D'Ambrosio, Beatriz Silva; D'Ambrosio, Ubiratan (2013). The Role of Ethnomathematics in Curricular Leadership in Mathematics Education. Journal of Mathematics Education at Teachers College, v4 n1 p19-25 Spr-Sum. In this paper we share our reflections regarding the role of ethnomathematics in providing direction for leadership in mathematics education. Our arguments are grounded in an analysis of the world today, characterized by inequities and injustices, clamoring for a new social order. We contemplate the role of mathematics and mathematics education in improving the world for the benefit of future generations. In our vision, the Program Ethnomathematics is positioned as a theoretical framework capable of guiding practice and curriculum for a very different educational project, one that centers the children in a world of social equity and justice as well as a world in which humanity achieves equilibrium with and respect for nature and its resources. We end our reflections with some thoughts on the preparation of teachers and leaders for this alternate educational project…. [Direct]

Baumi, Michelle; Field, Sherry L.; Ledbetter, Mary (2013). Bringing Civil Rights Figures to the "Peace Table". Social Studies and the Young Learner, v26 n2 p9-12 Nov-Dec. In a fifth grade classroom at The University of Texas Elementary School (UTES), a unit on the Constitution sets the stage for a year of integrated learning. The very next unit of study focuses on the civil rights movement. Teaching UTES students, who come from diverse backgrounds, means exposing them to many points of view so that they may form their own opinions and learn to express them effectively. There is an expectation at UTES that each teacher demonstrates best practice instruction and explicitly teaches and integrates social emotional learning (SEL) into the general curriculum. SEL skills enable children to be socially competent citizens within their school environment and help build an overall positive climate in their school. At this school, SEL skills from the beginning of the school year include empathy with respect, listening with attention, being assertive, predicting feelings, and taking other's perspective. Wanting students to employ the same kinds of strategies that… [Direct]

Gilmore, Melinda, Ed.; Holwerk, David, Ed. (2015). Connections 2015: Our History: Journeys in KF Research. Annual Newsletter. Kettering Foundation Each issue of this annual newsletter focuses on a particular area of Kettering's research. The 2015 issue focuses on a yearlong review of Kettering's research over time. This issue contains the following articles that address this review: (1) How Kettering Discovered Democracy (David Mathews); (2) Key Events in KF History (Collette McDonough); (3) The Issue Guide and the Issue Forum: Political Inventions (Brad Rourke); (4) A Treasure Chest about to Open (Nicholas A. Felts); (5) From Public Policy Institutes to Centers for Public Life: Transforming People and Communities (Alice Diebel); (6) At Franklin Pierce, Learning to Make a Difference (Joni Doherty); (7) Town versus Gown? Not Here (Sara A. Mehltretter Drury); (8) Kettering's Evolving Understanding–and My Own (Ray Minor); (9) Two Decades of Learning with Communities (Phillip D. Lurie); (10) Public Education as Community Work (Connie Crockett, Phillip D. Lurie, and Randall Nielsen); (11) Listening for, and Finding, a Public Voice… [PDF]

Davies, Ian; Mori, Chiho (2015). Citizenship Education in Civics Textbooks in the Japanese Junior High School Curriculum. Asia Pacific Journal of Education, v35 n2 p153-175. This article discusses the types of citizenship education that are included in a sample of Japanese junior high school civics textbooks. Seven civics textbooks that have been authorized by the Ministry of Education for use in junior high school from the 2012 academic year were analysed in the context of fundamental issues in citizenship education and the national curriculum guidelines in Japan. In contrast to some previously published research, it is argued that the textbooks encourage, to a limited extent, active, participatory approaches by students with exercises and practical tasks to help students develop skills and gain the understanding required to live in contemporary society. It is suggested that the textbooks place some limitations on active learning especially in relation to students' political participation and that they reflect the struggle Japan is experiencing in the search for an inclusive national identity. Further work may serve to clarify the nature of potential… [Direct]

Lubelska, Anna (2012). Peaceful Schools. International Journal of Children's Spirituality, v17 n2 p187-191. This article is based on the presentation Anna Lubelska made at the 12th International Conference on Children's Spirituality. Anna is Director of Spiritual England which is a not for profit organisation set up in 2009. Its aim is to promote the importance of spirituality and to help increase access to opportunities for spiritual development. Its remit covers spirituality in all faiths and no faith. Anna worked for many years in community development and services for children and families. This year she started the Peaceful Schools Movement which encourages schools to become more peaceful. For example, schools are enabled to engage creatively with their pupils to design quiet rooms and gardens, alongside undertaking activities such as the practice of mindfulness and training in conflict resolution, all within the context of a whole-school ethos of dynamic peacefulness…. [Direct]

Bickmore, Kathy; Parker, Christina (2014). Constructive Conflict Talk in Classrooms: Divergent Approaches to Addressing Divergent Perspectives. Theory and Research in Social Education, v42 n3 p291-335. Dialogue about social and political conflicts is a key element of democratic citizenship education that is frequently advocated in scholarship but rarely fully implemented, especially in classrooms populated by ethnically and economically heterogeneous students. Qualitative case studies describe the contrasting ways 2 primary and 2 middle-grade teachers in urban Canadian public schools infused conflict dialogue pedagogies into their implemented curricula. These lessons, introducing conflict communication skills and/or content knowledge embodying conflicting viewpoints as learning opportunities, actively engaged a wide range of students. At the same time, even these purposively selected teachers did "not" often facilitate sustained, inclusive, critical, and imaginative exchange or deliberation about heartfelt disagreements, nor did they probe the diversity and equity questions surrounding these issues. The case studies illustrate a democratic education dilemma: Even in the… [Direct]

Carmichael, Tami; Norvang, Rebecca (2014). A Global Dialogue on Peace: Creating an International Learning Community through Social Media. International Journal of Teaching and Learning in Higher Education, v26 n3 p445-452. Technology and social media, often seen as counter productive to student learning, can provide intriguing new ways to extend and enhance learning across international borders. This article explores one successful learning project, based on the Nobel Peace Prize, that connected students from Norway, South Africa, and the United States through various social media forms, allowing them to learn about, dialogue on, and create projects surrounding the concepts of world peace, sustainable peace, and global citizenship, while themselves practicing that citizenship. The article details the pedagogy behind the learning project, explains the student responses, and describes the way that the high impact practices involved helped to increase student engagement. It also describes the international faculty collaboration that made this international learning project successful…. [PDF]

Haga, Kazu (2012). Chicago's Peace Warriors. Rethinking Schools, v26 n2 p33-37 Win 2011-2012. In 2009, Chicago witnessed 458 murders–more than the number of U.S. soldiers killed in Iraq or Afghanistan. Many of those killings involved teenagers. Kingian Nonviolence is a training curriculum developed out of the teachings of Dr. Martin Luther King Jr. by two of his close allies, Bernard Lafayette Jr. and David Jehnsen. Used in schools, prisons, and communities around the world, it provides a framework to understand conflict and violence, and teaches communities a way to build peace. King believed that nonviolence is not a passive, but a proactive force that can defeat violence and injustice. It is not about teaching people to turn the other cheek, but about teaching people how to confront the forces of violence and injustice in their lives and create a real, lasting peace. It is, as King put it, "the antidote to violence." Tiffany Childress, science teacher and civic engagement director at Chicago's North Lawndale College Preparatory High, saw right away how this… [Direct]

Hockett, Eloise (2012). Developing a Peace and Conflict Resolution Curriculum for Quaker Secondary Schools in Kenya. Journal of Research on Christian Education, v21 n1 p6-23. In 2008-2009, a team of educators from George Fox University, in collaboration with a committee of teachers and administrators from selected Quaker secondary schools in western Kenya, developed the first draft of a peace and conflict resolution curriculum for Kenyan form one (ninth grade) students. This case study offers a model for developing a peace curriculum relevant to the identified needs of form one students in Kenya, supported by adult learning strategies for teacher training. In addition, the development of this curriculum project serves as an example of effective collaborative cross-cultural partnerships. The outcomes of this project offer specific insights gained from this collaborative effort. (Contains 7 tables.)… [Direct]

Permeswaran, Palani (2010). Chemurgy: Using Science Innovatively to Save American Agriculture from Overproduction. History Teacher, v44 n1 p95-125 Nov. \A prosperous and productive agriculture is necessary to national and world peace and prosperity.\ This statement by Clinton Anderson, Secretary of Agriculture from 1945-1948, encapsulates the idea of chemurgy, the utilization of scientific research to discover new uses for agricultural surplus. In the late 1920s, chemurgists began looking at farm goods as raw materials for industry, not just as food. A study of the farm crisis of the 1920s and 1930s, the growth of the chemurgy movement, and current advancements in research will show that the chemurgists caused innovative change in agriculture and industry which greatly impacts the world today. (Contains 73 notes.)… [Direct]

Dulabaum, Nina L. (2011). A Pedagogy for Global Understanding–Intercultural Dialogue: From Theory to Practice. Policy Futures in Education, v9 n1 p104-108. Given the current tensions and animosities between people of varying cultural and ethnic groups, intercultural dialogue, rooted in Europe's humanist tradition, offers a concrete strategy for fostering understanding, promoting tolerance and breaking down barriers based on stereotypes and xenophobic violence. As the world's population increases each year, so does the significance of peaceful coexistence. It is important for people to develop a sense of community and a desire to communicate non-violently with each other. Though the theory may appear simple, practical application is complex. This article explores the challenges of implementing intercultural dialogue in educational settings, referencing current research in higher education…. [Direct]

Haynes, Charles C. (2013). Educating for Peace and Understanding: Face to Faith in America's Schools. Social Education, v77 n6 p307-309 Nov-Dec. An innovative program for schools that promotes respect and understanding between major religions enables students to engage with peers around the world via videoconferencing. Using videoconferencing and online community, "Face to Faith" enabled students from across the globe to learn from, with, and about one another. In the 2013-2014 school year, students between the ages of 12 and 17 in nearly 100 schools in the United States are connecting directly with their peers in more than 20 countries. By focusing on civil dialogue, "Face to Faith" empowers young people with the ability to understand and respect different perspectives about religion and, importantly, to resist extremist voices. Direct encounters between students with very different cultures and beliefs put a human face on the "other." Direct dialogue with peers in other countries about their values and beliefs enables students to break down barriers, dispel stereotypes, and build respect for… [Direct]

Guimaraes-Iosif, Ranilce; Shultz, Lynette (2012). Citizenship Education and the Promise of Democracy: A Study of UNESCO Associated Schools in Brazil and Canada. Education, Citizenship and Social Justice, v7 n3 p241-254 Nov. With current manifestations of globalization creating local problems, including widening equity gaps, increased environmental destruction and burgeoning poverty, many policymakers, civil society, organizations and educators are seeking models of education that promise social justice and a democratic public sphere that reflects more than democracy of and for elites. This study of UNESCO Associated Schools, located in Brazil and Canada, identified how educators negotiate contradictory global agendas and employ UNESCO ideals of a peaceful world, human rights and democracy, and a healthy environment to create a platform for citizenship education. While there is no package of liberation and transformational education that comes with being a UNESCO Associated School, there is encouraging evidence that educators are working in creative and critical ways to educate toward more engaged citizens who are capable of contributing to a strengthened public sphere. This article compares the… [Direct]

Zembylas, Michalinos (2009). Counter-Narratives of Mourning the Missing Persons in Cyprus: Pedagogical Limits and Openings for Reconciliation Education in Conflict-Ridden Societies. Perspectives in Education, v27 n2 p120-132 Jun. In this article I examine the possibilities that exist within mourning and mourning narratives for coming to terms with the pain and suffering of the oppositional Other. This implies that rather than taking official discourses as structured and predictable, research with citizens of Cyprus, who had lost loved ones through war, demonstrates pedagogical and political possibilities for counternarratives and counter-mourning based on the recognition of common suffering…. [Direct]

Baleinakorodawa, Paolo; O'Loughlin, Micheal; Spence, Rebecca (2011). Civic Education Partnerships: Civil Society Organisations, Donors and the State in Fiji. International Education Journal: Comparative Perspectives, v10 n2 p127-139. This article reflects on some of the challenges and opportunities presented when working in partnership in the highly politicised and contested Fijian Civil Society environment over the past five years. The authors are practitioners who specialise in working with communities which experience conflict. The paper discusses and analyses the genesis and growth of a series of partnerships between and within civil society organisations in Fiji, a peacebuilding organisation in Australia, and a number of bilateral and multilateral donors. Recognising the importance of building multi stakeholder partnerships in order to advance processes of peacebuilding and development, we investigate how Civil Society Organisations are negotiating the ever-changing political landscape. (Contains 1 figure and 9 footnotes.)… [Direct]

Sherblom, Debra (2012). A Living Citizenship Model for the Public Schools: The Philosophical Foundations of Friendship in the Works of Epicurus and Ralph Waldo Emerson. ProQuest LLC, Ph.D. Dissertation, Lesley University. In an interdisciplinary, hermeneutical study using primary and secondary documents from history, philosophy, political theory, and critical pedagogy, the dissertation focuses on dialogue, friendship, and citizenship. The philosophical foundations of friendship in the works of Epicurus and Ralph Waldo Emerson are discussed. Included in the study is history of citizenship and analysis of works on dialogue and community. A critical consciousness is significant for real dialogue to precipitate friendship. The philosophical foundations of friendship in the works of Epicurus and Ralph Waldo Emerson are echoed in the Peaceable Schools Model for secondary schools. Based on social justice and the avoidance of conflict, the Peaceable Schools Model ministers a progressive pedagogy and fosters a living citizenship for students in public schools and in the community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited… [Direct]

Pringle, Richard (2012). Debunking Olympic Sized Myths: Government Investment in Olympism in the Context of Terror and the Risk Society. Educational Review, v64 n3 p303-316. The significant cost of hosting the London 2012 Olympics is justified, in part, by claims that the games will inspire greater social cohesion, promote peace and encourage the public adoption of active healthy lifestyles. This critical review paper examines these justifications and finds them wanting. The first section provides a socio-historic examination of the development of Olympism to reveal the concept as mythical in a Barthesian sense. In contrast to the idealistic claim that the Olympics fosters peace, this paper argues that the "spectacularization" of the games has produced them as a space that encourages performances of protest and threats/acts of terror. Through critical analysis of governmental justifications for investing in the Olympics, the second section concludes that such investment rests, in part, on the flawed rhetoric of Olympism. Overall, it is contended that the International Olympic Committee's promotion of a set of Olympic myths play a significant… [Direct]

Miranda, Edgar (2010). Going Global in Arlington, Virginia. Journal of Education for Sustainable Development, v4 n2 p219-226 Sep. In July 2008, the Ashlawn Elementary School in Arlington, Virginia, began the implementation of the Global Citizenship Project, which is designed around the four guiding principles of the Earth Charter: respect and care for the community of life; ecological integrity; social and economic justice; and democracy, nonviolence and peace. The intent of this project is to develop an understanding among students of what it means to be a global citizen through an instructional program that is hands-on and weaves the four principles throughout the curriculum. This article provides some background on the school, the planning process, the design and the implementation of the project. (Contains 1 figure.)… [Direct]

Niens, Ulrike; Reilly, Jacqueline (2014). Global Citizenship as Education for Peacebuilding in a Divided Society: Structural and Contextual Constraints on the Development of Critical Dialogic Discourse in Schools. Compare: A Journal of Comparative and International Education, v44 n1 p53-76. In post-conflict and divided societies, global citizenship education has been described as a central element of peacebuilding education, whereby critical pedagogy is seen as a tool to advance students' thinking, transform their views and promote democratic behaviours. The present study investigates understandings of and attitudes to global citizenship and the challenges faced in its implementation. Teacher interviews highlight lack of time and resources for critical reflection and dialogue. Where opportunities for relevant training are provided, this can benefit critical engagement. Boundaries of educational systems and structures also influence pupils' understandings of the issues as evidenced in questionnaire findings. We argue that critical pedagogies may be limited unless criticality and activism transcend local and global issues and are applied to schools themselves. Emotional engagement may be required for teachers to claim the space to critically reflect and share with… [Direct]

Byrne, Jonny; Jarman, Neil (2011). Ten Years after Patten: Young People and Policing in Northern Ireland. Youth & Society, v43 n2 p433-452 Jun. Through a comprehensive review of existing literature, this article documents young people's experiences of policing during the period of political transition and extensive reform of the structures of policing in Northern Ireland since the publication of the Independent Commission on Policing for Northern Ireland (The Patten Report) in 1999. The article explores the nature and context of these relationships and provides a commentary of how young people's experiences and perceptions of policing have been shaped by their social, economic, and community backgrounds. Furthermore, a number of ideas and activities that have been developed with the aim of improving the attitudes of young people toward the police, the attitudes of police officers toward young people, and the interactions between the two are also discussed…. [Direct]

Charalambous, Constadina; Charalambous, Panayiota; Kendeou, Panayiota; Zembylas, Michalinos (2011). Promoting Peaceful Coexistence in Conflict-Ridden Cyprus: Teachers' Difficulties and Emotions towards a New Policy Initiative. Teaching and Teacher Education: An International Journal of Research and Studies, v27 n2 p332-341 Feb. The present paper looks at teachers' perceptions of difficulties and emotions about a recent policy initiative in the Greek-Cypriot educational system to promote peaceful coexistence. This policy initiative by the government sparked strong emotional reactions. This paper provides an in-depth understanding of the intersection between tensions at the larger socio-political landscape and teachers' emotional readiness to deal with this policy initiative. To do so, the paper draws on the findings of a quantitative and a qualitative study conducted during the end of the 2008-2009 school year. Possible implications are discussed for educational policy and teacher education. (Contains 2 tables.)… [Direct]

Schubert, William H. (2010). Love, Justice, and Education: John Dewey and the Utopians. Landscapes of Education. IAP – Information Age Publishing, Inc. Love, Justice, and Education by William H. Schubert brings to life key ideas in the work of John Dewey and their relevance for the world today. He does this by imagining continuation of a highly evocative article that Dewey published in the New York Times in 1933. Dewey wrote from the posture of having visited Utopia. Schubert begins each of thirty short chapters with a phrase or sentence from Dewey's article, in response to which a continuous flow of Utopians consider what is necessary for educational and social reform among Earthlings. Schubert encourages the Utopians, who have studied Earthling practices and literatures, to recommend from their experience what Earthlings need for educational and social reform and how they can address obstacles to that reform. The Utopians speak to myriad implications of Dewey's report by drawing upon a wide range of philosophical, literary, and educational ideas–including many of Dewey's other writings. Their central message is that loving… [Direct]

Ortloff, Debora Hinderliter (2011). Moving the Borders: Multiculturalism and Global Citizenship in the German Social Studies Classroom. Educational Research, v53 n2 p137-149. Background: In many countries, working towards a truly inclusive national citizenship means deconstructing hegemonic structures that are deeply entrenched. Moving outside of the borders toward a global citizenship hints at giving up on what has been a long road toward multicultural citizenship. A balance between including and empowering diverse populations within borders as a part of citizenship education is critical. Likewise, future citizens must be prepared to conceive of a borderless world and interact with cultures different from their own. Literature that empirically examines the relationship between global citizenship and multicultural citizenship is sparse. This paper explores this tension, using the case of Germany. Purpose: The overall aims of this study were to explore German teachers' values and beliefs about citizenship education in light of new citizenship and immigration laws, and in light of European and global influences, as well. Design/method/sample: A qualitative… [Direct]

Reis, Jehnie I. (2010). Cultural Internationalism at the Cite Universitaire: International Education between the First and Second World Wars. History of Education, v39 n2 p155-173 Mar. In the 1920s, French scholars and bureaucrats created the Cite Universitaire in Paris. The institution housed university students from around the world. The Cite founders formulated a model for the Cite that reflected ideological concerns in interwar Europe with a focus on pacifism, international education and cultural internationalism. The organisers of the Cite attempted to adhere to these theories to make the organisation viable in the politically strained interwar era while simultaneously demonstrating the continued excellence of French education. The French attempted to combine the goals of international education with the continued hope of national educational superiority. This article describes Germany and France as the earlier "national competition" model of education. It traces the early history of the Cite as it incorporated the new international education model. Finally, it examines sports and social gatherings at the Cite, which was used as a specific venue to… [Direct]

Parton, Brent T. (2011). Stability for Development, Development for Stability: The Relationship between Regional Organizations and Social Cohesion through the Lens of the EU and MERCOSUR. Peabody Journal of Education, v86 n2 p129-143. Strategies aiming to foster social cohesion seek to enhance predictability and trust among heterogeneous actors. Although undoubtedly nation-states remain the dominant context for examining social cohesion, in Europe and in South America, nation-states have formed regional organizations to support political stability and economic cooperation in a world increasingly shaped by political and economic forces beyond the reach of any single nation-state. The comparative extent to which the regional political bodies of the European Union (EU) and the Southern Common Market (MERCOSUR) impact social cohesion within and across member states relates to their capacity to engender reciprocal patterns of political stability and economic development in the region. This article examines the EU and MERCOSUR's stake in social cohesion and how these organizations impact social cohesion in their respective regions through the establishment of institutionalized standards and norms, the content of… [Direct]

Kendeou, Panayiota; Michaelidou, Athina; Zembylas, Michalinos (2011). The Emotional Readiness of Greek Cypriot Teachers for Peaceful Co-Existence. European Journal of Education, v46 n4 p524-539 Dec. In this article, we: (1) offer a conceptualisation of what it means for Greek Cypriot teachers to be "reconciled" with the "other side" (i.e. Turkish Cypriots) in Cyprus; (2) examine Greek Cypriot teachers' emotional responses to the new educational objective of cultivating peaceful coexistence in schools; and (3) investigate how Greek Cypriot teachers' perceptions of reconciliation and emotional responses to the new educational objective of cultivating peaceful coexistence are entangled, and what implications these entanglements may have for educational reform efforts. This investigation is based on data collected in a national survey of Greek Cypriot primary and secondary teachers. The study is important not only for the Greek Cypriot educational system, but also for educational reform efforts in other conflict-ridden areas in Europe because it addresses a fundamental issue in relation to reconciliation: Can teachers, who may still carry traumatic experiences… [Direct]

Ferreira, Ana; Janks, Hilary (2009). Doves, Rainbows and an Uneasy Peace: Student Images of Reconciliation in a Post-Conflict Society. Perspectives in Education, v27 n2 p133-146 Jun. In this article we draw on data from a two-cycle action research project, in which ways of teaching reconciliation in post-apartheid secondary school classrooms are explored. We undertake a detailed analysis of a selection of artefacts produced by South African students representing their understandings of reconciliation. Initially students' work conceived of reconciliation either interpersonally or intrapersonally. Subsequently work related to South Africa's Truth and Reconciliation Commission (TRC) resulted in a more socio-historical engagement with the idea of reconciliation. An analysis of the visual and verbal messages on postcards designed by students suggests that they experience our ostensibly post-conflict society as one of unstable peace. We argue that for a society with a violent past, reconciliation work needs to find ways of confronting the powerful discourses of the past that continue to circulate and to shape our identities and those of our students…. [Direct]

Osler, Audrey; Yahya, Chalank (2013). Challenges and Complexity in Human Rights Education: Teachers' Understandings of Democratic Participation and Gender Equity in Post-Conflict Kurdistan-Iraq. Education Inquiry, v4 n1 p189-210. This paper examines tensions in implementing human rights education (HRE) in schools in Kurdistan-Iraq, both for teachers and for policy-makers, juggling nation-building and its application through schooling and child rights. We draw on documentary sources and fieldwork in two governorates, including classroom observations and interviews with education professionals. The UN Convention on the Rights of the Child confirms the right to HRE, including learning to live together, stressing gender equity. In practice, rights operate in tension and may be denied in societal contexts where conservative, patriarchal values prevail. We report on teachers' attempts to reconcile tensions while facing limited resources. HRE is often perceived as low-status and taught without adequate consideration of everyday rights denials. Nevertheless, HRE is fundamental to democratic development and social justice and can equip citizens with skills and attitudes for a cosmopolitan worldview and peaceful… [Direct]

Ty, Reynaldo (2011). Social Injustice, Human Rights-Based Education and Citizens' Direct Action to Promote Social Transformation in the Philippines. Education, Citizenship and Social Justice, v6 n3 p205-221 Nov. This article opens with a proposed framework for human rights education (HRE), which synthesizes ideas drawn from Zinn's people's history, Sen's theory of justice and Freire's critical pedagogy. A review of the literature on HRE and human rights-based learning suggests three existent interrelated models of HRE. Drawing on human rights-based programmes designed to benefit Philippine society, this article then presents case studies in which programme participants actively struggle against social injustice. As an integral part of the learning process, co-learners envision a just and peaceful society, plan for change and engage in direct social action. New volunteers are continually mobilized to participate in community service and contribute to social action that benefits and empowers hitherto oppressed people and minorities. The article concludes with a proposal for an interactive model of human rights-based learning which aims to build on the HRE framework inspired by Zinn, Sen and… [Direct]

Ngassa, Franklin Chamda (2010). Using "EC-Assess" to Assess a Small Biofuels Project in Honduras. Journal of Education for Sustainable Development, v4 n2 p287-296 Sep. Biofuels may contribute to both rural economic development and climate change mitigation and adaptation. The Gota Verde Project in Yoro, Honduras, attempts to demonstrate the technical and economic feasibility of small-scale biofuel production for local use by implementing a distinctive approach to feedstock production that encourages small farm sizes, mixed cropping of biofuel feedstock from Jatropha and food crops, particularly corn and beans, grown side by side on the same farmland and the total involvement of small rural farmers. But is the project sustainable? Using EC-Assess, the Earth Charter ethics-based assessment tool, to assess the sustainability of this project, the author found that in some assessment categories the actions surpassed the intended objectives, showing that the project was achieving certain Earth Charter goals without specifically stating its intention to address them. (Contains 3 images, 3 figures and 2 notes.)… [Direct]