(1984). Cold-War Echoes in American Children. Phi Delta Kappan, v66 n4 p288-89 Dec. The author believes a cold war ideology permeates our culture and poisons the minds of youth. The challenge to education is to awaken people to a historical and global perspective and raise public consciousness of the necessity for peace. (MD)…
(1998). Telling My Story. Zip Lines: The Voice for Adventure Education, n35 p49-50 Spr. Experiential education provides a safe environment for the sharing of personal stories that promote understanding of diversity and commonalities. Describes the Play for Peace program to promote understanding by facilitating the play and sharing of children of conflicting cultures. (SAS)…
(1997). Teaching Peace through Gardening. Clearing, n99 p17-19 Nov-Dec. Calls for an expanded role of organic gardening in environmental education. Describes a successful program called Teaching Peace through Gardening at the Seattle Tilth Children's Garden. This program advocates establishing an environment that promotes a sense of ownership, safety, community, and nurturing. (AIM)…
(2007). Education and Instability: Avoiding the Policy-Practice Gap in an Emerging Field. Research in Comparative and International Education, v2 n3 p242?251. The imperative to provide education for communities affected by man-made or natural disaster has been strongly articulated. Since the mid 1990s, a growing body of literature and research has emerged in the fledgling field of "education and instability"; however, there is still a pressing need for high-quality, applicable research. The article argues that a scholarly attention to the insights and questions of "education and instability" that privileges practitioner involvement may deepen and add rigour to existing insights. Such research may also raise questions and create critical discussion concerning assumptions about conflict, emergency, aid, policy, participation and service provision, and other issues in education and instability. A budding scholarly community at the University of Oxford is the Conflict and Education Research Group (CERG), comprising researchers who have practical experience of working with development agencies and in crisis situations. The… [Direct]
(1984). Other News Items. International Understanding at School, n46-47 p44-49 1983-84. Examples of how various countries participating in the Associated Schools Project are using an interdisciplinary approach to international education are provided. Also describes activities of schools around the world participating in the Associated Schools Project aimed at improving international peace and understanding. (RM)…
(1986). The Role of the Foundations Scholar with Respect to Three Critical Issues (AESA Presidential Address-1985). Educational Studies, v17 n2 p171-83 Sum. Focuses on three critical issues that distinguish the foundations scholar: (1) race relations in the United States; (2) nuclear arms situation and world peace; and (3) duty of dissent. Discusses their implications for teacher education and the commitment of the foundations scholar. (TRS)…
(1983). Extending Horizons: International Education in Canada. History and Social Science Teacher, v19 n1 p33-37 Oct. In a 1974 Resolution of the General Council of UNESCO, Canada reaffirmed its commitment to UNESCO principles and agreed to try to realize them through education. Discussed is whether or not Canada is complying with this resolution on international education, aimed at enhancing international understanding, peace, human rights, and freedoms. (RM)…
(2010). Early Childhoods in a Changing World. Trentham Books Ltd This book challenges taken for granted views of early childhood across the globe. It deepens and broadens our understanding of what it means to be a child today and of the challenges children face in different parts of the world. It will be essential reading for all who work with young children or are students of early years education and professional care. The authors examine the effects of changes in family circumstances and of poverty, rural and social isolation and trauma on young children's lives, and consider also how new technologies are changing policy in education. The contributors come from the UK, USA, Eastern and Western Europe, Australia and two African countries. Each reflects on the nature of childhood from their personal perspective, illustrating their theme with case studies. Questions are posed to encourage readers to relate the issues to their own environment. The contributors include Jennifer Bowes, Stig Brostrom, Eileen Carmichael, Philomena Donnelly, Joanna… [Direct]
(1978). P.E.A.C.E. (Project in Environmental Action/Community Education). This research project on environmental education was designed to implement and evaluate a community action curriculum development model concerned with the preservation and enhancement of environmental quality and ecological balance within an urban area. It sought, furthermore, to involve students, teachers, parents, community representatives, school administrators, public school curriculum specialists, and university personnel in all stages of the project. Each of the objectives of the project, and its realization, is discussed in detail. The four objectives are: (1) Implementation and evaluation of a developmental curriculum model used to generate effective urban environmental curricula; (2) implementation, revision, and evaluation of the environmental leadership and inservice teacher education modules; (3) implementation, revision, and evaluation of the eight instructional modules; and (4) dissemination of the research findings and recommendations and the revised curricula and…
(1983). A Study Trip to Unesco and to Certain French Schools Belonging to the Unesco Associated Schools Network. International Understanding at School, v45 p21-22. The study trip made by the author to the Education for International Co-operation and Peace Section of Unesco and to nursery, elementary, and secondary French schools belonging to Unesco's Associated Schools network is described. Impressions regarding the network are related. (RM)…
(1968). PROJECT PEACE PIPE, INDIAN YOUTH PRE-TRAINED FOR PEACE CORPS DUTY. IN A COOPERATIVE PROJECT WITH THE PEACE CORPS, THE OKLAHOMANS FOR INDIAN OPPORTUNITY (OIO) ORGANIZATION TRAINED A GROUP OF AMERICAN INDIAN YOUNG PEOPLE DURING THE SUMMER OF 1967 FOR SERVICE IN LATIN AMERICA. THE MAJOR HYPOTHESIS UNDER WHICH OIO PLANNED THE TRAINING PROGRAM WAS THAT INDIAN YOUNGSTERS, BECAUSE OF THEIR LACK OF SELF-CONFIDENCE, FELT THEY HAD LITTLE TO CONTRIBUTE TO PERSONS OVERSEAS. AS A RESULT OF THIS HYPOTHESIS, A THREE-PART CURRICULUM WAS DEVELOPED AND IMPLEMENTED FOR THEIR TRAINING, CONSISTING OF SPANISH LANGUAGE SKILLS, COMMUNICATION SKILLS, AND ATTITUDINAL TRAINING. OTHER FEATURES OF THE PROGRAM INCLUDED–(1) A REGULAR PEACE CORPS ASSESSMENT PROCESS (FOR THE TRAINEES), CONDUCTED BY TWO PSYCHOLOGISTS, (2) A CULTURAL ENRICHMENT PROGRAM, AND (3) A SERIES OF SOCIAL ACTIVITIES. IN CONCLUSION, IT WOULD APPEAR THAT PEACE CORPS SERVICE DOES HAVE APPEAL FOR MEMBERS OF MINORITY GROUPS. HOWEVER, REACHING PERSONS WHO ARE CLOSELY IDENTIFIED WITH THESE GROUPS AND WHO ARE… [PDF]
(1982). European Meeting of Associated School Representatives. Mauerbach/Vienna (Austria): 10-13 May 1982. International Understanding at School, n44 p7-8. A meeting held in Mauerbach, Austria, from May 10-13, 1982, to consider the role of the Associated Schools in implementing the recommendations concerning education for international understanding and peace adopted by the general conference held in Chad earlier that year is described. (RM)…
(1996). Conflict and Peace Research: South African Realities and Challenges. This report resulted from a national workshop held September 5-6, 1995, near Johannesburg, South Africa. The theme of the workshop, "Reflections on Conflict and Peace," was chosen to echo the nature and purpose of the workshop. The major papers presented include: (1) "Conflict and Peace Research Methodology" (Louise Nieuwmeijer); (2) "Research Capacity Building among Practitioners" (Jannie Malan); (3) "Forging a New Bureaucracy: Guidelines for Research on Conflict Resolution" (Fanie Cloete); (4) "African Methods of Resolving Disputes" (Jannie Malan); (5) "Mediation of Family Conflict" (Hugo van der Merwe); (6) "Resolving Conflict in Communities in South Africa" (Gavin Bradshaw); (7) "Violence and Conflict" (Jabulani Mabasu); (8) "A New Approach to National and Regional Security" (Laurie Nathan); (9) "Security and Peace" (Mark Shaw); (10) "The South African Police Service in… [PDF]
(1989). Looking at Ourselves Looking at Each Other. Educational Leadership, v46 n4 p80-83 Dec-Jan 1988-89. Using U.S. and Soviet political cartoons over the past century, this article argues that lasting peace is a more likely byproduct of education than of politics and conformity-instilling propaganda. The key is our ability and willingness to examine our perceptions and those of others. (MLH)…
(2007). Children's Right to Be Educated for Tolerance: Minority Rights and Inclusion. Education and the Law, v19 n1 p59-70 Mar. States do not make a genuine commitment to peace where children's right to be educated for tolerance is denied. Education for tolerance is considered a central aim of education, as set out in Article 29 of the \Convention on the Rights of the Child\ (CRC). Hence, states are obliged under the convention to create conditions conducive to such an education. Such conditions undoubtedly include providing an opportunity in an educational setting for some level of interaction between children of different backgrounds (while still maintaining whatever educational programmes are deemed necessary for the preservation of the culture of various minority groups). To eliminate the opportunity for any level of educational integration between children from the dominant group and from various national minority groups or other identifiable groups (such as disabled and non-disabled children, citizen and immigrant or child refugee groups) is to infringe upon children's fundamental human right to free… [Direct]