(2004). Normalizing Effective Conflict Management through Academic Curriculum Integration: The Example of Workable Peace. New Directions for Youth Development, n102 p47-68 Sum. Conflict resolution education (CRE) grew out of several parallel efforts: integrating social justice into schools, concerns about safety and youth violence, and desires to enhance responsible citizenship. Today, CRE encompasses, or is a component of, a broad range of initiatives in schools: violence prevention programs, diversity and tolerance programs, law-related education, citizenship or civic education, peer mediation programs, and whole school change efforts. Despite this enormous educational opportunity, many high schools lack the mandate and the tools to teach such skills. This is true even in academic disciplines where issues of intergroup conflict are most directly addressed: history and social studies. The Workable Peace curriculum aims to teach general concepts and skills of conflict analysis and management in the context of historical and current events selected for relevance to high school social studies and history curricula. The Workable Peace curriculum is a model for… [Direct]
(2006). Teaching Justice and Living Peace: Body, Sexuality, and Religious Education in Asian-American Communities. Religious Education, v101 n3 p402-419 Sum. This article examines sexuality, a null curriculum in Asian-American faith communities, and explores pedagogical strategies to move the sexuality discourse to the explicit curriculum. The article first describes the current discussion of sexuality in Asian-American communities, then it critically analyzes the Confucian notion of the body, which has far-reaching influence on Asian-American views about sexuality, including those of Christians. The article then focuses on demystification of the body, arguing that demystification is fundamental to Asian-American discussions about sexuality. Finally, it suggests pedagogical strategies for the teaching of sexuality in Asian-American contexts…. [Direct]
(1989). Peace Studies and the Social Studies. Numerous reasons can be given for the low quality of teaching in the social studies. Teachers may be improperly certified, or they may teach to maintain employment rather than to do a good job. To teach peace studies courses requires the cream of the crop in terms of quality instruction. Teachers should be well above the minimum requirements for certification. Teacher education should include courses in educational psychology, philosophy of education, and teaching of social studies, and prospective teachers should have a good liberal arts background and complete a student teaching assignment. Secondary students should desire the best in teaching-learning situations. How to work toward peace should be an ultimate goal of peace studies. Disagreements between and among individuals involve conflict. Conflict resolution will greatly minimize or even eliminate selected kinds of undesirable attitudes. Some attitudes detrimental to conflict resolution include: harsh rhetoric, traditional… [PDF]
(2005). From Entrepreneurship to Activism: Teacher Autobiography, Peace and Social Justice in Education. Current Issues in Comparative Education, v8 n1 p7-17 Dec. This article argues that while social entrepreneurship shares concerns similar to those of social justice activism, the corporate and business ethos in the idea of entrepreneurship is not suited to the social concerns that teachers and other educators deal with in their everyday lives. The article points out characteristics of social entrepreneurship that are shared with the concerns of peace and social justice, but cautions against a rush to blur the distinctions between social entrepreneurship and education. Based on fieldwork conducted in four Malawian schools in 2004, this article places the historical context of peace and social justice activism in Malawi in the struggle for independence, and in the theoretical concept of "uMunthu." Using autobiography as a research methodology, the article discusses the approaches and implications for promoting teacher independence and activism to make teaching relevant to social change and innovation in Malawi. (Contains 2 notes.)… [PDF]
(1978). Project CHOICE: #73. A Career Unit for Grades 5 and 6. Introduction to the Peace Corps. (Public Service Occupations Career Cluster). This teaching unit, Introduction to the Peace Corps, is one in a series of curriculum guides developed by Project CHOICE (Children Have Options in Career Education) to provide the classroom teacher with a source of career-related activities linking 5th and 6th grade elementary classroom experiences with the world of work. These ten lessons on the Peace Corps give background information on the Peace Corps, considers the advantages and disadvantages of becoming a volunteer. An introductory section gives the rationale for the unit, goals, performance objectives, entry-level assessment, and evaluation. A list of suggested instructional materials, such as films, filmstrips, books, community resources, and art supplies, is included in this section. Each lesson contains a statement of purpose, materials needed for the lesson, an introductory statement, class activities, and a summary activity. Written materials (such as worksheets, surveys, and task cards) are included where feasible. (MEK)…
(2005). Environmental Education in the Community. ICE No. M0075. Peace Corps This new manual updates two older Peace Corps' manuals: \Teaching Conservation in Developing Nations\ [ICE M0007] and \Conservation Education: A Planning Guide\ [ICE No. M0023]. In addition to the time- and field-tested wisdom of the older manuals, this new manual incorporates current research and practice in the field of environmental education. Environmental Education in the Community includes many new ideas, activities, and tips drawn from the experiences of Peace Corps Volunteers and staff around the world. It is divided into 10 chapters: (1) What is Environmental Education; (2) Assessing and Discovering the Environmental Situation; (3) Identifying the Target Group; (4) Identifying the Message; (5) Creating an Educational Strategy; (6) Implementation; (7) Monitoring and Evaluation; (8) Environmental Education Camps; (9) Environmental Education Centers; and (10) Environmental Education Community Projects. The appendix contains training modules…. [PDF]
(1986). East/West Perspectives on Education for Peace and Security. Conference Report of the International Network for Global Education (INGE) (New Paltz, New York, November 8-12, 1986). The purpose of the International Network for Global Education (INGE) is to promote global education within the educational systems of network member countries. Areas of study are listed under the following headings: Peace Studies; East/West Relations; North/South Relations; Human Rights; Global Environment; Human Values; and Cross-cultural Issues. Conference speakers John Darnton (United States) and Laszlo Kallay (Hungary) expressed the idea that the study of history lays the groundwork for understanding and acceptance of other cultures. The members of the conference established recommendations for INGE. Jan Tucker (United States) presented policy development in global education. Gunter Renner (West Germany) discussed curricular content for global education. G. H. Oonk (The Netherlands) and R. Tolsma (The Netherlands) reviewed pedagogical principles underlying the study of international education. Roger Morgan (United Kingdom), Hans Hooghoof (The Netherlands), and O. J. Dunlop…
(1983). Policies and Structures: The Hidden Curriculum Design. Momentum, v14 n4 p40-41 Dec. Explores how learning policies can enhance efforts to implement the Catholic bishops' peace pastoral. Focuses on balance between conscience and authority, resolution of conflict, and education stressing the importance of the person. (LAL)…
(2007). Adult Learning in New Social Movements: Environmental Protest and the Struggle for the Clayoquot Sound Rainforest. Adult Education Quarterly: A Journal of Research and Theory, v57 n3 p248-263. During the summer of 1993, some 10,000 people, young and old, joined logging road blockades to protest the clear-cutting of old-growth temperate rainforest in Clayoquot Sound, British Columbia, Canada. By the end of the summer, more than 900 protestors had been arrested for acts of civil disobedience in refusing to leave the road. In subsequent mass trials, many were then convicted of criminal contempt of court and sentenced to jail terms and steep fines for their activism. Led primarily by women and espousing feminist principles of nonviolence and consensus decision making, the 1993 protests and Clayoquot Peace Camp became the focal point of an environmental movement that eventually spread far beyond the Sound. Framed by the field of adult learning in new social movements and environmental adult education, this article examines the history of Clayoquot Sound protest, its philosophy and practices of learning, education and activism, and its outcomes and significance to adult education…. [Direct]
(2005). Bringing Peace to the Central City: Forgiveness Education in Milwaukee. Theory Into Practice, v44 n4 p319-328. The last 2 decades have seen a flowering of scholarly and applied work in the area of forgiveness, a skill important to the development of peaceful people and communities. We describe a forgiveness intervention designed to help children in a central-city environment. Such environments put children at risk for various psychological and social problems, including antisocial behavior, in large part because of the many forms of injustice experienced in such a context. Injustice often leads to anger, a key emotion in the development of psychological, interpersonal, and even academic problems. The current forgiveness education program is showing promise in Belfast, Northern Ireland, and is now being implemented in inner-city Milwaukee…. [Direct]
(1990). Community Education and Community Division in Northern Ireland. Convergence, v23 n2 p25-34. The Ulster People's College and the Community Education Research and Development Centre in Northern Ireland attempt to achieve peace and reconciliation through nonsectarian programs of community education, developing a middle ground and common agenda, promoting social change, and challenging myths and stereotypes. (SK)…
(2002). A Curriculum for Peace: A Conversation with Sir John Daniel. Educational Leadership, v60 n2 p14-17 Oct. Interview with Sir John Daniel, Assistant Director-General for Education of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Discusses UNESCO's role in promoting a peace curriculum in schools throughout the world. (PKP)…
(1994). Decreasing Suspensions in Grades Nine through Twelve through the Implementation of a Peace Curriculum. This practicum was designed because out of school suspensions as a disciplinary procedure were not effective in changing students' behaviors. The students felt angry and rejected by the teachers, and they did not feel part of the school culture. The practicum offered a peace curriculum designed to be used in content academic areas, small groups, and with mentors. The study involved a peace curriculum that included problem-solving activities that encouraged students to develop alternatives to oppositional, defiant, and disruptive behaviors. The peace curriculum offered students the opportunity to participate in class discussion without the fear of failure. By preventing behaviors that emerged when students became frustrated because they did not know how to control their behaviors, the peace curriculum offered students the opportunity to develop fair and just attitudes. Analysis of the data revealed that out of 292 students referred for discipline, more than 83 students received an… [PDF]
(2008). Observations on the State of Indigenous Human Rights in Light of the UN Declaration on the Rights of Indigenous Peoples: Guatemala. Cultural Survival Since the 1996 Peace Accords ended the Guatemalan civil war, the country has made strides to legally recognize the rights of its indigenous peoples and has criminalized racial discrimination. However, political exclusion, discrimination, and economic marginalization of indigenous peoples still regularly occur due to the lack of resources and political will to stop them. Precarious land tenure, delays in land restitution, disproportionately extreme poverty, and geographical remoteness result in indigenous Guatemalans having less access to healthcare, clean water, and security, and lower living standards than the country's "Ladino" population. Most indigenous children do not have access to bilingual education. Many crimes against indigenous peoples are not investigated or go unpunished; by comparison, indigenous leaders are frequently attacked or prosecuted for defending their claims to their lands. The government needs to energetically address discrimination, and to take… [PDF]
(1974). Perspectives on Global Education. Social Education, 38, 7, 678-682, Nov-Dec 74. The mass media, development education, future studies, and war/peace studies are teaching approaches which give a new perspective on global studies. Guidelines are suggested for interpreting and selecting world studies materials. (DE)…