(2006). The International Race over the Patronage of the South: Comparative and International Education in Eastern Europe and the United States. Current Issues in Comparative Education, v8 n2 p84-94 Apr. The authors contend that the impact of the Cold War on multilateral organizations (especially UNESCO) as well as on the academic programs in Comparative and International Education or Development Studies in Education has been largely understudied. Both world-systems (USA and its allies, Soviet Union and its allies) laid claim on the project of world peace that UNESCO was meant to pursue. Furthermore, the boom in area, language and development studies in the 1960s was closely associated with the international race between the two world-systems over the patronage of those postcolonial countries that were viewed as "non-aligned" or neutralist. The salutary effects upon education policy in the United States are described, along with the portrayal of education as an inferior aspect of the capitalist system, behind the "iron curtain." The authors note the new research field of post-Cold War studies that emerged in U.S. academe over the past decade, and find that such… [PDF]
(1987). The World = Le Monde. This publication provides a directory of useful resources for educators on specific topics and countries pertaining to development issues. It includes publications, slide-shows, kits, games, descriptions of each resource, photographs, and small maps of 22 countries. The materials are presented in French and English and are organized into four sections on (1) regions, (2) subjects, (3) sources, and (4) resource centers. The subjects include food, apartheid, development, education, disarmament, human rights, environment, hunger, geography, health, militarism, multinationalism, peace, and technology. Ordering information is provided. Maps and pictures are included. (NL)…
(2004). Building a Civic Culture Post-Conflict. London Review of Education, v2 n3 p229-244 Nov. This paper examines the role of education in (re)constructing civil society in societies emerging from conflict or violence. After examining the nature of civil society and its importance for democracy and peace, the paper looks at three areas: legal education (including human rights education); information, media and the public space; and citizenship education (exploring nationalism, democracy and accountability). It aims to dispel any romanticised mythology about the possibilities of civic regeneration, particularly if this means returning to a nationalistic, exclusionary or heroic past. The \new normality\ should be active citizens who will challenge social injustice, corruption or aggression; this is argued to apply to countries who are the instigators of international conflict as well as those traditionally labelled conflict or post conflict…. [Direct]
(2002). The Voice of THIMUN Youth: Action Papers of the Annual Session (2nd, The Hague, Netherlands, January 27-February 1, 2002). These Action Papers of seven committees of The Hague International Model United Nations (THIMUN) Youth Assembly represent the efforts of young people, who have been given the opportunity to voice their personal opinions on issues permanently on the international agenda. The Committee on Education and Employment analyzes improving quality of education; economic challenges; value of education; problems of women in society; innovative thinking and talent realization; experience and mechanisms for approaching the labor market; and social problems. The Committee on Sustainable Development and Agenda 21 focuses on informal and formal education through media, product labelling, and nongovernmental organizations and on pros and cons of economic incentives for promotion of sustainable development through youth involvement in the economy. It sets out practical steps for youth empowerment in issues of sustainable development. The Committee on Health and Social Development of Youth looks at… [PDF]
(2000). In the Global Classroom: Book 2. Global education is a relatively new term in the education world. It brings together two strands of educational thinking: worldmindedness and child-centeredness. This document offers strategies for implementing global education into the curriculum by considering its infusion and integration. Activities presented in the book offer ideas and strategies for providing a participatory learning environment in the global classroom and focuses on different goals such as building self-esteem, encouraging students to exchange personal information, and contributing to the learning process. Chapters include: (1) \A Friendly Classroom for a Small Planet\; (2) \Peace\; (3) \Rights and Responsibilities\; (4) \Equity\; (5) \Economics, Development, and Global Justice\; (6) \Citizenship\; and (7)\Mass Media.\ (YDS)…
(1984). Moroccan Arabic Technical Lessons for Rehab./Special Ed. The instructional materials in Moroccan Arabic are designed to meet the language needs of Peace Corps volunteers working in rehabilitation and special education in Morocco. The lessons are almost entirely in Arabic, and include vocabulary lists with both technical and everyday language pertaining to disabilities. Lesson topics include singing, the classroom, playing ball games, listening to music, discussing physical needs, playtime, art, the handicapped in Morocco, the beach, social situations, behavior change, children's growth, and the blind in Morocco. Lessons include text, vocabulary, questions for discussion, and proverbs. (MSE)… [PDF]
(1995). Education for Action. Undergraduate and Graduate Programs That Focus on Social Change. Expanded Third Edition. This book provides a comprehensive guide to graduate and undergraduate programs focusing on social change that are recommended by Food First, a non-profit research and education center with a mission of empowering citizens to address the root causes of hunger, poverty, and environmental decline. Listings provide the name and address of the institution; degrees offered; telephone, fax, and electronic mail information; a brief description of the programs offered; courses; key faculty; and admissions information. Listings include programs in agriculture, anthropology, area studies, development/international relations, economics, education, environment, ethnic studies, geography, history, human rights, law, peace studies, political science, public health/nutrition, sociology, urban planning, and women's studies. (MDM)…
(1988). Conflicting Concepts and Values in Education. This paper discusses the incongruity among education's multiplicity of conflicting actors, theories, and values that affect curriculum decision-making. This discussion is divided into three major concerns: sociopolitical, professional, and student. Sociopolitical concerns include the impact of peace, war, human sexuality, environment, work and leisure time, multicultural relations, and economic class relationships on education. Professional concerns involve the dilemmas of curriculum reform, teaching methods, organizational management, decision-making, educational governance, and school-community relations. Student concerns encompass core curriculum relevancy, human capital investment, career choices and counseling, and labor market entry prognostics. That educational policymakers consider the above concerns when making decisions comprises the conclusion of this treatise. (JAM)… [PDF]
(1968). The Right to Education from Proclamation to Achievement 1948-1968. The aim of this booklet is to describe and explain efforts over the past twenty years for the right to education in the world's nations. The theme focuses upon an attempt to actualize the ideals in the Universal Declaration of Human Rights which concern and affect universal education in developing as well as developed countries. Eleven chapters briefly deal with the world trend toward building schools; the right to education in the context of the Universal Declaration of Human Rights; consequences resulting from the right to education; education in regard to quantity and quality; battle against illiteracy; need for continuous education in all countries; education for international understanding to hopefully ensure peace; resistance to educational change from the educational system and the family; educational planning; and the need for international cooperation. (Author/SJM)… [PDF]
(1980). International Meeting of Experts on the Evaluation and Development of the Associated Schools Project on Education for International Co-operation and Peace (UNESCO House, Paris, September 8-12, 1980). Final Report. Ways and means are suggested by educational experts from 17 UNESCO member states for developing the Associated Schools Project in Education for International Cooperation and Peace. Launched in 1953, the project was intended to sensitize teachers and students to the need for peace and respect for human rights and to prepare them to accomplish tasks aimed toward these objectives including preparing instructional materials and carrying out community-oriented activities. Although the project has grown considerably since its inception (it is now a network of 1,400 schools in over 70 countries) and has been successful in many of its endeavors, the experts noted a number of problems in the areas of diffusing and generalizing individual project activities, counteracting negative effects of extra-educational influences such as the media, and in sustaining active teacher participation. To counteract problems and to further develop the Associated Schools Project, the experts offered some…
(1981). Class, Culture, and the Classroom: The Student Peace Movement of the 1930s. The origins of the student movement of the 1930s are discussed, with attention to internal dynamics and reactions to external events, and the impact on student attitudes today. After providing a background of the antiwar movement, individual university revolts and strikes are considered. An explanation is offered concerning students' thoughts and fears about the Spanish Civil War and their concern about America's own movement toward World War II. Additionally, the woman's role in the peace movement and the alternative it offered to the traditional collegiate male code of conduct are considered. Additional topics include: the influence on the movement of Marxism, religion, progressivism, and the revisionist view of the Great War; the relationship between government and education and attitudes toward academic freedom; and the development of a new kind of American student, who was to become a model (both positive and negative) for student activists of a later generation. It is noted…
(1997). Free the Children! Conflict Education for Strong and Peaceful Minds. Conflict Resolution Skills for Pre-K through Grade 12. Noting that teaching conflict education is not something that can be done in a set of isolated lessons in a curriculum program, this book discusses a comprehensive, developmentally appropriate approach to conflict education. The book is organized into two parts. The first part explains the basic underlying philosophy proposed in the book, and the second part discusses conflict education for specific age groups. Part One, "Conflict Education: The Process," contains one chapter: "The Five Essential Components of a Conflict Education Program." These components are modeling, relationships, conditioning, empowerment, and skills. Part Two, "Conflict Education for Different Ages," contains six chapters. Each chapter in this section discusses cognitive and moral development and offers practical approaches and techniques for dealing with conflict. In addition to these topics, each chapter addresses age-specific concerns. Chapter 2, "The…
(2007). "The Promising Half". Chronicle of Higher Education, v53 n19 pA36 Jan. This article describes the hardships of rural life encountered and witnessed by the students at the Ahfad University for Women as they participate in the university's Rural Extension Program which is required of all fourth-year students. The program involves traveling in groups to impoverished communities across Sudan to share their knowledge, with local people, and experience firsthand the hard ships rural citizens endure. In a country marred by deeply rooted, interlocking wars and tightly controlled by an authoritarian, Islamic-fundamentalist government, the university, with its unique mission of educating women to respond to the needs of society, as well as confront societal boundaries, has paradoxically flourished. Ahfad was established as an elementary school in 1907 by a broad-minded soldier-turned-merchant named Sheikh Babiker Badri, who wanted to educate his 13 daughters at a time when most considered the idea deeply shameful. The institution has pioneered women's education… [Direct]
(1982). Education for International Understanding. Report of Regional Seminar on the Development of Unesco Associated Schools Project in Asia and the Pacific (Seoul, Republic of Korea, October 27-31, 1981). This report on an Asian Regional Seminar is presented in two parts. In part one, a review of the reports of the countries participating in the seminar shows that there is continuity in adherence to the objectives of the Unesco Associated Schools Project set forth in 1953, which were: (1) to increase knowledge of world problems and global cooperation, (2) to develop international understanding through the study of other cultures, (3) to increase knowledge and observe the principles of human rights, and (4) to appreciate the workings of the United Nations system in trying to achieve universal peace, friendship, and progress. A summary of the seminar discussion, a synthesis of difficulties, problems, and issues, and recommendations are presented. The country reports in part two illustrate variance in approaches to education for international understanding and human rights and obstacles inherent in the realities of global politics and nationalism. Country reports for Bangladesh,…
(2007). How Community Colleges Can Work for World Peace. Chronicle of Higher Education, v54 n9 pB30 Oct. The important contributions that community colleges make to American society are well known and documented, but many people may not be aware of the huge influence that community colleges are having overseas. The U.S. model of the two-year college with a vocational emphasis is being exported, and foreign institutions that focus on career education in health care, law enforcement, business, and other fields are benefiting. Community-college programs are dealing with critical social and business needs overseas, broadening cultural awareness and increasing global collaboration. The writer advocates that community colleges, with their diverse populations, are well-suited to develop innovative teaching approaches that would be highly effective abroad. Challenges identified by Smith for improving conditions in conflict-ridden societies include: (1) Need for community-college governing boards to take on this task as part of their missions; (2) Identification of funding sources; and (3)… [Direct]