(1975). World Order Education: What Is It?. Phi Delta Kappan, 56, 8, 524-527, Apr 75. World order education (a special variety of peace studies) is a legitimate part of a social studies curriculum. (Author/DW)…
(1981). Special Olympics: Mainstreaming Tool of the 1980's. Education Unlimited, v3 n2 p27-28 Mar-Apr. Two Peace Corps volunteers in Ecuador describe the Special Olympics program there as an effective public education tool. (CL)…
(1990). Social Teaching, Social Action. Current Issues in Catholic Higher Education, v11 n1 Sum. In 1976 the National Conference of Catholic Bishops celebrated the bicentennial of the Independence of the United States by sponsoring a national conference on issues of justice. As a result of that conference, a task force was formed and a proposal was made to the Association of Catholic Colleges and Universities for a pilot project that would raise consciousness in institutions and help find ways to educate students in the crucial questions of peace and justice. This volume presents a 3-year report and evaluation of the pilot programs. Following a brief introduction by Alice Gallin, 10 papers examine the issues. The papers are: \The Tradition of Peace and Justice and the Bishops' Pastorals on Peace and the Economy\ (Thomas A. Shannon); \The Role of the Laity in the World\ (Georgia Masters Keightley); \Beyond the Ivory Tower: Some Guidelines for Social Justice Education\ (Edward A. Malloy); \Homily, Stonehill College, Chapel of Mary, 1989\ (John J. Egan); \Peace with God the… [PDF]
(2001). Strengthening USAID–Peace Corps Collaboration with Emphasis on Basic Education Programs in Sub-Saharan Africa. Basic education programs in Africa are most successful at the community and school levels. At the community level, program implementers search for parents who are motivated, informed, and skilled at creating an environment conducive to student learning. In classrooms, they look for greater numbers of children experiencing a high quality, pupil-centered learning experience. Over the years, a number of U.S. Agency for International Development (USAID) basic education programs have collaborated with the U.S. Peace Corps to ensure such results. This pamphlet presents lessons learned by USAID. The discussion describes four broad types of collaboration that have occurred between USAID and the Peace Corps, provides illustrative examples of collaboration, and suggests ways each could be practiced and promoted effectively. (BT)… [PDF]
(1992). Biennial Report of the United States Institute of Peace, 1991. Submitted to the Congress and the President of the United States. This document is the third in a series of biennial reports on the United States Institute of Peace. The Institute devotes itself to matters of international peace based on freedom and justice. Functioning as a nonideological educational resource for policymakers and officials, the Institute does not intervene directly in the formulation or conduct of U.S. foreign policy. Principal purposes of the Institute include: (1) expanding knowledge about international conflict and peace by sponsoring research, analysis, and training; (2) disseminating such knowledge; and (3) promoting understanding of the complexities of international conflict and peace among the U.S. public. The Institute promotes its goals through grants, fellowships, research, education and training, and library and information services. As Chapter 1 of the report indicates, the Institute undertook special initiatives during fiscal years 1990 and 1991 concerning the Middle East and Eastern Europe. In addition, according to… [PDF]
(1983). Peace Studies–A Report on Two Evening Classes. Adult Education (London), v56 n2 p132-36 Sep. Describes the establishment and progress of courses in peace studies, a controversial topic that falls well within the tradition of adult education. (JOW)…
(2008). Education for Transformation: Meeting Students' Needs in Changing Contemporary Contexts. International Journal of Children's Spirituality, v13 n1 p27-37 Feb. The latter part of the twentieth century saw huge movements of people across many areas of the globe through government-organized migration programs, through extended career pathways, and through the growing numbers of refugees and displaced persons as a result of war, famine, drought and other devastating scenarios. This has led to the rise of societies with multicultural, multi-faith and multi-linguistic features, where once they were mono-cultural and mono-religious and, for the most part, mono-linguistic. The emergence of these pluralist societies has, in some ways, "grown" more inclusive and interactive communities with increased tolerance levels. Nonetheless, recent global events in the political, cultural and religious spheres have caused division, discrimination and distrust to surface, thereby unsettling the tenuous mantle of peace and harmony within these communities. This article examines some of these influences on contemporary Australian society and argues that… [Direct]
(2014). Teach Peace: Assessing Instruction of the Nonviolent Communication and Peace Course. Journal of Peace Education, v11 n1 p46-63. This paper assesses the efficacy of teaching a new course in the communication curriculum entitled Nonviolent Communication and Peace. Three studies are included: two pilot studies at a large Eastern US university and a final study which also included data from a concurrent study at a large Canadian university. Results from a pre-post instructional design show modest changes in the predicted direction of greater peace for three areas of assessment: (1) greater elaboration and integration of definitions for peace, (2) more agreement with statements about peaceful beliefs and behaviors related to the practice of peace in everyday life, and (3) increased recall for the number of peace role models. Future research includes recommendations for continued development of the peace assessment measure…. [Direct]
(2014). Implementing Restorative Justice Practice in Schools: What Pedagogy Reveals. Journal of Peace Education, v11 n1 p64-80. In the ongoing pursuit for creating safe, nurturing and relational school cultures, educators continue to turn to restorative justice (rj) principles and practice. Predominantly, schools begin to engage with rj in an effort to address harm done, causing its discourse to be situated in literature tied to classroom management and behaviour. However, in this location, the effectiveness of rj can be limited because the power relationships underlying the original punitive, managerial structures maintain their grip. Drawing on a qualitative study that examines the experiences of educators committed to implementing rj principles, this article explores how placing rj in the context of engaged, productive pedagogies better nurtures the hoped for relational and peaceful school culture…. [Direct]
(2014). "Look, Each Side Says Something Different:" The Impact of Competing History Teaching Approaches on Jewish and Arab Adolescents' Discussions of the Jewish-Arab Conflict. Journal of Peace Education, v11 n1 p1-29. There is growing interest in the impact of Jewish and Arab historical narratives on intergroup relations and conflict. A randomized placement comparative study set out to examine it empirically. Conventional-Authoritative official narrative, Empathetic Dual narrative, and Critical-Disciplinary multiple-source teaching interventions were designed around the topic of the birth of the Palestinian refugee problem. Seventy-five Jewish and 85 Arab Israeli adolescents were placed in each of the three different approaches to teaching history and in a control group. Following the learning intervention, participants from both communities were paired by condition, and discussed the causes and possible solution of the refugee problem. Dominance and agreement in discussion were analyzed, revealing a significant effect of teaching approach. Findings show discussions in Empathetic Dual narrative, and Critical-Disciplinary feature a lower degree of dominating discourse by the dominant group…. [Direct]
(2014). Sustainable Communities: A Lens for Envisioning and Achieving a Community-Based Culture of Social and Ecological Peace. Journal of Peace Education, v11 n3 p297-316. One of the obstacles to dealing with the social and ecological crises that obstruct the achievement of a culture of peace is silo thinking in global governance. A unidimensional mode of planning, silo thinking leads to decisions based on the area of expertise of a particular agency or intergovernmental organization and fails to recognize linkages between social, economic, and environmental factors. To promote a comprehensive way of thinking, this article proposes the notion of "sustainable communities" (SC) as a lens for envisioning and planning for a culture of peace that integrates these linkages concretely at the community level. To provide the conceptual background for the SC lens, a literature review of the manifestations of the sustainability revolution that have emerged in the last four decades will be provided. A description of the constituent characteristics of the SC lens and a discussion of its educational utility for peace educators will follow, concluding with… [Direct]
(1993). Islam and Adult Education. Convergence, v26 n1 p83-89. Elaborates principles governing education in Islam: monotheism, honoring of man, causality, equality, justice, respect for labor, social responsibility, consultation, and peace. (SK)…
(2010). Response to Noah Sobe's "Rethinking "Cosmopolitanism" as an Analytic for the Comparative Study of Globalization and Education". Current Issues in Comparative Education, v12 n2 p45-49 Spr. As a springboard into her response inspired by Noah Sobe's article, this author offers two possibilities for what cosmopolitanisms can tell about comparative and international education research. First, from her perspective, rooted in justice and peace studies, she is intrigued by several authors' assessments of cosmopolitanism as a cognitive or reason-based framework. In other words, the cosmopolitan person will use reason to be autonomous, have self-responsibility, procure agency, plan life rationally, while respecting diversity and difference. She is not convinced that it is predominantly reason that drives the embodiment and enactment of a cosmopolitan mode of living. Second, and more directly in response to Sobe's article, the author is confident that cosmopolitanisms will continue to affect traditional methodological models of comparative education and other educational research that uphold a static version of the field site, such as a school or nation-state, as the primary… [PDF]
(1977). Consultation on the Extension of the Associated Schools Project to the University Level: Report. Focusing on ways of extending UNESCO's 1974 recommendation concerning international education to the university level, educators from India, Mexico, Sweden, Nigeria, and the United States convened in Paris, August 22-26, 1977. The 1974 recommendation reaffirmed the responsibility of UNESCO nations to pursue educational opportunity, and advancement of justice, freedom, human rights, and peace. The document presents a four-part outline of the conference discussion. Part I considers the role and responsibility of universities in international education. Topics include the fragmentary nature of existing programs; contributions of university departments of peace studies, political science, and nuclear physics; program developments in elementary and secondary schools; and international themes which should be included in university curricula. Part II suggests how to implement education relating to world problems, human rights, peace, area studies, foreign languages, international…
(2005). The Children's Peace Project: Service-Learning and Art Education. International Education Journal, v6 n5 p581-586 Dec. This paper presents the case of a service-learning art experience in an after-school housing development program. Beginning with a dialogue concerning peace and how it can become part of their world, children and pre-service teachers explored and connected the idea of peace through symbols, metaphor and idealism in works of art. A critical and reflective account of this experience demonstrates the ways that young children and pre-service art teachers can benefit from meaningful and socially relevant service-learning activities…. [PDF] [Direct]