Vergara, Mariana Ines (2016). Mindfulness into Action: Transformational Learning through Collaborative Inquiry. ProQuest LLC, Ed.D. Dissertation, Teachers College, Columbia University. This action research exploratory study sought to learn how to better develop my practice by using grounded theory. It explored the apparent cognitive transformational experience of nine participants over a period of four weeks after the implementation of an intervention called Mindfulness into Action. The informal intervention was used with the Kichwa community in the Amazon rainforest and three additional formal interventions were conducted in the United States, Ecuador, and Norway over six years, in each case supported by higher education institutions. Using grounded theory methodology, the researcher found that participants were in the initial "reactive" state in Phase 1, experiencing conflict, resistance, stress, and victim identity. These characteristics were unknown to participants who were just reacting to everyday life experiences. In Phase 2, participants became aware of their behaviors, but could not stop non-beneficial behaviors. In Phase 3, they could observe… [Direct]

Shohet, Linda, Ed. (1996). Literacy across the Curriculum: Connecting Literacy in the Schools, Community and Workplace, 1995-1996. Literacy across the Curriculum, v11 n1-4 Spr 1995-Win. This document contains four issues of a journal that aims to connect literacy in the schools, the community, and the workplace. Each issue also contains an insert focusing on media literacy. Some of the topics covered in the spring 1995 issue include the following: positioning literacy–naming literacy; literacy and machines–an overview of the use of technology in adult literacy programs; the United Kingdom experience of workplace literacy; families and literacy; writing and roadkill on the information highway; surfing the net in pursuit of the muse; turned off, tuned out–left out (television); what do employers really want?; and what adults need to know and be able to do. The summer 1995 issue features the following: health and literacy; the United Kingdom experience of investing in people; work-based learning; the new reading disk; computer technology survey of Ontario adult literacy programs; David Buckingham on media literacy; Spain 1995–International Conference on Media… [PDF]

Bekerman, Zvi (2007). Rethinking Intergroup Encounters: Rescuing Praxis from Theory, Activity from Education, and Peace/Co-Existence from Identity and Culture. Journal of Peace Education, v4 n1 p21-37 Mar. Focusing on the Palestinian-Israeli case, this article critically reviews some central issues which burden the field of intergroup encounters. More specifically it considers some of their foundational historical and educational roots. I point to the reified concepts of self and identity, the history of schooling and its practices, and the coming into being of the political organization of nation-state which, though hidden from present theorizing, has a profound influence on the educational paradigms and strategies that guide intergroup encounters and their possible outcomes. Last, while considering post-national and post-positivist realist perspectives, I offer alternative educational options to strengthen the potential of intergroup encounters to support co-existence and reconciliation efforts given the critiques and paradigmatic dilemmas discussed…. [Direct]

Hake, Richard R. (2000). Towards Paradigm Peace in Physics Education Research. This paper summarizes two examples in order to predict which of Gage's three scenarios about possible histories of education research will occur. A prediction of educational research for the year 2009 is also made. (KHR)… [PDF]

O'Banion, Terry (2012). Late Registration: May It Rest in Peace. Community College Journal, v83 n1 p26-31 Aug-Sep. Almost every institution of higher education engages in late registration. But evidence is mounting that the practice, originally intended to keep the doors of opportunity open for students as long as possible, wreaks havoc on the ability of colleges to achieve the goals of the emerging completion agenda. Despite best intentions, late registration is an educationally ineffective architecture deeply embedded in the culture of the community college. It is time, once and for all, to end late registration. May it rest in peace. The case for terminating late registration is strong. Colleges that redesign registration and intake procedures to eliminate late registration will: (1) improve persistence and retention rates for their students; (2) send a message to students and faculty that learning and instruction are important every day and every week of the term; (3) establish expectations for students to meet deadlines and live with the consequences of their decisions, which may translate… [Direct]

Arifin, Syamsul; Bin Kadir, Mohd Amin; Fuad, Ahmad Nur; Latipun (2016). Adult Learners' Understanding in Learning Islam Using Andragogy Approach: A Study in Kampung Siglap Mosque and Al-Zuhri Higher Learning Institute. Journal of Education and Practice, v7 n32 p1-10. This study describes adult learners' understanding in learning Islam using andragogy approach in which the study was conducted in Kampung Siglap Mosque and Al-Zuhri Higher Learning Institute. Prophet Muhammad (peace be upon him) educate his companions of who are adults from the shackles of "jahiliyyah," spiritual and intellectual darkness which includes the culture of silence and structural poverty towards Islam. Islam as taught by Prophet Muhammad since he first received the revelation has been through 14 centuries. Learn Islam remains the duty of Muslims. Many Islamic education models focused on the education of children but not for adult learners. Muslim adult learners have become the subject of experimentation using the trial and error method in deciding ideal education model. Singapore is a secular state where freedom of religion is encrypted in the constitution and Malay/Muslim comprises 13.3% of the population. Adults learn Islam to deepen their understanding and to… [PDF]

Agnew, Elizabeth N. (2012). Needs and Nonviolent Communication in the Religious Studies Classroom. Teaching Theology & Religion, v15 n3 p210-224 Jul. Religious studies classrooms are microcosms of the public square in bringing together individuals of diverse identities and ideological commitments. As such, these classrooms create the necessity and opportunity to foster effective modes of conversation. In this essay, I argue that communication attuned to shared human needs–among them needs for safety, respect, and belonging–offers a transformative response to the potential self-silencing and peer-conflict to which religious studies classrooms are prone. I develop this claim with reference to the research on teaching religious studies conducted by Barbara Walvoord and the pedagogy of theologian and Swarthmore University President Rebecca Chopp in formulating an \ethics of conversation\ with her students. Building on this foundation, I make a case for developing an \ethos of conversation\ in the religious studies classroom based on psychologist and peace activist Marshall Rosenberg's method of \nonviolent communication.\ While… [Direct]

Amaral, Maria do Rosario; Barbosa, Fatima (2010). Adult Education, Narratives and Cultural Values. International Journal of Learning and Change, v4 n3 p263-268. Nowadays we are experiencing profound economic and social changes, which cause new and different migratory fluxes in the search for better living conditions. In this manner, the human tissue that composes societies is getting diverse. Therefore we can now find new minorities originating from immigration, whose members possess ethnic, religious, cultural and linguistic characteristics differing from those of the rest of the population of the host communities, which often foster problems of intolerance, injustice and radicalism. Education, especially adult education, can play a special role in the eradication of those phenomena through the analysis of some contents of narratives or short stories. These contents encourage the dialogue and the interaction, aid the integration, stimulate mutual knowledge and promote peace too…. [Direct]

Jimenez-Elizondo, Alicia (2010). CREADS, a Teacher Training Course on ESD in Costa Rica. Journal of Education for Sustainable Development, v4 n2 p227-234 Sep. After the Costa Rican government signed a commitment to implement the UN Decade of Education for Sustainable Development (DESD), the challenge was how to put the commitment into action. Fortunately, an opportunity presented itself with an initiative called Peace with Nature (Iniciativa Paz con la Naturaleza-IPN), under which a teacher training course called Education for Sustainable Development Regional Course (CREADS) was implemented. A "coalition" of governmental and nongovernmental organisations, coordinated by the Ministry of Education and IPN, was put in place to deliver the course and it was decided to use the Earth Charter as the course framework. This article describes the process of creating this course, its content and methodology, and analyses the course impact, lessons learned and challenges ahead. (Contains 5 tables and 3 notes.)… [Direct]

Gallagher, Eamonn (2011). The Second Chance School. International Journal of Inclusive Education, v15 n4 p445-459. Loughshore Educational Resource Centre is a religiously integrated, co-educational, special needs and secondary school situated in Belfast, Northern Ireland. Loughshore works with a wide clientele of pupils across the spectrum of need and ability from the metropolitan area of Belfast. It plays a vital role as an educational base for a multiplicity of out-of-school children. The centre works in the backdrop of an emerging peace in the region as well as the significantly high levels of deprivation experienced across Northern Ireland's capital. With places at the centre at a premium, a strict admission criterion exists. The centre aims to give a "second chance" to its pupils, who are at risk of social exclusion, focusing on academic, personal and social development, providing skills which can be used to gain employment or continue to further education. (Contains 3 tables and 1 note.)… [Direct]

Melius, Carrie Marie (2017). Saudi Student Integration in Southeastern U.S. Institutions: A Study on the Impact of Academic, Social, and Cultural Adjustments Related to Academic Success. ProQuest LLC, Ph.D. Dissertation, Auburn University. Saudi student enrollment in U.S. higher education institutions has been increasing due to factors like the rising enrollment of international students in the U.S. Another major reason includes the King Abdullah Scholarship Program, which implemented efforts to promote peace and improve international relations as well as boost the economy of Saudi Arabia (Alqahtani, 2014; Hilal, Scott, & Maadad, 2015; Hilal, Scott, & Maadad, 2015). There is a lack of mixed methods data on Saudi students' social and cultural integration issues and how this impacts academic success. The purpose of this study was to examine these adjustment issues and how they relate to students' abilities to succeed academically in U.S. universities. This study incorporated Mezirow's Transformative Learning Theory and Tinto's Student Departure Theory into the theoretical framework. Data was collected using quantitative and qualitative mixed methods, including the Needs Assessment of International Students (NAIS)… [Direct]

Gil-Glazer, Ya'Ara (2019). Photo-Monologues and Photo-Dialogues from the Family Album: Arab and Jewish Students Talk about Belonging, Uprooting and Migration. Journal of Peace Education, v16 n2 p175-194. This article analyses two concepts that merge critical educational theory and practice: "photo-monologue" and "photo-dialogue," based on a workshop of Arab and Jewish students in Israel focused on family albums. The photo-monologue consists of a photograph and a quote by or in the name of a person seen in the photograph. The photo-dialogue is a group discussion of photo-monologues. All photo-monologues created by the students and the author, who facilitated the workshop, included the themes of belonging, uprooting and migration shared by both Jews and Arabs in Israel in ways insufficiently addressed in scholarly or daily discourse. The photo-monologues were discussed from a critical pedagogy approach, which stresses acknowledgment of cultural and historical differences and silenced personal-political hi/stories, as well as creating new knowledge through student-student and student-teacher dialogue. This knowledge is both factually and qualitatively different from… [Direct]

Adjei, Maxwell (2019). Women's Participation in Peace Processes: A Review of Literature. Journal of Peace Education, v16 n2 p133-154. Women play a prominent role in bringing about peace in post-conflict societies. Several studies have found the systematic and representative inclusion of women in conflict resolution processes to significantly increase the chances of sustainable peace. However, women's contribution to peace processes are often underemphasized or ignored in conflict management research and praxis. It was not until the passage of UN Security Council Resolution 1325 and seven other related resolutions that critical attention was given to women's role in the peace process. This article provides an in-depth review of the literature on women's contribution to conflict resolution and peacebuilding. The overall aim is to provide researchers and actors in the global peace market with a distillation of the salient studies and findings from research on women's involvement in the peace process. Such an effort is necessary to bring together the sparse literature on women's contribution to peace and to reveal… [Direct]

Gelot, Ludwig (2019). Training for Peace, Conscientization through University Simulation. Journal of Peace Education, v16 n2 p195-214. Incomplete and insufficient university programmes in the field of Peace and Conflict Resolution have led to an important gap in knowledge, skills and abilities (KSA) among peacebuilders and peacekeepers. In theory, experiential learning through problem-based learning (PBL) and simulations should be able to address this gap. This article explores the opportunities and limits of this pedagogical approach to educating peace actors using the case of the Carana simulation delivered at Linn√© University (LNU), Sweden. Using mixed-methods, this article confirms the added- value of PBL in the development of KSAs but identifies challenges peculiar to the field of Peace and Conflict Studies that limit its effects. PBL has a clear added-value for the development of skills in learners with a consistent development of professional skills. It can be used to foster conscientization as a precursor to transforming societies towards nonviolence and justice…. [Direct]

Reimer, Kristin Elaine (2019). Relationships of Control and Relationships of Engagement: How Educator Intentions Intersect with Student Experiences of Restorative Justice. Journal of Peace Education, v16 n1 p49-77. The practice and popularity of restorative justice (RJ) in education has been growing in recent years. RJ can be understood in dramatically different ways by those implementing it. For some, RJ is about creating an environment of and for student engagement that challenges traditional systems of discipline and facilitates learning. For others, RJ is simply another tool for solidifying compliance and meting out punishment, albeit in a kinder, gentler way. This comparative case study focused on the use of RJ in one school in Scotland and one in Canada, exploring the intersection between educator intentions and student experiences. I determined that the key element is not the implementation of RJ, but the school's predominant relational objectives. In a school where relational objectives are of social control, RJ is utilized to strengthen that control. Where the relational objectives are of social engagement, RJ is utilized to strengthen that engagement. RJ in schools is a window into… [Direct]

Sen, Abdulkerim (2019). Militarisation of Citizenship Education Curriculum in Turkey. Journal of Peace Education, v16 n1 p78-103. In response to the United Nation's (UN) Decade for Human Rights Education initiative, the Turkish Ministry of National Education changed the title of citizenship education courses from 'Citizenship Studies' to 'Citizenship and Human Rights Education' in 1995. However, this curriculum reform was overshadowed by the rise to power of a political Islamist party. The secularist military toppled the first Islamist party-led government in the name of preserving the principle of laicism. Announced after the 1997 coup, the main textbook for the citizenship and human rights education course showed a profound influence of the militaristic discourses as evidenced by the negative depiction of the Kurdish people and political Islamists and the hagiographic portrayal of Atat√ºrk and the army. By drawing on interviews with key informants, archival/public policy documentation and textbooks, this paper argues that the curriculum reform began with the participation in the UN initiative ended with the… [Direct]

Romero-Amaya, Daniela (2019). Empty Schools and "Silencios": Pedagogical Openings for Memory-Making in Colombia. Journal of Peace Education, v16 n1 p104-125. This paper draws from "Silencios" — a photography series by the Colombian artist Juan Manuel Echavarr√≠a. "Silencios" comprises more than 120 portrayals of abandoned schools due to armed conflict in Los Montes de Mar√≠a, Colombia. Sharing Echeverr√≠a's belief that 'these chalkboards have lessons to tell us about war', the author of this paper advocates for the pedagogical use of "Silencios" to promote and support memory works in Colombia. The present analysis acknowledges that hegemonic memories and narratives have a negative impact on conflict-affected societies due to their authoritarian and oppressive character. Therefore, the pedagogical use of "Silencios" seeks to ignite multiple narratives and counterhegemonic memories that might emerge as the public interacts with the photography. The visuals, in this sense, become an educational opportunity to stimulate reflection and resistance against the monopoly of the past in a country that is… [Direct]

Starks, Charlane (2013). Connecting Multiculturalism, Sustainability, & Teacher Education: A Case for Linking Martin Luther King Streets & the Power of Place. Multicultural Education, v21 n1 p33-37 Fall. In "The Shame of the Nation: The Restoration of Apartheid Schooling in America," Kozol (2005) asked a question that many educators and other education stakeholders still wonder about in regards to the educational progress for many urban school students in the United States, "What do we need to do to alter these realities?" (p. 215). Altering realities requires new questions and creatively connecting educational issues such as multiculturalism, education for a sustainable living, and teacher education in different ways. In this article author Charlane Starks ascribes an urban location to multiculturalism, sustainability, and teacher education to draw attention toward transforming the realities of urban bioregions with culturally diverse student populations to contribute to further eliminating the achievement and social gaps inherent in today's urban school communities. Starks contends that teachers and teacher educators can be a "force for responsibility and… [PDF]

Osler, Audrey; Starkey, Hugh (2010). Teachers and Human Rights Education. Trentham Books Ltd Why do teachers need to be familiar with human rights? In multicultural societies, whose values take precedence? How do schools resolve tensions between children's rights and teachers' rights? Campaigners, politicians and the media cite human rights to justify or challenge anything from peaceful protest to military action. The phrase \human rights\ appears to be a slogan in need of a definition. Human rights education is more urgent than ever. \Teachers and Human Rights Education\ clarifies the relevance of human rights to teachers' everyday work. The authors draw on international examples to discuss how schools can work with young people to promote the ideals of justice and peace. Human rights principles are applied to the challenges of living together democratically. The book contributes to the UN World Programme on Human Rights Education and is a key text for postgraduate studies…. [Direct]

Watras, Joseph (2010). UNESCO's Programme of Fundamental Education, 1946-1959. History of Education, v39 n2 p219-237 Mar. UNESCO formed the concept of fundamental education in hopes that the programme could end poverty, bring world peace and serve indigenous people. When UNESCO's first pilot project appeared to fail, the organisation developed centres where fundamental education workers learned to use such techniques as libraries, museum displays, films and radio, instruction in vernacular languages, and literacy campaigns. Modelled on progressive education, these techniques shared four tendencies that contradicted the aims of fundamental education. First, the programmes seemed to impose a modern scientific culture on indigenous societies. Second, the fundamental education workers found themselves manipulating indigenous people to accept what the programmes offered. Third, when officials used words aimed at helping, they seemed to mask the cultural traits that the programmes implied. Fourth, the fundamental education workers tended to translate failure as an indication of the need for increased efforts… [Direct]

Killen, Melanie; Lee-Kim, Jennie; Park, Yoonjung; Young, Mark (2012). Introducing "Cool School": Where Peace Rules and Conflict Resolution Can Be Fun. International Journal of Game-Based Learning, v2 n4 p74-83. The need to play is primeval in human beings, at least as strong as the urge to fight. While the larger gaming community has traditionally focused on the fairly lucrative potential of exploiting the urge to fight in the form of violent and destructive war games, the "Serious Games" segment has become aware of the power of applying this technology "beyond entertainment" to advance social good. So far most of this work has focused on the areas of civics, health, education and NGO policy advocacy. Relatively little has been explored in the crucial domain of conflict resolution, especially as it pertains to promoting positive social skills in childhood. The authors seek to address this important need by offering a first empirical analysis of the impact that can be had from a new digital game designed to teach conflict resolution to children: "Cool School: Where Peace Rules." This enjoyable interactive PC based game has already furnished visible and inspiring… [Direct]

Bejan, Teresa M. (2010). Teaching the "Leviathan": Thomas Hobbes on Education. Oxford Review of Education, v36 n5 p607-626 Oct. This paper considers Thomas Hobbes's educational thought both in its historical context and in the context of his political philosophy as a whole. It begins with Hobbes's diagnosis of the English Civil War as the product of the miseducation of the commonwealth and shows that education was a central and consistent concern of his political theory from an early stage. For Hobbes, the consensus on civil matters required for peace could be secured only through rigorous and universal civic education overseen by the sovereign in the universities, the pulpit, and the family alike. While some scholars have condemned Hobbesian education as unacceptably authoritarian, others have cited it approvingly as evidence for a more liberal Hobbes. This essay argues that neither reading adequately grasps the subtle relationship between persuasion and authority that characterises Hobbes's conception of education and, indeed, his political philosophy more generally. (Contains 21 notes.)… [Direct]

Varis, Tapio (1995). The Role of Peace Education and the Media in the Prevention of Violence: A Global Perspective. Thresholds in Education, v21 n2 p5-10 May. The universities of the world bear profound moral responsibilities to increase understanding of nuclear-age risks and the need to reduce them. Global classrooms are needed. If universities design and set up an international information center and communications consortium, these facilities will support information exchange and provide communications based on low-cost technologies. (17 references) (MLH)…

Stomfay-Stitz, Aline; Wheeler, Edyth (2007). Caring for Each Other in a Peace Club. Childhood Education, v84 n1 p30-H Fall. Each teacher has a favorite dream for the first weeks of the new school year: a calm and peaceful classroom. Yet, due to the tragic incidents of violence and school shootings, matched by an increase in bullying and harassment, such noble goals seem remote and unrealistic. The authors believe that there is a way to succeed through the concept of an in-class Peace Club. Under the broad umbrella of the United Nations, an International Decade for a Culture of Peace and Nonviolence for the Children of the World was launched to include 200 countries around the world (UNESCO, 2000). The Peace Club was one of many models suggested as appropriate for a whole school, a classroom, or family. The principles of a Peace Club format for children have a solid foundation in the philosophy of education that most teachers studied for their degrees in education. The goal for a Peace Club community is based on caring and peacemaking. This article discusses how to launch a Peace Club in schools and… [Direct]

Baksh, Rawwida, Ed.; Munro, Tanyss, Ed. (2009). Learning to Live Together: Using Distance Education for Community Peacebuilding. Commonwealth of Learning This book includes a range of community peacebuilding experiences from across the Commonwealth that have been applying open and distance learning (ODL) approaches. The case studies offer insights into the challenges as well as the kinds of interventions that have worked and how they can be built upon. They show that ODL can be an effective and efficient way to involve many of the people most affected by conflict in being part of its prevention, mitigation and resolution. The following essays are included in this book: (1) Using Open and Distance Learning for Community Development (Tanyss Munro and Ian Pringle); (2) Bush Radio in South Africa (Sanjay Asthana); (3) Doorways for Open and Distance Learning in the Kingdom of Lesotho (Kallie de Beer); (4) Creating Spaces for Dialogue on Children's Rights: "Curious Minds" from Ghana (Sanjay Asthana); (5) Learning for Peace Through Community Radio in Northern Uganda: The Case of Radio Apac (Carol Azungi Dralega); (6) Learning… [PDF]

Minott, Mark A. (2010). Influence of Christian Churches on Schools in the Cayman Islands. Journal of Research on Christian Education, v19 n2 p116-133. The purpose of this research was to identify the influence of churches on schools in the Cayman Islands and to employ the findings in making suggestions for Christian education in the Caribbean. A qualitative case study methodology was used. Research instruments included questionnaires, interviews, and observations. Teachers and students of three schools participated with the pastors of their associated churches. The churches' influence on the schools was revealed, and suggestions were made regarding: how churches can use their influence to help maintain and develop societal peace and stability via schools' personnel and curricula, how to fortify the continued use of church influenced behaviors in schools, and how to reduce incidence of student delinquency, which is on the rise in the Caribbean. (Contains 1 table.)… [Direct]

(1998). Public Law 105-244. Higher Education Amendments of 1998, 105th Congress. The complete text of the Higher Education Act Amendments of 1998 is divided into eight sections: Title I covers general provisions; Title II teacher quality enhancement grants; Title III addresses institutional aid, including strengthening historically black colleges and universities and the minority science and engineering improvement program; Title IV, student assistance, has eight parts which deal with grants to students, the Federal Family Education Loan Program, federal work-study programs, the William D. Ford Federal Direct Loan Program, federal Perkins loans, need analysis, general provisions, and program integrity; Title V, is titled developing institutions and covers a new program for Hispanic-serving institutions; Title VI, international education programs, includes foreign language studies and the Institute for International Public Policy); Title VII covers graduate and postsecondary improvement programs; and Title VIII addresses various studies, reports, and related… [PDF]

Wang, Hongyu (2018). Nonviolence as Teacher Education: A Qualitative Study in Challenges and Possibilities. Journal of Peace Education, v15 n2 p216-237. This paper explores the challenges and possibilities of teaching nonviolence in teacher education. Using qualitative teacher research, this paper discusses teacher education students' responses to the notion of nonviolence and how to create beneficial pedagogical conditions for students to learn nonviolence and its meanings for education. The data were collected from three graduate classes that, to different degrees, addressed the role of nonviolence in education. Three shifts in students' understanding of nonviolence as a result of their learning are identified: the shift from a narrow to a broad understanding, the shift from a passive view to a proactive view, and the shift from looking outside to looking inside and engaging in emotional work. The pedagogical conditions that facilitated these shifts are also discussed, including strategies for engaging students' inner work, creating experiential relationships with the other, and transforming classroom relational dynamics. This… [Direct]

Acar√≥n, Thania (2018). Movement Decision-Making in Violence Prevention and Peace Practices. Journal of Peace Education, v15 n2 p191-215. Studying parallels between movement behaviour and violent actions can help understand interdisciplinary possibilities for prevention, intervention, mediation and post-conflict healing. This article explores the role of unconscious and conscious movement decision-making in violent/peaceful interactions. Thematic analysis of interviews was conducted with trainers in dance/movement peace practices working in fourteen countries. The doctoral research sociologically analysed shared beliefs and a framework that was previously applied to work in schools, expanding its potential for new settings and peace contexts. The framework illustrates five stages of decision-making (Flow/Tension, Attention, Intention, Action and Reflection/Evaluation) based on Warren Lamb's and Rudolph Laban's systems of movement analysis. Flow/Tension refers to physiological responses to conflict and the regulation of tension, discomfort and breath. Attention involves the development of spatial awareness and awareness… [Direct]

Zong, Guichun (2009). Developing Preservice Teachers' Global Understanding through Computer-Mediated Communication Technology. Teaching and Teacher Education: An International Journal of Research and Studies, v25 n5 p617-625 Jul. This study examines preservice teachers' conceptual understanding of global education subsequent to participation in an asynchronous web-based multinational project to discuss issues related to cultural diversity and global challenges. Data included 59 preservice teachers' online messages and reflective essays. Six perspectives emerged from this inquiry: global education as cultural learning and understanding, fostering tolerance, addressing global issues, teaching global connections and collaborations, promoting peace, and critical understanding of global issues and events. The findings suggest that the online discussion provided a unique opportunity for participants to interact with teachers and students from different countries in an authentic context…. [Direct]