Hill, Norbert S., Jr., Ed. (1994). Words of Power: Voices from Indian America. This book represents a compilation of past and contemporary quotations by American Indians that reflect Indian philosophy and traditional knowledge. By including contemporary sayings, the book demonstrates that while peoples and conditions have changed, the basic perspectives of Indian peoples remain constant. Quotations cover values; spirituality and religion; tradition and history; women and men; children and education; economics, money, and power; land and environment; insight and appreciation; philosophy and culture; leadership; struggle, conflict, and treaties; justice, reconciliation, and peace; and community. Each quotation includes the name of the speaker and date. A list of sources for copyrighted works and an index of speakers are included. (LP)…

Smith, J. C. (1973). Military Aerospace. Aerospace Education II. This book is a revised publication in the series on Aerospace Education II. It describes the employment of aerospace forces, their methods of operation, and some of the weapons and equipment used in combat and combat support activities. The first chapter describes some of the national objectives and policies served by the Air Force in peace and war. The second and third chapters examine the mission and structure of major Air Force operating commands. The fourth chapter describes the various support commands and operating agencies maintained by the Air Force to back up its combat forces. The last chapter reviews the aerospace role of the Army, Navy, and Marine Corps. (PS)… [PDF]

Valanides, Nicos, Ed. (2001). Science and Technology Education: Preparing Future Citizens. Proceedings of the IOSTE Symposium in Southern Europe (1st, Paralimni, Cyprus, April 29-May 2, 2001). Volume I [and] Volume II. This document contains two volumes of papers presented at the first annual meeting of the International Organization of Science and Technology Education Symposium. Each volume of papers is divided into two sections. Section 1 of the first volume focuses on relevant teaching, incorporating curriculum, teaching approaches, and assessment aspects. Section 2 of Volume One papers focus on environmental issues including sustainable development and a culture of peace. Papers included in Section 1 of Volume Two focus on action research, involving classroom related studies and professional development studies. Section 2 of Volume Two papers focus on resources supporting teaching, including locally produced equipment, visualization ideas and using new technologies. (YDS)…

Chenfeld, Mimi Brodsky (2004). Metaphors of Hope. Phi Delta Kappan, v86 n4 p271 Dec. Refusing to be disheartened by all the negative press surrounding education today, Ms. Chenfeld travels the country and encounters one inspiring educator after another. In this article she tells four of their stories. The stories of the following educators are told: (1) Tom Tenerovich, a second grade teacher; (2) Cathy Arment, a first grade teacher; (3) Dee Gibson, a first grade teacher; and (4) Anne Price and Claudette Cole, Partners in Educating All Children Equally (PEACE), traveling to schools, programs, and conferences, spreading very simple messages–especially to administrators who too often don't attend workshops that are aimed directly at the heart. (Contains 6 notes.)…

Carr-Stewart, Sheila (2006). The Changing Educational Governance of First Nations Schools in Canada: Towards Local Control and Educational Equity. Management in Education, v20 n5 p6-12. In 1867, Canada was established as a federal state in which each province "may exclusively make Laws in relation to Education" while the federal government may "make Laws for the Peace, Order, and good Government of Canada, in relation to all matters….[including] Indians and lands reserved for Indians." Thus two separate educational systems were established, one for First Nations people who lived on reserve and the provincial system for all other Canadians. This article gives focus to the federal system of education and the changing role of Canada and First Nations people in the delivery and governance of education. In 1969, in response to a proposed federal policy paper, First Nations people across Canada issued their own policy document Indian Control of Indian Education and over the past four decades First Nations have entered into a variety of educational governance models. Four governance structures are discussed in the paper, including issues of… [Direct]

Mwanakatwe, J. M. (1971). Adult Education and Political and Social Change. Continuing education of adults plays a vital role in national development and in promoting political and social change. Ways in which adult education affects political change include: increasing the literacy of adults so that they can become responsible citizens; unifying multilingual, multiracial societies through the teaching of English; improving the adults' ability to participate fully in industry and commerce; teaching the advantages of cooperation among independent countries; encouraging participation in international programs for peace; and encouraging the development of leadership qualities. The influences of adult education on social change include: improvement in living and health standards; creative use of leisure time; family budgeting instruction; procedures in family planning; and opportunities for young dropouts to receive further education, and thus reduce their frustration and hostility. In Zambia, there are many agencies that are participating in the field of adult… [PDF]

Ben Porath, Sigal R. (2003). Radicalizing Democratic Education: Unity and Dissent in Wartime. This paper explores the normative role of civic education in responding to war, and in preparing society for the possibility of peace. The paper describes changes in the conceptualization of citizenship in times of conflict. It notes that during wartime, democratic societies tend to transform their notion of citizenship to a militaristic one that is termed here belligerent citizenship. the paper examines the role of public education in response to these social challenges. It makes the case for an educational response to belligerent democracy from various perspectives, situated within the contemporary theoretical discussion of patriotic education. Based on Amy Gutmann's democratic education theory, the paper maintains that the foremost role of public education is to foster basic democratic principles, such as equal opportunity and liberty. It points out that in wartime, the education system has to fulfill this role through opposing the mainstream conception of citizenship, employing… [PDF]

(1986). Higher Education Amendments of 1986. Conference Report to Accompany S. 1965. House of Representatives, 99th Congress, 2nd Session. This conference report covers the Higher Education Amendments of 1986. The following titles of the Higher Education Act are amended: Title I, Postsecondary Programs for Nontraditional Students; Title II, Libraries; Title III, Institutional Aid; Title IV, Student Assistance; Title V, Teacher Training and Development; Title VI, International Education Programs; Title VII, Construction and Renovation; Title VIII, Cooperative Education; Title IX, Graduate Programs; Title X, Improvement of Postsecondary Education; Title XI, Partnerships for Economic Development and Urban Community Service; Title XII, General Provisions; Title XIII, Education Administration; Title XIV, Education Research and Statistics; Title XV, American Indian, Alaska Native, and Native Hawaiian Culture and Art Development; and Title XVI, United States Institute of Peace. Parts of the Titles include: specific federal student aid programs; program and planning grants; strengthening institutions; strengthening… [PDF]

(1990). UNESCO: Worldwide Action in Education = UNESCO: L'action mondiale pour l'education. This document was produced as part of the observance of International Literacy Year, 1990. Divided into four parts, the first part, "Priorities," is a discussion of the observance and UNESCO's 1990 International Literacy Year, priorities for 1990-95 and Unesco's strategies for education. Part 2, "Regional Action in Education," describes the organization's actitivities in Africa, the Arab States, Asia and the Pacific, Europe, and Latin America and the Caribbean. "Global Action in Education," part 3, addresses UNESCO's education institutes, presents statistics on education, explores standard-setting activities, and underscores the UNESCO priorities of peace and international understanding, the environment, and sustainable development. Part 4 of the document, entitled "UNESCO and You," describes participation at the grass roots level, obtaining information on education, technical cooperation, other means of cooperation, and explains where to…

Foucher, Michel (1995). The New Faces of Europe. Secondary Education. This monograph, published as part of the project "A Secondary Education for Europe," offers some basic data on the contemporary human geography of the European continent, with a focus on central and eastern Europe. The document first describes civic issues in the teaching of geography and cartography of the new Europe. The basic pedagogical intent of the text is to show, through a set of maps, the solidarity that links or should link the nations and states of Europe. The document advocates a geographical approach that takes into account Europe in peacetime and at war, the Europe to be developed, and the Europe to which peace must be brought. It argues that the teaching of geography must be modernized, particularly in the states that are in the process of being created, and that geography must portray territory in terms of different scales–the characteristics of a given area and the ways in which it fits into greater units. The second section describes changes that have…

Crombez, Mary Margaret, Ed.; Mangigian, Lisa, Ed. (1999). Offspring, 1999. Offspring, v41 n1-2 Spr-Fall. This document consists of the two 1999 issues of a magazine for parents, teachers, and others involved in cooperative nursery schools. The magazine is designed to provide a forum for views on dealing with young children, express a variety of ideas, promote the cooperative philosophy, and enhance the relationships of those involved in cooperative nursery schools. The Spring 1999 issue contains the following articles: (1) "Parents Do Matter! An Interview with Dr. Nicholas Abraham" (Lisa Mangigian); (2) "Adventures in Living" (Kate Cole); (3) "'What Do You Do?' Career Parenting in the 90s" (David Bard); (4) "Building Moral Foundations: Character Education for Children" (Karen L. Pace); (5) "Making Peace with Your Mother" (Lynn Sipher); and (6) "Understanding the TV Rating System" (Mary Margaret Crombez). The Fall 1999 issue contains the following articles: (1) "Is It My Turn to Work?" (Carole M. Grates); (2)… [PDF]

Jones, Adele (2005). Conflict, Development and Community Participation in Education: Pakistan and Yemen. Online Submission, Internationales Asienforum v36 n3-4 p289-310. In development policy, community participation has increasingly come to be seen as a way to encourage community interest, involvement, ownership and ultimately, sustainability of projects. Education has also been affected by this discourse. The following paper examines two countries affected by conflict (Pakistan and Yemen), asking what type of community participation is possible in areas with complex conflict situations, since "community participation" demands some form of "democracy." The conflict scenario and the locus of control and power in these countries is examined in two rural areas. Finally, the paper questions what type and degree of community participation is possible in education and whether it can become a catalyst for peace, or an indirect mechanism for power elites to control decision-making. (Contains 28 footnotes.)… [PDF]

Kneidek, Tony, Ed.; Sherman, Lee, Ed. (1999). Northwest Education, 1998-1999. Northwest Education, v4 n1-4 Fall-Sum 1998-1999. Volume 4 of "Northwest Education" contains four issues. Each issue has a theme and typically consists of an opening review article on current trends and research related to the theme, followed by articles on exemplary schools or programs in the Northwest, promising practices, outstanding teachers, or suggestions for program implementation or staff development. Theme issue titles are: (1) "Succeeding at Reading: Literacy in the Early Years"; (2) "Community Building: Imagining New Models"; (3) "Learning in Peace: Schools Look Toward a Safer Future"; and (4) "Arts Education: Basic to Learning." Issues also include book reviews; availability of teacher resources; guidelines for teachers, parents, and communities; profiles of resource organizations and Web sites; letters to the editor; and practitioner commentary. (SV)… [PDF]

Selby, David (2006). The Firm and Shaky Ground of Education for Sustainable Development. Journal of Geography in Higher Education, v30 n2 p351-365 Jul. This paper employs academic and parable forms to evaluate critically the strengths and weaknesses, potentials and lacunae of education for sustainable development (ESD) and other sustainability-related educations. The meteoric rise to prominence of ESD is first briefly reviewed, as is the firm ground it now stands upon as an international and national educational priority. The remainder of the paper explores the shaky ground of ESD: the field's reliance on a goal, sustainable development, which, in its by-and-large continued embrace of the growth principle, is a myopic response to the Earth condition; the field's embrace of an instrumentalist conception of nature when such a conception itself feeds unsustainability; the overly skills/training orientation of ESD and its stunted engagement with a range of key aspects of the human-nature relationship; the failure of ESD to realize its original breadth and promise in its marginalization of the voice of peace, social justice,… [Direct]

deJong-Lambert, William (2006). UNESCO: Bridging Three World-Systems?. European Education, v38 n3 p82-94 Fall. The history of international education is intimately connected to the competition between the United States and the Soviet Union during the second half of the twentieth century. Graduate programs established at colleges and universities in the United States were the outgrowth of a need to create cosmopolitan experts, capable of demonstrating the "superiority" of American democracy and capitalism, in response to the threat presented by "global communism." The founding of these programs and the creation of related government initiatives such as the Peace Corps did not begin until the early 1960s. However, an understanding of what took place during the early years after the creation of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) is essential to understanding the ideas and agenda behind their creation. Though intended to promote peace between the two primary world-systems–U.S. and Soviet–UNESCO quickly became an arena in which both… [Direct]

(1982). The Quality of Life and Adult Education: Learning as a Way of Life. Peace as a Way of Life. Alternative Ways of Life. [Final Report of the International Meeting in Finland Seminar (14th, Murikka, Finland, August 16-21, 1982)]. These conference proceedings summarize the information presented at a conference held in Finland between August 16 and August 21, 1982, devoted to the impact of adult education on the quality of life. Included in the report are summaries of the proceedings and discussions that took place during the conference. The following presentations are summarized: \What is the Quality of Life?\ by Marja Jarvela-Hartikainen and Matti Sarmela; \Culture as a Factor Forming the Way of Life,\ by Rauni Turkia and Michael Moore; \Learning as a Way of Life,\ by Kaarina Suonio; \Peace as a Way of Life,\ by Helena Kekkonen; and \Alternative Ways of Life,\ by Hilkka Pietila. Summaries of the discussions follow each of the presentations. The results of seven group discussions on themes pertaining to adult education and the quality of life and recommendations emerging from the group discussions are also provided. Appended to the proceedings are a program agenda and a list of participants. (MN)…

Machel, Graca (2001). The Impact of War on Children: A Review of Progress Since the 1996 United Nations Report on the Impact of Armed Conflict on Children. The outgrowth of a 1996 report on the impact of armed conflict on the well-being of children, and preparation for the 2000 International Conference on War-affected Children, this book examines progress made and obstacles encountered since 1996 in relieving the trauma of armed conflict. The stories recount family displacement, the rise of HIV/AIDS in areas of armed conflict, and the way the proliferation of small arms and light weapons ignites and sustains the wars that victimize children. The book also showcases programs that have been in place since 1996 that have made a real difference in the lives of children caught in desperate circumstances. The chapters are: (1) "Wars against Children"; (2) "Child Soldiers"; (3) "Children Forced to Flee"; (4) "Children under Siege from HIV/AIDS"; (5) "Ending Sexual Violence and Exploitation"; (6) "The Toll on Children's Health"; (7) "Promoting Psychosocial Recovery"; (8)…

Tate, Joanne (1998). Collaborative Internet Learning. This paper describes pioneering in the area of telecommunications and the use of the Internet across the curriculum in Australian schools through the I*EARN (International Education and Resource Network). Topics discussed include: (1) changes to the traditional learning approach and school structure, including the role of the teacher and resource equity; (2) positive spin-offs from collaborative projects, including real outcomes from the author's experience; (3) problems associated with collaborative Internet learning, including time, money, and access to equipment and login facilities; (4) industry and organization involvement; (5) equity and access; and (6) three successful projects from the I*EARN project–War and Peace 1995, National Identity 1995-1996, and Faces of War 1996-1998. (DLS)… [PDF]

(1974). AID: The New Challenge. A Special Report of the Agency for International Development. The programs and policies of the Agency for International Development (AID) in administering American foreign aid are briefly described in this booklet. Short introductory sections discuss the reasons for foreign aid, the interdependence of today's world, and the history of American foreign aid since World War II. The remaining parts of the booklet focus on the activities of the agency in administering foreign aid: food and nutrition, population planning and health, education and human resources, disaster relief, food for peace, assistance with private and voluntary organizations, cooperatives, participant training, international assistance coordination, working relationships with other government agencies, and research. Useful maps, graphs, and charts of population growth and food production are included. (DE)…

Shapley, Deborah (2000). The National Science Board: A History in Highlights, 1950-2000. This document highlights key moments in the history of science chosen for their national impact and for the insight they provide on the values and principles that guide the inner workings of the National Science Board (NSB) in its governance of the National Science Foundation (NSF) and its role in national policy. This brochure takes a walk through the history of the board from the 1950s through the 1990s. Highlights include peace and the cold war, setting terms for academic science, strengthening White House science policy, the Mansfield amendment, K-12 and undergraduate education, and the frontier of information technology. Former members of the board and executive secretaries and officers are also listed. (SAH)… [PDF]

Coles, Janet; Smith, David (2006). The Fifty-One Society: A Case Study of BBC Radio and the Education of Adults. Studies in the Education of Adults, v38 n2 p210-224 Aut. This article discusses the relationship between sound broadcasting and adult education, looking at the British Broadcasting Corporation (BBC) during the period of postwar reconstruction and austerity of the 1950s. It considers in particular one of the Corporation's most innovative educative programmes of the period, "The Fifty-One Society". This was produced in Manchester by the Talks Department of the BBC North Region and first broadcast on 1 November 1951. The format was a discussion, along the lines of the old literary and debating societies, and featured a small group of northern academics drawn from the Universities of Manchester, Leeds and Liverpool, many of whom had personal experience as adult education tutors. Each week a topic was introduced by a guest speaker and then discussed by the "resident experts" in the studio. The discussion was then edited and broadcast. The Fifty-One Society aimed to bring to listening audiences ideas, informed views and… [Direct]

Fallahi, Mitra (1994). Multicultural Education: A Challenge for All. This paper addresses the role of the classroom in bringing students of different backgrounds together and the role of the teacher in creating an atmosphere in which students not only get along well with each other, but also develop respect and appreciation that they carry with them outside of school. There is a need to create an atmosphere of peace and harmony within the educational environment to offset the ill effects of stereotyping and prejudice that can inhibit multicultural education. The paper also discusses teacher attitudes and resistance to multicultural education and ethnic events, stemming in part from their limited education and experience in these areas. It is concluded that schools are becoming more diverse each year, reflecting changes in society. Schools can no longer afford to ignore racial and cultural tensions nor the differences in learning styles that these cultural differences create. (Contains 5 references.) (GLR)… [PDF]

Graff, Sandra, Comp. (1982). Global Education Resource Guide. Over 700 annotated resources, most of which were produced between 1970 and 1980, are presented in this resource guide which addresses global issues and interdependence from a world order perspective. Arranged into 3 parts, the resources listed in part I primarily provide background material organized under the following subtitles: world order; ecological balance; economic justice; energy; futures; hunger and life style alternatives; peace; population; religion, philosophy, and global spirituality; and social justice. Materials listed under "Action Resources" are intended to aid those interested in speaking, educating others, lobbying, or organizing. Part II lists background resources specifically for educators. Part III lists resource tools for the classroom, presenting separate sections on affective education (education for full human development), art and music, language arts, math and science, physical education, religion, and social studies and history. In most cases,…

(1979). The Future of Murdoch University: Report of the Committee of Inquiry into the Future of Murdoch University. An inquiry concerning the future of Murdoch University, Western Australia, is considered, as are the resulting recommendations. After a description of the university's establishment, growth, and present circumstances, postsecondary education in Western Australia and the demand for higher education are considered. A number of adjustments to the pattern of activities in higher education in Western Australia are recommended that are designed to encourage the growth of Murdoch University to about the year 2000. Proposals for new departments at Murdoch University in the areas of medicine, law, commerce, optometry, peace and conflict studies, philosophy, and student accommodation are examined as are low cost proposals concerning the following issues: limitations on enrollments at other institutions, postgraduate student load, the rationalization of activities, cooperative teaching arrangements, the establishment of institutes for teaching and research, the joint use of facilities, and… [PDF]

Keenan, Terrance (1998). The Alexander N. Charters Library of Resources for Educators of Adults at Syracuse University Library. This document describes the contents of the Alexander N. Charters Library of Resources for Educators of Adults at Syracuse University Library. The document begins with a brief history of the development of the library's collections, which occupy 900 feet of shelf space and contain more than 50 groups of personal papers and records of organizations involved in adult education. Next, some of the collections' most notable contents, including documents pertaining to the adult education activities conducted through the Peace Corps, Volunteers in Service to American (VISTA), and Project Head Start and the papers of Malcolm S. Knowles, Paul Henry Sheats, and Robert J. Blakely, are highlighted. The remainder of the document is an annotated bibliography of 53 items housed in the Charters library. Among those items are records of the following organizations and individuals: Adult Education Association (AEA), Adult Education Association/American Association for Adults and Continuing Education… [PDF]

Boren, Susan; And Others (1987). The Higher Education Amendments of 1986 (P.L. 99-498): A Summary of Provisions. 87-187 EPW. The provisions of the Higher Education Amendments of 1986 (P.L. 99-498), which is the major piece of legislation reauthorizing the Higher Education Act of 1965 through 1991, are delineated. A synopsis of the legislative history of this act is provided along with a brief description of the passage of the Higher Education Amendments of 1986. A summary of provisions of this legislation by title is included. The 16 titles are: postsecondary programs for nontraditional students; academic library and information technology enhancement; institutional aid; student assistance (grants to students in attendance at institutions of higher education, guaranteed student loan program, work-study programs, income contingent direct loan demonstration project, direct loans to students in institutions of higher education, needs analysis, and general provisions relating to student assistance programs); teacher training and development; international education programs; construction and renovation;… [PDF]

Tierney, William G. (2011). The Role of Tertiary Education in Fixing Failed States: Globalization and Public Goods. Journal of Peace Education, v8 n2 p127-142. The plight of nations labeled as \failed\ is well-documented, as are suggested strategies to fix them. One area that receives a great deal of focus in the extant literature is education. How can education contribute to the rebuilding of a failed State? Most often the responses to this question focus on the importance of reestablishing primary and secondary education and on improving teacher education programs. This paper extends the analysis around the contribution of education to consider the role of tertiary institutions. The author works from a theoretical perspective of public goods, and argues that universities, as engines for economic development and social change, make important contributions to society and need to be considered alongside primary and secondary education when setting plans for fixing failed states. In doing so, tertiary education is posited as a global public good and a force of stabilization within the nation. (Contains 2 tables.)… [Direct]

Hager, Tamar; Saba, Tuffaha; Shay, Nava (2011). Jewish Arab Activism through Dialogical Encounters: Changing an Israeli Campus. Journal of Peace Education, v8 n2 p193-211. This paper introduces a Jewish Arab dialogue model of national encounters which has been developed at Tel Hai College in Upper Galilee in Israel. These planned encounters, which have taken place for eight consecutive years within the framework of a course entitled "A Jewish-Arab dialogue–action research" are recognized as part of the bachelor degree requirement within the Department of Education. Group meetings designed to build mutual acquaintance and understanding between Jews and Arabs have been taking place for several decades in various locations, including Israeli academia. This model is unique as it consciously directs its participants towards activism in the institution where it is located. Conceived as a process of reflexive identity study and research, jointly examining power structures, the course has aimed for extended, on-campus dialogue between Arabs and Jews, studying, and attempting to reduce the college reality of structural inequities between these… [Direct]

Shazad, Farhat (2011). Representations of Canada's Role in the War on Terror: The Fantasized Nationalist Narrative. Journal of Peace Education, v8 n2 p89-99. This multi-method study is based on data collected from 99 written narratives, four in-depth semi-structured interviews, and demographic questionnaires. It depicts a particular framework in which a diverse group of university students represent Canada's role in the War on Terror. The study reveals how these representations assist in the imagining of Canada as a peacekeeper and peace-loving nation. These presumably benign representations of the war and peace produce banal nationalism, and have implications for both students' imagination about war and peace and for peace educators. This contributes to the importance of critical peace pedagogy in teaching students the relationships of banal nationalism, wars and peace…. [Direct]

Aktan, Ebru; Divrengi, Mihrap (2011). Early Childhood Education in Turkey: Pre-School Teachers' Attitudes towards Diversity. Journal of Peace Education, v8 n1 p37-53. This study examines preschool teacher attitude to respect for diversity. Findings are based on analysis of questionnaire responses gathered from a sample group of 685 teachers administered in five Istanbul districts between 2006-2007, and analysed by frequency, percentage and Chi-square. Recommendations are proposed with reference to the analysed data in light of the implications of findings in this research. In the process of developing a programme to address the issues of respect for diversity in preschools and early learning centres, the relevant research must be taken into consideration. In addition, work related to the concept of respect for diversity should be included in tertiary institutional training programmes for trainee teachers, particularly in those departments responsible for training preschool and primary class teachers. Current programme content could be reviewed to that end. (Contains 8 tables.)… [Direct]