Winn, Ira Jay (1984). Cold-War Echoes in American Children. Phi Delta Kappan, v66 n4 p288-89 Dec. The author believes a cold war ideology permeates our culture and poisons the minds of youth. The challenge to education is to awaken people to a historical and global perspective and raise public consciousness of the necessity for peace. (MD)…

Dresser, Sylvia (1998). Telling My Story. Zip Lines: The Voice for Adventure Education, n35 p49-50 Spr. Experiential education provides a safe environment for the sharing of personal stories that promote understanding of diversity and commonalities. Describes the Play for Peace program to promote understanding by facilitating the play and sharing of children of conflicting cultures. (SAS)…

Mauk, Anne Peterson (1997). Teaching Peace through Gardening. Clearing, n99 p17-19 Nov-Dec. Calls for an expanded role of organic gardening in environmental education. Describes a successful program called Teaching Peace through Gardening at the Seattle Tilth Children's Garden. This program advocates establishing an environment that promotes a sense of ownership, safety, community, and nurturing. (AIM)…

Gough, L. M. A.; Karpinska, Z. E.; Yarrow, Rachel (2007). Education and Instability: Avoiding the Policy-Practice Gap in an Emerging Field. Research in Comparative and International Education, v2 n3 p242?251. The imperative to provide education for communities affected by man-made or natural disaster has been strongly articulated. Since the mid 1990s, a growing body of literature and research has emerged in the fledgling field of "education and instability"; however, there is still a pressing need for high-quality, applicable research. The article argues that a scholarly attention to the insights and questions of "education and instability" that privileges practitioner involvement may deepen and add rigour to existing insights. Such research may also raise questions and create critical discussion concerning assumptions about conflict, emergency, aid, policy, participation and service provision, and other issues in education and instability. A budding scholarly community at the University of Oxford is the Conflict and Education Research Group (CERG), comprising researchers who have practical experience of working with development agencies and in crisis situations. The… [Direct]

(1984). Other News Items. International Understanding at School, n46-47 p44-49 1983-84. Examples of how various countries participating in the Associated Schools Project are using an interdisciplinary approach to international education are provided. Also describes activities of schools around the world participating in the Associated Schools Project aimed at improving international peace and understanding. (RM)…

Jones-Wilson, Faustine C. (1986). The Role of the Foundations Scholar with Respect to Three Critical Issues (AESA Presidential Address-1985). Educational Studies, v17 n2 p171-83 Sum. Focuses on three critical issues that distinguish the foundations scholar: (1) race relations in the United States; (2) nuclear arms situation and world peace; and (3) duty of dissent. Discusses their implications for teacher education and the commitment of the foundations scholar. (TRS)…

Ray, Doug (1983). Extending Horizons: International Education in Canada. History and Social Science Teacher, v19 n1 p33-37 Oct. In a 1974 Resolution of the General Council of UNESCO, Canada reaffirmed its commitment to UNESCO principles and agreed to try to realize them through education. Discussed is whether or not Canada is complying with this resolution on international education, aimed at enhancing international understanding, peace, human rights, and freedoms. (RM)…

Clark, Margaret M., Ed.; Tucker, Stanley, Ed. (2010). Early Childhoods in a Changing World. Trentham Books Ltd This book challenges taken for granted views of early childhood across the globe. It deepens and broadens our understanding of what it means to be a child today and of the challenges children face in different parts of the world. It will be essential reading for all who work with young children or are students of early years education and professional care. The authors examine the effects of changes in family circumstances and of poverty, rural and social isolation and trauma on young children's lives, and consider also how new technologies are changing policy in education. The contributors come from the UK, USA, Eastern and Western Europe, Australia and two African countries. Each reflects on the nature of childhood from their personal perspective, illustrating their theme with case studies. Questions are posed to encourage readers to relate the issues to their own environment. The contributors include Jennifer Bowes, Stig Brostrom, Eileen Carmichael, Philomena Donnelly, Joanna… [Direct]

Bennett, Roger V.; And Others (1978). P.E.A.C.E. (Project in Environmental Action/Community Education). This research project on environmental education was designed to implement and evaluate a community action curriculum development model concerned with the preservation and enhancement of environmental quality and ecological balance within an urban area. It sought, furthermore, to involve students, teachers, parents, community representatives, school administrators, public school curriculum specialists, and university personnel in all stages of the project. Each of the objectives of the project, and its realization, is discussed in detail. The four objectives are: (1) Implementation and evaluation of a developmental curriculum model used to generate effective urban environmental curricula; (2) implementation, revision, and evaluation of the environmental leadership and inservice teacher education modules; (3) implementation, revision, and evaluation of the eight instructional modules; and (4) dissemination of the research findings and recommendations and the revised curricula and…

Maaouia, Zeineb (1983). A Study Trip to Unesco and to Certain French Schools Belonging to the Unesco Associated Schools Network. International Understanding at School, v45 p21-22. The study trip made by the author to the Education for International Co-operation and Peace Section of Unesco and to nursery, elementary, and secondary French schools belonging to Unesco's Associated Schools network is described. Impressions regarding the network are related. (RM)…

GINSBERG, LEON H.; HARRIS, MRS. FRED R. (1968). PROJECT PEACE PIPE, INDIAN YOUTH PRE-TRAINED FOR PEACE CORPS DUTY. IN A COOPERATIVE PROJECT WITH THE PEACE CORPS, THE OKLAHOMANS FOR INDIAN OPPORTUNITY (OIO) ORGANIZATION TRAINED A GROUP OF AMERICAN INDIAN YOUNG PEOPLE DURING THE SUMMER OF 1967 FOR SERVICE IN LATIN AMERICA. THE MAJOR HYPOTHESIS UNDER WHICH OIO PLANNED THE TRAINING PROGRAM WAS THAT INDIAN YOUNGSTERS, BECAUSE OF THEIR LACK OF SELF-CONFIDENCE, FELT THEY HAD LITTLE TO CONTRIBUTE TO PERSONS OVERSEAS. AS A RESULT OF THIS HYPOTHESIS, A THREE-PART CURRICULUM WAS DEVELOPED AND IMPLEMENTED FOR THEIR TRAINING, CONSISTING OF SPANISH LANGUAGE SKILLS, COMMUNICATION SKILLS, AND ATTITUDINAL TRAINING. OTHER FEATURES OF THE PROGRAM INCLUDED–(1) A REGULAR PEACE CORPS ASSESSMENT PROCESS (FOR THE TRAINEES), CONDUCTED BY TWO PSYCHOLOGISTS, (2) A CULTURAL ENRICHMENT PROGRAM, AND (3) A SERIES OF SOCIAL ACTIVITIES. IN CONCLUSION, IT WOULD APPEAR THAT PEACE CORPS SERVICE DOES HAVE APPEAL FOR MEMBERS OF MINORITY GROUPS. HOWEVER, REACHING PERSONS WHO ARE CLOSELY IDENTIFIED WITH THESE GROUPS AND WHO ARE… [PDF]

(1982). European Meeting of Associated School Representatives. Mauerbach/Vienna (Austria): 10-13 May 1982. International Understanding at School, n44 p7-8. A meeting held in Mauerbach, Austria, from May 10-13, 1982, to consider the role of the Associated Schools in implementing the recommendations concerning education for international understanding and peace adopted by the general conference held in Chad earlier that year is described. (RM)…

Nieuwmeijer, Louise, Ed.; Olivier, Johan, Ed. (1996). Conflict and Peace Research: South African Realities and Challenges. This report resulted from a national workshop held September 5-6, 1995, near Johannesburg, South Africa. The theme of the workshop, "Reflections on Conflict and Peace," was chosen to echo the nature and purpose of the workshop. The major papers presented include: (1) "Conflict and Peace Research Methodology" (Louise Nieuwmeijer); (2) "Research Capacity Building among Practitioners" (Jannie Malan); (3) "Forging a New Bureaucracy: Guidelines for Research on Conflict Resolution" (Fanie Cloete); (4) "African Methods of Resolving Disputes" (Jannie Malan); (5) "Mediation of Family Conflict" (Hugo van der Merwe); (6) "Resolving Conflict in Communities in South Africa" (Gavin Bradshaw); (7) "Violence and Conflict" (Jabulani Mabasu); (8) "A New Approach to National and Regional Security" (Laurie Nathan); (9) "Security and Peace" (Mark Shaw); (10) "The South African Police Service in… [PDF]

Keen, Sam (1989). Looking at Ourselves Looking at Each Other. Educational Leadership, v46 n4 p80-83 Dec-Jan 1988-89. Using U.S. and Soviet political cartoons over the past century, this article argues that lasting peace is a more likely byproduct of education than of politics and conformity-instilling propaganda. The key is our ability and willingness to examine our perceptions and those of others. (MLH)…

Grover, Sonja (2007). Children's Right to Be Educated for Tolerance: Minority Rights and Inclusion. Education and the Law, v19 n1 p59-70 Mar. States do not make a genuine commitment to peace where children's right to be educated for tolerance is denied. Education for tolerance is considered a central aim of education, as set out in Article 29 of the \Convention on the Rights of the Child\ (CRC). Hence, states are obliged under the convention to create conditions conducive to such an education. Such conditions undoubtedly include providing an opportunity in an educational setting for some level of interaction between children of different backgrounds (while still maintaining whatever educational programmes are deemed necessary for the preservation of the culture of various minority groups). To eliminate the opportunity for any level of educational integration between children from the dominant group and from various national minority groups or other identifiable groups (such as disabled and non-disabled children, citizen and immigrant or child refugee groups) is to infringe upon children's fundamental human right to free… [Direct]

Lang'at, Kiprono (2008). Deconstructing Neo-Colonialism and Liberalism: Kenya and the NGOs–A Discourse Analysis. International Education Journal: Comparative Perspectives, v9 n2 p57-68. Neo-colonialism theories bring back to life memories of colonial imperialism especially to the locals in countries such as Kenya where, 43 years after the proclamation of self-governance, most rural communities appear to be still awaiting the "true" independence. The locals may have seen the political "peace" and sovereign recognition of their state, but many are yet to realise the education and development systems that will set them free from being constructed by both their own government and non-government aid agencies as impoverished subjects. Perceived from the Kenyan experience, Spivak's questions on "representability" become not only relevant but, more importantly, identify a need for studies that will attempt to give voice or deconstruct the notions of the "wamaskini" (impoverished subjects) or in Spivak's words "the subaltern". The question made by Spivak (1985 cited in Gandhi, 1998, p.1) was, Can the subaltern speak? Indeed… [PDF] [Direct]

(1972). Curriculum Materials on War, Peace, Conflict, and Change. An Annotated Bibliography with a Listing of Organizational Resources. In February 1971, the Center for War/Peace Studies hosted a consultation of educators concerned with improving the teaching of the international dimension of education at all levels with particular emphasis on matters that affect war, peace, conflict, and change. The participants felt strongly that a survey of what actually existed in the field was necessary. The Center undertook this task. Letters were mailed to 1500 selected teachers publishers, colleges and universities, curriculum projects and voluntary organizations. Five hundred replies were received, most requesting to be kept informed of progress made in the undertaking. This annotated bibliography represents only a first step in the curriculum collection. The teaching materials are not new, but those deemed the most visible and available to teachers particularly interested in teaching about war, peace, conflict, or change. Content, objectives, strategies, method and usability at level were considerations for surveying… [PDF]

(2000). Campaign 2000: The Education Election. Teacher Magazine, v12 n3 p20 Nov-Dec. Introduces articles on the 2000 presidential elections, noting the high visibility of education candidates this election year. While this phenomenon may be a byproduct of the fact that peace and prosperity have left voters with nothing to worry about but test scores, education has definitely arrived as a political issue, transforming education policymaking and the culture of schools themselves. (SM)…

(2014). 25 Years of the Convention on the Rights of the Child: Is the World a Better Place for Children?. UNICEF Throughout history, the advance of civilization has been closely tied to the idea that all people have rights: universal, inalienable entitlements to freedom, dignity and security, to be treated fairly and to live free from oppression. The health and soul of all societies depend on how these human rights are recognized–and acted upon. Until the Convention on the Rights of the Child was conceived and adopted 25 years ago, the rights of the world's youngest citizens were not explicitly recognized by any international treaty, nor was there acknowledgement of the fundamental connection between the well-being of children and the strength of their societies. This is why the Convention was such an important milestone–and why the occasion of its twenty-fifth anniversary challenges us all to find new ways of pursuing its universal mandate for every child, as the global community charts its course for the post-Millennium Development Goals period. As the essays in this compendium make clear,… [PDF]

Orfila, H. E. Alejandro; And Others (1981). The Development of Human Resources: An International Concern. Journal of Cooperative Education, v17 n3 p12-47 Sum. This series of articles summarizes discussions from the Second World Conference on Cooperative Education. Topics include "Cooperative Education: A Powerful Instrument for Development and Peace;""Human Resources: An International Concern for Developing Countries;""Human Resources: A Continuing International Concern for Developed Countries;" and discussion panels from developing and developed nations. (SK)…

Hirsch, Abraham M. (1972). Can the University Forget the Past and Find Happiness in the Present?. Bulletin of the Atomic Scientists, 28, 9, 11-15, Nov 72. Outlines a proposal for structuring higher education so that both teaching and research are closely interrelated to particular social issues; for instance, world peace, urban improvement, health, or poverty. Traditional organization based on academic disciplines is considered not relevant to present research or instruction demands. (AL)…

Jaaskelainen, Liisa; And Others (1986). Schools are Invited to Observe the International Day of Peace. International Understanding at School, spec suppl n1 p7-13. Presents an assortment of learning activities to help students from all countries celebrate the International Day of Peace. The activities, developed by Finland's National Board of Education, are divided into grade levels and support different areas of the curriculum such as social studies, language arts, and mathematics. (JDH)…

(1980). ACTION. Annual Report 1980. In this report are described projects and activities undertaken by ACTION's volunteer programs in 1980. A section on VISTA highlights programs in major emphasis areas (energy, independent living, youth employment) and comments on budget, projects promoting self-reliance and cooperative efforts, and the national grants program. Discussion of the National Center for Service Learning focuses on the University Year for ACTION (UYA) program, research, and the UYA education study. Activities of Older American Volunteer Programs are discussed in the next section, specifically those of the Foster Grandparent Program, Retired Senior Volunteer Program, and Senior Companion Program. The eight ongoing programs and four special projects managed by the Office of Voluntary Citizen Participation are then described. Discussion of the Peace Corps concerns projects in 1980, major developments, and activities in the regions of Africa, Latin America and Caribbean, and North Africa, Near East, Asia, and… [PDF]

Hager, Tamar; Mazali, Rela (2013). Changing Consciousness: Autoethnographic Mapping in a Dialog Group. Journal of Peace Education, v10 n3 p259-282. This article introduces a pedagogical tool for raising critical consciousness and nurturing resistance to discrimination. "Autoethnographic mapping," integrating guided cognitive mapping and autoethnographies, has been implemented for a decade now within the framework of a college course occasioning dialogue between Palestinian Arab and Jewish students in Israel. Participants using the tool in an extended encounter between students from groups embroiled in political conflict have begun to theorize the microgeographies and stories of their everyday existence, gaining nuanced, non-standard insights into how conflict informs lives and selves. Employing the technique in the contact zone of guided encounters, students tend to re-inscribe identities upon a socio-political context, discovering the fluidity of belonging and destabilizing discursive structures. The paper outlines the course, sketches the tool and its theoretical underpinnings and describes some of the results it's… [Direct]

Firer, Ruth (2013). "To Obey or Disobey? This Is the Question" NDE: Nonviolent Disobedience Education in Israeli and US Civics Textbooks (1980-2012). Journal of Peace Education, v10 n1 p88-111. "To Obey or Disobey" should be a life question for all free people, but for the Israelis, who are in intractable war with their neighbors while facing constant rifts among themselves, it is a concrete problem they have to face every day. Therefore, the research question posed by this article is: How is obedience of laws or military orders presented in Israeli and US Civics textbooks, and why? It examines the discussions of the issue referring to examples such as: Kfar Kassem in Israel (1956) when 43 Palestinian civilians were shot by a military Israelis obeying orders; the convicted soldiers were released after a short while. Other sensitive examples are: the atrocities committed during Vietnam War, and the US and the Israeli military "refuseniks." Mohandas Gandhi and Martin Luther King are mentioned in the textbooks as positive examples for nonviolent protest. While this article is primarily concerned with the Israeli Civics textbooks, it compares them to a… [Direct]

Yogev, Esther (2013). The Pedagogy of Subversion in History Education in Conflict-Ridden Areas. Journal of Peace Education, v10 n1 p51-66. The article proposes an approach that is based on the assumption that the fostering of the political-critical dimension in the study of history can develop an effective historical consciousness among young students of history that will strengthen their independent informed thinking, reflective skills, and the ability to show empathy. First, I would like to explain what I mean by the terms: "political-critical dimension" and the term "effective historical consciousness," and their expansion in the context of history education. I will then present three reasons why it is so important to strengthen this dimension in the study of history. In the third part, I will propose and analyze four options and examples, most of them from the Israeli history curricula. I will argue that the optimal integration of which can build a bridge between curricular and historical thinking and bring young learners closer to the desired goal. The Israeli examples serve as reference point… [Direct]

Dyson, Rose A. (1991). Adult Education and the Mass Media: Challenges for Peace and Non-Violence. Adult Learning, v3 n1 p20,27 Sep. The traditional approach to education–training new generations of teachers to teach new generations of students–is outmoded. The communications industry alone has the capacity to educate on the scale needed in the time available. It is essential that adult educators work within the mass media. (Author/JOW)…

Baker, Eva L. (1969). Relationship Between Learner Achievement and Instructional Principles Stressed During Teacher Preparation. J Educ Res, 63, 3, 99-102, 69 Nov. \Peace Corps trainees were given instruction in the use of theoretically-based learning principles…They were then required to teach high school students in a videotaped lesson. The results, which demonstrated a relationship between theoretically-based learning principles and pupil learning, have implications for teacher education programs. (Author)…

Minner, Sam; Prater, Greg (1989). International Programs for Special Educators. Teaching Exceptional Children, v21 n3 p48-50 Spr. Opportunities are available for special education teachers to participate in foreign exchange programs and in programs for teaching abroad. The more common exchange programs include Fulbright Teacher Exchange Program, private exchanges, and others; work abroad programs include Department of Defense schools, Peace Corps, and International School Services. (JDD)…

Urquhart, Brian (1994). The Higher Education of Ralph Bunche. Journal of Blacks in Higher Education, n4 p78-84 Sum. Reviews the life and accomplishments of Ralph Bunche, winner of the 1950 Nobel Peace Prize for his mediation in the first Arab-Israeli war. The focus is on Bunche's higher education, from undergraduate work at the University of California, Los Angeles, through his graduate work at Harvard. (SLD)…