Arango-Fern√°ndez, Maria Paulina; Zuilkowski, Stephanie Simmons (2022). The Role of Technical and Vocational Education in Social Reintegration: Insights from Colombian Ex-Combatants. Journal on Education in Emergencies, v8 n1 p110-137 Mar. Reintegration programs for ex-combatants around the globe promote their technical and vocational education and training (TVET). The aim is to help them develop skills, assume new social roles, and gain community acceptance, yet the experiences and perceptions of the ex-combatants who participate in these programs have been little explored. Thus, it is not known whether this group finds access to TVET useful in building new social networks, which is a critical factor in preventing further violence and achieving social cohesion. This in-depth interview study with female and male ex-combatants from Medellin, Colombia, who are at various stages of TVET engagement examined their perceptions of whether and how TVET contributed to their social reintegration. The findings illustrate that some forms of TVET promoted psychosocial recovery and build social bonds, whereas other types reinforced isolation and segregation. This study also found that the TVET programs overlooked the ex-combatants'… [Direct]

(1998). Tora no Maki III. Lessons for Teaching about Contemporary Japan. The elements of Japan, including history, geography, economics, civics, and cultural studies, are in this collection of original lesson plans. The lessons are meant to provide original content about Japan to augment and supplement an existing unit of study and evoke a spirit of inquiry and introspection. The 24 lessons are as follows: (1) "Family Traditions and Practices in Modern Japan" (Mirian Acosta-Sing); (2) "It's Part of Being Japanese" (Sue Baines); (3) "The Hiroshima Greeting Campaign" (Mariam Baradar); (4) "The Use of 'Mizuhiki'" (Kristi L. Berndt); (5) "Signs and Symbols of Peace" (Margaret Calder); (6) "Japanese and American Families: A Comparative Study" (Mary E. Connor); (7) "Child Development and Education: Whose Responsibility?" (Jana S. Eaton); (8) "Japanese Consumerism: Consistencies, Changes, Challenges" (Sherry L. Field); (9) "The Japanese Cherry Tree: Global Roots and Local… [PDF]

Diamond, Aurel H.; Kislev, Elyakim (2022). High School Students' Perceptions of Science and Attitudes towards Intergroup Cooperation. Compare: A Journal of Comparative and International Education, v52 n2 p192-210. Science education projects are being used to improve attitudes between conflicting groups, but it is not clear which aspects of science make it an effective agent for this purpose. This paper investigates how attitudes towards intergroup cooperation relate to different perceptions of science. Regression analyses are conducted on questionnaire data (N = 246) collected from Arab-Palestinian minority high school students in Israel, comparing students who identify primarily as Israeli, Palestinian, and pan-Arab. The analyses indicate that perceiving science as global and international is strongly associated with a preference for mixed work or study environments. The paper suggests that for many students, science and technology in Israel have become globalised and internationalised to the point that science education represents a distinct social space from mainstream Israeli society. By border-crossing into the science classroom, students enter a 'global space' wherein the challenges… [Direct]

Boonsriton, Parud; Phuwanatwichit, Thongchai; Upanan, Ardej; Wannapaisan, Chetthapoom (2022). Path of Khruba: Leadership for Empowering Good Citizenship. International Education Studies, v15 n3 p85-94. "Path of Khruba" is a discourse created in the context of Lanna society, to reflect the practice and attributes of monks in beautiful Buddhism, to be good and practice, as well as to be firm in dharma discipline, as well as to be highly respected of the people's faith and to contribute significantly to the development of people and society. According to the study of Khruba practice in Lanna society, the "Path of Khruba" is the most popular. There are five key points of good citizenship: (1) Sujarittham, who focuses on non-corruption, public property of the community or the society in which they live (2) Karawatham, focus on citizens to respect the law, the rules and laws that the community or society have together designed and accepted are common practices (3) Sangkhahatham, focusing on the groups of people living together with the public consciousness and helping the underprivileged, as well as in need of help (4) Khantithamma, focus on the people who are… [PDF]

Koenders, Sara (2020). "Pedagogy of Conversion" in the Urban Margins: Pacification, Education, and the Struggle for Control in a Rio de Janeiro Favela. Journal on Education in Emergencies, v6 n1 p118-147 Oct. In this article, I make an empirical contribution to the scholarship on education in urban settings that are affected by militarized policing and illicit drug markets. I offer insights into the role education played in the Pacifying Police Units (UPPs), a pacification project in Rio de Janeiro favelas. Rio State authorities began to install UPPs in 2008 in an effort to regain control over favelas dominated by drug-trafficking groups and marked by high levels of violence. In this paper, which is based on an ethnographic case study I conducted between 2008 and 2015, I discuss the UPPs' struggle to gain the allegiance of favela residents. I focus in particular on police involvement in public primary schools and nonformal education geared toward young children living in the favelas that were part of the UPP project. Looking at one primary question–How does pacification influence education and what does this mean for local perceptions of police?–I reveal how the UPPs brought on the… [Direct]

Benjamin, Saija; Gearon, Liam; Koirikivi, Pia; Kuusisto, Arniika (2023). Values, Lifestyles, and Narratives of Prejudices amongst Finnish Youth. Journal of Beliefs & Values, v44 n1 p32-46. Prejudices are innate to the human condition and at the base of most conflicts between social groups. Yet, despite much local and global educational effort to promote equality and peace, expressions of hate and violence are omnipresent across the globe. For gaining more understanding about the complex relationship between values and beliefs that influence people's prejudiced attitudes towards others, this study investigates how Finnish upper-secondary level students (16- to 20-year-olds), on the one hand, affiliate themselves with self-transcendent values, and on the other hand, narrate prejudices towards others. The complementary quantitative (n = 2873) and qualitative (n = 2200) survey responses show that the young people regarded equality and the promotion of peace as the most important values for themselves but, despite this explicit appreciation of these self-transcendent values, they also exhibit several types of prejudice towards others. The findings show that the youth… [Direct]

McGovern, Kathleen R.; Yeganeh, Vahdat (2023). Drama for Dialogue of Civilizations: Performance as Storytelling in the Adult ESOL Classroom. TESOL Journal, v14 n4 e745. Prior research points to many affordances of drama and storytelling for language learning, identity exploration, and intercultural dialogue (e.g., Belliveau & Kim, 2013; McGovern, 2017; Schewe, 2013) as well as ethical risks associated with engaging multilingual learners in performative pedagogies (Ca√±as, 2015; Piazzoli & Kir Cullen, 2021). This ethnographic case study of an adult English as a Second Language (ESL) program in which students devised and performed a play centered on how performative storytelling positioned learners and how its focus on intercultural dialogue around mutual understanding contributed to peacebuilding. Thematic analysis (Braun & Clarke, 2006; 2019) illustrated how drama created space for dialogue, positioning students as actors worthy of being heard and competent at telling their stories in ways that reflected a nuanced view of the student-actors. The authors assert that representational ethics must be considered in order for performative… [Direct]

Mestenhauser, Josef A., Ed.; And Others (1988). Culture, Learning, and the Disciplines. The 18 author contributed papers examine orientation programs for foreign college and university students studying in the United States and for U.S. students preparing to study abroad. The marriage of theory and practice in addressing the two major issues of: (1) lack of agreement on standards for orientation; and (2) the common lack of student motivation to attend orientation programs is stressed. Papers have the following titles and authors: "Survey of University Orientation Programs for International Students and Scholars" (Inge Steglitz); "The Development of Preacademic Training Programs for Incoming Fulbright Students, 1951-1969" (James E. O'Driscoll); "Brief Course on America: An Orientation to the Study of American Culture" (Harvey Sarles); "Foreign Student Orientation at the University of Pennsylvania" (Ann Kuhlman); "Orientation Services Provided for A.I.D.-Sponsored Participants in Programs Administered by Partners for… [PDF]

Alatis, James E., Ed.; Tan, Ai-Hui, Ed. (2001). Language in Our Time: Bilingual Education and Official English, Ebonics and Standardized English, Immigration, and the Unz Initiative. Georgetown University Round Table on Languages and Linguistics (Washington, DC, May 6-8, 1999). This collection of papers includes the following: "Introduction to the Volume" (James E. Alatis); "Adults Learning To Read in a Second Script: What We've Learned" (David L. Red); "Trends in Peace Corps Volunteer Language Proficiency" (Margaret E. Malone); "Evidence for the Greater Ease of Use of the ILR Language Skill Level Descriptions for Speaking" (Pardee Lowe, Jr.); "Bringing Learning Strategies to the Student: The FSI Language Learning Consultation Service" (Madeline Ehrman); "Can You Beat Guessing in Multiple-Choice Testing?" (Beth A. Mackey); "Lessons Learned from Fifty Years of Theory and Practice in Government Language Teaching" (Frederick H. Jackson, Marsha A. Kaplan); "Analysis of Texts and Critique of Judgment" (James R. Child); "Paved with Good Intentions: Words of Advice for the Rocky Road of Bureaucratic Language" (Roger W. Shuy); "Bilingual Education: Arguments for and…

Chhikara, Alankrita (2021). A Buddhist-Humanist Exploration of Global Citizenship within Various Spaces and Places. International Journal of Qualitative Studies in Education (QSE), v34 n10 p965-973. In this autoethnographic study, I negotiate my identity as a mixed-caste South Asian woman, drawing on a Buddhist-humanist spiritual approach to examine the development of global citizen identity. The non-Western perspective of global citizenship discussed in the paper, challenges the mono-epistemological version of research produced in the English-speaking world. I discuss three experiences in my life that correspond to the cultivation of the tenets of global citizenship namely wisdom, courage, compassion as articulated by Ikeda. This paper offers a practical and experiential example of applying a non-dominant global citizenship approach and seeks to institutionalize the field as a discourse in the pursuit of global peace, social justice, and universal human rights…. [Direct]

Zani, Vincenzo (2021). A New Vision for Education towards Fraternal Humanism. Journal of Catholic Education, v24 n1 Article 15 p256-261 Spr. This article considers three fundamental perspectives for Catholic education, all mentioned in the encyclical letter "Populorum Progressio" of Paul VI, which have also been present in the teachings of successive pontiffs. The first perspective is the need to build a new civilization and the idea that "the world suffers due to lack of thought." The second perspective is the idea that "there is no true humanism but in the opening to the Absolute." The third perspective is the idea that at the origin of injustice there is a lack of fraternity. The second Vatican Council stated that "true education should promote the formation of the human person both in view of its ultimate purpose and for the good of different societies." This invitation of the Council Fathers is still very current and is directed especially to those who have positions of responsibility in the world of education. The article is adapted with minor modifications from an address at… [PDF]

Ho, Yann-Ru; Tseng, Wei-Chieh (2022). Power to the People: Education for Social Change in the Philosophies of Paulo Freire and Mozi. Educational Philosophy and Theory, v54 n13 p2180-2191. As Paulo Freire's education theory for social change and emancipation is being continually studied and disseminated in East Asia, it has faced skepticism as some educators are unfamiliar with its critical pedagogy or education for freedom concepts. In light of this, scholars have attempted to compare Freirean philosophies with concepts in Chinese philosophy of education as a way of bridging East and West. Diverging from previous studies that use popular Chinese philosophies (such as Confucianism) to connect with Freirean theory, this paper introduces an understudied but compatible Chinese philosophical thought, Mohism, for comparison with Freirean theory. Mohism is a political philosophy for the working class that expanded into grassroots movements for people's welfare in ancient China. The Mohist bottom-up approach echoes the grassroots emancipatory pedagogy that underlies Freirean philosophy. A comparative analysis of education concepts in both philosophies reveals that despite… [Direct]

Calloway-Thomas, Carolyn (2018). A Call for a Pedagogy of Empathy. Communication Education, v67 n4 p495-499. In this short, "look ahead" piece, the author argues that a pedagogy of empathy is a meaningful way of interrupting coarse language and generating trust and goodwill among global citizens. Furthermore, she claims that practicing empathy inclines humans toward sociability and can lead to a more peaceful civil society, one that respects all humans, regardless of ethnicity, class, ideology, profession, religion, race, or sexual orientation. Pedagogy of empathy focuses on skills that students and other citizens need to develop empathy, factors that influence empathetic competence, and approaches to improving empathetic effectiveness. In this article, the author discusses three of the most practical uses of empathy for deepening intercultural relationships among human beings around the world…. [Direct]

Arango, Maria Paulina; Zuilkowski, Stephanie (2023). Differentiated Meanings of Education in the Reintegration of Ex-Combatants in Colombia. Discourse: Studies in the Cultural Politics of Education, v44 n4 p509-521. With the purpose of ending wars, international organizations and governments promote reintegration projects that seek to transform combatants affiliated with illegal armed groups into citizens through education. The assumption behind these efforts is that through education, ex-combatants will become economically independent, overcome marginalization, experience personal transformations, and integrate into communities. This paper questions this optimistic narrative of education by highlighting the differentiated meanings of education for ex-combatants reintegrating in urban Colombia. Listening to the voices of ex-combatants who have engaged in technical and vocational education programs, this paper compares policy narratives with ex-combatants' narratives regarding the role of education in the reintegration process. The analysis reveals how for ex-combatants, education is a complex social practice that redistributes resources and contributes to positive psychosocial and empowerment… [Direct]

Cates, Kip A. (2022). Global Education as a Cross-Curricular Approach to Language Teaching for Democracy. Iranian Journal of Language Teaching Research, v10 n3 p75-96 Oct. Global education is a cross curricular discipline, originating in the 1970s and 1980s, developed for schools by international educators in the United Kingdom, Europe and North America. One definition describes it as "education which promotes the knowledge, attitudes and skills relevant to living responsibly in a multicultural, interdependent world" (Fisher & Hicks, 1985, p. 8). Another definition states that "global education consists of efforts to bring about changes in the content, methods and social context of education in order to better prepare students for citizenship in a global age" (Kniep, 1985, p. 15). This article introduces the field of global education, describes its aims and objectives, and outlines the rationale for taking a global education approach to language teaching. It will describe and discuss a variety of initiatives undertaken by global language educators in classrooms, programs and schools around the world that promote democratic… [PDF]

Berlowe, Burt; Cress, Joseph; Lonning, Elizabeth (2001). The 7 Habits of Peaceful Parents: A Facilitator's Manual [and] The Peaceful Parenting Handbook. Based on the view that as parents and families explore the meaning of peace, they can create safe and harmonious homes in which all members can grow to the fullest and begin to combat violent tendencies in the larger culture, peaceful parenting evolved as a way to help parents become familiar with basic skills and to use them within their own families. These materials are intended to help parents develop both skills and self-confidence to meet the needs of their children. The training manual for facilitators is designed to help parent educators assist parents in expanding their discipline options and child development skills, manage anger, enhance family relationships, and attain the ultimate goal of raising peaceful children. Part 1 of the facilitator's manual discusses the concept of peaceful parenting, describes how to use the manual, and provides tips for preparing for parent education meetings. Part 2 presents guidelines for presenting seven workshops, each one devoted to a…

Nishioka, Rodger (2021). Lessons Learned about Faith Formation in the Midst of a Pandemic. Religious Education, v116 n1 p53-64. The way faith is formed depends upon the zeitgeist, the spirit of the age. Faith formation cannot happen in a vacuum. It is shaped and informed by all that is happening. In our time, the COVID-19 pandemic is happening. In this essay I reflect on faith formation amid the zeitgeist of the Coronavirus, considering ways that the pandemic requires religious educators to seek new methods and practices for educational ministry that forms people in faith…. [Direct]

Arnold, Harriett, Ed.; Elias, Maurice J., Ed.; Hussey, Cynthia Steiger, Ed. (2003). EQ + IQ = Best Leadership Practices for Caring and Successful Schools. Combining emotional intelligence (EQ) with academic intelligence (IQ) is the essential key to developing knowledgeable, caring, healthy, and successful students in today's troubled world. Educational leaders offer their best ideas in this book for building safe, smart, caring, successful, and emotionally intelligent school communities in 15 chapters: (1) \Transforming the Lives of Children\ (James P. Comer); (2) \Educational Leadership for Academic, Social, and Emotional Learning\ (Mary Utne O'Brien, Roger P. Weissberg, and Timothy P. Shriver); (3) \Social-Emotional Learning and Academic Achievement\ (Marcia Knoll and Janet Patti); (4) \Lesson for Life: How Smart Schools Boost Academic, Social, and Emotional Intelligence\ (Alan M. Blankstein); (5) \How New Knowledge About the Brain Applies to Social and Emotional Learning\ (Ronald S. Brandt); (6) \Waging Peace in Our Schools: The Resolving Conflict Creatively Program\ (Linda Lantieri); (7) \Building Capacity from Within: Changing…

Aguilar-Forero, Nicol√°s; De Poorter, Jana (2020). The Emergence of Global Citizenship Education in Colombia: Lessons Learned from Existing Education Policy. Compare: A Journal of Comparative and International Education, v50 n6 p865-883. Colombia has joined the international movement of countries which, under the impulse of the United Nations Educational, Scientific and Cultural Organization (UNESCO), are looking to integrate global citizenship education (GCED) into their educational system. However, being a recently emerging initiative, the characteristics and possible effects of GCED have not been discussed sufficiently in academia, nor among policy makers. This paper presents a critical discourse analysis of the most recent antecedents of GCED to be found in Colombian education policy. It thereby contributes to the national and international debate surrounding the integration of GCED in contexts that differ from those of Western and 'developed' countries, which have been the main focus of GCED research and interventions to date. It is argued that, in the case of Colombia, educational initiatives that are based on critical approaches to GCED should be recuperated and strengthened, since these initiatives provide… [Direct]

Dehnad, Vida (2019). Sustainable Transdisciplinary Future for English Majors in Iran by Implementing a New Paradigm. Interchange: A Quarterly Review of Education, v50 n1 p77-96 Feb. In order for English majors in Iran to be sustainable for the future world of emerging dynamic changes, moving towards the paradigm of complexity (CP) seems to be a promising option for academic settings. However, any renewal should be carefully studied before it is ready to be implemented. The present analytical paper, therefore, elaborates on some key characteristics of CP, suggests a type of instruction that may be best compatible with the goals of CP: creativity and sustainability, and considers some positive and negative aspects of putting CP into effect. In addition, CP is shown to be a future-focused, transdisciplinary, interdisciplinary, open, dynamic system in which anti-monopolistic ideas, and cross-cultural tolerance and peace are highlighted. On the other hand, it is capable of raising some arguable sociocultural and psychological concerns such as national identity issues and information overload that need to be carefully addressed. Finally, it is proposed that CP is a… [Direct]

Taylor, Maurice, Ed. (1998). Proceedings of the Annual Conference of the Canadian Association for the Study of Adult Education/L'Association Canadienne pour L'Etude de L'Education des Adultes (17th, Ontario, Canada, May 29-31, 1998). These proceedings on the theme, Adult Education Research: Shaping the Future, contain 52 papers. The papers are: "Virtual Adult Education" (W. Archer and D. Conrad); "Reversal Theory Approach to Adult Learning and Education" (M. Atleo); "Objectiver L'Action" (A. Balleux et al.); "Cultural Constructions of Literacy" (A. Blunt); "Prior Learning Assessment and Recognition" (D. Briton et al.); "Distance Education and Learner Autonomy" (P. Bouchard and L. Kalman); "Toward a Redefinition of Formal and Informal Learning" (G. Burns); "Feminist Commitments in Adult Education" (S. Butterwick et al.); "Innovative Research Practices for Adult Education" (N. Campbell et al.); "Facilitating Reflection and Action through Research" (A. Chan); "Including the Body in Learning Processes" (L. Crawford); "A Double-Edged Sword" (U. Critoph and D. Martin); "Learning Strategies of… [PDF]

Ferrandino, Joseph Alexander (2020). Reflecting on a Multi-Perspective Approach to Teaching and Learning about Police Shootings. Journal of the Scholarship of Teaching and Learning, v20 n3 p81-96 Dec. This reflective essay highlights the importance of project structure when teaching highly controversial topics. I review research that shows differing approaches to teaching highly controversial subjects and the impact of the approaches on learning outcomes. I then reflect on the outcomes of deploying a non-directive, peacekeeping approach to address the issue of police-involved shootings in a criminal justice class. Finally, I draw attention to ancillary issues that emerge in this project structure as well as how the results impacted my own thinking about this topic…. [PDF]

(2004). Chronicle of Higher Education. Volume 50, Number 28, March 19, 2004. Chronicle of Higher Education, v50 n28 Mar. "Chronicle of Higher Education" presents an abundant source of news and information for college and university faculty members and administrators. This March 19, 2004 issue of "Chronicle of Higher Education" includes the following articles: (1) "A Support Group for Terminal Grad Students" (Douglas, Lawrence; George, Alexander); (2) "Edutainment for the College Classroom" (Marinelli, Don; Pausch, Randy); (3) "The Passion They Know not What They Watch" (Beal, Timothy K.); (4) "Toward Affirmative Action for Economic Diversity" (Kahlenberg, Richard D.); (5) "The Perfect Demographic Storm: Entitlements Imperil America's Future" (Kotlikoff, Laurence J.; Burns, Scott); (6) "Who Needs an Agent? You Do!" (Toor, Rachel); (7) "Jewish 'Denominations'; Class; and Close Readings"; (8) "Will Success Spoil Saint Joe's?" (Suggs, Welch); (9) "Surds-Free Socializing" (Jacobson, Jennifer); (10)… [Direct]

Pollefeyt, Didier; Richards, Michael (2020). The Living Art of Religious Education: A Paradigm of Hermeneutics and Dialogue for RE at Faith Schools Today. British Journal of Religious Education, v42 n3 p313-324. In light of ongoing debates about religious education as hermeneutical, this contribution proposes a 'hermeneutical-communicative' (HCM) paradigm for RE through the development of a twofold reflection: (a) a critical (re-)evaluation of the theological and anthropological foundations for RE in light of (b) a context marked by religious and philosophical diversity, disaffiliation and 'areligiosity'. In this way, the HCM approach proposes an identity for RE that lies at the intersection of 'hermeneutical' and 'dialogical'. Drawing upon theologies of interreligious dialogue, this contribution first analyses four paradigms for RE (exclusivism, inclusivism, pluralism, particularism) and then advocates for a hermeneutical-communicative approach characterised by an emphasis on interreligious 'literacy', philosophical and religious hospitality and inter-hermeneutical dialogue. Such a paradigm results in a number of implications for practice, including sensitivity to 'big questions' in life,… [Direct]

Kuo, Nai-Cheng (2020). Daisaku Ikeda's Philosophical Dialogues on Education. FIRE: Forum for International Research in Education, v6 n2 p89-102. Daisaku Ikeda's humanism (1928-) has made profound global impacts on education and human lives. However, there is little research on analyzing his philosophical dialogues with global scholars. To explore what roles educators play and what value educators can create based on Ikeda's philosophical dialogues on education with scholars across disciplines, the author uses a theme-based approach to code educational issues derived from the dialogues. The majority of the themes highlight the importance of humanity in education. By knowing the roles that educators can fulfill and the values that they can create, the themes identified in Ikeda's philosophical dialogues provide groundwork for the development of humanistic education and can serve as concrete ways to help educators enhance their educational practices in K-12 schools as well as in higher education…. [PDF]

Ingle, W. Kyle; Stovall, Kathy (2021). Refugee Parents' Perspectives on Preschool Enrollment after Migration and Resettlement. Voices of Reform, v4 n1 Article 6 p93-109 Dec. Using phenomenography, the researchers explored the perspectives of resettled refugee parents and why they chose to enroll their children in a large urban school district's preschools. All of the participants were driven by intense desires to have a brighter future for themselves and for their children in their new country. All saw education as privilege and an opportunity to ensure more promising futures for their children–an opportunity that should not be left on the table. All the participants expressed an appreciation for the opportunities afforded them in the U.S. and hopes for a peaceful future. The participants' backgrounds and migration experiences varied, but consistent across them were hardships and challenges. These influenced their decision to enroll children in an urban public preschool program in the hopes of increasing the likelihood of success for their children. Participants relied heavily on the support of refugee agencies. The researchers identified a need for… [PDF]

Echarri, Fernando (2019). 80th Anniversary of Picasso's "Guernica": A Date with Peace at the University of Navarra Museum. Journal of Museum Education, v44 n1 p96-107. As in the case of the 80th anniversary of Picasso's "Guernica," painted in 1937, museums can incorporate significant dates and anniversaries into their educational programming. The University of Navarra Museum has taken advantage of the opportunity presented by this anniversary to present an educational project entitled "Guernica," whose primary objective was to foster peace through art. This anniversary project was a collaborative one in which 946 individuals (primarily students) between the ages of 3 and 103 participated, using their creativity to seek a significant experience. In the course of the project, contextual synergies were established with artworks from the museum: "Mousquetaire, T√™te" (Picasso, 1967) and "Tombstone to the peaceful town that was Guernica" (Oteiza, 1957)…. [Direct]

Higgins, Sean (2019). Culturally Responsive Peacebuilding Pedagogy: A Case Study of Fambul Tok Peace Clubs in Conflict-Affected Sierre Leone. International Studies in Sociology of Education, v28 n2 p127-145. Recent research on the peace-promoting agency of teachers in conflict-affected contexts has critiqued the dominance of a menu of curriculum initiatives circulated within aid organizations which ignore or dismiss indigenous cultural resources available within local communities. On the other hand, the turn to local culture in peacebuilding interventions has also been critiqued for idealizing the local. This paper presents a case study of the work of Fambul Tok Peace Clubs in conflict-affected Sierra Leone which aim to support teachers in drawing on local practices, rituals and symbols. Using an interpretative approach, alert to the meanings teachers ascribe to their pedagogical practices, it finds that teachers respond to local culture in multiple, sometimes contradictory ways. These range from celebration of indigenous practices as resources for conflict resolution that resonate with their pupils and communities to critique of their oppressive gender norms and inability to address… [Direct]

Watras, Joseph, Ed. (2001). American Educational History Journal, 2001. American Educational History Journal, v28. This 2001 annual publication contains 31 articles on topics germane to the history of education. Each year, this journal publishes papers presented at the annual meeting of the Midwest History of Education Society. After the "Introduction" (R. J. Taggart) articles in this year's issue are: "Origins of the American Federation of Teachers: Issues and Trends between the Two Great World Wars" (D. T. Martin); "Class, Race, and Curriculum in Small Pennsylvania Mill Towns of the 1960s" (B. Frey); "Textbooks for Confederate School Children Pursuit of National Identity during the American Civil War" (O. L. Davis, Jr.); "Elma Neal, 'The Open Door' Readers, and Mexican American Schooling in San Antonio, Texas" (M. D. Davis; O. L. Davis, Jr.); "Defense as Preparation: Houston, Texas, Schools Face the War to Come, 1939-1941" (J. Hammer; O. L. Davis, Jr.); "William Guardia: Who Does So Much for So Many" (C. Elam); "'The… [PDF]

Bekerman, Zvi; Zembylas, Michalinos (2017). Engaging with Religious Epistemologies in the Classroom: Implications for Civic Education. Research in Comparative and International Education, v12 n1 p127-139 Mar. Our point of departure in this paper is the observation that in many secular societies–which may be so in variable degrees, especially in the West–as well as in societies emerging out of religious conflict, there may be the perception that educational systems ought to promote civic values while sidestepping religious or cultural values. This entanglement, in our view, presents a challenge that is deeply "political," because effective participation in a society is directly relevant to ideals about equity, social justice, power relations, and the common good. We suggest that when religious and cultural affiliations are excluded from such ideals, this makes effective participation more possible or perhaps less so, especially for certain social groups such as minority and marginalized groups or groups that have been victimized in a conflict situations…. [Direct]