Bekerman, Zvi; Zembylas, Michalinos (2010). Facilitated Dialogues with Teachers in Conflict-Ridden Areas: In Search of Pedagogical Openings that Move beyond the Paralysing Effects of Perpetrator-Victim Narratives. Journal of Curriculum Studies, v42 n5 p573-596. This paper shows some mechanisms as well as the paralysing implications of the perpetrator-victim positioning in the context of inservice education with Jewish- and Palestinian-Israeli teachers who teach in Palestinian-Jewish integrated schools. It examines how these teachers remain rooted in the hegemonic historical narratives of their own community, even when their attitudes are challenged and clearer alternatives to the reigning narratives are considered. The findings highlight failures in terms of the potential of educational efforts to help overcome situations of intractable conflict, even within contexts specifically devised for this purpose. However, some openings become apparent in the process of negotiating competing narratives and inventing new dialogic possibilities. The implications of this work suggest that schools and their historical traditions are difficult places in which to effect change and that teacher training may not always be the answer for the need to bring… [Direct]

Cutright, Marc (2010). Expanding Access and Quality in Uganda: The Challenges of Building a Plane while Flying It. International Education, v40 n1 p21-31 Fall. Uganda is among many nations in sub-Saharan Africa that are trying simultaneously to expand higher education opportunities and to enhance the quality of higher-education offerings. These are particularly challenging goals in resource-rich environments and are even more difficulty in environments of more limited resources to include funding, administrative expertise, and exhausted institutional capacity for students. This paper summarizes the challenges faced and the goals articulated by Ugandan entities, and some sample strategies for address of the challenges…. [Direct]

Hertz-Lazarowitz, Rachel; Khalil, Mahmood; Lazarowitz, Reuven (2009). A Conceptual Model (The Six Mirrors of the Classroom) and It's Application to Teaching and Learning about Microorganisms. Journal of Science Education and Technology, v18 n1 p85-100 Feb. In this paper a conceptual model of instruction \the six mirrors of the classroom\ used as a frame for teaching a learning topic, the microorganisms are depicted. The paper consists of four sections: (a) the six mirrors of the classroom model (SMC); (b) the SMC as implemented in the expository and cooperative modes of instruction in classrooms and results; (c) a \Journey of Inquiry into the Wonderful World of Microorganisms\ (JIWWM), developed according to the Science-Technology-Environment-Peace-Society (STEPS) approach; and (d) teaching and learning the JIWWM, in ninth-grade classes, within the SMC model. The results show that science topic can be taught in the frame of the mirrors of the classroom. When the instructional goals of the teachers used the mirror \1, classroom organization\ and mirror \6, pupils' social behavior\ and the third ring around the all six mirrors cooperative skills were practiced, academic outcomes were achieved, and attitudes toward environmental… [Direct]

Bae, Jaehan (2012). An Intercultural Peace Mural Project: Let's Make a Peaceful World Hand in Hand!. Art Education, v65 n1 p47-54 Jan. Murals have become a powerful art form for portraying antiwar, human rights, social justice, and human dignity issues. Educators and artists have conducted mural workshops with adolescents in international settings to educate them about peace, human rights, and cultural tolerance. Learning with murals has been shown to be pedagogically meaningful in helping students better understand their ethnic, historical, and cultural roots and communities; collectively find resolutions to a community's problems; and advance cooperative learning skills. Murals have been found to be effective in enhancing learning in a variety of content areas. This article describes a weeklong workshop in which Korean and American students worked together to create a peace mural, and provides insights for teachers conducting similar work with an intercultural group of students. The workshop was intended to promote a culture of peace and intercultural competence among participants and help them develop cooperative… [Direct]

Bailey, Marcia J. Harr; Cooper, Bruce S. (2009). The Introduction of Religious Charter Schools: A Cultural Movement in the Private School Sector. Journal of Research on Christian Education, v18 n3 p272-289. Charter schools are opening, and religious associations are also sponsoring these schools since religious groups find private school tuitions to be high and prohibitive. This study includes studies of Tarek ibn Ziyad Academy, a Minnesota Arabic charter school (Blaine and Inver Grove Heights, MN); Ben Gamla Charter School, a Florida English-Hebrew Charter School (Hollywood, FL); the Hellenic Classical Charter School, a New York City Greek Orthodox parochial school (Brooklyn, NY); and Community of Peace Academy, a Minnesota Hmong cultural charter school (St. Paul, MN). These charter schools are exemplary educational programs around the school's mission, curriculum, language courses, and extracurricular activities that are all culturally relevant to their particular culture and religion while so-far remaining legal under the Zelman decision, legalizing funding for religious school vouchers…. [Direct]

Christie, Daniel J.; Tint, Barbara S.; Wagner, Richard V.; Winter, Deborah DuNann (2008). Peace Psychology for a Peaceful World. American Psychologist, v63 n6 p540-552 Sep. Although the literature in peace psychology has been growing rapidly, many American psychologists are unaware of how conflict is resolved and peace is conceptualized and achieved. This article reviews the long history and broadening scope of peace psychology and introduces a model of peace that is useful for organizing the literature. The model suggests that peace can be facilitated at four different points of intervention. The authors discuss relationships between positive and negative peace, structural and direct violence, and peacekeeping, peacemaking, and peacebuilding. They advance some challenges for peace psychologists and conclude that peace psychology is a crucial field for grappling with humanity's most pressing problems in the coming decades. (Contains 2 figures.)… [Direct]

Ennis, Leslie Sturdivant (2008). The Inevitability of Conflict and the Importance of Its Resolution in Christian Higher Education. Christian Higher Education, v7 n4 p339-356 Sep. Among Christian adherents, the subject of conflict and its proper resolution has been a source of misunderstanding and angst for centuries. New Testament admonitions concerning the proper Christian life have traditionally focused on passivism and have been interpreted broadly by Christendom to require avoidance of all conflict as a virtue. The argument can be made that the acknowledgement of and proper action toward conflict of all types within Christian institutions of higher learning in the past several decades has led to a polarization and identity shift. This phenomenon has been based upon Christian misunderstanding of conflict in general and, specifically, the proper approach of Christendom to conflict and its proper resolution. Christians, necessarily a part of Christian institutions, have treated conflict as something to avoid–an approach that has led to their detriment both individually and corporately. This work seeks to formulate a framework for better understanding of… [Direct]

Arthur, James, Ed.; Cremin, Hilary, Ed. (2011). Debates in Citizenship Education. The Debates in Subject Teaching Series. Routledge, Taylor & Francis Group What are the key issues in Citizenship Education today? "Debates in Citizenship Education" encourages student and practising teachers to engage with and reflect on some of the key topics, concepts and debates that they will have to address throughout their career. It places the specialist field of Citizenship Education in a wider context and aims to enable teachers to reach their own informed judgements and argue their points of view with deeper theoretical knowledge and understanding. Taking account of recent policy and controversies, expert contributors provide a balance of experience and perspectives and cover a wide range of classic and contemporary topics including: (1) Theoretical Perspectives on Citizenship Education; (2) International Comparative Perspectives on Citizenship Education; (3) Citizenship Education, Race and Community Cohesion; (4) Climate Change and Sustainable Citizenship Education; (5) ICT and Citizenship Education; (5) Ethics and Citizenship… [Direct]

Burns, Terry J. (2009). Searching for Peace: Exploring Issues of War with Young Children. Language Arts, v86 n6 p421-430 Jul. Using a framework grounded in critical literacy, the author describes her 1st-grade students' responses to works of literature that portray the impact of war. When given opportunities to read works of literature that address social justice issues, such as the consequences of war, her primary-age students' written, drawn, and spoken responses were meaningful and empathetic. Her students' responses addressed four areas of emphasis: discovering links between war-related concepts and students' lives, expressing empathy for those impacted by war, searching for explanations or justifications for war, and cultivating new visions and possibilities for our world. (Contains 5 figures.)… [Direct]

Brunold-Conesa, Cynthia (2010). International Education: The International Baccalaureate, Montessori and Global Citizenship. Journal of Research in International Education, v9 n3 p259-272 Dec. The International Baccalaureate (IB) programs and Montessori education both claim to promote values associated with global citizenship in order to help prepare students for new challenges presented by an increasingly globalized world. While the IB's secondary programs are widespread in international schools, Montessori programs at that level are comparatively few. This article compares and contrasts IB and Montessori secondary programs with respect to the promotion of global citizenship, and explores the scarcity of secondary Montessori programs in general and in the international schools community in particular…. [Direct]

Dhanissaro, Phra John Paramai; Hardy, Samantha; Thangsurbkul, Worakate (2011). Peace Revolution's Online Social Platform: From Inner Revolution to Global Evolution of Ethical Media Production. Journal of Media Literacy Education, v3 n2 p84-89. This paper describes a project called Peace Revolution [https://peacerevolution.net], which provides an opportunity for young people from around the world to learn and share positive messages and activities relating to peace. The Peace Revolution project aims to empower young people via a unique process related to youth development, helping young people to make informed and moral choices about how they live their lives and actively participate in society. Through its online social platform, Peace Revolution aims to promote the practice of inner peace as a common denominator for people throughout the world, build cross-cultural partnerships and ultimately, through individual change and cooperation with others, establish an international network of active agents for change. (Contains 1 table and 3 figures.)… [PDF] [Direct]

Brion-Meisels, Gretchen, Ed.; Cooper, Kristy S., Ed.; Deckman, Sherry S., Ed.; Dobbs, Christina L., Ed.; Francois, Chantal, Ed.; Nikundiwe, Thomas, Ed.; Shalaby, Carla, Ed. (2010). Humanizing Education: Critical Alternatives to Reform. Harvard Educational Review Reprint Series. Harvard Education Press This collection of essays from the "Harvard Educational Review" offers historic examples of humanizing educational spaces, practices, and movements that embody a spirit of hope and change. From Dayton, Ohio, to Barcelona, Spain, this collection of essays from the "Harvard Educational Review" carries readers to places where people have first imagined–and then organized–their own educational responses to dehumanizing practices and conditions. Contributors include Montse S√°nchez Aroca, William Ayers, Kathy Boudin, Fernando Cardenal, Jeffrey M. R. Duncan-Andrade, Marco Garrido, Jay Gillen, Maxine Greene, Kathe Jervis, Nancy Uhlar Murray, Valerie Miller, Wendy Ormiston, Ana Y. Ramos-Zayas, Vanessa Siddle Walker, Arthur E. Thomas, and Travis Wright. Following the Editors' Introduction and In Search of a Critical Pedagogy (Maxine Greene) the following parts and chapters are included: Part I: Insurrectionary Generation: "The Discipline of the Radical… [Direct]

Brownlee, Kimberly (2010). "World-Mindedness": The Lisle Fellowship and the Cold War. American Educational History Journal, v37 n1 p237-247. This article will examine a little known but long-standing group, the Lisle Fellowship, that endeavored to open the world to college students and foster international understanding–or "world-mindedness," as the organization's founders called it–ultimately with the goal to contribute to the ideal of world peace. It will also, in particular, explore Lisle's efforts to do so in the Union of Soviet Socialist Republics during the Cold War. Founded in 1936 by a pair of former Methodist missionaries, DeWitt and Edna Baldwin, the Lisle Fellowship was an experiential off-campus summer learning program for college students aimed at increasing understanding of different cultures. It is hoped that through this paper more people will become aware that this organization existed, and continues to exist, and that its work continues to strive towards the same ideal–world peace…. [Direct]

Bishai, Linda S. (2008). Sudanese Universities as Sites of Social Transformation. United States Institute of Peace. Special Report 203. United States Institute of Peace This report examines the role played by Sudanese universities in the country's social and political transformation, past and present. Students and faculty there have historically served as vital voices for political change and community and international engagement, but recent educational policies have severely limited their voices. This report describes these recent policies and their effects and makes recommendations for changes aimed at recovering and expanding the traditional productive role of higher education in Sudan. (Contains 12 notes and a bibliography.)… [PDF]

Grant, Rachel; Wong, Shelley (2009). Nurturing Cultures of Peace with Dialogic Approaches to Language and Literacy. TESOL in Context, v19 n2 p4-21 Dec. This paper argues that violence in society can be reflected in the microcosm of the classroom, primarily taking the form of a range of bullying behaviours, and that TESOL educators can play a role in addressing conflict by connecting individuals and communities through a dialogic approach to TESOL. The article goes on to describe the nature of dialogic pedagogy and identifies its relationship to past paradigms of methodology, using as a framework three questions taken from Prator's (1979) "Cornerstones of Method": (a) What is known about the nature of language? (b) What is known about the nature of the learner? (c) What are the aims of instruction? The paper concludes that a dialogic approach assists TESOL educators not only to support the learning of all students from a wide range of ability levels and ages but also to go beyond the classroom to view praxis as connecting with all communities with global perspective for social justice and peace…. [PDF]

Erickson, Christina L.; Lee, Serita; Mattaini, Mark A. (2009). A Community Prevention Approach to Peaceful Schools: Application of Wakanheza. School Social Work Journal, v34 n1 p43-60 Sep. Schools have long recognized the importance of creating climates that are peaceful, laying the groundwork for good student academic learning. This article explores the work of a large urban school district as it applies a community violence prevention model developed by the local county public health department to create peaceful communities. Qualitative focus groups with four schools that implemented the program explore the nature of this project. Findings demonstrate several elements that correlate with evidence-based practice methods found in the literature, pointing to several positive benefits to implementing the project. School social workers, adept at understanding elements of person-in-environment, are suggested as a natural fit for implementing the program in school settings. (Contains 3 tables.)… [Direct]

Gencheva, Yuliyana (2010). The International Children's Assembly "Banner of Peace": Performing the Child in Socialist Bulgaria. ProQuest LLC, Ph.D. Dissertation, Indiana University. This project offers a close look into the meaning-making practices of the Bulgarian socialist state with regard to the conception and enactment of childhood. Held for the first time in 1979, on occasion of the UN declared "International Year of the Child", the International Children's Assembly "Banner of Peace" emerges as a focal point of Bulgaria's cultural management in the 1970s. The Assembly exhibits the conceptual tension between the aesthetic-humanist ideas characterizing Bulgarian culture of that period and traditional socialist discourse. To examine this process, I employ a diachronic analysis of the rationale, enactment, and significance of the Children's Assembly, paying attention to the ambivalent images of the child embedded in its model. In light of the peculiar status of socialist children as future builders of the new regime, my work foregrounds the discursive and embodied strategies which reinterpret and "perform" the child within the… [Direct]

Gulbrandson, Jennifer; Luzincourt, Ketty (2010). Education and Conflict in Haiti: Rebuilding the Education Sector after the 2010 Earthquake. Special Report 245. United States Institute of Peace In Haiti, education both promotes and ameliorates conflict. This report describes the education sector before the 2010 earthquake, then presents recommendations on how Haiti and the international community can increase access to and the quality of Haitian schools and modernize the organization and function of the national education sector. Although these recommendations were initially developed before the earthquake occurred, the basic problems are unchanged, and the recommendations are relevant for "building back better," in UN secretary-general Ban Ki-moon's words. (Contains 2 tables and 29 notes.)… [Direct]

Mendeloff, David; Shaw, Carolyn (2009). Connecting Students Internationally to Explore Postconflict Peacebuilding: An American-Canadian Collaboration. Journal of Political Science Education, v5 n1 p27-54 Jan. This paper presents the design and assesses the results of an international collaborative course of American and Canadian undergraduates on the topic of postconflict peacebuilding. Using online discussions, a web-based role-play simulation, and videoconferencing this collaborative course sought to enhance student engagement with the material by exposing them to views from different countries and encouraging broader thinking about the complex set of activities and challenges involved in peacebuilding. The challenges and benefits of such collaboration are discussed. (Contains 8 notes.)… [Direct]

Overland, Martha Ann (2007). Peace Amid Violence. Chronicle of Higher Education, v53 n30 pA41 Mar. When the doors of the International Buddhist College opened in the southern rural province of Songkhla in Thailand after nearly a decade of hard work and planning, the founders praised the achievement as the culmination of devotion, faith, and, of course, good karma. With its rare combination of secular academics and monastic life, the college is a place where monks and nuns, as well as lay people, can pursue Buddhist studies. Not one, but all three major traditions of Buddhism–Mahayana, Theravada, and Tibetan–are taught. And with no single language spoken by the religion's multitude of followers, English is the medium of instruction. However, not long after the college welcomed its first students in October 2004, a bomb tore through a column of monks and the soldiers guarding them in the neighboring province of Narathiwat. Buddhist schools were burned and teachers were gunned down on their way home. Several were shot and then beheaded. The attacks on Buddhists, particularly… [Direct]

Carson, Susan; Chandler, Susanne; Collins, Elaine C.; Snow, Debbie; Williams, Jerri-Lynn (2010). Going against the Grain: Challenges to Peaceful Leadership Styles in a K-12/University Partnership. International Education Studies, v3 n2 p32-41 May. This article shares and examines the challenges, findings, and lessons learned associated with embracing peaceful leadership styles during the first two years of a partnership between a failing K-12 urban school district and a university in the United States. The ongoing daily leadership issues that influenced, but were beyond the scope of, the partnership are also explored. Through the individual and collective lens of six educational leaders (K-12 and higher education) who embraced leadership feminist practices embedded in structures of difference, Buddhist philosophies, equity, and social justice, this study examines and illustrates the administrative efforts associated with "going against one's grain" when faced with the proverbial brick wall…. [PDF]

Lopes Cardozo, Mieke T. A. (2009). Teachers in a Bolivian Context of Conflict: Potential Actors for or against Change?. Globalisation, Societies and Education, v7 n4 p409-432 Nov. In response to exclusionary globalisation processes, Bolivia forms part of a wider Latin American return to regionalism and nationalism. With the indigenous president Morales, Bolivia distances itself from "imposed" neoliberal policies, aiming instead for "dignity and decolonisation". The Bolivian conflict is characterised by historical processes of poverty and inequality, discrimination and exclusion, a regional autonomy struggle linked to separatist discourses and identity politics, mistrust in the state and between societal groups and a tradition of (violent) popular pressure methods. Both urban and rural teachers play crucial roles in these processes of conflict. Drawing on insights from critical educational theories and the strategic relational approach, the paper analyses the possibilities and challenges Bolivian teachers face in changing this context of continuing tensions, discrimination and instability. It presents an analysis of teachers' complex… [Direct]

Mirici, Ismail Hakki (2008). Training EFL/ESL Teachers for a Peaceful Asia-Pacific Region. Asia Pacific Education Review, v9 n3 p344-354. In this experimental study which is based on qualitative and quantitative data collection from an experimental and a control group, it has been found that when some educational terms in English Language Teacher Training programs are strengthened in meaning through some adaptations to better convey the message, their effectiveness is increased. Therefore, it is suggested that foreign or second language teachers in the Asia-Pacific region should not teach the target language only for linguistic and communicative purposes but also to introduce characteristics of different cultures and to contribute to educating people who enjoy similarities, respect differences and value human rights. (Contains 1 table and 2 figures.)… [PDF] [Direct]

Kirk, Jackie (2007). Education and Fragile States. Globalisation, Societies and Education, v5 n2 p181-200 Jul. Within the fragile states agendas and policies of development agencies and organisations education is of concern; education is a social service sector in which the impacts of state fragility are significant, in terms of access and quality of provision for children, working conditions and support for teachers, good governance and legitimacy for the society/community as a whole. However, this article argues that education should be at the centre of fragile states discussions as more than a basic service; in relation to fragility, education is at the same time cause, effect, problem and possible solution. Education needs to be part of fragility analysis as well as in the identification of priority stabilising interventions. In education–as in other sectors and domains–gender equality and state fragility are inherently connected and gender equality must be integrated through all analysis and interventions. The article ends with some recommendations for moving in this direction…. [Direct]

(2010). Minimum Standards for Education: Preparedness, Response, Recovery. Inter-Agency Network for Education in Emergencies Education in emergencies comprises learning opportunities for all ages. It encompasses early childhood development, primary, secondary, non-formal, technical, vocational, higher and adult education. In emergency situations through to recovery, quality education provides physical, psychosocial and cognitive protection that can sustain and save lives. Education in emergencies ensures dignity and sustains life by offering safe spaces for learning, where children and youth who need other assistance can be identified and supported. Quality education saves lives by providing physical protection from the dangers and exploitation of a crisis environment. However, education's life-sustaining and life-saving role has been recognised and the inclusion of education within humanitarian response is now considered critical. Education is an integral part of the planning and provision of humanitarian response, which goes beyond providing immediate relief. Coordination and collaboration between… [PDF]

Cook, Sharon Anne (2006). "Patriotism, Eh?" The Canadian Version. Phi Delta Kappan, v87 n8 p589-593 Apr. How does patriotism look north of the 49th parallel? In this article, the author explores the answers to this question and examines the "quiet nationalism" that characterizes Canadians' views of themselves and their nation. One of Canada's best-known philosophers, John Ralston Saul, argues that Canada's contribution to the world has been to build a new type of quiet nationalism, characterized most fundamentally by the tradition of compromise between the three founding people: French, English, and First Nations. Adding to its heterogeneous mixture, Canada has welcomed a larger percentage of immigrants compared with its population base than has any Western nation over the past century, Saul asserts, including the United States. The concepts and proclivities underpinning this tradition of compromise–self-effacement, careful and endless debate on a shifting agenda of priorities, the notion of "limited identities" to describe the range of competing factors (regional,… [Direct]

Crain, Margaret Ann (2006). Redefining the Fundamental Questions. Religious Education, v101 n4 p438-442 Fall. Every researcher must make some fundamental questions. A researcher's questions should include the following: (1) What is the nature of the reality that I wish to study? (2) How will I know it? (3) What must I do to know it? (4) Who am I? (5) Where is God in this? and (6) For religious educators–How does my research lead to a world of peace and justice, the realm of God? In this article, the author shares her views on how researchers should address these questions when doing research. (Contains 5 footnotes.)… [Direct]

Hunter, Mary Ann (2008). Cultivating the Art of Safe Space. Research in Drama Education, v13 n1 p5-21 Feb. Performance-making and peace-building are processes predicated on the production of safe space. But what is "safe space"? In performance-making, what is it that makes space safe without losing the creative potential of tension? What role is there for risk? And, once achieved, how does safe space become meaningful beyond its immediate community of participants? This paper examines the value of the concept of "safe space" in performance, suggesting that for applied theatre practitioners it is more than just a precursor for the art-making processes it supports. Here, safe space is considered as a processual act of ever-becoming: a space of messy negotiations that allow individual and group actions of representation to occur, as well as opportunities for "utopian performatives". Contact Inc's Peace Project is profiled as a performance-based program that grounds these issues and offers insight into the ways in which "safe space" might function… [Direct]

Patterson, Jack T. (1991). Learning Peace. Adult Learning, v3 n1 p13-14 Sep. Contemporary adult education has neglected social change movements. Social action could benefit from broader exposure to the research findings and theories of adult learning and adult education cannot continue to overlook social action without cost. (JOW)…

Schmidt, Fran; And Others (1992). Mediation for Kids: Kids in Dispute Settlement. Second Edition. The Kids in Dispute Settlement mediation program for grades 3 through 12 recognizes that conflicts are a part of everyone's life and that students can responsibly and constructively solve their own conflicts. Mediation uses the help of a third party to facilitate the conflict resolution process by working out differences non-judgementally. Student mediators are used because they do not threaten other students and can promote cooperation. Mediator training lessons are organized sequentially. They include objective, vocabulary, procedure, student pages, introduction, discussion questions, and closure. Student mediators should reflect the school population; and it must be clearly recognized that disputes involving weapons, drugs, and physical or sexual abuse are not cases for mediation. Confidentiality is emphasized, and a procedure is explained for situations in which mediation does not resolve the conflict. The following sections are presented: (1) "Setting the Stage"; (2)…