Aktas, √ñzg√ºr (2015). War and Peace in the Pictures Drawn by the Students of a Fine Arts High School. Educational Research and Reviews, v10 n8 p1080-1087 Apr. This study aims to identify high school students' perception of war and peace. Therefore, the students were asked to draw pictures depicting war and peace. The study was conducted at a Fine Arts High School. This study is a qualitative research. According to the assessments made on the results of the study, the students drew pictures containing national and universal motifs. The pictures based on national motifs were identified with the War of Independence and Turkish Soldiers. On the other hand, symbols like pigeon and olive branch standing out in the pictures based on universal motifs. This proves how effective the preconceived perceptions of the students on war and peace are. An additional study on drawings based on the motifs of war and peace involving larger groups of students may be carried out…. [Direct]

Alexander, Hanan (2014). Education in Nonviolence: Levinas' Talmudic Readings and the Study of Sacred Texts. Ethics and Education, v9 n1 p58-68. The essay offers a Jewish account of education in nonviolence by examining the first of Emmanuel Levinas' Talmudic readings "Toward the Other." I begin by exploring Levinas' unique philosophy of religious education, which nurtures responsibility for the other, as part of an alternative to enlightenment-orientated modern Jewish thought pioneered by the likes of Gershom Scholem, Martin Buber, and Franz Rosenzweig. I then consider a question raised by Yusef Waghid and Zehavit Gross at the 2012 meeting of the Philosophy of Education Society of Great Britain in Oxford concerning whether one must forget in order to forgive great wrong doing such as South African Apartheid or the Holocaust of European Jewry. Through an examination of Levinas' treatment of several Talmudic passages, I argue that the Jewish tradition takes a paradoxical approach to this question. We should forget in order to remember wrong doing. The spiritual process that both perpetrators and… [Direct]

Chao, Roger Y., Jr. (2017). Mobility, Mutual Recognition and ASEAN Community Building: The Road to Sustainable ASEAN Integration. Journal of International and Comparative Education, v6 n2 p105-121. This paper analyses the role of international mobility and mutual recognition to regional community building in the ASEAN region by reviewing policy documents and international student mobility statistics. ASEAN policy directives have evolved from regional economic cooperation to ASEAN Community building despite the limited mutual recognition agreements (MRAs) on professional services, and low and unbalanced intra-ASEAN student mobility. However the non-ratification of the 2011 UNESCO Asia and Pacific Recognition Convention, and the slow implementation of various regional frameworks supporting the establishment of an ASEAN Higher Education Area have limited the potential contribution of mobility and mutual recognition to the ASEAN Community building project. Recommendations to enhance its contribution includes expanding and implementing ASEAN MRAs to all professional disciplines, the development and institutionalisation of an ASEAN quality assurance system, promoting a balanced… [PDF]

Kalimullin, Aydar M.; Valeeva, Roza A. (2016). Effects of Parent-Child Relationship on the Primary School Children's Non-Violence Position Formation. International Journal of Environmental and Science Education, v11 n13 p6178-6184. The aim of the research was to identify and test experimentally the impact of parent-child relationship on the formation of the primary school children non-violence position. During the research the effectiveness of the correctional and development program "Together with my mom" was verified to promote parent-child interaction, as well as gaming technology aimed on creating a position of non-violence of primary school children. 54 schoolchildren, Kazan, Russian Federation took part in the empirical research. The complex of diagnostic instruments to research parent-child relationship characteristics, non-violent interaction of children has been applied. To identify the correlation between the received data (types of interaction between children and data on the scale of the child-parent relations), we used the method of correlation analysis, based on the calculation of Spearman's Rank Correlation…. [PDF]

Salmon, Thomas; Sayed, Yusuf (2016). Teacher Governance Reforms and Social Cohesion in South Africa: From Intention to Reality. Education as Change, v20 n3 p38-56. The governance of teachers during apartheid in South Africa was characterised by high levels of disparity in teacher distribution and in conditions of labour. In the post-apartheid context policies and interventions that govern teachers are critical, and teachers can be seen to be placed in a central role as actors whose distribution, employment, recruitment and deployment can serve to redress the past, promote equity and build trust for social cohesion. In this context, this paper examines several teacher governance mechanisms and interventions, namely the post provisioning norm and standards (PPNs), the Funza Lushaka Bursary Programme (FLBP), and the South African Council of Educators. The analysis suggests that undifferentiated policy frameworks for teacher governance result in measures that weakly account for differing contextual realities and persistent inequality. Additionally, the emphasis on technocratic measures of accountability in teacher governance interventions… [Direct]

Goren, Heela; Yemini, Miri (2016). Global Citizenship Education in Context: Teacher Perceptions at an International School and a Local Israeli School. Compare: A Journal of Comparative and International Education, v46 n5 p832-853. We apply semi-structured interviews to conceptualise perceptions of global citizenship among teachers at an international school and teachers at a local public school in Israel, revealing discrepancies between theory and practice in global citizenship education (GCE). We find that teachers perceive global citizenship differently along three major axes: boundaries of global citizenship, practical aspects of GCE, and through the effect of Israel's context. This study offers a comparative perspective that discerns the differing impacts of school context and student background on teacher perceptions at different kinds of schools and highlights the importance of teacher agency in GCE…. [Direct]

Morrison, Mary Lee (2015). Peacelearning and Its Relationship to the Teaching of Nonviolence. A Response to "Nonviolent Action as a Necessary Component in Educating for Democracy". Democracy & Education, v23 n1 Article 16. This response to Peterson's (2014) "Nonviolent Action as a Necessary Component in Educating for Democracy" enlarges the discussion of the role of the teacher/educator in deciding whether or when it is responsible to facilitate the engagement of students in acts of nonviolent dissent. Ultimately it would seem that the most important of our responsibilities as educators is to provide the moral and ethical foundations and the spaces in which students feel safe and empowered to tap into their own inner teachers. In order to promote the development of active engagement toward a democratic citizenry, including the moral imperative to transform violence, students must be helped toward a holistic understanding of the structural roots of injustice and oppression in their myriad forms. This will go beyond teaching about nonviolence and dissent to include the teaching of the concepts of peace and, by corollary, peacelearning. [For Peterson's "Nonviolent Action as a Necessary… [Direct]

Nwafor, Naboth H. A.; Nwogu, Godpower A. I. (2015). Implication of Radicalisation for Nigerian Education: A Philosophical Analysis. Journal of Education and Practice, v6 n21 p201-207. The crises rocking the foundations of this world and threatening its existence have assumed a horrifying dimension. This situation is compounded by the increasing drift by young people into radicalized violent extremist militant groups. This paper attempts a conceptual analysis of the term radicalisation, the processes involved in it, its components, as well as the rationale behind the influx of young ones into radicalized violent extremist groups. It also highlights the implications of radicalisation for education in Nigeria, and finally suggests ways to assist in deradicalising the youths…. [PDF]

Heugh, Kathleen; Mohamed, Naashia (2020). Approaches to Language in Education for Migrants and Refugees in the Asia-Pacific Region. UNESCO Bangkok The Asia-Pacific region hosts the largest number of refugees and displaced people in the world, and is the place of origin for nearly half of all international migrants. However, data related to the unique language-in-education needs of refugee and migrant children in and from this area is sparse. The report aims to create a stronger knowledge base to support Member States as they formulate education policies that are responsive to the needs of such children. It aims to: (1) Examine how linguistic diversity and human mobility intersect and impact minority, migrant and refugee children's access to quality, inclusive education; (2) Link policy priorities to promising practices, based on international frameworks and lessons learned from successful programmes; and (3) Recommend steps for improving language-in-education policies and their implementation. [Funding for this paper was also provided by UNICEF's East Asia and Pacific Regional Office (EAPRO).]… [Direct]

Bauermeister, Maxine L.; Diefenbacher, Lori H. (2015). Beyond Recycling: Guiding Preservice Teachers to Understand and Incorporate the Deeper Principles of Sustainability. Childhood Education, v91 n5 p325-331. Sustainability is a term with an evolving definition that applies to more than the physical environment. It speaks to the interconnectivity of every action we take (or fail to take) and to human beings' relationships with one another and their environment. A sustainable future is one in which global citizens engage in critical thinking, problem-solving, and collaboration to create a just and equitable society for all. Teachers have a role in cultivating these critical competencies–and the knowledge to go along with them–in their students. As the authors point out, this involves much more than a simple classroom recycling project or a field trip to the zoo. A broad conception of sustainability will foster students' ability to understand and live harmoniously in diverse societies. Through a holistic approach to sustainability, teachers can model for students how we can bring about a more peaceful and compassionate future…. [Direct]

Monaghan, Christine (2019). Asking "Why" and "How": A Historical Turn in Refugee Education Research. Journal on Education in Emergencies, v5 n1 p35-61 Dec. History has much to offer education in emergencies scholars and practitioners. Most research in this field comprises qualitative case studies and, to a lesser extent, quantitative experimental studies, both of which tend to focus on either the impact of interventions or whether education processes or structures are a cause or effect of conflict. I argue that historical approaches enable researchers to ask different questions, to construct a narrative that establishes why specific policies and programs for refugee education were developed by the United Nations High Commissioner for Refugees or in particular refugee camps or settlements, and to determine why and how the field has changed over time. This enables the researcher to consider why and how policy and programmatic changes often have not brought lasting change to the challenges of refugee education, and to critically consider what future changes might be possible. In this article, I make the case for a turn to historical… [Direct]

Barrios-Tao, Hernando; Bonilla-Barrios, Bibiana; Siciliani-Barraza, Jos√© Mar√≠a (2017). Education Programs in Post-Conflict Environments: A Review from Liberia, Sierra Leone, and South Africa. Online Submission, Revista Electr√≥nica Educare v21 n1 p1-22 Jan-Apr. Education should be considered as one of the mechanisms for governments and nations to succeed in a post-conflict process. The purpose of this Review Article is twofold: to explain the importance of education in a post-conflict setting, and to describe a few strategies that post-conflict societies have implemented. In terms of research design, a multiple case study approach has been implemented. The paper reviews a unique topic with specific reference to education plans implemented in post-conflict societies such as Liberia, Sierra Leone, and South Africa. Each of them has experienced violent conflicts and has used education as a tool to succeed in their post-conflict process. In sum, there are several educational programs that involve children, young people, survivors, parents, teachers, and local communities as well as curriculums focused on teaching of cultural values and technical skills to improve the quality of life in a post-conflict setting…. [PDF]

Castro-Zarzur, Rosa; Chinen, Marjorie; Coombes, Andrea; De Hoop, Thomas; Elmeski, Mohammed (2017). Can Teacher Training Programs Influence Gender Norms? Mixed-Methods Experimental Evidence from Northern Uganda. Journal on Education in Emergencies, v3 n1 p44-78 Jul. This mixed-methods cluster-randomized controlled trial examines the impact of a teacher-training program that aimed to promote positive gender socialization in the conflict-affected region of Karamoja, Uganda. The theory of change suggests that the education system and teachers can play critical roles in promoting positive gender roles and gender equality, which has important implications for peacebuilding. Our study found evidence that the program positively influenced teachers' knowledge about the difference between gender and sex, and their attitudes toward gender roles and gender identity. We found no quantitative evidence for any short-term change in teachers' practices as a result of the program, nor did we find quantitative evidence of effects from a complementary, randomly assigned text-message intervention meant to reinforce the information delivered during the training. Qualitative research suggested that, while teachers adopted basic practices taught in the training, they… [Direct]

Tusting, Karin (2015). "I Am a Peacemaker": Writing as a Space for Recontextualizing Children's Identity in a Catholic First Communion Preparation Course. Written Communication, v32 n3 p227-253 Jul. This article reports on research addressing the role of writing as a space for producing representations of children's identity as Catholics in a First Communion preparation course. It draws on data from ethnographic participant observation over one year in a Catholic parish in England, focusing on writing in the preparation sessions, taking a social practice approach to identity and literacy. The article argues that in this course, written texts are drawn on to provide spaces within which children produce written representations of aspects of their lives that reify their identities as Catholics. Analysis of the data set demonstrates four ways in which particular kinds of identities were constructed through writing processes. Writing provided space for reframing aspects of children's unique histories and identities within a faith-based perspective; representing children as active agents in the world; producing reifications of internal emotional states in linguistic form; and making… [Direct]

Adamson, Bob; Wang, Danping (2015). War and Peace: Perceptions of Confucius Institutes in China and USA. Asia-Pacific Education Researcher, v24 n1 p225-234 Mar. This paper presents perceptions of China's Confucius Institute project held by different stakeholders in China and the USA. A number of studies have been published in each place since the first establishment of Confucius Institutes in 2004, but there has not been a comparative study to date. The study, which draws on media reports related to significant milestones in the development of Confucius Institutes, shows that, in the USA, the institutes are viewed with a considerable degree of ambivalence. They are attractive for universities seeking engagement with China, but also seen as a threat to academic freedom. Domestically, Confucius Institutes are perceived as a way to soften China's international image and to promote the Chinese language and culture, although some concerns have been raised about the cost and transparency of the initiative. The paper highlights the controversial aspects of the institutes and outlines some of the challenges facing China in making the strategy… [Direct]

Hakvoort, Ilse; Olsson, Elizabeth (2014). The School's Democratic Mission and Conflict Resolution: Voices of Swedish Educators. Curriculum Inquiry, v44 n4 p531-552 Sep. Swedish educational policy mandates have given schools a double mission: the development of content-based knowledge as well as the promotion of democratic values and competencies. While detailed learning outcomes are specified for content domains, the democratic mission is imprecisely described and unsupported by practical measures. This leaves interpretation and effective implementation up to schools and individual educators. One way in which this mission can be clarified is by examining how conflict resolution practices intersect with, and may contribute to, democratic citizenship education. This article presents findings from interviews with 10 Swedish educators regarding their interpretations of the democratic mission. Although every participant affirmed in general terms that there was an important relationship between the school's democratic mission and their practices of conflict management, no participant believed that he or she possessed the specific knowledge, skills,… [Direct]

Lamb, Lindsay M. (2016). SEL Update: 2010-2011 through 2014-2015. Publication 14.138RB. Online Submission This supplemental report provides information from the full report (published separately) that describes campus effects of AISD's Social and Emotional Learning (SEL) program from the year prior to SEL implementation (i.e., 2010-2011 when available) through 2014-2015. Analyses also examine which SEL outcome measures were related to SEL implementation ratings. A separate executive summary report also was published. [For the full report, see ED626960. For the executive summary, see ED626961.]… [PDF]

(2019). Global Framework on Transferable Skills. UNICEF "The Global Framework on Transferable Skills" has been developed to support UNICEF in delivering on the results of its "Strategic Plan 2018-2021" and "Every Child Learns: UNICEF Education Strategy 2019-2030," and provides a shared vision of work on skills development across UNICEF. The Framework guides UNICEF country offices, policymakers, programmers and educators to embed transferable skills within different education and learning systems, resulting in the systematic development of a breadth of transferable skills, at scale, across the life course and through multiple learning pathways: formal, non-formal and community based. [For "UNICEF Strategic Plan, 2018-2021," see ED608930. For "Every Child Learns: UNICEF Education Strategy 2019-2030," see ED599626.]… [PDF]

Davies, Lynn (2017). Justice-Sensitive Education: The Implications of Transitional Justice Mechanisms for Teaching and Learning. Comparative Education, v53 n3 p333-350. This article introduces the notion of "justice-sensitive education"–derived from the ideals and practices of transitional justice (TJ) in countries emerging from conflict. It describes three mechanisms for this: structural reforms (relating to inequity and division); curriculum change (the treatment of history, human rights and citizenship) and institutional culture (critical thinking and democratic, participatory pedagogy). A case study of Sri Lanka provides fresh illustrations of actual or potential work in these three areas. There appear five challenges to a justice-sensitive education: the wider context of schooling; willingness of educators to confront the past; barriers to introducing the critical thinking required for new norms and values to take root; programming and planning; and difficulties in measuring the impact of TJ measures in education. Yet however imperfect, TJ mechanisms indicate a society that wants to learn from past mistakes and show that some form of… [Direct]

Bickmore, Kathy; Nieto, Diego (2017). Immigration and Emigration: Canadian and Mexican Youth Making Sense of a Globalized Conflict. Curriculum Inquiry, v47 n1 p36-49. This paper discusses findings from focus groups with youth located in underprivileged surroundings in one large multicultural city in Canada and in a moderately large city in Mexico, examining their understandings and lived experiences of migration-related conflicts. Canadian participants framed these conflicts as a problem of racist attitudes towards immigrants in an otherwise welcoming city. Mexican youth understood emigration as a questionable individual dream to overcome precarious economic conditions, bringing about violence to those travelling and family fractures for those who stay. We identify tensions between these dominant narratives about mobility and conflict–usually also present in intended curriculum–and students' first-hand, every day experiences with migration in each setting. We point out to youths' contrasting imaginaries of citizenship–sense of agency and identity positions–with regards to migration in each setting, showing the limited opportunities they have… [Direct]

Matyok, Tom; Mendoza, Hannah Rose (2013). Designing Student Citizenship: Internationalised Education in Transformative Disciplines. International Journal of Art & Design Education, v32 n2 p215-225 Jun. Design is a transformative, socially engaged practice and design education must provide a platform from which that practice can grow. Education plays a vital role in preparing design students to move beyond a purely reactive state to one in which they are actively engaged in shaping the world around them. Such a shift is built upon the provision of a holistic education that invites interaction with the concepts of democracy, engagement and empathy at the global scale. At a time when our graduates need to be prepared for global citizenship and design without borders, higher education has moved sharply toward discipline specific training and job preparation and away from liberal education and the development of critical thinking abilities. The internationalisation of education in design disciplines is reliant upon the formation of deep connections that are an embedded part of a student's larger academic career, rather than an isolated opportunity. Rather than focus on… [Direct]

Sj√∂stedt, Roxanna (2015). Assessing a Broad Teaching Approach: The Impact of Combining Active Learning Methods on Student Performance in Undergraduate Peace and Conflict Studies. Journal of Political Science Education, v11 n2 p204-220. Teaching introductory International Relations (IR) and peace and conflict studies can be challenging, as undergraduate teaching frequently involves large student groups that limit student activity to listening and taking notes. According to pedagogic research, this is not the optimal structure for learning. Rather, although a teacher can pass on information, the student must actively create one's own understanding, something that is not done through the traditional "Sage on the Stage" style of pedagogy. This article assesses this assumption by examining the impact of active learning on student learning outcomes and argues that a multiple teaching methods approach is able to meet the varying learning preferences of the broader student group and thus improves actual and self-perceived student performance. In a 3-year project, different approaches were introduced during the first semester, including smaller seminar groups, simulations, the use of film, and practitioner… [Direct]

Clarke, Linda; McCully, Alan (2016). A Place for "Fundamental (British) Values" in Teacher Education in Northern Ireland?. Journal of Education for Teaching: International Research and Pedagogy, v42 n3 p354-368. This paper examines the distinctive locus of teacher education in Northern Ireland (NI) in respect of Fundamental British Values (FBV). It is written from the perspective of teacher education tutors in a PGCE programme that explicitly subscribes to pursuing the Shared Future agenda as outlined by NI Government policy in 2005. First, it establishes the inappropriateness of pursuing an FBV agenda in NI where the historical and contemporary context has been characterised by division expressed through opposing British and Irish identities; and, emerging from conflict where future political progress requires greater accommodation between these two often hostile positions. Second, using data from a previous Teaching and Learning Research Programme study (2005) on Values in Teacher Education as an indicator of student teacher social and political attitudes, it draws on later NI census (2011) and Life and Times Survey data (2005 and 2008) to identify the challenges and opportunities facing… [Direct]

Caprani, Lily (2016). Five Ways the Sustainable Development Goals Are Better than the Millennium Development Goals and Why Every Educationalist Should Care. Management in Education, v30 n3 p102-104 Jul. For 15 years the millennium development goals (MDGs) were a guiding force for many issues affecting the lives of children and young people around the world. Agreed by UN member states in 2001, the eight MDGs were designed as a framework around which states were expected to develop policy priorities and shape their overseas aid spending plans. The goals provided a focus for donors, international organizations and non-governmental organizations (NGOs) around an overarching ambition to reduce global poverty and its worst effects. Over this time, through a combination of economic growth, more targeted development spending, technical progress and improved cooperation, life certainly has improved for millions of children. Tremendous progress has been made in reducing preventable child deaths, getting more girls and boys into school, reducing extreme poverty and ensuring more people have access to safe water and nutritious food. However, although astonishing improvements have been made on… [Direct]

du Preez, Petro (2014). Reconciliation through Dialogical Nostalgia in Post-Conflict Societies: A Curriculum to Intersect. Compare: A Journal of Comparative and International Education, v44 n1 p117-135. The curriculum has been proposed as a powerful means with the potential to initiate social transformation. It reflects the dominant social, economical and political discourses and for this reason it seems reasonable to situate reconciliatory discourses in relation to the curriculum. Whilst curriculum scholars mostly agree that we need to seek new directions and ways of understanding curriculum, there is little consensus about the direction the field should take. Two particular issues that this article addresses are the tendency of curriculum practitioners to tackle social issues at a symptomatic level instead of considering the roots of the problems, and the over-emphasis on the political dimension with little or no attention given to the ethical dimensions of the curriculum. In an attempt to develop new ways of understanding curriculum and enabling social change, I explore nostalgia as a way to stimulate dialogue over competing narratives. To facilitate this exploration, I draw on… [Direct]

Lopes Cardozo, Mieke T. A.; Shah, Ritesh (2016). A Conceptual Framework to Analyse the Multiscalar Politics of Education for Sustainable Peacebuilding. Comparative Education, v52 n4 p516-537. A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the "many faces" of education in conflict-affected situations can be better theorised and conceptually represented. In doing so, we link goals of peacebuilding to those of social justice, and reinvigorate the notion of education playing a transformative rather than a restorative role in conflict-affected contexts. Making such ideas concrete, we provide examples of how such an analytical framework can be employed to understand the multi-faceted relationship between education and projects of social transformation in conflict-affected… [Direct]

Gandy, S. Kay; Saleh, Edrees Sultan (2015). Perceptions of Geography Students in the USA and Egypt on Global Issues. Intercultural Education, v26 n5 p377-396. The study aimed to compare the perceptions of Egyptian and US students on global issues. The authors developed a survey of global issues and administered it to sample of 321 Geography students in the USA and Egypt. The survey tapped five issues: global citizenship, cultural diversity, global conflicts, nuclear arms race, and global warming. The results showed that there were significant differences in Egyptian and US students' perception of each of the global issues…. [Direct]

(2017). Fund Education, Shape the Future: Case for Investment. Replenishment 2020. Global Partnership for Education The Global Partnership for Education (GPE) is the only multilateral partnership and fund dedicated exclusively to education in the world's poorest countries. The partnership includes developing country partners, donor countries, multilateral agencies, civil society, teachers, philanthropic foundations and the private sector. GPE brings together and amplifies the skills and mobilizes the resources of many to help developing countries to deliver results in education. GPE works to expand inclusive and equitable quality learning by helping low- and lower middle-income countries build stronger education systems. These are the goals of the 5-year strategic plan, GPE 2020. It includes a comprehensive results framework with 37 indicators, disaggregated by gender. The indicators also track comparative progress in countries affected by fragility and conflict. The results framework enables, for the first time, mutual accountability for all partners working in education. This document presents… [PDF]

Carter, Candice C. (2017). Literacy Instruction for Conflict Analysis and Response of Compassion. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017). This interpretive research was at the intersection of language acquisition, literacy development, and social education. The multisite study of literacy instruction that addressed compassion as a conflict response involved qualitative analyses of data gathered from lesson artifacts, observations, interviews of the participating teachers, and survey of student's self-reported learning. The participants were multilingual teachers and students in three borderland schools of the USA. Their social construction of compassion evident in literacy lessons revealed their diverse notions of harm. Variable identification by the students of harm situations highlighted the need for increased conflict analysis that includes multiple perspectives. The findings underscore the validity of harm analysis as curriculum for all students, rather than as a response to conflict some students experience…. [Direct]

Reynolds, Kimberley (2013). "A Prostitution Alike of Matter and Spirit": Anti-War Discourses in Children's Literature and Childhood Culture before and during World War I. Children's Literature in Education, v44 n2 p120-139 Jun. Histories of the First World War have regularly implicated children's literature in boys' eagerness to enlist in the first two years of that conflict. While undoubtedly the majority of children's books, comics and magazines did espouse nationalistic, jingoistic and martial attitudes, there were alternative stories and environments. Looking at the publications, organisations and educational establishments that opposed the war and resisted the Germanophobia that began to dominate public discourse at the start of the twentieth century casts new light on some of the challenges and dilemmas facing a proportion of boys as they decided whether or not to join up. Additionally, the fact that there were alternative discourses is a reminder that not all readers would have responded in the same way to the same texts. Three areas are considered: children's stories and pamphlets produced by Quakers and peace societies; left-wing publications, especially those associated with Socialist Sunday… [Direct]