(2010). Developing an Instrument for Identifying Secondary Teachers' Beliefs about Education for Sustainable Development in China. Journal of Environmental Education, v41 n4 p195-207. Education for Sustainable Development (ESD) has been recently recognized as an important area in the new Chinese educational reform. As teachers play a pivotal role, knowing and developing an effective and easy-to-use instrument for tapping teachers' beliefs is essential. This article reports an attempt to develop an instrument with mixed methods. The finalized instruments comprise two subscales with satisfactory reliability indices obtained. Sustainability values (VSD) consists of four dimensions: respect and care for the community of life; ecological integrity; social and economic justice; and democracy, nonviolence, and peace. Teaching beliefs of ESD (TESD) consists of three dimensions: relevance to daily life; students' need in the future; and integrated teaching. With these validated instruments, future research and potential problems will be less strenuous. (Contains 1 figure and 4 tables.)… [Direct]
(2010). Language Situation in Post-War Sudan. International Education Studies, v3 n3 p79-87 Aug. The theme behind this paper is to review the language policy and language planning in the Sudan, after the institutionalization of peace; by exploring the recent policy of political factions in the North and the South towards languages in post-war Sudan. This effort aims at encouraging non-Arabic speaking-ethnic-groups to accept the Arabic language as lingua franca, by allowing it an official status in education and government offices. The paper also aims at encouraging the Arabic speaking majority in the North, to take the initiative to study and learn the most dominant local Sudanese-African languages, and be familiar with their oral and written literature; as well as realizing the role of these languages in enriching the cultural heritage in our country and making unity an attractive choice…. [PDF]
(2018). Not Unlearning to Care — Positive Moral Development as a Cornerstone of Nonkilling. Journal of Peace Education, v15 n3 p288-308. In this theoretical paper, selected areas of moral development as well as some of the respective theories and models are used to characterise positive, healthy moral development. Such moral development is seen as one prerequisite of nonkilling. From a lifespan perspective, core concepts such as moral motivation and moral agency are combined into an understanding of moral development, as based on the making meaning of experience in the context of social interaction and co-construction. The aim of (socio)moral development is seen in moral maturity, that is, the genuine understanding of the way our own actions or nonactions affect the welfare of others, including the motivation, the sense of personal responsibility, and the will to act in such ways as not to harm or to protect or re-establish others' welfare. Reaching this aim can be seen as the outcome of healthy moral development…. [Direct]
(2018). Preventing Violence through Hip Hop: An Evolutionary Perspective. Journal of Peace Education, v15 n3 p325-344. For decades Hip Hop cultural practices have been disparaged for allegedly inciting and being responsible for the eruption of urban violence. This assumption, likely built upon pre-existing biases regarding the street culture and ethnic minorities where Hip Hop emerged, ignored how some of the genre's main elements — particularly freestyle rap, "breakin'" or breakdancing and graffiti tagging — initially served the purpose of providing at-risk youths with real alternatives to direct physical violence in their day-to-day lives, and continue do so today. It has also ignored broader analogies with other cross-cultural and cross-species manifestations of similar practices that have served for millennia as effective mechanisms for reducing the likelihood of potentially lethal violence. By presenting these manifestations — namely song dueling and mark making — in comparative terms with Hip Hop's freestyle song and dance battles and tagging territorial contests, this article… [Direct]
(2018). One Anthropologist's Answer to Glenn D. Paige's Question Challenging Peace Studies. Journal of Peace Education, v15 n3 p267-287. Glenn D. Paige pioneered in the revolutionary development of a far-reaching transformation of science, academia, and society from a killing to a nonkilling worldview, values, and attitudes. For six decades, anthropology has been accumulating scientific empirical evidence and rational arguments demonstrating that nonkilling societies exist, thereby rebutting the simplistic biological determinist myth that human nature inevitably and universally generates violence and war. Nevertheless, Hobbessians persist in their echo chamber advertising and celebrating the innate depravity of the human species as apologists for war and peace resisters. This systemic bias operates in synergy with the American industrial-military-media-academic complex and culture, the latter exemplified by a revealing comparison of war and football. With great intellectual courage and creative thinking, Paige critically challenges the anachronistic Hobbesian paradigm and offers a far more compelling and positive… [Direct]
(2000). Unveiling the Hidden Curriculum in Conflict Resolution and Peace Education: Future Directions toward a Critical Conflict Education and \Conflict\ Pedagogy. Online Submission This report offers a brief summary of a master thesis that had the purpose to study the way conflict management educators write and think about \conflict.\ Using a critical discourse analysis (a la Foucault) of 22 conflict resolution manuals for adults and children (U.S., Canadian, Australian), and using a selected sample of those most available to teachers and facilitators, the author asks the question \what is the best conflict education that is required for youth and adults to live in a world of a 'culture of violence' in the 21st century?\ The specific purpose of the study was to provide a poststructuralist critique of conflict management texts/discourses re: the conceptualizations of 'conflict' itself. The study found that the texts/discourses were highly ideologically biased toward consensus theory, unity and harmony, cooperation, pragmatism and a general conservative politics based in psychological individualism (and social psychology). Thus, there is a \hidden curriculum\… [PDF]
(1984). Unesco Fellowships in Education for International Education and Peace. International Understanding at School, n46-47 p24-25 1983-84. During 1983, three educators received Unesco fellowships to study the Associated Schools Project in Argentina, Malta, and Thailand. Each study visit is described. (RM)…
(1996). Educational Violence and Education for Peace in Africa. Peabody Journal of Education, v71 n3 p151-69. Examines the violent context in which many African schools have existed (war, violent military oppression, and resistance). Explores the context of structural violence (debt, economic decline, and poverty) and its effects on education and argues that schools themselves have often been violent places, though recent democratic political developments are beginning to have positive effects on the nature of education. (SM)…
(2015). Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth. Research Brief. Stanford Center for Opportunity Policy in Education The psychological, social, and emotional aspects of education have enjoyed increased attention in recent years as often termed "non-cognitive factors" and "soft skills" have gained traction in research, policy, and practice circles as major drivers of student achievement. This renewed attention represents an important shift, as social and emotional supports for students in school have frequently been called the "missing piece" in the accountability-driven practices that are the legacy of No Child Left Behind. Further, failing to meet students' psychological, social, and emotional needs will continue to fuel gaps in opportunity and achievement for students–in particular, low-income students and students of color–who are frequently underserved by the schools they attend. We studied three very different high schools that have centered their work on developing young people as whole human beings who are socially and emotionally aware and skilled, who engage… [Direct]
(2007). Art Education in the Age of Guantanamo. Art Education, v60 n5 p20-24 Sep. Censorship exists in institutions where art exists, and also where art education exists. In fall 2005, a group of instructors and the author taught a group project with a political theme–peace. In this article, she examines institutionalized censorship within schools, and the ramifications of teaching the subject of peace in a time of war. (Contains 3 endnotes.)…
(2012). Culture/Religion and Identity: Social Justice versus Recognition. Religious Education, v107 n3 p225-229. Recognition is the main word attached to multicultural perspectives. The multicultural call for recognition, the one calling for the recognition of cultural minorities and identities, the one now voiced by liberal states all over and also in Israel was a more difficult one. It took the author some time to realize that calling for the recognition of minorities culture/religion and identity was the best way to sustain on the one hand structural asymmetries while adopting the racist discourse of old which attaches to individuals and groups, by virtue of their circumstances of birth or early socialization, the differences that explain their present frail realities. The author's work on peace pedagogies at a variety of integrated, Palestinian and Jewish, educational settings in Israel has strengthened his thought that emancipatory perspectives and social justice could not be served well by recognition ideologies. The more he has looked into the details of the everyday realities of the… [Direct]
(2011). Immigration to the Great Plains, 1865-1914: War, Politics, Technology, and Economic Development. Great Plains Quarterly, v31 n3 p179-203 Sum. The advent and vast extent of immigration to the Great Plains states during the years 1865 to 1914 is perhaps best understood in light of the new international context that emerged during the 1860s in the aftermath of six large wars whose consequences included the enlargement of civil liberties, an acceleration of economic growth and technological innovation, the expansion of world markets, and the advent of mass immigration to the United States from east-central and southern Europe. Facilitating all of these changes was the achievement of widespread literacy through universal, free, compulsory, and state-funded elementary education in the United States, Canada, and most western and northern European countries. Moreover, the extraordinary transformation of the Great Plains from a sparsely inhabited frontier to a region of thriving cities and commercial agriculture took place in the remarkably short time of forty-nine years, during which Europe and North America enjoyed unprecedented… [Direct]
(2010). Language Policy, Multilingual Education, and Power in Rwanda. Language Policy, v9 n3 p191-215 Aug. The evolution of Rwanda's language policies since 1996 has played and continues to play a critical role in social reconstruction following war and genocide. Rwanda's new English language policy aims to drop French and install English as the only language of instruction. The policy-makers frame the change as a major factor in the success of social and education reforms aimed at promoting reconciliation and peace and increasing Rwanda's participation in global economic development. However, in Rwanda, the language one speaks is construed as an indicator of group affiliations and identity. Furthermore, Rwanda has the potential to develop a multilingual educational policy that employs its national language, Kinyarwanda (Ikinyarwanda, Rwanda), to promote mass literacy and a literate, multilingual populace. Rwanda's situation can serve as a case study for the ongoing roles that language policy plays in the politics of power…. [Direct]
(2017). Leading against the Grain: Lessons for Creating Just and Equitable Schools. Teachers College Press What new ideas and ways of thinking can educational leaders learn from great world leaders who have moved their societies to greater equity and expanded educational opportunity? In this lively, accessible volume, the editors have brought together an impressive group of senior and early-career educational scholars to study the lives and contributions of a wide range of outstanding historical and contemporary leaders from the United States and across the globe. This rich collection of brief biographical commentaries profiles leaders like Wangari Mathaai, John Tippeconic III, Fannie Lou Hamer, Saul Alinsky, Antonia Pantoja, Jimmy Carter, Golda Meir, Sun Yat Sen, Jos√© Rizal, and Jesus Christ. Each profile focuses on a single individual and includes (1) an introduction and biographical sketch; (2) a discussion of their context and activities as a leader; (3) a list of the key lessons we can learn from their leadership; and (4) an explanation of how these lessons are relevant for today…. [Direct]
(2009). "Of, By, and For Are Not Merely Prepositions": Teaching and Learning Conflict Resolution for a Democratic, Global Citizenry. Intercultural Education, v20 n2 p127-133 Apr. Universities that promote a liberal education through creative, cross-cultural curriculum nurture the goals of democracy and assist students in becoming "citizens of the world." Democratic education for social justice and global consciousness are necessary tools in the peaceful transformation of today's violent conflicts, which now supersede national and cultural boundaries. This paper focuses on how a course in Conflict Resolution can assist a student's development of a democratic global consciousness. The author draws upon her experience as both a graduate student of peace and conflict studies and a professor of Conflict Resolution at a New York City university. Specifically, the article offers a framework for a transdisciplinary conflict resolution education that is cosmopolitan and promotes social justice…. [Direct]