Perelman, Phyllis F. (1982). Special Education in the Americas: Contrasts, Needs, and Possible Solutions. The author describes differences in the number and quality of special education programs available in Latin America and suggests directions for improved delivery of special education services. The relatively high level of services provided in Costa Rica are contrasted with the minimal services available in Honduras. The training-based model in which generic educational specialists provide inservice training to teachers is suggested to increase the number of trained personnel. Linkages between ministries of education and teacher training institutions are also encouraged. Latin American activities in special education of organizations such as the Council for Exceptional Children, the Partners of the Americas, and the Peace Corps are noted. (DB)…

Cesareo, Francesco C. (2007). Can a Catholic College Exist Today?: Challenges to Religious Identity in the Midst of Pluralism. New England Journal of Higher Education, v22 n2 p17-18 Fall. One of the most significant and important challenges facing any president of a Catholic college or university is maintaining and enhancing the religious identity and mission of the institution in the midst of the pluralism that exists on every Catholic campus in the United States. Catholic colleges and universities are at an important crossroad, a place where they have never been before. The shape of Catholic higher education is a picture that is being painted, in part by the different ways in which institutions of Catholic higher education express their Catholicity. Some express it with a progressive approach focusing on service and issues of peace and justice, others with a traditional approach focusing on reviving the Catholic intellectual tradition. Is one form of expression better than another? This is essentially a subjective question. But this expression of Catholic identity should be based in honesty. If an institution claims to be Catholic, then it should be so in more than… [PDF] [Direct]

Johnston, Linda M. (2012). The Senesh Fellows. Journal of Peace Education, v9 n2 p139-150. Dr Elise Boulding served for five years as the Director of the International Peace Research Association Foundation. During that time, she worked tirelessly to promote peace research. One of the projects she was most instrumental in starting was the Senesh Fellowship. The Senesh Fellowship Program was begun in 1990 with a generous donation from Dr Larry Senesh in honor of his wife, Dorothy Marchus Senesh, a life-long peace activist. This fund provides a biennial fellowship awarded to a woman from the developing world for studies in the fields of peace and development. Dr Boulding headed the selection committee for this Fellowship for many years. During her tenure on the committee, she had the opportunity to use this Fellowship to promote and highlight the role of women in peace research and to highlight their many academic accomplishments. In this issue honoring Dr Boulding, the continuation of the Senesh Fellowship is just one more way in which the mark that Dr Boulding left on the… [Direct]

Kruger, Frans (2012). The Role of TESOL in Educating for Peace. Journal of Peace Education, v9 n1 p17-30. As communication specialists, teaching English to speakers of other languages (TESOL) professionals should be at the forefront of promoting peaceful interaction. Yet, at present they only play a peripheral role in educating for peace. The present article investigates the interplay between English, as expressed in terms of being a global language, and the social responsibility of TESOL teachers. It will focus on the ways in which TESOL teachers can engage with, and contribute to, the establishment of sustainable peaceful communities. The current teaching paradigm, in which communicative language teaching and content-based approaches are dominant, offers TESOL teachers the possibility to engage learners with issues surrounding peace and the creation of a peaceful future. However, teachers should not only provide learners with the opportunity to consider, understand, and appreciate global issues and peace-related content, but should also provide them with the necessary skills to address… [Direct]

O'Connor, Una (2012). Schools Together: Enhancing the Citizenship Curriculum through a Non-Formal Education Programme. Journal of Peace Education, v9 n1 p31-48. In divided societies education for diversity, often introduced via the combined approaches of civic education, citizenship education and community-relations activity, is advocated as a core element of the school curriculum. Its delivery, through formal and non-formal educational approaches, has been routinely recognised as an opportunity for interactive learning, offering intellectual, social and emotional advantages to all involved. From its roots in the non-formal youth sector, the work of the Spirit of Enniskillen (SOE) Trust now encompasses formal partnerships with schools through a "dealing with difference together" programme involving groups of sixth-form students (17-18 years) in a programme for citizenship education as a complementary and/or supplementary option to the subject area of Local and Global Citizenship. Based on a developmental evaluation of the "Schools Together" programme, this paper presents a case study of a collaborative schools-based… [Direct]

Yablon, Yaacov B. (2012). Are We Preaching to the Converted? The Role of Motivation in Understanding the Contribution of Intergroup Encounters. Journal of Peace Education, v9 n3 p249-263. The role of motivation to participate in peace encounters was examined against the popular claim that such programs mainly benefit those who already espouse peace-movement ideas. The self-determination theory served as the theoretical framework for the study. Jewish and Arab high-school students (N = 330) were randomly assigned to research and control groups based on their motivation to participate in peace encounters. The findings revealed that those who benefited most and whose social relationships were significantly enhanced by participation in the program were participants who were extrinsically motivated. Those who were amotivated gained nothing but did not deteriorate, whereas their counterparts in the control group deteriorated. Those who were intrinsically motivated did not gain much from their participation but did not deteriorate, even without the encounters (in the control group). Theoretical and pedagogical implications of the findings are discussed. (Contains 3 tables… [Direct]

Nebel, Jacob (2012). The Nuclear Disarmament Movement: Politics, Potential, and Strategy. Journal of Peace Education, v9 n3 p225-247. Nuclear disarmament is a global ambition and requires collaboration, but who is collaborating, and what are their roles? This paper discusses the role of the American people in the path towards zero. Scholars have discussed at length the historical lessons of the global disarmament movement, and activists have worked to rekindle the movement after its doldrums in the 1990s. But the movement's forward-looking strategy, in terms of its overarching role, deserves–and perhaps needs–more analytical clarity than it has received. My aim is to provide an overview that sheds light on the disarmament movement's function and direction. More specifically, I argue that the disarmament movement can have a significant impact on nuclear-weapons policy in the USA, and to that end, I provide strategic recommendations for anti-nuclear-weapon organizations to help activate the public. My analysis is both predictive (about the potential success of the disarmament movement in affecting policy) and… [Direct]

Blakey, Elaine; Maguire, Gerry; Steward, Kaye (1991). Global Education Entry Points into the Curriculum: A Guide for Teacher – Librarians. This information packet is useful to teacher-librarians and teachers who would like to integrate global education concepts into existing curricula. The techniques outlined in this document provide strategies for implementing global education integration. The central ideas of the global education package include: (1) interrelatedness; (2) peace; (3) global community; (4) cooperation; (5) distribution and sustainable development; (6) multicultural understanding; (7) human rights; (8) stewardship; (9) empowerment; and (10) social justice. Throughout the packet, ideas are offered for inclusion of global perspectives in language arts, science, mathematics, and social studies. Recommendations are included for purchases of resource materials and cross reference charts for concepts across grades and curriculum areas. (EH)… [PDF]

Feldman, Beverly Neuer (1978). Jobs – Careers: Serving Children and Youth. This book, a collection of job descriptions and career options, is designed to help persons who want to work with children and youth make education and career decisions. Descriptions are listed under sections reflecting the amount of education and/or experience needed for the job. The ten sections range from no formal education needed through doctorate degree. Each listing describes the employer, requirements, duties and salary. In addition, sections on state, federal, and regional government positions and Action program (Peace Corps and VISTA) positions are included. Appendices include a list of organizations that are sources of career information and a glossary of terms. (SB)…

(1977). ACTION. 1977 Annual Report. In this report are described projects and activities undertaken by ACTION's volunteer programs in 1977. The first section concentrates on reviews conducted, including a major review of ACTION's domestic volunteer programs and the management systems supporting them and an assessment of its programs using the Zero-Base Budget approach called for by President Carter. Peace Corps activities are then reviewed for these regions: North Africa, Near East Asia, the Pacific; Latin America, and Africa. Charts summarize (1) basic human needs of the host countries and the number of volunteers serving them, (2) volunteers serving in all host countries from 1962-77, (3) education and age profile of volunteers and trainees, and (4) Peace Corps budget. A section on domestic volunteer programs describes activities of VISTA, University Year for ACTION, Youth Challenge Program, National Student Volunteer Program, and Older Americans Volunteer Programs. Activities of support offices are then overviewed…. [PDF]

Evans, Judith L.; And Others (1996). Zones of Peace. Coordinators' Notebook: An International Resource for Early Childhood Development, n19. Children affected by armed violence face a specific set of stressors and challenges which calls for appropriate programming. This Coordinator's Notebook focuses on how to work with children affected by organized violence in order to provide them the best possible early childhood experiences. It is divided into five sections. "Children as Zones of Peace" (Judith L. Evans) discusses organized violence in the form civil and ethnic strife and political oppression, and its effects on children: displacement, unaccompanied children, refugee camps, psychological trauma. It then discusses developing appropriate interventions, principles for working with children affected by organized violence, early childhood programming guidelines, specific activities for and with young children, and looking toward the future. "Resolving Conflicts and Making Peace" (Ellen M. Ilfeld) discusses basic skills for young children, conflict resolution and peacemaking, and the environment and… [PDF]

Haavelsrud, Magnus (2004). Target: Disarmament Education. Journal of Peace Education, v1 n1 p37-57 Mar. Departing from UNESCO disarmament education guidelines, a conceptual framework is presented in which disarmament is seen in relation to the overall question of peace, which also includes problems of development and human rights. The need for disarmament is based on arguments related not only to disarmament \per se\, but also to the need for development and the realization of human rights. As a consequence, the violence and causes of militarism are seen not only in the perspective of direct violence, but also in the perspective of structural violence. Thus, the violence and causes of militarism include the problems of development and human rights at all levels. In addition to these two components, it is argued that the need for disarmament must also be determined in relation to its opposite, namely visions of disarmament and the transformation process at all levels towards such visions. Thus, the substance to be dealt with in disarmament education needs to be related to all of these… [Direct]

Palmer, Tom G. (1994). A Guide to Classical Liberal Scholarship. Revised Edition. This booklet introduces students to a wide range of works of classical liberal scholarship. The works described can be used in researching term papers, theses, and dissertations; each book and article provides valuable insights and information that can make the difference between an "A" and a "B" paper. The tradition of classical liberalism reflects the thought of individuals who value peace, individual liberty and freedom of thought, speech, and action. This annotated bibliography provides a brief introduction to works with the following divisions: (1) "The Heritage of Classical Liberalism"; (2) "History"; (3) "Economics"; (4) "Philosophy and Social Theory"; (5) "Property Rights"; and (6) "Selected Issues" (which include: the environment, urban issues; race and ethnic conflict; international trade and relations; poverty and self-help; economic development; social analysis; cartels–business and labor;… [PDF]

Ferber, Michael (1983). NCSS Peace Studies Project: An Interim Report. This preliminary report of a National Council for the Social Studies (NCSS) project briefly assesses teaching materials related to peace and nuclear warfare. Covering elementary, secondary, and higher education, the materials discussed present a variety of activities, decision-making approaches, and analytical assessments of policies of many countries. Topics include crucial decisions of the nuclear age, history of weaponry, and imagining alternative futures. In addition to the specific curricula mentioned, four general resource guides published by national organizations are noted. Finally, several sources are listed which concentrate on the USSR and the Cold War. (KC)…

(2000). CNN Newsroom Classroom Guides, October 2000. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of October 2000, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Top stories include: Chinese authorities detain Falun Gong protesters on Tiananmen Square and Pope John Paul II angers China by canonizing Chinese martyrs, U.S. presidential candidates prepare for the first presidential debate, U.S. presidential candidates debate education issues, Danville, Kentucky prepares for the first U.S. vice presidential debate, and Yugoslav protesters seize parliament (October 2-6); Yugoslavian president Vojislav Kostunica takes office, recent clashes between Arabs and Israelis concern neighboring Arab states, North Korea observes 55 years of communism with celebrations, Al Gore and George W. Bush meet in the second presidential debate, and Violence in the Mideast and an attack on a U.S. ship in Yemen…

deJong-Lambert, William; Steiner-Khamsi, Gita (2006). The International Race over the Patronage of the South: Comparative and International Education in Eastern Europe and the United States. Current Issues in Comparative Education, v8 n2 p84-94 Apr. The authors contend that the impact of the Cold War on multilateral organizations (especially UNESCO) as well as on the academic programs in Comparative and International Education or Development Studies in Education has been largely understudied. Both world-systems (USA and its allies, Soviet Union and its allies) laid claim on the project of world peace that UNESCO was meant to pursue. Furthermore, the boom in area, language and development studies in the 1960s was closely associated with the international race between the two world-systems over the patronage of those postcolonial countries that were viewed as "non-aligned" or neutralist. The salutary effects upon education policy in the United States are described, along with the portrayal of education as an inferior aspect of the capitalist system, behind the "iron curtain." The authors note the new research field of post-Cold War studies that emerged in U.S. academe over the past decade, and find that such… [PDF]

Ross, Robert Beals, Ed. (1987). The World = Le Monde. This publication provides a directory of useful resources for educators on specific topics and countries pertaining to development issues. It includes publications, slide-shows, kits, games, descriptions of each resource, photographs, and small maps of 22 countries. The materials are presented in French and English and are organized into four sections on (1) regions, (2) subjects, (3) sources, and (4) resource centers. The subjects include food, apartheid, development, education, disarmament, human rights, environment, hunger, geography, health, militarism, multinationalism, peace, and technology. Ordering information is provided. Maps and pictures are included. (NL)…

Davies, Lynn (2004). Building a Civic Culture Post-Conflict. London Review of Education, v2 n3 p229-244 Nov. This paper examines the role of education in (re)constructing civil society in societies emerging from conflict or violence. After examining the nature of civil society and its importance for democracy and peace, the paper looks at three areas: legal education (including human rights education); information, media and the public space; and citizenship education (exploring nationalism, democracy and accountability). It aims to dispel any romanticised mythology about the possibilities of civic regeneration, particularly if this means returning to a nationalistic, exclusionary or heroic past. The \new normality\ should be active citizens who will challenge social injustice, corruption or aggression; this is argued to apply to countries who are the instigators of international conflict as well as those traditionally labelled conflict or post conflict…. [Direct]

Gamble, Helen E. W., Ed.; Munstermann, Ulrich, Ed.; Williams, David L., Ed. (2002). The Voice of THIMUN Youth: Action Papers of the Annual Session (2nd, The Hague, Netherlands, January 27-February 1, 2002). These Action Papers of seven committees of The Hague International Model United Nations (THIMUN) Youth Assembly represent the efforts of young people, who have been given the opportunity to voice their personal opinions on issues permanently on the international agenda. The Committee on Education and Employment analyzes improving quality of education; economic challenges; value of education; problems of women in society; innovative thinking and talent realization; experience and mechanisms for approaching the labor market; and social problems. The Committee on Sustainable Development and Agenda 21 focuses on informal and formal education through media, product labelling, and nongovernmental organizations and on pros and cons of economic incentives for promotion of sustainable development through youth involvement in the economy. It sets out practical steps for youth empowerment in issues of sustainable development. The Committee on Health and Social Development of Youth looks at… [PDF]

Pike, Graham; Selby, David (2000). In the Global Classroom: Book 2. Global education is a relatively new term in the education world. It brings together two strands of educational thinking: worldmindedness and child-centeredness. This document offers strategies for implementing global education into the curriculum by considering its infusion and integration. Activities presented in the book offer ideas and strategies for providing a participatory learning environment in the global classroom and focuses on different goals such as building self-esteem, encouraging students to exchange personal information, and contributing to the learning process. Chapters include: (1) \A Friendly Classroom for a Small Planet\; (2) \Peace\; (3) \Rights and Responsibilities\; (4) \Equity\; (5) \Economics, Development, and Global Justice\; (6) \Citizenship\; and (7)\Mass Media.\ (YDS)…

Chtatou, Mohamed, Ed. (1984). Moroccan Arabic Technical Lessons for Rehab./Special Ed. The instructional materials in Moroccan Arabic are designed to meet the language needs of Peace Corps volunteers working in rehabilitation and special education in Morocco. The lessons are almost entirely in Arabic, and include vocabulary lists with both technical and everyday language pertaining to disabilities. Lesson topics include singing, the classroom, playing ball games, listening to music, discussing physical needs, playtime, art, the handicapped in Morocco, the beach, social situations, behavior change, children's growth, and the blind in Morocco. Lessons include text, vocabulary, questions for discussion, and proverbs. (MSE)… [PDF]

Brooks, Sean, Ed.; Knowles, Alison, Ed. (1995). Education for Action. Undergraduate and Graduate Programs That Focus on Social Change. Expanded Third Edition. This book provides a comprehensive guide to graduate and undergraduate programs focusing on social change that are recommended by Food First, a non-profit research and education center with a mission of empowering citizens to address the root causes of hunger, poverty, and environmental decline. Listings provide the name and address of the institution; degrees offered; telephone, fax, and electronic mail information; a brief description of the programs offered; courses; key faculty; and admissions information. Listings include programs in agriculture, anthropology, area studies, development/international relations, economics, education, environment, ethnic studies, geography, history, human rights, law, peace studies, political science, public health/nutrition, sociology, urban planning, and women's studies. (MDM)…

Nijhof, Wim J. (1988). Conflicting Concepts and Values in Education. This paper discusses the incongruity among education's multiplicity of conflicting actors, theories, and values that affect curriculum decision-making. This discussion is divided into three major concerns: sociopolitical, professional, and student. Sociopolitical concerns include the impact of peace, war, human sexuality, environment, work and leisure time, multicultural relations, and economic class relationships on education. Professional concerns involve the dilemmas of curriculum reform, teaching methods, organizational management, decision-making, educational governance, and school-community relations. Student concerns encompass core curriculum relevancy, human capital investment, career choices and counseling, and labor market entry prognostics. That educational policymakers consider the above concerns when making decisions comprises the conclusion of this treatise. (JAM)… [PDF]

Francois, Louis (1968). The Right to Education from Proclamation to Achievement 1948-1968. The aim of this booklet is to describe and explain efforts over the past twenty years for the right to education in the world's nations. The theme focuses upon an attempt to actualize the ideals in the Universal Declaration of Human Rights which concern and affect universal education in developing as well as developed countries. Eleven chapters briefly deal with the world trend toward building schools; the right to education in the context of the Universal Declaration of Human Rights; consequences resulting from the right to education; education in regard to quantity and quality; battle against illiteracy; need for continuous education in all countries; education for international understanding to hopefully ensure peace; resistance to educational change from the educational system and the family; educational planning; and the need for international cooperation. (Author/SJM)… [PDF]

(1980). International Meeting of Experts on the Evaluation and Development of the Associated Schools Project on Education for International Co-operation and Peace (UNESCO House, Paris, September 8-12, 1980). Final Report. Ways and means are suggested by educational experts from 17 UNESCO member states for developing the Associated Schools Project in Education for International Cooperation and Peace. Launched in 1953, the project was intended to sensitize teachers and students to the need for peace and respect for human rights and to prepare them to accomplish tasks aimed toward these objectives including preparing instructional materials and carrying out community-oriented activities. Although the project has grown considerably since its inception (it is now a network of 1,400 schools in over 70 countries) and has been successful in many of its endeavors, the experts noted a number of problems in the areas of diffusing and generalizing individual project activities, counteracting negative effects of extra-educational influences such as the media, and in sustaining active teacher participation. To counteract problems and to further develop the Associated Schools Project, the experts offered some…

Eagan, Eileen (1981). Class, Culture, and the Classroom: The Student Peace Movement of the 1930s. The origins of the student movement of the 1930s are discussed, with attention to internal dynamics and reactions to external events, and the impact on student attitudes today. After providing a background of the antiwar movement, individual university revolts and strikes are considered. An explanation is offered concerning students' thoughts and fears about the Spanish Civil War and their concern about America's own movement toward World War II. Additionally, the woman's role in the peace movement and the alternative it offered to the traditional collegiate male code of conduct are considered. Additional topics include: the influence on the movement of Marxism, religion, progressivism, and the revisionist view of the Great War; the relationship between government and education and attitudes toward academic freedom; and the development of a new kind of American student, who was to become a model (both positive and negative) for student activists of a later generation. It is noted…

Fitzell, Susan Gingras (1997). Free the Children! Conflict Education for Strong and Peaceful Minds. Conflict Resolution Skills for Pre-K through Grade 12. Noting that teaching conflict education is not something that can be done in a set of isolated lessons in a curriculum program, this book discusses a comprehensive, developmentally appropriate approach to conflict education. The book is organized into two parts. The first part explains the basic underlying philosophy proposed in the book, and the second part discusses conflict education for specific age groups. Part One, "Conflict Education: The Process," contains one chapter: "The Five Essential Components of a Conflict Education Program." These components are modeling, relationships, conditioning, empowerment, and skills. Part Two, "Conflict Education for Different Ages," contains six chapters. Each chapter in this section discusses cognitive and moral development and offers practical approaches and techniques for dealing with conflict. In addition to these topics, each chapter addresses age-specific concerns. Chapter 2, "The…

Lindow, Megan (2007). "The Promising Half". Chronicle of Higher Education, v53 n19 pA36 Jan. This article describes the hardships of rural life encountered and witnessed by the students at the Ahfad University for Women as they participate in the university's Rural Extension Program which is required of all fourth-year students. The program involves traveling in groups to impoverished communities across Sudan to share their knowledge, with local people, and experience firsthand the hard ships rural citizens endure. In a country marred by deeply rooted, interlocking wars and tightly controlled by an authoritarian, Islamic-fundamentalist government, the university, with its unique mission of educating women to respond to the needs of society, as well as confront societal boundaries, has paradoxically flourished. Ahfad was established as an elementary school in 1907 by a broad-minded soldier-turned-merchant named Sheikh Babiker Badri, who wanted to educate his 13 daughters at a time when most considered the idea deeply shameful. The institution has pioneered women's education… [Direct]

(1982). Education for International Understanding. Report of Regional Seminar on the Development of Unesco Associated Schools Project in Asia and the Pacific (Seoul, Republic of Korea, October 27-31, 1981). This report on an Asian Regional Seminar is presented in two parts. In part one, a review of the reports of the countries participating in the seminar shows that there is continuity in adherence to the objectives of the Unesco Associated Schools Project set forth in 1953, which were: (1) to increase knowledge of world problems and global cooperation, (2) to develop international understanding through the study of other cultures, (3) to increase knowledge and observe the principles of human rights, and (4) to appreciate the workings of the United Nations system in trying to achieve universal peace, friendship, and progress. A summary of the seminar discussion, a synthesis of difficulties, problems, and issues, and recommendations are presented. The country reports in part two illustrate variance in approaches to education for international understanding and human rights and obstacles inherent in the realities of global politics and nationalism. Country reports for Bangladesh,…

Smith, David J. (2007). How Community Colleges Can Work for World Peace. Chronicle of Higher Education, v54 n9 pB30 Oct. The important contributions that community colleges make to American society are well known and documented, but many people may not be aware of the huge influence that community colleges are having overseas. The U.S. model of the two-year college with a vocational emphasis is being exported, and foreign institutions that focus on career education in health care, law enforcement, business, and other fields are benefiting. Community-college programs are dealing with critical social and business needs overseas, broadening cultural awareness and increasing global collaboration. The writer advocates that community colleges, with their diverse populations, are well-suited to develop innovative teaching approaches that would be highly effective abroad. Challenges identified by Smith for improving conditions in conflict-ridden societies include: (1) Need for community-college governing boards to take on this task as part of their missions; (2) Identification of funding sources; and (3)… [Direct]