(2018). The Fulbright Program in Algeria (2008-2016): Higher Education, Soft Power, and Transnational Intellectual Subjects. ProQuest LLC, Ph.D. Dissertation, University of Kansas. The Fulbright Program's proclaimed mission is to increase mutual understanding between the U.S. and other countries, promote peace, innovation, creativity and knowledge that transcends borders. This study uses a transnational lens to examine the Algerian experience of the Fulbright Program and how the Algerian students–as transnational intellectual subjects–navigate multiple hegemonies, namely French and American soft powers in Higher Education (HE). I triangulate my argument by decentering American exceptionalism and situating the transnational subjectivity of Algerian intellectuals–rooted in the post-colonial and the subaltern in relation France. While U.S. imperialism has been historically overshadowed by France's hegemony in Algeria, U.S. soft power within HE has recently expanded significantly in the country due to the increasing role of the U.S. embassy in Algeria targeting young individuals who are accustomed to strong HE colonial ties. This study contributes to the field… [Direct]
(2012). From Rhetoric to Action: From Words to Deeds–Closing Keynote Address to CONFINTEA VI. Adult Learning, v22 n4-v23 n1 p24-28 Fall 2011-Win. In this keynote address, the author explains why it is important to advance the right to lifelong learning and extend education throughout life. The author stresses that the continuing development of knowledge and skills within the adult population is one of the most strategic investments that societies must make today. Furthermore, this is an urgent investment, without which mankind will not have the internal resources to cope with the challenges ahead. Without an informed and internally strong civil society, bloody conflicts and other disasters become inevitable. The author points out that without spreading the freedom to learn and without strengthening the foundations of everyday diplomatic skills, the possibility of solving conflicts other than by bloody means becomes virtually inconceivable, regardless of the country. Adult education is an essential tool for peace…. [Direct]
(1986). The Third World Is a Different World. The Third World Assembly of Adult Education held in Buenos Aires, Argentina, November 24-30, 1985, brought 450 adult educators from 90 countries together to discuss the theme adult education, development, and peace. The week-long conference mixed morning general sessions with 17 intensive work groups. The first work group searched for common national themes in adult civic education, and the second general session brought together representatives from civic education programs in various countries throughout the world. The practices and problems of popular education in the Third World were explored with particular emphasis on Latin America and Freire's views on social action through adult education. Distinctions were drawn betweeen formal, nonformal, and informal adult civic education. Next, participants from developed nations explained their national programs for adult civil education. Popular participation was determined to be the essential ingredient in the development of adult…
(2016). Painting a Picture of Spirituality among College Students at a Public Institution. ProQuest LLC, Ed.D. Dissertation, San Diego State University. Although spirituality has gained more attention from postsecondary higher education leaders as a conceptual channel for meaning making, little is understood about student perspectives and definitions of spirituality. These studies explored student narratives on spirituality and leadership at a nonfaith based public institution in Southern California to understand possible links between spiritual and leadership development. Participants were Spring 2015 graduates in the leadership certificate program at the university when the leadership program piloted an ongoing civic engagement partnership with two local nonprofits: one that supports adults with intellectual disabilities and the other which focuses on world peace and social justice through the art of mural making. The purpose of these manuscripts is to inform and empower educators to openly and intentionally foster spiritual development among college students, even at nonfaith based institutions through the context of a leadership… [Direct]
(2018). Identifying the Qualities of an Ideal Teacher in Line with the Opinions of Teacher Candidates. European Journal of Educational Research, v7 n1 p103-111. Teaching is a sacred profession performed by self-sacrificing individuals with high responsibilities who are aware of their roles, have undertaken the task of raising future generations, make easier individuals' process of becoming citizen in a way to ensure the peace and welfare of the communities, and allow them to learn knowledge, skills, attitudes, and behaviors. By Ataturk's saying, "Teachers are the most devoted and respectable factors of human society all over the world." In hadiths, the sanctity of teaching is expressed as, "Only those two people are admired enviously: The person who uses up and consumes the goods bestowed by Allah on him in the right way, and the person who properly rules over by the wisdom to him by Allah and who also teaches it to others." From early childhood to puberty, the person studying in public institutions establishes a spiritual association with his/her teacher. The psychical aspect of teaching is also quite predominant. The… [PDF]
(1971). Education for Peace. Clearing House, 46, 4, 223-6, Dec 71. Can the essence of peace be taught in our schools? The author contends that education is the needed catalyst for world understanding. (Editor)…
(2013). Just a Book in a Library? The Sybil Campbell Library Collection Fostering International Friendship amongst Graduate Women. History of Education, v42 n2 p257-274. In 1927 the British Federation of University Women (BFUW) established Crosby Hall in London as a hall of residence for women graduates from overseas. The Federation aimed to foster international understanding and peace at a time of social and political turmoil. Accessions to the library at the Hall were on a somewhat ad hoc basis and provide an intriguing historical source. Crosby Hall was sold, but the much loved library travelled first to Bloomsbury and ultimately to the Special Collections of a university. This article discusses the sensory power of a book collection for the historian drawing on recent reflections on the affective turn in history of education. Is it more than the sum of its parts? Does the collection hold more meaning if held separately rather than integrated onto the general shelves? What are the possibilities inherent in research on rather than in a collection such as this? (Contains 5 figures and 72 footnotes.)… [Direct]
(1986). Called to Act: Stories of Child Care Advocacy in Our Churches. Experiences of church-based child care advocates are narrated in this booklet. Introductory remarks argue that the National Council of Churches (NCC) must advocate high quality, affordable child care for all children and persuade church members to provide it. Part I tells stories about members' efforts to provide child care services to families: enrolling a disadvantaged child in a day care program, and organizing a church-sponsored after-school family day care program, a drop-in family support center for teen parents, a child abuse prevention project, and a community education program concerning peace and justice issues. Stories in Part II narrate experiences of advocates in organizing their church communities; stories focus on organizing church leaders as advocates of child care licensing for all day care centers in Louisiana, efforts to preserve the tax exempt status of Kansas' churches with child care centers, making child care more affordable to Atlanta's poor families, and…
(2018). Religion and Education: Comparative and International Perspectives. Oxford Studies in Comparative Education. Oxford Studies in Comparative Education Series. Symposium Books Despite the increased trend towards secularization in state schooling, issues of religion and spirituality have remained important. Increased pluralism within societies through expanding migration patterns is changing the religious and cultural contours of many countries in Europe and North America, and is creating a need for a deeper understanding of religious diversity. However, the lack of religious or spiritual education within the educational curriculum leaves a moral vacuum that can become a space to be exploited by religious extremism. More recently, religiously motivated incidences of terrorism in several parts of the world have heightened prejudicial attitudes and distrust of certain religions, in particular. These are profound concerns and there is an urgency to examine how religion, religious education and interfaith initiatives can address such misconceptions. This book is thus timely, focusing on an area that is often neglected, particularly on the role of religion in… [Direct]
(2018). Religion and Education: Comparative and International Perspectives. Oxford Studies in Comparative Education. Symposium Books Despite the increased trend towards secularisation in state schooling, issues of religion and spirituality have remained important. Increased pluralism within societies through expanding migration patterns is changing the religious and cultural contours of many countries in Europe and North America, and is creating a need for a deeper understanding of religious diversity. However, the lack of religious or spiritual education within the educational curriculum leaves a moral vacuum that can become a space to be exploited by religious extremism. More recently, religiously motivated incidences of terrorism in several parts of the world have heightened prejudicial attitudes and distrust of certain religions, in particular. These are profound concerns and there is an urgency to examine how religion, religious education and interfaith initiatives can address such misconceptions. This book is thus timely, focusing on an area that is often neglected, particularly on the role of religion in… [Direct]
(1995). Conflict Resolution in Children. Peace Education Miniprints No. 72. As concern with the level of violence in society increases, this document suggests one approach to reducing violence is to develop nonviolent conflict resolution programs to provide people with the skills to solve problems collaboratively. These programs also may encourage people to refocus the way they experience conflict in their lives. They teach that conflict is a necessary component for growth and can lead to shared understandings, when dealt with in a positive way. This paper considers two programs that help adults teach conflict resolution skills to children. "Dealing with Conflict" is a 10 week course for adolescents that is normally run in a classroom setting. "Afters" is a program for younger children that is designed for after school care settings. (RJC)… [PDF]
(1982). Response: Needs in Peace Education Development Identified by Glass. Teachers College Record, v84 n1 p237-39 Fall. This article, a commentary on a piece by Kimberly Huselid Glass (Teachers College Record, Fall 1982), calls for clearer identification of peace values and recognition and cultivation of behavior which exemplifies them. Values traditionally associated with family life may provide models. (PP)…
(2014). Changing Policy and Legislation in Special and Inclusive Education: A Perspective from Northern Ireland. British Journal of Special Education, v41 n4 p382-402 Dec. It is now 15 years since the signing of the 1998 Belfast (or "Good Friday") Peace Agreement which committed all participants to exclusively democratic and peaceful means of resolving differences, and towards a shared and inclusive society defined by the principles of respect for diversity, equality and the interdependence of people. In particular, it committed participants to the protection and vindication of the human rights of all. This is, therefore, a precipitous time to undertake a probing analysis of educational reforms in Northern Ireland associated with provision in the areas of inclusion and special needs education. Consequently, by drawing upon analytical tools and perspectives derived from critical policy analysis, this article, by Ron Smith from the School of Education, Queen's University Belfast, discusses the policy cycle associated with the proposed legislation entitled "Every School a Good School: the way forward for special educational needs and… [Direct]
(1988). Building a Global Civic Culture. Education for an Interdependent World. The John Dewey Lecture. Exploring ways in which a successful worldwide civic culture can be achieved, this book stresses the need to stay rooted in local communities and traditions while cooperating with and respecting those whose lives follow other patterns. The first part of the book deals with the current state of worldwide civic culture, setting a context within history and our current social systems for building a better future. The chapters in part 1 are: (1) Expanding Our Sense of Time and History; (2) A Planet in Transition: The Intergovernmental Order; (3) A Planet in Transition: The Nongovernmental Order; and (4) Conflict, Diversity, and Species Identity. The second part deals with new perspectives on educating not found in schooling. The chapters in part 2 are: (5) Growing Up in a High-Technology Culture: Problems of Knowing; (6) Uses of the Imagination; (7) Crafting the Civic Culture through International Nongovernmental Organizations; and (8) Peace Proxis: The Craft and Skills of Doing Peace….
(2009). Strengthening Peace Building through Science and Technology Education. Science Education International, v20 n1-2 p60-68 Dec. One of the many causes of conflict is the inequitable distribution of resources which is usually accompanied by widespread poverty. The breakdown in communication, the absence of a culture of peace is also contributing factors to conflicts. This paper has highlighted the causes of conflicts, the requirements for peace, and the strategies for peace building. It shows that there are many peace building actions that require inputs of science and technology. Such inputs would include scientific knowledge, the application of the knowledge and the process used in acquiring scientific knowledge. These three aspects of science and technology can influence the socio-economic development, poverty reduction, communication and dialogues in communities and the mindset that promotes peace…. [PDF]