(2020). Catastrophe, Commemoration and Education: On the Concept of Memory Pedagogy. Educational Philosophy and Theory, v52 n13 p1375-1387. Dealing with memories of catastrophes is undoubtedly important for education. Yet, how is such an education possible? On which theoretical basis can we describe it? In this article, I build a bridge between 'Memory Studies' and educational studies with regard to the topic of 'catastrophe' and thus present a provisional general theory of education, such as 'Memory Pedagogy' in analogy to 'Memory Studies'. After describing the category 'catastrophe', I outline the basic differentiation between 'communicative memory' and 'cultural memory' in the field of Memory Studies. I will demonstrate how this basic differentiation can be connected to education through the concept of 'Bildung' in German philosophy. On the basis of these preliminary remarks, I highlight the potential of Memory Pedagogy by interpreting a case of catastrophe education, the project 'Picture of Atomic Bomb' (PAB). Based on the analysis of the PAB project, I insist that functions as a generator of communicative memory… [Direct]
(2007). Empowering Students to Handle Conflicts through the Use of Drama. Journal of Peace Education, v4 n1 p1-20 Mar. DRACON (DRAma for CONflict management) is an interdisciplinary and comparative action research project aimed at improving conflict handling among adolescent schoolchildren through the use of educational drama. The main purpose of our research has been to develop an integrated programme using conflict management as the theory and practice, and drama as the pedagogy, in order to empower students through an integrated, school-based programme to manage their own conflict experiences in all aspects of their lives. In our studies we have used different forms of self-reported data, such as questionnaires, diaries and questions requiring problem solving. Interviews with students and their teachers as well as observations have been used; drama exercises have also been video-recorded for further analysis. While students found it difficult to articulate their understanding of conflicts verbally, their engagement in the reconstruction of conflicts disclosed their grasp of the components of a… [Direct]
(2007). Sustaining Peace through School and Civil Society: Mortar, Bricks and Human Agency. Journal of Peace Education, v4 n1 p95-108 Mar. South Africa has been a high-conflict society for nearly 350 years. The first 300 years were characterised by colonial rule with all the attendant conflicts inherent in such polities where dominance over the subjects was achieved by coercive means. This was followed by a more virulent form of racial domination, called apartheid, which characterised the 50 years before the achievement of democracy in 1994. Thus, a legacy of racial inequality is deeply embedded in the institutional structures and psyche of South African society. The principal underlying assumption of this article is that schools are an indispensable part of a consortium of societal agencies that can help bridge the divisions created by apartheid in a systematic and systemic way. The argument is that the critical elements in South Africa that are responsible, thus far, for maintaining relative stability and offer the potential for sustaining human rights, democracy, social cohesion, and therefore, peace are: a… [Direct]
(2007). Comics and War: Transforming Perceptions of the Other through a Constructive Learning Experience. Journal of Peace Education, v4 n2 p149-162 Sep. During World War II the United States and Japan experienced what Rouhana and Bar-Tal described as "a clash of narratives between two societies". The Japanese envisioned themselves as heroes saving Asia from western colonisation, while the Americans felt the need to defend the West from the "Yellow Peril". In the research reported below, US students at Grinnell College studied the Japanese national narrative of World War II by viewing Japanese graphic novels about the war and role-playing Japanese characters from 1945. The role-playing exercises, based on an experiential learning model, are designed to encourage students to alter perceptions of war through reliving the war experience of another people in a past time. Vicarious participation in World War II Japanese society leads role-playing participants to go beyond their accustomed frame of reference and see themselves as part of a "larger self" in a "wider common world of rational beings"… [Direct]
(2022). TVET Country Profile: Central African Republic. UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a glance, aligned with ISCED levels…. [PDF]
(1993). Proceedings of the American Journalism Historians' Association Conference (Salt Lake City, Utah, October 5-7, 1993). Part I: Newspapers and Journalism. The Newspapers and Journalism section of the proceedings of this conference of journalism historians contains the following 22 papers: "'For Want of the Actual Necessaries of Life': Survival Strategies of Frontier Journalists in the Trans-Mississippi West" (Larry Cebula); "'Legal Immunity for Free Speaking': Judge Thomas M. Cooley, 'The Detroit Evening News,' and 'New York Times v. Sullivan'" (Richard Digby-Junger); "The Dilemma of Femininity: Gender and Journalistic Professionalism in World War II" (Mei-ling Yang); "'An American Conspiracy': The Post-Watergate Press and the CIA" (Kathryn S. Olmsted); "Female Arguments: An Examination of the Utah Woman's Suffrage Debates of 1880 and 1895 as Represented in Utah Women's Newspapers" (Janika Isakson); "Back Channel: What Readers Learned of the 'Tri-City Herald's' Lobbying for the Hanford Nuclear Reservation" (Thomas H. Heuterman); "The Canadian Dragon Slayer: The Reform… [PDF]
(2018). Dialogue and Difference: Facilitating Difficult Dialogues in the Adult Learning Environment. ProQuest LLC, Ph.D. Dissertation, Texas State University – San Marcos. The topic of dialogue, especially as it pertains to interpersonal communication and conflict resolution, is an important issue as we continue to see increasing human conflicts occurring at all levels of society. As globalization continues to create greater complexity and increased global tensions, educators are increasingly being called upon to consider what role education might play in preparing students with the knowledge and skills necessary to more successfully work with others, across difference, in an increasingly diverse and ever changing social environment. Accordingly, the purpose of this qualitative multiple case study was to discover how educators who work in the fields of conflict resolution, diplomacy, and/or peacebuilding constructively engage adults in difficult dialogues across difference as well as identify the factors that contribute to effective engagement in the dialogue process. It was hoped that through this research, patterns would be identified that can have… [Direct]
(2020). Negotiating Wellbeing and Belonging in an Early Childhood Centre: What Children's Conflicts Can Teach Us. Early Childhood Folio, v24 n1 p3-8. "Wellbeing" and "belonging" are explored in this article through sociolinguistic interactional analysis of naturally arising conflict situations, captured ethnographically on video, and through analysis of teachers' discussions during focus groups. Post-conflict analysis of child-led actions revealed children used numerous peace-making strategies to repair their peer relationships, showing relationships matter greatly for their wellbeing. Utilising the notion of a "trajectory of belonging" we analysed and linked the meaning of chronologically sequenced conflict events, illustrating that achieving a sense of belonging is not an outcome of a single event; rather it is a process of negotiation within a community and its existing hierarchy…. [Direct]
(2021). Representation of Peace Value in Indonesian ELT Textbook: Critical Discourse Analysis. Journal of English Teaching, v7 n3 p329-342 Oct. A textbook can be a medium to convey values, while teachers and learners enact as the values-carrying agents. This present study aims to investigate peace value in the national ELT textbook which was approved by Indonesian Ministry of Educational and Culture entitled "Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas XII" [English for Senior High School Grade XII]. Findings show that there are three basic sources of peace value such as inner peace (building learner's self-concept), social peace (tolerance with differences), and peace with nature (take care of the environment). This critical discourse analysis study indicates that social practice can be identified through language. Thus, it will contribute to both students and teachers in order to be aware as value agents in the ELT textbook…. [PDF]
(1992). Helping Students Cope with Fears and Crises. This document consists of two modules extracted from a six-module larger work. Module 1 presents six articles on the topic of "helping students to cope with fears and crises." Module 2 contains 17 articles on "programs and practices for helping students cope with fears and crises." Article titles and authors are as follows: (1) "Worries of Elementary School Students" (Jeremiah A. Crowley); (2) "Fears Are Natural Part of Growing Up" (Lawrence Kutner); (3) "How Children Grieve: Implications for Counseling" (Helene McGlauflin); (4) "Helping Children Cope with War" (Jenni Zimmer); (5) "The Gulf Crisis: Student Concerns, Teacher Responses"; (6) "Counselors, Teachers, and Death Education" Richard C. Nelson); (7) "Children's Fears: Toward a Preventive Model" (Edward H. Robinson, III, Joseph C. Rotter, Mary Ann Fey, Sandra L. Robinson); (8) "Children and Crises: A Developmental Guidance… [PDF]
(2000). To Teach with Soft Eyes: Reflections on a Teacher/Leader Formation Experience. This monograph describes the reflections of the first pilot group of teachers in the Fetzer Institute's Courage to Teach Program. A group of scholars at Richland College were the first to apply the institute's program to higher education. The essays in this collection were written by teachers and administrators who have worked together, and in solitude, to explore the inner landscape of an educator's life. Here they report on what they discovered during those explorations and how their discoveries have illumined, challenged, and changed their lives as educators. This collection of essays is divided into five sections: (1) "The Courage to Change"; (2) "Safe Space"; (3) "Deep Listening"; (4) "We Teach Who We Are"; and (5) "Under the Surface: Our Stories." Essayists and articles include: (1) "Heron-to-Gull Leadership" (Stephen K. Mittelstet); (2) "The Journey or the Destination?" (Bill Neal); (3) "Back to the… [PDF]
(2000). The War against Boys: How Misguided Feminism Is Harming Our Young Men. Under the guise of helping girls, many schools have adopted policies that penalize boys, often for simply being masculine. Arguing that boys need help catching up with girls academically, and need love, discipline, respect, and moral guidance, but do not need to be rescued from their masculinity, this book scrutinizes studies and feminist doctrine to refute the notion that there is a "girl crisis" in the schools. Following a preface that contrasts how Great Britain and Australia have addressed the problem of boys' underachievement to how U.S. schools have instead suffused the problem with sexual politics, the chapters of the book are: (1) "Where the Boys Are," exploring achievement statistics indicating that in fact, girls are outperforming boys, and refuting the current wisdom that young and adolescent girls are in crisis; (2) "Reeducating the Nation's Boys," on feminist efforts to alter school curricula to unfairly socialize boys under the guise of…
(2021). Intersection of "Ubuntu" Pedagogy and Social Justice: Transforming South African Higher Education. Transformation in Higher Education, v6 Article 113. Background: Universities, globally, and in South Africa, continue to be confronted with demands for transformation, humanisation of pedagogical practices and to embrace social justice. Aim: In this article, we bring to the surface possibilities of "Ubuntu" pedagogy within a social justice framework. We intersect Collective Fingers Theory and Social Justice Theory to propose the notion of "Ubuntu" pedagogy, which draws from African philosophy of "Ubuntu." We argue that "Ubuntu" pedagogy provides an alternation to the current pedagogies that draw from European theories for teaching and learning in the South African higher education context. We put forward that, "Ubuntu" pedagogy, when embraced with understanding and dignity it deserves, has the potential, firstly, of initiating students from other cultures other than African cultures to the values of "Ubuntu" and, secondly, of reconnecting students with their values and… [PDF]
(2019). Developing Global Partnerships in Higher Education for Peacebuilding: A Strategy for Pathways to Impact. Higher Education: The International Journal of Higher Education Research, v78 n4 p729-744 Sep. Higher education faces attack, erosion, underfunding and loss of capacity in contexts of armed conflict and state fragility. Losses in university capacities through casualties, injuries and internal displacement or forced migration are difficult to compensate for due to the degree of investment required to restore or lay new foundations for quality teaching and research, while attacks on universities may also discourage learners from attending tertiary education. Drawing upon a research and capacity development project in Somaliland, we propose a global strategy for higher education partnerships in teaching, research and development with practical outcomes in the area of education, conflict and peacebuilding. This strategy would address research and pedagogical training needs for higher education teachers; develop educational partnerships between higher education institutions in conflict-affected regions to facilitate collaborative teaching exchange; and enhance collaboration between… [Direct]
(2018). Global Citizenship and the Role of the United Nations: The Promise of the Early Childhood Peace Consortium. New Directions for Child and Adolescent Development, n159 p99-105 Spr. Today millions of children are trapped in situations of war, conflict, violence and displacement. Science shows that violence has a detrimental effect on the development of young children. It, also, heralds in a new era, with opportunities to contribute to sustaining peace and prevention of violence, through investment in early childhood development. The commentary argues that we have every opportunity to make a transformative shift and raise the voice of science to join the voice of "we the peoples…" The voice of "we the peoples" to stop war and violence in the world, promoting "a Culture of Peace," adhering to the principles of freedom, justice, tolerance, and advancing the concept of Global Citizenship, is clear. It is amplified by the historic adoption of the "2030 Agenda for Sustainable Development" and the "Sustaining Peace Resolutions," calling on every member of society to participate in peacebuilding and development… [Direct]