(2013). The Importance of Afterschool and Summer Learning Programs in African-American and Latino Communities. Afterschool Alert. Issue Brief No. 59. Afterschool Alliance In classrooms across the country, when students hear the bell ring at 3 p.m., it signals the end of the school day and, for many, the start of an afternoon without supervision, without productive activities and without direction. Afterschool and summer learning programs are filling the invaluable role of providing essential services–such as a safe and supervised environment, academically enriching activities, healthy snacks and meals, and caring and supportive mentors–to children and families most in need of support. The need for these afterschool and summer learning programs is especially vital in African-American and Latino communities, communities that are experiencing higher levels of poverty, homelessness and food insecurity, and are facing disparities in education and access to extracurricular activities. Funding for afterschool and summer learning programs is a sound investment that will help meet the demands of, and bring much needed services to, African-American and Latino… [PDF]
(2010). Schooling Ugandan Girls: A Policy Historiography. Journal for Critical Education Policy Studies, v8 n1 p325-360 Aug. This is an abstract about Uganda. When the National Resistance Movement (NRM) government came to power in 1986, it had to address many challenges in order to achieve its objectives among which were: poverty eradication, eradication of illiteracy, reducing unemployment, bringing peace and prosperity for all. However, the government realised that in order to achieve the above, there was need to bring all citizens on board for national development. The first major challenge was the wide socio-economic gap between women and men. A deliberate action by the government to promote girls' education therefore took centre stage and resources were quickly mobilised to this effect. This paper is therefore intended to analyse the policy on education for girls in Uganda and the subsequent policies of Universal Primary Education (UPE) and Universal Secondary Education (USE). Through critical analysis, the paper reveals the policy's achievement of increasing the number of girls in schools and… [PDF]
(2012). Ethics Go Digital. Chronicle of Higher Education, Oct. To be truly innovative, digital pedagogy has to do a better job of giving students the very thing that makes brick-and-mortar schooling so special: It must foster immersive learning communities that connect students to both their instructors and each other. Fortunately, there are ways that online education can do just that, as the authors have learned while team-teaching an ethics course that blends traditional classroom activities with an unusual online component. This is the second year they will teach "Sustainability Ethics" at their respective colleges, Arizona State University and the Rochester Institute of Technology. In the course, students play interactive games that the authors developed to explore theoretic problems relating to important issues in sustainability. While the students participate in the usual learning activities like reading, discussion, and writing assignments, they experience ethical issues personally through the games, in which they have an… [Direct]
(2005). Are There Children to Educate for Peace in Conflict-Ridden Areas? A Critical Essay on Peace and Coexistence Education. Intercultural Education, v16 n3 p235-245 Aug. In this paper, I reflect on the education that is being conducted in two Israeli schools, often held up as exemplary, that have the declared educational aim of cultivating tolerance and recognition of otherness. What is "going on" with those presumed to be the primary beneficiaries (the children studying at these schools) of an integrated educational enterprise? Should the focus for future peace be on these children at all. I take a critical look at the way we are attempting to forge a peaceful future through our young…. [Direct]
(1989). Education for Peace: A Neglected Aspect of Re-Education in Germany. Oxford Review of Education, v15 n2 p147-64. Analyzes the reconstruction of education in West Germany following World War II based on the author's personal experiences. Notes that the primary aim of re-education was to overcome nationalism, militarism, and the ideology of National Socialism, but that the efforts were not successful. Offers explanations for this lack of success. (KO)…
(2017). Learning to Live Together: A Challenge for Schools Located in Contexts of Social Vulnerability. Journal of Peace Education, v14 n2 p137-154. Currently, there are many educational centres that demonstrate the need to promote initiatives to improve coexistence at school at the international level, especially in those located in contexts of social vulnerability. A socio-educational programme has been developed, applied and evaluated at a Singular Education Action Centre (Centro de Acci√≥n Educativa Singular–C.A.E.S) in the city of Valencia (Spain). To ascertain the programme's impact and possible generalization to other contexts, a quasi-experimental pretest-posttest design with a control group was used. Information was collected from 297 students and 54 teachers based on questionnaires assessing coexistence at school. The results obtained demonstrate the satisfactory functioning of the programme. The faculty and students from the experimental group affirm the importance of continuing to work in this direction to invest in creating a democratic school that firmly believes in coexistence and participation. Areas for… [Direct]
(2017). Understanding Conflict Resolution Philosophically in a School Setting: Three Different Kinds of Violence and Dialogue. Journal of Peace Education, v14 n2 p215-234. According to Galtung, violence can be divided into two kinds: (i) direct violence, which is always physical in a wider sense (e.g. bodily harm or verbal abuse) or (ii) indirect violence that is either structural (i.e. the institution is structurally violent because it is organised so to privilege a group over others; e.g. a strict pyramidal organisational structure) or cultural (i.e. the institution is culturally violent because it encourages or fails to deal with cultural aspects that either privileges or is demeaning towards certain groups; e.g. institutionalised racism or misogyny). Galtung's theory provides us with three levels of violence, leading us to three different potential forms of conflict. In response to this, I propose a philosophical discussion centred on three distinct kinds of dialogue, each of which explaining forms of conflict resolution dealing with these three kinds of violence identified by Galtung. That is, Buber's, Levinas' and Arendt's conceptions of… [Direct]
(2017). How School Influences Adolescents' Conflict Styles. Journal of Peace Education, v14 n3 p325-346. The willingness to solve conflicts without violence and to strive for a reconciliation of interests is of central significance for the continued existence of democracies. In this paper, we aim to analyze school-related determinants of adolescents' conflict behaviour. Models predicting the conflict styles of "integrating", "dominating", "avoiding" and "obliging" were developed drawing on different school climate and school development variables. At the individual level, almost all our hypotheses were confirmed. The highest correlations were found between an open classroom climate and the participation in a class council on the one hand, and an integrating conflict style on the other. On the class level however, most of the anticipated effects did not turn out to be significant. We hope that by providing information about different school climate and school development variables' impacts on adolescents' conflict styles, we can contribute to a… [Direct]
(2017). Learning Peace (and Conflict): The Role of Primary Learning Materials in Peacebuilding in Post-War Afghanistan, South Sudan and Sri Lanka. Journal of Peace Education, v14 n1 p32-53. Post-war education is usually considered a positive contributor to peacebuilding; however, it can also reinforce divisive perspectives. Textbooks and learning materials can be instrumental in maintaining or exacerbating existing inequalities. This paper uses case study literature reviews of Afghanistan, South Sudan and Sri Lanka to explore the ways in which primary learning materials extend existing challenges of post-war education and potentially create new ones. An analysis of the literature on learning materials from these countries reveals that textbook development and uses are intertwined with larger national and international political and social power structures. We draw from Bourdieu and Giroux to consider how learning materials contribute to the reproduction of cultures of hostility, violence, divisiveness and silence or to transformatory cultures of peacebuilding, inclusivity and critical thought. Our resulting conceptual lens highlights how education can take on the role… [Direct]
(2017). Towards a "Common" View of Difficult Past? The Representation of Atomic Bombings of Hiroshima and Nagasaki in Trilateral Teaching Materials. Journal of Peace Education, v14 n1 p114-129. The centrality of atomic bombings of Hiroshima and Nagasaki in Japanese collective memory has been often perceived by the country's neighbours, i.e. the People's Republic of China and South Korea, as a pillar of the country's (alleged) "victim consciousness" and amnesia in regard to the suffering inflicted on others. For this reason, the matter of how Hiroshima and Nagasaki's fate is discussed on the pages of joint teaching materials is an interesting puzzle. The article uses two supplementary history teaching materials published within a framework of trilateral cooperation between non-governmental actors from the PRC, South Korea and Japan ("History that Opens the Future" ["Mirai o hiraku rekishi"] and "The New Modern and Contemporary History of East Asia" ["Atarashi Higashi Ajia no kingendaishi"]) as case studies to investigate how the fate and meaning of Hiroshima and Nagasaki are represented in the above-mentioned books. The… [Direct]
(2017). Peace Values in Language Textbooks: The Case of "English for Ethiopia Student Textbook". Journal of Peace Education, v14 n1 p54-68. Textbooks are not only meant to deliver subject knowledge; they are also a medium to convey universal and community-specific values. Aiming to explore the social and emotional development goals of "English for Ethiopia Student Textbook Grade 9," this study reviews the content and activities of the textbook by searching for embedded peace values and prejudices. Textual, contextual and sociological discourse analyses were conducted to characterise, understand and explain the nature of the textbook's discourse. A positive self-concept; good health and compassion (inner peace); tolerance, solidarity and social responsibility (social peace); and respect for life in all its forms and care for the environment (peace with nature) were found to be recurring peace values. However, some content reflected gendered stereotyping, which goes against the peace value of equality…. [Direct]
(2017). The Sounds of Silence: American History Textbook Representations of Non-Violence and the Abolition Movement. Journal of Peace Education, v14 n1 p92-113. In this paper we examine how the Abolition Movement's approach to non-violent resistance has been silenced in four American history textbooks. Despite extensive research that reveals an extensive network of groups dedicated to the peaceful abolishment of slavery little of this historical record is included in the textbooks. Instead, a skewed representation of the movement is conveyed to the reader, one that conveys an image of a movement that contributes to a climate of social violence. Through a critical discourse analytical approach to the data we carefully deconstruct how this process of misrepresentation occurs. By employing the discursive tools of narrative framing, positioning, and stance we lift up what is often hidden from the reader and demonstrate how language use communicates powerful social messaging to the reader. We argue that student readers are left with an impoverished sense of how non-violent democratic change has occurred when presented with a limited portrayal of… [Direct]
(1994). Justice for All: Resources for Peace and Law-Related Education. This publication is intended to serve as a resource for K-12 social studies teachers charged with the major responsibility of making peace and law-relaed concepts meaningful to students. The purpose of this resource book is to empower teachers and students in Hawaii with the concepts of peace and law. It seeks to foster dialogue between and among teachers and students that promotes respect, tolerance, and an understanding of the need for global peace. Pertinent information about Hawaii's judicial history, the civil and criminal trial process, and the court system is included in the resource book. It also contains sample learning opportunities that focus on peace and law-related concepts. The resource book intends to enhance students' critical and creative thinking, and communication skills, as well as conflict management and resolution skills. These skills are essential for maintaining successful relationships in the home, school, workplace, and community at large. (LH)… [PDF]
(2015). Intercultural Education: The Position of Roma in Education=Obrazovanje za interkulturalizam: Polo≈æaj Roma u odgoju i obrazovanju. Online Submission Faculty of Educational Sciences has recognized the importance of education for interculturalism, and it organizes the conference entitled "Education for interculturalism" every five years, so that all participants could gain new insights about interculturalism and strengthen their intercultural competencies. Modern interculturalism, as a modern and current topic in scientific and public educational policy, appears in the 20th century in the United States as an expression of pragmatic interest for international convergence of majority and minority ethnic groups. Education must be directed to the full development of the humans and strengthen respect for human rights and fundamental freedoms. It must promote understanding, tolerance and friendship among all nations, racial or religious groups, and further support the United Nations work on the maintenance of peace. Pedagogy as a scientific discipline has an important role in the development of intercultural society. It cannot… [PDF]
(2011). History Teaching in Kenyan Secondary School, for Peace, Reconciliation and National Integration. Online Submission, US-China Education Review B 5 p688-694. The main objectives of teaching history and government are: First, to demonstrate an understanding of how people and events of the past has influenced the ways in which people live and behave; Second, to appreciate the need for an importance of mutual responsibility; and Third, to develop a sense of patriotism and national pride. The paper seeks to demonstrate that history is the most important subject for producing a strong feeling of nationalism and integrity of Kenya. Proper teaching of history inspires the students with a sense of patriotism to their motherland. However, currently history and government is compulsory up to form two. Taking Uasin Gishu County as a case in point and basing on the 2009 KCSE (Kenya certificate of secondary education) results of history and government, a large proportion of students drop History and Government in form two. Therefore, this paper argues that the objectives set by the Ministry of Education have not been achieved. It is the contention of… [PDF]