Adonis Durado; Oussema Dhieb (2024). Creating VR Content for Training Purposes. International Journal of Technology in Education and Science, v8 n2 p250-268. This work provides an overview of the use of Virtual Reality (VR) technology in the context of training through the documentation of a project produced by Ohio University's Game Research and Immersive Design (GRID) Lab involving the development of a cine-VR series for police officer training in areas such as suicide prevention, mental health, crisis intervention, domestic violence resolution, and school violence prevention. The article starts by introducing the concept of VR training with its subdivisions and its benefits, including the promotion of learning and empathy through immersion. Followingly, it describes the process of planning for a VR training. Subsequently, it breaks down the several stages of creating VR training content from scenario exploration, scriptwriting, recording, to postproduction. In conclusion, this paper recognizes the challenges of creating compelling VR content such as storytelling, editing, and resources. Additionally, it attempts to pave the way for… [PDF]

Bourn, Douglas; Hatley, Jenny (2022). Target 4.7 of the Sustainable Development Goals: Evidence in Schools in England. Research for Our Shared World. Research Paper No. 22. Development Education Research Centre This report has been produced by Douglas Bourn, Director of Development Education Research Centre at UCL and Jenny Hatley from Bath Spa University, on behalf of the Our Shared World Coalition of organisations. The focus of Our Shared World is to lobby UK government and other policymakers on why Target 4.7 of the Sustainable Development Goals should be an integral component of all children and young people's learning. This report has been commissioned by the network to gather evidence of the extent to which the themes of Target 4.7 of the Goals are already reflected within schools in England, and aims to demonstrate current levels of engagement in these themes, how they are being delivered, areas of success, identifiable gaps and what the priorities for policymakers should be in the future…. [PDF]

Davis, Niki; Udin, Victor (2002). Organizational Implications of Web-Enhanced Study Abroad Programs. Turkish Online Journal of Educational Technology – TOJET, v1 n1 Article 4 p24-31 Oct. Distance education on university campuses is growing exponentially in the United States–it is predicted that 2.2 million students will be taking online classes in 2002, and 85% of American colleges and universities will be offering those classes in the academic year 2002/2003 (Baydo, 2001). Although availability of the technical means for distance learning course delivery such as computers for web-based courses, video, and interactive television varies from one region to another in the world, it is commonly accepted that distance education is becoming a reality of educational environment not only in the US but also worldwide especially for higher education. Although an emerging reality, it is yet so new that "moving into technologically meditated instruction and course delivery remains akin to exploring uncharted territory. In exploring this territory the authors of this paper wish to chart a course that increases access to education and provides socially acceptable approaches,… [PDF]

Bedard, Rene, Ed.; Taylor, Maurice, Ed. (1992). Canadian Association for the Study of Adult Education. Proceedings of the Annual Conference (11th, Saskatoon, Saskatchewan, Canada, May 1992). Among 8 French and 54 English papers in this report are the following: "Marks on Paper" (Andruske); "A Multifaceted Approach to Program Evaluation" (Barabash-Pope et al.); "Marine Incidents and their Prevention through Education" (Boshier); "Exploring Needs of Adult Students in Postsecondary Institutions" (Bradley, Cleveland-Innes); "Emancipation through Acquisition of Basic Skills" (Briton et al.); "RoboEd: Re-Imaging Adult Education (AE)" (Briton, Plumb); "On Working without a Net" (Brookfield); "Study in Change" (Butschler); "Collaborative Planning as Community Learning and Empowerment" (Carriere); "Dutch Andragogy Goes to the Art Museum" (Van Gent); "Education for Social Transformation" (Dykstra); "Stress in the Farm Family" (Gordon, Pain); "Peace, Political Alternatives, and Social Action" (Dyson et al.); "Dreaming Reality" (Harris);… [PDF]

Figueiredo, Elisabete; Pisters, Siri R.; Vihinen, Hilkka; Wals, Arjen E. J. (2023). 'We Learned the Language of the Tree' Ecovillages as Spaces of Place-Based Transformative Learning. Journal of Transformative Education, v21 n1 p59-83 Jan. This article explores learning processes that underpin ecovillages as place based 'sustainability initiatives'. Through the theoretical lens of place- based transformative learning (PBTL), developed in earlier work (Pisters et al., 2019, 2020), empirical data from life-story interviews and photovoice sessions from three ecovillages is analysed and discussed. The results support, illustrate and deepen the meaning of the four dimensions of the theoretical framework: connection to place, compassionate connection, creativity and transgression. They show how the co-existence of 'community' and 'disruption' is essential in PBTL where community brings connection, cohesion and stability to a change process whereas disruption paves the way for disrupting old structures and experiment with new ones. This article shows how a change in inner consciousness is related to alternative practices and structures that re-define relationships with ourselves, other humans and the material, more-than-human… [Direct]

Haney, Regina, Ed.; McGinnis, James; McGinnis, Kathleen; Ristau, Karen, Ed. (1997). As We Teach and Learn: Recognizing Our Catholic Identity. Module 6: Social Justice. The As We Teach and Learn program consists of an instrument to assess the Catholic dimension of a school and is designed to be used with study modules in a faculty-meeting format. Module topics include: "Faith Community"; "Faith Development"; "Religion Curriculum Articulation: Faith as the Root of all Instruction"; "Service Learning"; "Prayer and Liturgy Integration"; and "Social Justice." Each module has been created so that it can stand alone or be used with other modules. Each module contains an overview of the complete program, a general introduction, directions and suggestions for using the program, a suggested first faculty meeting outline, an introduction to the module, outlines of five meetings, materials which can be duplicated, a suggested final faculty meeting, and a school planning form. This module, "Social Justice," focuses on Catholic social teaching and the challenge to Catholic education to make… [PDF]

Burns, R. J. (1980). Education, Society and Politics in Sweden. Monograph No. 2. Interrelationships among the educational, social, and political systems of Sweden are examined, with particular emphasis on the recent trend toward internationalization. Sweden is described in general terms as a highly industrialized, technologically-advanced nation with a high standard of living, far-reaching welfare policies, and high levels of bureaucratization and taxation. Sweden's political system, which has been dominated by the socialist policies and ideology of the Social Democratic party since 1932, has taken seriously its mandate to inculcate children, youth, and adults with the predominantly socialist goals and ideals of Swedish society. Because this inculcation has taken place largely within the formal educational system, the author believes that an examination of educational objectives and practices will result in a clearer understanding of Swedish society. Review of major educational innovations in Sweden since the 1700's indicates that the trend toward…

Fernandez, Silvia Rodriguez (2001). Rights of the Child in Guatemala. This report to the United Nations Convention on the Rights of the Child contains observations of the World Organisation Against Torture (OMCT) concerning the application of the Convention by Guatemala. The report's introductory summary asserts that the end of armed conflict in Guatemala and the establishment of a peace process coupled with other government regulations has led to conditions in which it may be possible to strengthen legal instruments for protecting human rights and improve living conditions for Guatemalan children. The report presents observations and recommendations in the following areas: (1) definition of a child; (2) child prostitution and child trafficking; (3) torture and other cruel, inhuman, or degrading treatment or punishment; (4) street children; and (5) children in conflict with the law. The report's conclusion maintains that although Guatemala has made efforts to protect children's rights, those efforts are not as effective as they could have been had the… [PDF]

Bellamy, Carol (2002). The State of the World's Children, 2002: Leadership. Based on the view that ensuring the rights and well-being of children is the key to sustained development in a country and to peace and security in the world, this report calls for leadership from governments and all sectors of society, illustrates varied ways that people have shown their commitment to children's welfare, and emphasizes the need to give children the best possible start in life and to involve them in decisions affecting their future. Section 1 of the report highlights the goals of the 1990 World Summit for Children and presents information on progress toward those goals. Section 2 describes the work of UNICEF during the 1980s, focusing on child health and the adoption of the Convention on the Rights of the Child. Also discussed is children's participation, discrimination against children, and the global movement for children. Section 3 asserts that investing in children is the best investment a government can make and discusses the importance of strategic leadership…

Tranguyen, Trangdai (2004). Orange County, Yellow History: An Intimate Encounter with Vietnamese American Lives. Journal of Archival Organization, v2 n4 p5-28. Anchored on the Vietnamese American Project (VAP), this essay presents the documentation of the Vietnamese American Experience through the voices of ethnic Vietnamese in Orange County, California, home to the largest concentration of this ethnic group outside Vietnam. Groundbreaking in its approach and method, VAP is an open forum that enables community assessment, self education, public memory preservation, and the first step toward understanding Vietnamese America and the Vietnamese diaspora. The cross-sectional narratives encompass transcontinental accounts of first and 1.5 generations of Vietnamese refugees and their children, and subsequently focus on their coming to terms with their second home in America, dwelling on how ethnic Vietnamese have negotiated with political turmoil, socioeconomic changes, and cultural identity. The paper, as the VAP, bridges cultural and linguistic barriers, connecting the native land and the adopted country. In short, the paper through its… [Direct]

Watenpaugh, Keith (2004). Between Saddam and the American Occupation: Iraq's Academic Community Struggles for Autonomy. Academe, v90 n5 p18-24 Sept-Oct. In June 2003, shortly after the fall of the Baathist regime, and after the United States declared an end to major combat, Keith Watenpaugh, assistant professor of Islamic and Middle Eastern history at Le Moyne College and associate director of peace and global studies, re-turned to Baghdad and al-Mutanabbi Street as the leader of a group of historians of the contemporary Arab Middle East from Germany, France, Jordan, and the United States. They had come to catalog the extent of the damage inflicted on institutions of higher learning and cultural production by the paroxysm of looting and aggravated mayhem of the previous few months. They discovered that the dour mood of the prewar period had been replaced by genuine excitement. The street was filled with Iraqis and others, poring over titles and buying armloads of books. Many, especially those on Shiite Islam, had been written by banned authors. This time, however, the titles also included books looted from Baghdad's public and…

Gunn, Dennis (2022). William Rainey Harper's Founding Vision for the REA and the Rhetoric of American Imperialism. Religious Education, v117 n2 p125-137. This article engages the question: In what ways and to what extent was William Rainey Harper's founding vision for the R.E.A. shaped by the rhetoric of American imperialism and its legitimation of violence against other nations? Using a historical methodology, this research explores how Harper's originating vision for the R.E.A. grew out of his conviction that the United States, critically informed and democratically inspired by the Bible, could be the world's prophet of democracy. It analyzes how Harper's vision for the R.E.A. supported the ideological framework of American imperialism while offering a broader vision in working toward peace…. [Direct]

Gordon Capp; Hannah E. Fraley (2024). Past School Discipline Experiences: Perspectives of Disabled Adults. Journal of School Health, v94 n11 p1069-1078. BACKGROUND: School discipline has potential life-long consequences for students. Disabled youth can be misunderstood and experience harsh discipline and are at increased risk for negative outcomes, yet little research includes their voices. The aim of this study was to explore past school discipline experiences among disabled adults. METHODS: Disabled adult perspectives (N = 9) regarding past school discipline experiences were explored employing qualitative descriptive methodology framed by the Peace and Power Conceptual Model. Peace-Power versus Power-Over-Powers involve actions/behaviors reflecting critical emancipation or oppression of those in power. RESULTS: Eight peace-power versus power-over themes emerged: "humiliating," "threatening," "escaping," "observing," "avoiding," "diverging," "isolating," and "failing." IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Disabled students can… [Direct]

Root-Bernstein, Michele; Root-Bernstein, Robert (2023). Polymathy among Nobel Laureates as a Creative Strategy–The Qualitative and Phenomenological Evidence. Creativity Research Journal, v35 n1 p116-142. Previous statistical studies found that polymathic networks of vocational and avocational interest predominate among Nobel Prize winners, discriminating them from less-successful peers. Here we confirm qualitatively and phenomenologically that this multidisciplinarity is a considered creative strategy. Peers often recognize Nobel laureates as "Renaissance" intellects; Nobel Prize committees often award their prizes for transdisciplinarity and integration; Nobel laureates often describe their polymathy as conscious choice to optimize creative potential. That so many Nobel laureates should develop diverse interests and harness them to creative ends is, probably, the result of a confluence of factors. Laureates experience, on average, enhanced access to education; they train differently and more broadly than their peers; they retrain and extend themselves as serious amateurs; and they meld vocational and avocational sets of skills and knowledge into integrated networks of… [Direct]

Blackburn, Shelley; Johnson, Sunni; Mathis, Janelle; Sarker, Amie; Taliaferro, Cheryl; Walker, Karen (2006). Professional Resources: Instruction that Invites Involvement in the Global Community. Journal of Children's Literature, v32 n2 p88-91 Fall. While the past issues of the "Journal of Children's Literature" have shared many professional resources that support thinking about international children's literature, the field is continually refreshed by new titles such as the ones described in this article. Each title offers a unique consideration of how literature might be used or how critical literacy might be nurtured to open minds for sensitive and poignant personal connections. "Theme-Sets for Secondary Students: How to Scaffold Core Literature" describes a method for scaffolding core literature (the classics) by creating a text set focused on a common theme. This work is well-organized and very informational for those who are teaching core literature and are looking for a way to engage students with these texts. The book "Poetry Aloud Here: Sharing Poetry with Children in the Library" is a useful, reader-friendly reference for both browsing and studying in depth, as it offers methodologies for… [Direct]

Chanmi Kim; Yoonil Auh (2024). Examining Challenges in Youth Global Citizenship Education with a Christian Worldview during the Post-Pandemic Era. Pedagogical Research, v9 n3 Article em0212. This study investigates the integration of global citizenship education (GCED) within the Christian worldview, focusing on youth education in the post-pandemic era. It underscores the necessity of GCED in addressing pandemic-exacerbated challenges and aligns its objectives with Christian values through scriptural exploration. Core competencies like empathy, ethical reasoning, and global awareness are examined from a Christian perspective, alongside practical applications in educational settings the post-pandemic. The study concludes with reflections on the potential impact and challenges of incorporating Christian perspectives into GCED, advocating for inclusive and diverse educational approaches in a post-pandemic world…. [PDF]

(1999). Adult Learning, Democracy and Peace. Adult Learning and the Challenges of the 21st Century. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997). The workshop, \Adult Learning, Democracy, and Peace,\ had the important role of examining the relationship among adult learning, democracy, citizenship, gender, civil society, and a culture of peace. The speakers expressed a variety of opinions on the issue of globalization. Some rejected it as aggravating existing social tensions and inequalities and as leading to increased marginalization, while others partially acknowledged that globalization offers fresh possibilities and opportunities. Speakers discussed the following topics: adult learning strategies that are required to meet democratic aspirations and foster a culture of peace; understanding the local, the national, and the global stages and the tensions among them; adult learning for democracy; gender justice; moving from cultural confrontation to intercultural communication; adult learning for an active civil society; adult learning for gender democracy; pedagogical challenges for promoting democracy and a culture of peace;… [PDF]

Stanojevic, Patricia S. B., Comp. (1989). Coming Back Home: Making the Most of International Experiences: Proceedings of Workshop (Toronto, Canada). With the support of the Association of Canadian Community Colleges and the Canadian International Development Agency, a one-day workshop was held in April 1989. The workshop explored techniques by which individuals who have had overseas professional development experiences may enhance their institution's and their community's understanding of international issues. Following introductory information on the workshop, these proceedings present Garth Jackson's keynote address, "Development Education Issues," which focuses on Canada's role in worldwide economics and key concerns for the world such as equality, the environment, poverty, and peace. Next, a list developed by workshop participants of the personal, professional, institutional, and community benefits that result from overseas experiences is presented. Following a brief summary of Dr. M. Karen O'Kain's presentation on the concept of culture shock and the parallel phenomenon of re-entry shock, the proceedings describes…

Jackson, Wes, Ed.; Vitek, William, Ed. (1996). Rooted in the Land: Essays on Community and Place. This collection of 31 essays examines the idea of community rooted in a particular place, usually a small town or rural place. Many essays comment on the role of education in promoting the transient materialistic lifestyle or suggest ways in which education could foster place attachment and community building. Essays specifically focused on education discuss the rootlessness of college faculty, the enlargement of social capital as newcomers "become native" to a place, the need for a rural education that provides a generalist's knowledge and skills, and the need for a moral education that supports civic life. The essays are: "Rediscovering the Landscape" (William Vitek); "Leave If You Can" (Harry W. Paige); "The Rootless Professors" (Eric Zencey); "Pseudocommunities" (David Ehrenfeld); "From Monoculture to Polyculture" (Paul Custodio Bube); "An Amish Perspective" (David Kline); "The Common Life" (Scott…

(2002). Lifelong Learning for Social Development: A Review of Global Perspectives. Papers Presented at the International Conference on Lifelong Learning for Social Development (Kerala, India, August 13-15, 2002). This document contains 67 papers from an international conference on lifelong learning for social development. The following papers are among those included: "Lifelong Learning for Social Development" (John Dewar Wilson); "Building Networks of Lifelong Learning for Social Development outside the Center" (Shen-Tzay Huang, Chi chuan Li, An-Chi Li); "Self Help Groups for Empowerment of Women" (C.B. Damle); "Institutional Intervention and Empowerment of Women Footwear Workers" (Giriyappa Kollannavar, B. Krishnama Naidu); "Women Development and Micro Enterprises in Kerala" (Abraham Vijayan); "Gender Equity and Lifelong Learning–Training of Women's Groups in Gender and Human Rights in Sri Lanka" (Tressie Leitan, Swinitha Gunasekera); "Life Skills and the Mentally Ill" (Helena Judith P.); "Healthy Aging" (Usha S. Nair); "Rural Development Programmes in India with Reference to Five Year Plans" (K…. [PDF]

Edwards, Carolyn Pope (2002). Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research & Practice, v4 n1 Spr. Waldorf, Montessori, and Reggio Emilia are three progressive approaches to early childhood education that appear to be growing in influence in North America and to have many points in common. This article provides a brief comparative introduction of these models and highlights several key areas of similarity and contrast. All three approaches represent an explicit idealism and turn away from war and violence toward peace and reconstruction. They are built on coherent visions of how to improve human society by helping children realize their full potential as intelligent, creative, whole persons. In each approach, children are viewed as active authors of their own development, strongly influenced by natural, dynamic, self-righting forces within themselves, opening the way toward growth and learning. Teachers depend on carefully prepared, aesthetically pleasing environments that serve as a pedagogical tool and provide strong messages about the curriculum and about respect for children…. [PDF]

Nicholas Parkin (2024). Educational Pacifism and Montessori Education. Journal of Montessori Research, v10 n1 p25-37. Educational theory and practice is dominated by mass formal schooling systems, which routinely and unjustly harm many students. I call this stance "educational pacifism," and in this paper argue that Montessorians ought to be educational pacifists. That is, they ought to recognize, understand, and reject systemic educational harm and ensure that it does not occur in their own practice, so that Montessori students are not harmed during their education and so that Montessori education might provide a nonharmful educational alternative to mass formal schooling. I suggest that Maria Montessori was, broadly speaking, herself an educational pacifist, and that not only is educational pacifism the morally right position for a Montessorian, but also that it is naturally a Montessorian position…. [PDF]

Hughes, Joanne; Loader, Rebecca (2023). Shared Education: A Case Study in Social Cohesion. Research Papers in Education, v38 n3 p305-327. Adopting a social cohesion framework, we consider how the shared education model in Northern Ireland reflects distributive, ideational and relational dimensions of social cohesion, and the processes through which its implementation may be contributing to a more socially cohesive society. We use this case study to reflect on the current conceptualisation of social cohesion in the literature and to argue for dynamic and interdependent connections between aspects of cohesion that are often assessed in isolation. Our analysis draws on the body of research on shared education that has accumulated since the first pilots were introduced in 2007…. [Direct]

Perrotta, Katherine A. (2023). All in a Day's Work: The Radical Teaching Career of Dr. Jessie Wallace Hughan. American Educational History Journal, v50 n1 p63-81. Dr. Jessie Wallace Hughan was a trailblazing New York City public school educator and pacifist. Hughan was a socialist, and she was among numerous teachers who faced investigations for anti-patriotic activities at the turn of the 20th-century, when teachers across the country faced intense scrutiny and legal challenges if they were suspected of being socialist. Examining the causes and impact of these investigations may bring deeper understanding about Hughan's teaching career, as well as how the ramifications of these investigations from 100 years ago may shed light on current matters of academic freedom in the education profession. The purpose of this paper is to analyze the basis for, and consequences of, the investigations of Hughan in order to provide educational historians, teachers, and other stakeholders insights into why teachers become targets of politically motivated investigations, how educators can be supported and informed about how to navigate teaching controversial… [Direct]

(1995). Creating Caring and Ethical Communities in Rural, Small Schools. Rural, Small Schools Network Information Exchange: Number 18, Spring 1995. This packet includes reprints of articles concerning the development of a caring and ethical rural school community. The four sections of the packet overview theories and rationale for developing a caring classroom, successful programs in ethical schools and classrooms, leadership and decision making for building a caring and ethical school community, and resources for creating a caring and ethical school community. Articles include: (1) "Getting Started in Schools" (Nel Noddings); (2) "Building an Ethical School: A Theory for Practice in Educational Leadership" (Robert J. Starratt); (3) "Citizenship Education for a Pluralistic Democratic Society" (James A. Banks); (4) "Children and Peace: An Opportunity for Inquiry" (JoAnn Harvey); (5) "Raising Students' Social Consciousness in South Hadley, Massachusetts" (Anita Page); (6) "Today's Kids Care about Social Action" (Barbara A. Lewis); (7) "A Democracy of Third… [PDF]

Broecher, Joachim; Painter, Janet; Toczyski, Piotr (2022). Pioneers of German-Polish Inclusive Exchange: Jaczewski's and Kluge's Europeanization in Education Despite the Iron Curtain. Prospects, v52 n3-4 p567-583 Dec. Historical and autobiographical approaches are combined with interviews to analyze the case of the Europa-Kontakt in pre-1989 Poland and West Germany within the framework of Europeanization. The international education encounters exemplify the tendencies to Europeanize, which emerged in both countries despite the Iron Curtain. The painful relationship between Poland and Germany is contrasted with the personal trust and cooperation between Polish and German exchange pioneers since the 1970s. Their pioneering work focused on multinational inclusion, participation, intercultural learning, gifted education, creativity, and building leadership skills. It merged German adaptation of the United States' HighScope model with philosophy of encounters typical of scouting tradition, Janusz Korczak's pedagogy, and Carl Rogers' humanistic psychology, preparing ground for the 1989-2004 European Union enlargement process…. [Direct]

Datzberger, Simone; van der Veen, Rikke (2022). The Peacebuilding Potential of Technical and Vocational Education and Training Programmes in Post-Conflict Sierra Leone. Journal of Education Policy, v37 n1 p126-144. In peacebuilding contexts unemployed youth are frequently perceived as a high risk for the stability of a country while employed youth are seen as carrying an enormous potential for economic growth. This paper applies a social justice framework (4Rs) in analysing a Business Development (BD) programme that was implemented as part of Sierra Leone's Technical and Vocational Education and Training (TVET) strategy to promote entrepreneurship development and reduce unemployment among youth. Despite the BD programme's initial strengths, to recognize youth's heterogeneity with the aim to address some of the root causes of the war, we show how the programme struggled to counter social inequality, unemployment and neopatrimonialism. Sudden decreases in donor funding led to severe modifications of redistribution processes, thereby hampering youth's representation. This raises questions about the design of TVET strategies and BD programmes in post-conflict settings in general. Our paper further… [Direct]

Garner, Barbara, Ed. (2001). Focus on Basics, 2000-2001. Focus on Basics, v4 nA-D 2000. This set of four newsletters contains articles to help adult basic education and literacy teachers connect research and practice. The following are among the articles included: "The Effects of Continuing Goal-Setting on Persistence in a Math Classroom" (Pamela Meader); "Do the Cognitive Skills of Dropouts Matter in the Labor Market?" (John H. Tyler); "The Relationship between Reading and Speaking Skills" (Barbara Garner); "Supports and Hindrances: A Force-Field Analysis" (Andrea Parrella); "Developing Adults' Numerate Thinking: Getting Out from Under the Workbooks" (Mary Jane Schmitt); "Making Peace in the Math Wars" (Kathy Safford); "The New York City Math Exchange Group" (Charles Brover, Denise Deagan, Solange Farina); "Numeracy Needs of Adult Literacy Participants" (Aydin Yucesan Durgunoglu, Banu Oney); "Using Software Applications to Teach Math" (Catherine Cantrell); "Accommodating… [PDF]

Adeyemi, Michael B., Ed. (2000). Social Studies in African Education. This collection of essays is organized into two sections: Section 1 deals with general issues in social studies, while Section 2 examines social studies education in Botswana, Ethiopia, Ghana, Kenya, Malawi, Namibia, Nigeria, Tanzania, and Zambia. Essays in Section One are: (1) "The Historical Context of Education in British Colonial Africa" (L. Mafela; P. T. Mgadla); (2) "Philosophical Foundations of Social Studies Education in Africa" (A. A. Adeyinka); (3) "The Language of Social Studies Teaching in Africa" (J. Honey); (4) "The Linguist in the Teaching of Social Studies" (J. T. Mathangwane); (5) "The Use of Religion in Uniting the African People" (J. N. Amanze); (6) "Moral Education in African Schools" (V. Ocaya); (7) "The Relationship between Moral Education and Social Studies: The Case of Botswana Junior Secondary Curriculum" (J. O. Awino); (8) "The Role of African Parents in the Socialisation of…

Engl, Margaret; Permuth, Steven B.; Wonder, Terri K. (2003). "Brown:" The Historical-Legal Antecedents. International Journal of Educational Reform, v12 n4 p325-335 Fall. In the "Columbia Law Review," Harry Jones (1974) illustrates five general and sometimes overlapping purposes of the law. They include the preservation of the public peace and safety, the settlements of individual disputes, the maintenance of security expectations, the resolutions of conflicting social interests, and the channeling of social change. Of those purposes, perhaps no case in legal history has directed the course of social change in the United States more than the case of "Brown v. Board of Education of Topeka" (347 U.S. 483, 1954). In addition, as conversations with South African educators witness, the case also maintains international significance for nations and peoples who have functioned under apartheid-like systems with laws reminiscent of the United States' own Jim Crow social policy, dismantled after the rendering of the "Brown" decision. As everyone moves to the golden anniversary of the decision next year on May 17, 2004, it is… [Direct]