness expected of a global citizen–because they are… [Direct]

Utsumi, Takeshi (2005). Globally Collaborative Experiential Learning. Online Submission, Turkish Online Journal of Distance Education-TOJDE v6 n3 Jul. The Global University System (GUS) [Utsumi, et al, 2003] is a worldwide initiative to create advanced telecommunications infrastructure for access to educational resources across national and cultural boundaries for global peace. GUS aims to create a worldwide consortium of universities to provide the underdeveloped world with access to 21st Century education via broadband Internet technologies. The aim is to achieve \education and healthcare for all,\ anywhere, anytime and at any pace. The GUS works in the major regions of the globe with partnerships of higher education and healthcare institutions. Learners in these regions will be able to take their courses from member institutions around the world to receive a GUS degree. These learners and their professors from partner institutions will also form a global forum for exchange of ideas and information and for conducting collaborative research and development with emerging global GRID computer network technology. Globally… [PDF]

(1983). Intergovernmental Conference on Education and International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms, with a View to Developing a Climate of Opinion Favourable to the Strengthening of Security and Disarmament (Paris, France, April 12-20, 1983). Final Report. The purpose of this conference was to review the activities undertaken by members to implement the recommendations established by the 1980 General Conference concerning education aimed at international understanding and cooperation, peace, human rights, and fundamental freedoms. Pepresentatives of 122 member states of UNESCO attended this conference, which had a total of 546 participants. There are three major parts to the report. Part 1, the \General Report,\ discusses preparations for and the work of the conference, the adoption of the draft final report and recommendations, and reports of the closed meeting and of the plenary. Part 2 contains the \Reports of the Commissions.\ Topics examined are basic principles, traditions, policies, and legal measures; formal education; out-of-school education, intercultural exchanges, and the role of the media; training of educational personnel, research, and experimentation; international cooperation; the preparation of reports at the…