(2012). Barefoot, Country, and Nappy: Life Lessons of a Colored Girl. Journal of Family Social Work, v15 n5 p449-460. The area of town where we lived was "Black Bottom." The name was given because there were no streetlights in the area. At night, you couldn't see your hand in front of your face. I thought the name came from being a Colored community. We had no idea how poor we were. Though I left our neighborhood long ago, the simple messages are timeless and invaluable. I long for the peace and simplicity of those times. I owe any positive impact made on children in care to the education the Bottom gave her people…. [Direct]
(2016). The First Line of Defense: Higher Education in Wartime and the Development of National Defense Education, 1939-1959. ProQuest LLC, Ph.D. Dissertation, University of Washington. This study posits that the National Defense Education Act of 1958 (NDEA) represented the culmination of nearly a century-long process through which education was linked to national defense in periods of wartime, and later retained a strategic utility for defense purposes in times of peace. That a defense rationale for federal support of public higher education achieved a staying power that outlasted moments of temporary strategic necessity is due in large part to the efforts of individuals in the education and policymaking communities who were able to envision and promote a lasting, expansive definition of education for national defense–one that would effectively marshal federal funding for decades to come. In the latter half of the 20th century, it was precisely this definition that provided the rationale for further federal forays into public education in the United States, accumulating into a level of involvement that now feels commonplace. Despite its present predominance,… [Direct]
(2013). Mental Health Status: A Study among Higher Secondary Students. Journal on Educational Psychology, v7 n2 p42-49 Aug-Oct. Education is the totality of the process within which the students experiences are structured in order to promote desired learning. Education is a plan and procedure for the development of an individual. Education helps to attain the goal of life of an individual. Student period is one of the important periods in life to plan their future. To achieve the goals of their study, mental health of the student is one of the important factors. Health is the condition of being sound in body, mind or spirit and especially free from physical disease or pain. Health is essential for good living. A sound mental health leads to peace and happiness to an individual. If the mental health of the student is good he can adjust himself with others in the school, home and society and he has confidence about his studies and career. The investigator made an attempt to study the Mental Health Status among Higher Secondary Students and give suggestions to improve the Mental Health Status of higher secondary… [PDF]
(2013). A Critical Evaluation of the Literature of the Troubles Project: Philosophy, Methodology, Findings/Outcomes. Research Papers in Education, v28 n5 p519-538. The paper presents a critical evaluation of the Literature of the Troubles Project which was aimed at using literature in an educational context to help cement the process of peace and reconciliation between Northern Ireland's divided communities. The Project, funded by the Esm√©e Fairbairn Foundation, ran from September 2007 to August 2009. Its aspiration was that, using a dialogical model of education, it would facilitate Key Stage four pupils to engage in verbal and written explorations of carefully selected Troubles literature; these explorations, it was hoped, would enhance the pupils' aesthetic and imaginative responses to the literature and also their oral and written skills while, at the same time, enabling them to reflect on, and perhaps modify, their often conflicted allegiances and identities. Against the background of an evaluation of the literary-critical and socio-educational contexts, the paper provides both an account of the Project's organisation and a detailed… [Direct]
(2013). The Role of Basic Education in Post-Conflict Recovery. Comparative Education, v49 n2 p124-142. The last decade has seen a growing recognition amongst international donors, development agencies, non-government organisations and academics of the vital role education can play in bringing about recovery following violent conflict, natural disaster and other crises. This has led to the development of increasingly targeted and sophisticated programme planning and management tools, for use by government ministries, UN agencies and non-governmental organisations in fragile contexts. Drawing on the 2010 independent study of UNICEF's Education in Emergencies and Post-Conflict Transition Programme, this paper explores the transformative role education can play in post-conflict recovery. It argues that while basic education assistance can have a catalytic role in helping states during the early stages of a transition out of violent conflict, there is the need for a better understanding of its role in building peace at the national, sub-national and community levels. The paper also argues… [Direct]
(2014). My Entirely Plausible Fantasy: Early Mathematics Education in the Age of the Touchscreen Computer. Journal of Mathematics Education at Teachers College, v5 n1 p9-17 Spr-Sum. This paper offers an account of what early mathematics education could look like in an age of young digital natives. Each "Tubby," as the tablets are called, presents Nicole (our generic little child) with stimulating mathematics microworlds, from which, beginning at age 3, she can learn basic math concepts, as well as methods of calculation and number facts. Tubby presents Nicole with mathematics story books, which both she and her adult readers will enjoy. Tubby also offers guidance to parents and teachers on how to promote Nicole's math learning. On entrance to school, Nicole, along with her peers, experience an organized curriculum that includes real world activities, mathematics microworlds, interactive storybooks, and a textbook, all residing in peace and harmony within Tubby. Tubby has enough energy to help Ben, Nicole's teacher, to engage in multimedia pedagogy. Finally, Tubby conducts stealth assessment that provides Ben with actionable information on how to tailor… [Direct]
(2006). Report [of the] Expert Meeting on Intercultural Education, Section of Education for Peace and Human Rights (UNESCO Headquarters, Paris, March 20-22, 2006). United Nations Educational, Scientific and Cultural Organization (UNESCO) The Section of Education for Peace and Human Rights of the Division for the Promotion of Quality Education held an expert meeting on Intercultural Education from March 20-22, 2006 at UNESCO Headquarters, bringing together international experts from Australia, Bolivia, Egypt, Finland, Hungary, Korea, Lebanon, Mexico, Nigeria, South Africa and the United Kingdom, including UNESCO Chairs and academics, as well as representatives of NGO's, National Commissions and UNESCO staff from various sectors. The meeting was organized as part of the Section's activities on intercultural education, which are placed more broadly within the framework of UNESCO's activities on the Dialogue among Civilizations, the Rabat Commitment and the concerns of document 33 C/5, which requests the Director-General to continue to "strengthen initiative in the development of materials for education and intercultural and interfaith understanding." Further context was provided by the World Programme for… [PDF]
(2016). From Principles to Practice in Education for Intercultural Citizenship. Multilingual Matters The contributors to this volume have collaborated to present their work on introducing competences in intercultural communication and citizenship into foreign language education. The book examines how learners and teachers think about citizenship and interculturality, and shows how teachers and researchers from primary to university education can work together across continents to develop new curricula and pedagogy. This involves the creation of a new theory of intercultural citizenship and a procedure for implementation. The book is written by teacher researchers who aim to help other teachers, and concludes with reflections on the lessons they have learnt which will help others to implement these ideas in their own practice. The book is essential reading for foreign language educators and researchers, students in pre-service teacher training, and teachers in in-service training. This book is is comprised of three sections. Section 1, The Baseline: Learners' and Teachers'… [Direct]
(2013). Education Data in Conflict-Affected Countries: The Fifth Failure?. Prospects: Quarterly Review of Comparative Education, v43 n1 p85-105 Mar. Poor-quality, or completely absent, data deny millions of children the right to an education. This is often the case in conflict-ridden areas. The 2011 Education for All Global Monitoring Report (UNESCO 2011b) identified four failures that are holding back progress in education and damaging millions of children's lives: failures of protection, provision, reconstruction, and peace-building. Thus, the critical lack, and the varying quality, of data on education and on human rights violations against children during and after armed conflicts amount to what can be termed the fifth failure of the international community. This article examines how currently available data, and monitoring and evaluation systems, can be used and improved to better estimate the situation of children in conflict-affected countries, in particular with respect to education. In the light of international standards for data dissemination and data quality, it highlights the need for governments and the… [Direct]
(2009). Conceptualizing the Use of Technology to Foster Peace via Adventure Learning. Internet and Higher Education, v12 n2 p63-70 Jun. In this paper we present and discuss the findings of a systematic literature review on the use of educational technology initiatives to foster peace outcomes, and we relate those findings to Adventure Learning. In the first section of the paper, we suggest that technology-infused peace initiatives rely predominantly on targeting antecedents to peace, such as collaboration, interaction, communication, and understanding of the \other\, rather than peace itself, while at the same time employing varied pedagogies and technologies, with limited empirical support for sustainability of claimed positive outcomes beyond the end of an intervention. These findings align with numerous aspects of the Adventure Learning approach to education. In the second section of the paper therefore, we use Adventure Learning as a way to conceptualize the task of using technology to promote peace outcomes and propose important issues that need to be considered when designing peace-seeking Adventure Learning… [Direct]
(2022). Brokers of Multiperspectivity in History Education in Post-Conflict Societies. Journal of Peace Education, v19 n1 p67-90. In post-conflict societies marked by strong negative stereotypes or delicate and sometimes unstable political contexts, teaching both knowledge and understanding of conflicting historical narratives has become a matter of educational urgency. Conversely, a framework for effective teacher training that prepares teachers to activate and facilitate the exchange of multiple perspectives has yet to be identified. This qualitative and exploratory research aims to answer the questions, what boundaries do expert teacher trainers believe that teachers in post-conflict societies encounter when brokering multiple perspectives in the classroom? Which teaching or training methods can teacher trainers use to help teachers reduce the impact of these boundaries? To advance the use of multiperspectivity in post-conflict history education and enhance history-teacher training design. Semi-structured interviews were conducted with twelve experts in history-teacher training to answer these questions. The… [Direct]
(2004). Nonformal Education Manual. Information Collection and Exchange Publication No. M0042. Peace Corps This manual is intended to provide both practical skills for engaging in nonformal education (NFE) and some underlying theory to help you define and develop your own approach to NFE. Based on two previously published Peace Corps resources, \Nonformal Education Manual\ (ICE No. M0042) and \Nonformal Education Training Module\ (ICE No. T0064), this resource represents a combination and elaboration of those manuals to bring together the best thinking from the past with the most current approaches in the field of NFE. The most obvious audiences for this manual are education Volunteers and those agriculture, business development, environment, health, youth development, and other Volunteers who are called upon to facilitate learning activities in their work, whether for in-school or out-of-school youth, colleagues or other adults. This manual includes ideas for those Volunteers who require theory and practical skills to conduct training workshops and learning activities in their… [PDF]
(1989). Improving Access to Preschool and Postsecondary Education. Hearings before the Subcommittee on Education and Health of the Joint Economic Committee. Congress of the United States, One Hundredth Congress, Second Session (December 14-15, 1988). Joint hearings on the process of improving access to preschool and postsecondary education in the United States were convened to examine the economic significance of improved access to the nation. James H. Scheuer presided. These 2 days of hearings were the last of 11 days; information given on the previous days, which focused on what the country must do to produce a skilled and competitive workforce, is contained in the report, "The Education Deficit." The present document includes testimony and prepared statements from numerous witnesses, including representatives of the states of Maine and Washington, the U.S. Chamber of Commerce, American Express, U S WEST, the New York State Bankers Association, Sky Chefs, Inc., the Brookings Institution, the Carnegie Endowment for International Peace, the American Council on Education, the Massachusetts Institute of Technology, the Community College of Philadelphia, George Washington University, Boston University, the National… [PDF]
(2012). Heeding Woolf's Great Teacher: Uncovering and Defusing an Education in "Unreal Loyalties". Democracy & Education, v20 n2 Article 4. In her 1938 epistolary novel and educational treatise, "Three Guineas," Virginia Woolf discusses "freedom from unreal loyalties" as key to educating for peace rather than for war, as was the concern in Woolf's time and remarkably remains of serious concern seventy-odd years later. This essay analyzes how modern-day, post-9/11 U.S. public education is influenced by a whole range of unreal loyalties and, in fact, how we as educators reify and reinscribe these. The argument uses Woolf's text as a theoretical frame to analyze select aspects of U.S. public education, concluding with an exploration of the meaning and value of giving up, moreover, defusing, incendiary unreal loyalties present within the U.S. school curricula…. [Direct]
(1998). Peace Education and the Lives of Kuwaiti Children. Multicultural Teaching, v16 n2 p6-9 Spr. Summarizes the impact of the Iraqi invasion of Kuwait on Kuwaiti children and addresses the need for discussion of peace building and world awareness in children's classrooms. E. Al Balhan recounts his experiences and observations of children during and following the invasion. (MAK)…