(1982). Special Education in the Americas: Contrasts, Needs, and Possible Solutions. The author describes differences in the number and quality of special education programs available in Latin America and suggests directions for improved delivery of special education services. The relatively high level of services provided in Costa Rica are contrasted with the minimal services available in Honduras. The training-based model in which generic educational specialists provide inservice training to teachers is suggested to increase the number of trained personnel. Linkages between ministries of education and teacher training institutions are also encouraged. Latin American activities in special education of organizations such as the Council for Exceptional Children, the Partners of the Americas, and the Peace Corps are noted. (DB)…
(2007). Can a Catholic College Exist Today?: Challenges to Religious Identity in the Midst of Pluralism. New England Journal of Higher Education, v22 n2 p17-18 Fall. One of the most significant and important challenges facing any president of a Catholic college or university is maintaining and enhancing the religious identity and mission of the institution in the midst of the pluralism that exists on every Catholic campus in the United States. Catholic colleges and universities are at an important crossroad, a place where they have never been before. The shape of Catholic higher education is a picture that is being painted, in part by the different ways in which institutions of Catholic higher education express their Catholicity. Some express it with a progressive approach focusing on service and issues of peace and justice, others with a traditional approach focusing on reviving the Catholic intellectual tradition. Is one form of expression better than another? This is essentially a subjective question. But this expression of Catholic identity should be based in honesty. If an institution claims to be Catholic, then it should be so in more than… [PDF] [Direct]
(2012). The Senesh Fellows. Journal of Peace Education, v9 n2 p139-150. Dr Elise Boulding served for five years as the Director of the International Peace Research Association Foundation. During that time, she worked tirelessly to promote peace research. One of the projects she was most instrumental in starting was the Senesh Fellowship. The Senesh Fellowship Program was begun in 1990 with a generous donation from Dr Larry Senesh in honor of his wife, Dorothy Marchus Senesh, a life-long peace activist. This fund provides a biennial fellowship awarded to a woman from the developing world for studies in the fields of peace and development. Dr Boulding headed the selection committee for this Fellowship for many years. During her tenure on the committee, she had the opportunity to use this Fellowship to promote and highlight the role of women in peace research and to highlight their many academic accomplishments. In this issue honoring Dr Boulding, the continuation of the Senesh Fellowship is just one more way in which the mark that Dr Boulding left on the… [Direct]
(2012). The Role of TESOL in Educating for Peace. Journal of Peace Education, v9 n1 p17-30. As communication specialists, teaching English to speakers of other languages (TESOL) professionals should be at the forefront of promoting peaceful interaction. Yet, at present they only play a peripheral role in educating for peace. The present article investigates the interplay between English, as expressed in terms of being a global language, and the social responsibility of TESOL teachers. It will focus on the ways in which TESOL teachers can engage with, and contribute to, the establishment of sustainable peaceful communities. The current teaching paradigm, in which communicative language teaching and content-based approaches are dominant, offers TESOL teachers the possibility to engage learners with issues surrounding peace and the creation of a peaceful future. However, teachers should not only provide learners with the opportunity to consider, understand, and appreciate global issues and peace-related content, but should also provide them with the necessary skills to address… [Direct]
(2012). Schools Together: Enhancing the Citizenship Curriculum through a Non-Formal Education Programme. Journal of Peace Education, v9 n1 p31-48. In divided societies education for diversity, often introduced via the combined approaches of civic education, citizenship education and community-relations activity, is advocated as a core element of the school curriculum. Its delivery, through formal and non-formal educational approaches, has been routinely recognised as an opportunity for interactive learning, offering intellectual, social and emotional advantages to all involved. From its roots in the non-formal youth sector, the work of the Spirit of Enniskillen (SOE) Trust now encompasses formal partnerships with schools through a "dealing with difference together" programme involving groups of sixth-form students (17-18 years) in a programme for citizenship education as a complementary and/or supplementary option to the subject area of Local and Global Citizenship. Based on a developmental evaluation of the "Schools Together" programme, this paper presents a case study of a collaborative schools-based… [Direct]
(2012). Are We Preaching to the Converted? The Role of Motivation in Understanding the Contribution of Intergroup Encounters. Journal of Peace Education, v9 n3 p249-263. The role of motivation to participate in peace encounters was examined against the popular claim that such programs mainly benefit those who already espouse peace-movement ideas. The self-determination theory served as the theoretical framework for the study. Jewish and Arab high-school students (N = 330) were randomly assigned to research and control groups based on their motivation to participate in peace encounters. The findings revealed that those who benefited most and whose social relationships were significantly enhanced by participation in the program were participants who were extrinsically motivated. Those who were amotivated gained nothing but did not deteriorate, whereas their counterparts in the control group deteriorated. Those who were intrinsically motivated did not gain much from their participation but did not deteriorate, even without the encounters (in the control group). Theoretical and pedagogical implications of the findings are discussed. (Contains 3 tables… [Direct]
(2012). The Nuclear Disarmament Movement: Politics, Potential, and Strategy. Journal of Peace Education, v9 n3 p225-247. Nuclear disarmament is a global ambition and requires collaboration, but who is collaborating, and what are their roles? This paper discusses the role of the American people in the path towards zero. Scholars have discussed at length the historical lessons of the global disarmament movement, and activists have worked to rekindle the movement after its doldrums in the 1990s. But the movement's forward-looking strategy, in terms of its overarching role, deserves–and perhaps needs–more analytical clarity than it has received. My aim is to provide an overview that sheds light on the disarmament movement's function and direction. More specifically, I argue that the disarmament movement can have a significant impact on nuclear-weapons policy in the USA, and to that end, I provide strategic recommendations for anti-nuclear-weapon organizations to help activate the public. My analysis is both predictive (about the potential success of the disarmament movement in affecting policy) and… [Direct]
(1991). Global Education Entry Points into the Curriculum: A Guide for Teacher – Librarians. This information packet is useful to teacher-librarians and teachers who would like to integrate global education concepts into existing curricula. The techniques outlined in this document provide strategies for implementing global education integration. The central ideas of the global education package include: (1) interrelatedness; (2) peace; (3) global community; (4) cooperation; (5) distribution and sustainable development; (6) multicultural understanding; (7) human rights; (8) stewardship; (9) empowerment; and (10) social justice. Throughout the packet, ideas are offered for inclusion of global perspectives in language arts, science, mathematics, and social studies. Recommendations are included for purchases of resource materials and cross reference charts for concepts across grades and curriculum areas. (EH)… [PDF]
(1978). Jobs – Careers: Serving Children and Youth. This book, a collection of job descriptions and career options, is designed to help persons who want to work with children and youth make education and career decisions. Descriptions are listed under sections reflecting the amount of education and/or experience needed for the job. The ten sections range from no formal education needed through doctorate degree. Each listing describes the employer, requirements, duties and salary. In addition, sections on state, federal, and regional government positions and Action program (Peace Corps and VISTA) positions are included. Appendices include a list of organizations that are sources of career information and a glossary of terms. (SB)…
(1977). ACTION. 1977 Annual Report. In this report are described projects and activities undertaken by ACTION's volunteer programs in 1977. The first section concentrates on reviews conducted, including a major review of ACTION's domestic volunteer programs and the management systems supporting them and an assessment of its programs using the Zero-Base Budget approach called for by President Carter. Peace Corps activities are then reviewed for these regions: North Africa, Near East Asia, the Pacific; Latin America, and Africa. Charts summarize (1) basic human needs of the host countries and the number of volunteers serving them, (2) volunteers serving in all host countries from 1962-77, (3) education and age profile of volunteers and trainees, and (4) Peace Corps budget. A section on domestic volunteer programs describes activities of VISTA, University Year for ACTION, Youth Challenge Program, National Student Volunteer Program, and Older Americans Volunteer Programs. Activities of support offices are then overviewed…. [PDF]
(1996). Zones of Peace. Coordinators' Notebook: An International Resource for Early Childhood Development, n19. Children affected by armed violence face a specific set of stressors and challenges which calls for appropriate programming. This Coordinator's Notebook focuses on how to work with children affected by organized violence in order to provide them the best possible early childhood experiences. It is divided into five sections. "Children as Zones of Peace" (Judith L. Evans) discusses organized violence in the form civil and ethnic strife and political oppression, and its effects on children: displacement, unaccompanied children, refugee camps, psychological trauma. It then discusses developing appropriate interventions, principles for working with children affected by organized violence, early childhood programming guidelines, specific activities for and with young children, and looking toward the future. "Resolving Conflicts and Making Peace" (Ellen M. Ilfeld) discusses basic skills for young children, conflict resolution and peacemaking, and the environment and… [PDF]
(2004). Target: Disarmament Education. Journal of Peace Education, v1 n1 p37-57 Mar. Departing from UNESCO disarmament education guidelines, a conceptual framework is presented in which disarmament is seen in relation to the overall question of peace, which also includes problems of development and human rights. The need for disarmament is based on arguments related not only to disarmament \per se\, but also to the need for development and the realization of human rights. As a consequence, the violence and causes of militarism are seen not only in the perspective of direct violence, but also in the perspective of structural violence. Thus, the violence and causes of militarism include the problems of development and human rights at all levels. In addition to these two components, it is argued that the need for disarmament must also be determined in relation to its opposite, namely visions of disarmament and the transformation process at all levels towards such visions. Thus, the substance to be dealt with in disarmament education needs to be related to all of these… [Direct]
(1994). A Guide to Classical Liberal Scholarship. Revised Edition. This booklet introduces students to a wide range of works of classical liberal scholarship. The works described can be used in researching term papers, theses, and dissertations; each book and article provides valuable insights and information that can make the difference between an "A" and a "B" paper. The tradition of classical liberalism reflects the thought of individuals who value peace, individual liberty and freedom of thought, speech, and action. This annotated bibliography provides a brief introduction to works with the following divisions: (1) "The Heritage of Classical Liberalism"; (2) "History"; (3) "Economics"; (4) "Philosophy and Social Theory"; (5) "Property Rights"; and (6) "Selected Issues" (which include: the environment, urban issues; race and ethnic conflict; international trade and relations; poverty and self-help; economic development; social analysis; cartels–business and labor;… [PDF]
(1983). NCSS Peace Studies Project: An Interim Report. This preliminary report of a National Council for the Social Studies (NCSS) project briefly assesses teaching materials related to peace and nuclear warfare. Covering elementary, secondary, and higher education, the materials discussed present a variety of activities, decision-making approaches, and analytical assessments of policies of many countries. Topics include crucial decisions of the nuclear age, history of weaponry, and imagining alternative futures. In addition to the specific curricula mentioned, four general resource guides published by national organizations are noted. Finally, several sources are listed which concentrate on the USSR and the Cold War. (KC)…
(2000). CNN Newsroom Classroom Guides, October 2000. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of October 2000, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Top stories include: Chinese authorities detain Falun Gong protesters on Tiananmen Square and Pope John Paul II angers China by canonizing Chinese martyrs, U.S. presidential candidates prepare for the first presidential debate, U.S. presidential candidates debate education issues, Danville, Kentucky prepares for the first U.S. vice presidential debate, and Yugoslav protesters seize parliament (October 2-6); Yugoslavian president Vojislav Kostunica takes office, recent clashes between Arabs and Israelis concern neighboring Arab states, North Korea observes 55 years of communism with celebrations, Al Gore and George W. Bush meet in the second presidential debate, and Violence in the Mideast and an attack on a U.S. ship in Yemen…