(2009). Policing Matters: Addressing the Controversial Issue of Policing through Education for Reconciliation. International Review of Education, v55 n2-3 p251-267 May. Policing is widely held to constitute a contentious issue in classrooms on both sides of the border on the island of Ireland, despite the fact that the ongoing peace process has led to a normalising of cross-border policing relationships. The Education for Reconciliation Project works with teachers and members of the two police services to produce teaching/learning modules on law and policing for use in Citizenship Education classrooms. This paper examines the commonly-held teacher perception of policing as a controversial issue and the reasons why these perceptions exist. It takes into consideration the opinion that it is time for schools to begin work on policing, and investigates the implications for practice…. [Direct]
(2008). Higher Education and the Future of Iraq. United States Institute of Peace Special Report 195. United States Institute of Peace This report examines the past record, current condition, and potential of Iraq's higher education sector. Iraqis have traditionally valued intellectual achievement, but the legacy of Baathist rule and the current tide of instability are crippling the universities' ability to function effectively. The future, however, could see those universities playing a leading role in securing long-term peace. This report argues that if the security environment improves, Iraqi universities could become leading actors in the country's civil society, providing opportunities for faculty and students to resolve social and political conflicts, promote political stability and economic growth, and build an institutional infrastructure able to safeguard human rights. However, if the higher education sector is to play this role, it must first introduce reforms in such areas as curriculum development, faculty education, and administrative procedures. (Contains 22 notes.)… [PDF]
(2009). Patient Waiting. The Montessori Observer. Volume 30, Number 4. International Montessori Society (NJ3) "The Montessori Observer" is mailed four times each year, in March, May, September and November, to Society members throughout the world. The purpose is to provide news and information about the Society's work in Montessori education, and to extend awareness of Montessori principles throughout the world. This issue contains a feature article, "Patient Waiting," by Lee Havis. Other articles included in this issue are: (1) International Peace Day: Celebrating in India; (2) IMS Workshops and Seminars in Malaysia; (3) Reflections: Sudden Realization (Wendy Lieberman); and (4) Moment of Peril: Grabbing and Squeezing (Lee Havis)…. [PDF] [Direct]
(2012). Educator Abroad: Teaching ("Insegnare") and Learning ("Imparare") with Italian Children. Social Studies and the Young Learner, v24 n4 p23-26 Mar-Apr. Over her 30-year career as a certified teacher, researcher, and university teacher educator, the author has planned, facilitated and refined educational experiences for children from pre-kindergarten through adolescence, as well as for adults who teach (or were preparing to teach) in New York, Connecticut, Texas, and Arizona. During the summer of 2008, she served in Italy as a member of Volunteers for Peace, an international non-profit global immersion program directed towards arts, education, and cultural exchange. She was assigned to Barra, an economically disadvantaged area southeast of Naples. Despite her advanced degree, she was considered an adult "counselor" during the summer. With her professional background, she assumed that she would be mentoring older students, but found that her assignment was to support a lead teacher in her work with 24 young children. After a few days, she resigned herself to the "learner's seat," a position to which she was not… [Direct]
(2006). Love, Peace, and Wisdom in Education: A Vision for Education in the 21st Century. Rowman & Littlefield Education Author Jing Lin contends that there is a great need for educators to reconceptualize education in the 21st century. Here, she discusses the danger of global wars, environmental breakdown, moral vacuum and nihilism in society, and the problems in current debates on school reform. This book calls for a school that facilitates the formation of a compassionate and loving global community-one that teaches the younger generation to gain a harmonious, respectful relationship with nature. The author envisions a school where the teaching of our interconnectedness based on love, changes the learning atmosphere, school curriculum focus, teacher-student relationships, school leadership, and the role of education in society as a transformative power. The book challenges our schools to shift from a rationalistic, functionalist perspective that primarily emphasizes tests and efficiency, to a constructive, transformative paradigm in which the integrated development of students' intellectual, moral,… [Direct]
(2006). Proceedings of the 2005 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2005 du Groupe Canadien d'Etude en Didactique des Mathematiques (29th, Ottawa, Ontario, Canada, May 27-31, 2005). Canadian Mathematics Education Study Group This submission contains the Proceedings of the 2005 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of Ottawa in Ottawa, Ontario. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc sessions. Papers include: (1) Learning Mathematics as Developing Identity in the Classroom (Stephen Lerman); (2) Formative Influences (Jean E. Taylor); (3) Mathematics Education,… [PDF]
(2007). Building Global Peace, Conflict, and Security Curricula at Undergraduate Institutions: A Curriculum Development Guide for Colleges and Universities. United States Institute of Peace A central mission of the United States Institute of Peace (USIP) is the promotion of international conflict resolution education by assisting and supporting colleges and universities in their efforts at developing and offering programs, courses, and activities that focus on international peace, conflict, and security. Over the years, a number of institutions have posed the question: where should we start? While this is a difficult question to answer without understanding the particular context of each institution, USIP has found that looking across institutions that have established such programs, certain patterns emerge. Some institutions choose to focus on peace studies programs with an activist component, some select a security studies focus that emphasizes policymaking, and some develop conflict resolution programs that concentrate on skill building. Increasingly, institutions select items from each of these options to develop unique programs that reflect the existing interests… [Direct]
(2011). Transfer of Values in the Turkish and Western Children's Literary Works: Character Education in Turkey. Educational Research and Reviews, v6 n6 p472-480 Jun. In this paper, the occurrence frequency of the values "justice, family union, independence, peace, scientificality, diligence, cooperation, sensitivity, honesty, aesthetics, tolerance, hospitality, freedom, wellness, respect, affection, responsibility, cleanliness, patriotism, benevolence" which the Ministry of Education requires that children acquire in the Civics Course, have been analyzed in the narrative works from Turkish and Western children's literature that are within children's sphere of interest and are also recommended by the ministry. The document analyzing technique from qualitative research has been used to obtain data. A total of 20 values have been examined in the works, sticking to the definitions given in the syllabus according to their frequency of occurrence in a word, sentence or context, and coded into the relevant value themes in the rating lists. Content analysis, percentage and frequency techniques have been utilized in the analysis of the data… [PDF]
(2010). A Safer Campus?. Community College Journal, v80 n6 p26-28, 30-31 Jun-Jul. The FBI, in partnership with the U.S. Department of Education and the U.S. Secret Service, recently released a report on violent attacks on college campuses that details ongoing security concerns at U.S. institutions of higher learning, including the nation's 1,173 community colleges. Researchers say the goal of the report, "Campus Attacks: Targeted Violence Affecting Institutions of Higher Education," released on the third anniversary of the Virginia Tech shooting massacre that took the lives of 32 students and faculty, is to examine incidents of targeted violence on college campuses and to make institutions of higher learning safer. Across the country, community colleges have already undertaken efforts to improve the safety and security of students, faculty, and others on campus. Though there is a heightened sense of vigilance, widespread enrollment increases are creating new concerns and, on many campuses, fueling the case for expanded investment. The author discusses… [Direct]
(1997). Education for Peace and Caring Go Hand in Hand. Dimensions of Early Childhood, v25 n4 p3-8 Fall. Argues that children develop–at home, in school, and in the community–a repertoire of attitudes, beliefs, and behaviors that prepare them to become peaceful, cooperative, caring adults. Provides examples of instruction in caring through family life, household activities, classroom curriculum, the classroom environment, instructional techniques, extracurricular activities, and media resources. (SD)…
(2000). Equal Access to Education: A Peace Imperative for Burundi. This report examines the status of Burundi's formal education system, focusing on elementary and secondary schooling. It addresses the issues of access to education and quality of education as well as the role of the state and donors in funding the system. It explains how the protracted civil war in Burundi has paralyzed the education system, which was already failing before the conflict began. The report finds that the majority of children in Burundi receive no formal education; boys have a better chance than girls of going through both primary and secondary school. Educational achievement is further complicated by the fact that in grades 1-4, children are taught in their native Kirundi, but by grades 5 and 6, all instruction is in French. This report focuses on: "Burundi"; "The Effects of the Conflict"; "Primary Education" (access to primary education, dropout and repetition rates, the language of instruction, changing goals of primary education,… [PDF]
(1981). Peace and World Order Education: A Study Guide/Mini Course. This study guide may be used as a reader for exploratory discussions among college students and educators interested in peace, world order, and global change studies. The essays and reprints of journal articles in the guide are general introductions to the issues covered by world order education. The first article, "World Resources and the World Middle Class," presents the dynamics between global population growth, the development of a world middle class, and the physical and environmental constraints of the planet. "Hunger and World Order" demonstrates that world hunger and poverty are sustained by national arms expenditures and balance of payments concerns. "A Strategy for System Change" presents a plan for universal disarmament which could be initiated unilaterally by the United States. "Human Development and the Security Straitjacket" considers whether human aggression is inherently constructive or destructive. "The Program of the…
(2010). Moral Education in a Post-Conflict Context: The Case of Burundi. Journal of Moral Education, v39 n3 p345-352 Sep. Burundi, like the rest of the Great Lakes region, has been shaken by widespread inter-communal divisions and violent conflict. It is commonly believed that the troubled history of Burundian society has been due to the lack of a consistent moral dimension in school curricula. It is this obvious gap that the Catholic Church, through its Moral Education Programme initiated in 2005, sought to address. The new curriculum, implemented gradually in Burundian schools, takes inspiration from traditional human values. The programme is community- and situation-based and places emphasis on an active-participatory approach, in which learners try to appropriate and apply in their daily lives the moral precepts they learn in the classroom. In a post-conflict context, it is incumbent upon parents, teachers and the churches (preferably in partnership) to erect the pillars of peace by teaching moral values to the younger generation which will prevent future conflict. (Contains 1 note.)… [Direct]
(1979). Education for Peace and International Understanding in the Training of Teachers. Prospects: Quarterly Review of Education, v9 n2 p197-202. To help teachers inculcate ideals of peace and international understanding, the article suggests that the teacher education curriculum should emphasize international interdependence, language studies, cultural awareness, geography, integrated studies, and work experiences with international organizations. (DB)…
(2011). Social Justice Language Teacher Education. Multilingual Matters Social justice language teacher education conceptualizes language teacher education as responding to social and societal inequities that result in unequal access to educational and life opportunities. In this volume authors articulate a global view of Social Justice Language Teacher Education, with authors from 7 countries offering a theorized account of their situated practices. Following an introduction by I. Nasser, L.N. Berlin and S. Wong, the book is divided into 3 parts. Part 1, Education, contains the following chapters: (1) Palestinian Education under Occupation: Successes and Challenges (K. Shakhshir); (2) The Healing Power of Stories: Dialogue through English Language Learning (I. Deeb and G. Weinstein); (3) Positionalities and Personal Perspectives on Educational Research under Occupation: Where is Hope? ( S. Wong and I. Nasser); (4) Emancipatory Discourse? An Ethnographic Case Study of English Language Teaching in an Arabic-Hebrew Bilingual School (J. Schlam-Salman and Z…. [Direct]