(1996). A Resource Guide To Teaching about Africa. ERIC Resource Guide. People from African countries who visit the United States often are stunned by how little people know about African countries. Africa is a large continent more than 3 times the size of the continental United States, and it contains over 50 independent countries. One out of every three member states in the United Nations is an African country. One out of every 10 people in the world lives on the African continent. Increasingly, the United States has economic, political, and organizational ties to African countries. This ERIC Resource Guide provides suggestions and resources for teaching and learning about Africa. The lesson strategies cover confronting African myths and stereotypes; avoiding faulty generalizations; presenting a balanced view; limiting the scope of African study; and avoiding outdated materials. Methods for integrating the study of Africa into elementary and secondary school curricula through the disciplines of social studies (extends to United States history,… [PDF]
(2000). Voices of Change: Women's Experiences at Lake Forest College, 1955-1975. This study examines the experiences of women at Lake Forest College, Illinois, from 1955-75 through questionnaires sent to women alumni and present and past faculty and staff requesting information on demographics, academic/extracurricular activities, campus life, social and political change, career expectations, and attitudes. Chapter 1 sketches the general history of Lake Forest College. Chapter 2 describes the years from 1955-65, a generally very conservative period with rules governing many aspects of women's lives. Things began to change at the end of this period, as the campus reacted to the Cuban Missile Crisis, President Kennedy's assassination, the gathering momentum of the civil rights movement, enrollment of liberal students from the East, and the Vietnam War. Chapter 3 examines the years between 1965-75, a key period during which the campus experienced drastic changes sparked by national movements. The civil rights movement expanded, the Vietnam War escalated, the peace… [PDF]
(2004). From Equality of Opportunity to Equality of Treatment as a Value-Based Concern in Education. Perspectives in Education, v22 n3 p55-64 Sep. The article argues that concepts, such as equality and values, are caught up in the quagmire of contestations about meanings and their use within educational contexts. The author argues that all concepts that describe an essential element of being human should therefore firstly be understood in terms of this relation to other concepts, and secondly, within the context of society where each collective part of society imparts its own unique meaning to the concept. In analysing values and equality the author indicates that values are first and foremost personal cognitive and affectively laden constructs that could be shared by the collective, but do not of necessity overlap completely with those of other members of the collective. This raises the questions: whose values should be included in education and how should they be taught? Equality cannot be taken to mean \identical\, but at best a \tertium comparationis\, for equality is \shared humanity\. Analysing the three possible outcomes… [Direct]
(1992). Quality Assurance in Higher Education. Proceedings of an International Conference (Hong Kong, 1991). This conference proceedings presents 17 papers which examine quality assurance and evaluation in higher education, including methodologies, procedures, and ideas from various nations. The papers include: (1) "Quality Assurance in Higher Education" (Malcolm Frazer); (2) "Academic Standards Panels in Australia" (Kwong Lee Dow); (3) "The French Comite National d'Evaluation" (Andre Staropoli); (4) "The German Experience" (Edgar Frackmann); (5) "The Hong Kong Initiative" (Allan Sensicle); (6) "Towards an Indian Accreditation System" (Ashoka Chandra); (7) "The Netherlands: The Inspectorate Perspective" (Jan Kalkwijk); (8) "External Quality Assessment, Servant of Two Masters? The Netherlands University Perspective" (Ton Vroeijenstijn); (9) "Evaluation Criteria and Evaluation Systems: Reflections on Development in Sweden and Some Other OECD Countries" (Marianne Bauer); (10) "The UK Academic Audit…
(2001). Life Skills Manual = Les Practiques d'une Vie Saine = Mwongozo wa Stadi za Maisha. The Peace Corps Information Collection and Exchange makes available its information resources to other organizations. This document, made available in English, French, and Swahili, is one such resource. The focus of this document is a comprehensive behavior change approach that concentrates on the development of skills needed for life, such as communication, decision-making, thinking, managing emotions, assertiveness, self-esteem building, resisting peer pressure, and relationship skills. The Life Skills approach is completely interactive, using role plays, games, puzzles, group discussions, and a variety of other innovative teaching techniques to keep the participant wholly involved in the sessions. Teachers, health workers, and community leaders have been able to adapt this model to meet different needs, and suggestions are provided on how to adapt the Life Skills approach to many different contexts. This Manual was compiled and adapted from materials created by: The World Health…
(2005). "White", "Ethnic" and "Indigenous": Pre-Service Teachers Reflect on Discourses of Ethnicity in Australian Culture. Policy Futures in Education, v3 n4 p340-358. A cornerstone of the author's pedagogy as a teacher educator is to help students analyse how their culture and socialisation influence their role as teachers. In this article she shares the reflections of her Australian students on their culture. As part of their coursework in an elective subject, "Cultural Diversity and Education", students reflect on and address questions of how they have been socialised to regard Anglo-Australian, Indigenous and non-British migrant cultures in their society. Some recall that their early conditioning cultivated a deep fear of Aborigines, and a tokenistic understanding of ethnicity. Others talk of their confusion between the pulls of assimilation into mainstream "whiteness" and of maintaining a minority identity. This, combined with an often Anglocentric education, has left them with a problematic foundation with regard to becoming teachers who can overcome prejudice and discrimination in the classroom and the curriculum. This… [Direct]
(2006). A Visit to a Montessori Elementary Class in Israel. Montessori Life: A Publication of the American Montessori Society, v18 n4 p26-28. The author of this article describes her week observing a Montessori class in the Adam Vesviva School at Kibbutz Ga'ash, located on the outskirts of Tel Aviv. The headmaster of the school, Yariv Ya'ari, had previously been associated with Democratic Schools, an alternate to the public educational system, whose philosophy was established at Adam Vesviva. This approach has at its center respect, independence and child-centered learning. The article relates how impressed she was by the independence and mutual respect of the children and the wonderful cooperation among the faculty. She found the headmaster to be an excellent role model and advocate for Montessori education. Children and seniors enjoyed their meals together in the kibbutz dining hall in a wonderful example of intergenerational socialization and cooperation. The elementary room resembles any class in the United States, except that all the work done at Adam Vesviva is in Hebrew. Seeing a well-designed fort built by two… [Direct]
(2006). A View of Children in a Global Age: Concerning the Convention of Children's Rights. Educational Studies in Japan: International Yearbook, n1 p91-99 Dec. After the establishment of the Convention of the Rights of the Child, the implementation of the Convention became the obligation of the government of each country and the responsibility of every society. However, in reality, many infringements on the rights of children, both visible and invisible, exist not only due to starvation, insecurity and warfare in developing countries, but also as a result of poverty in many of highly developed countries. In this paper I will first discuss the state of children in the world briefly according to UNICEF reports, and then the situation of children in Japan according to NGO's and Citizens' reports. Secondly, I would like to comment on the development of the ideas of "discovery of childhood", and children's rights from modern age to the Convention. Thirdly, I will construct the contents of the rights of children in the global age, reconsidering the relationship between human rights, children's rights and children's human rights. A Child… [PDF] [Direct]
(2020). Addressing Violence in Education: From Policy to Practice. Prospects: Quarterly Review of Comparative Education, v48 n1-2 p23-38 Jan. This article explores the relationship between violence and education. It does this by referring to some of the literature in critical pedagogy that investigates how the structure and outcome of education as a social force can be violent in a number of ways. Having discussed how schools are violent in modes that are symbolic, structural, and physical, the article concludes with some of the pathways that twenty-first-century education could be taking to ensure that schools help build the foundation for as peaceful and as inclusive a world as possible…. [Direct]
(2009). The Importance of Place for Learning about Peace: Residential Summer Camps as Transformative Thinking Spaces. Journal of Peace Education, v6 n2 p225-245 Sep. Do camps provide a particular kind of thinking space where learning that lasts is facilitated? The argument is built around the concept of transformative learning that involves understanding who we are or wish to be and how we grow accordingly. The nature of such learning is explored through its conceptual relationship with changes in attitudes and values, and through the particular kinds of learning opportunities that camps offer as youth-centred thinking spaces found in the \grey zones\ of mainstream institutions that may facilitate such changes. The discussion is extended with a brief presentation of ongoing research designed to explore the nature of peace-related learning that may be occurring at the Concordia Language Villages–a programme focused on facilitating responsible global citizenship through language and cultural immersion. (Contains 1 table, 1 figure, and 1 note.)… [Direct]
(2022). Mobile Arts for Peace (MAP): Creating Art-Based Communication Structures between Young People and Policy-Makers from Local to National Levels. Research in Drama Education, v27 n3 p304-321. This article will provide an overview of how the Arts and Humanities Research Council (AHRC) Global Challenges Research Fund (GCRF) project Mobile Arts for Peace (MAP) has attempted to explore the use of interdisciplinary art-based practices for peacebuilding in Rwanda. In particular, we will detail how performance has been used to create a two-way system of communication between young people and policy-makers based on the issues that young people face towards developing an approach to teaching and learning informed by and with young people…. [Direct]
(1995). Teaching Philanthropy in Croatia: Problems and Projects. This paper describes "Initiating Philanthropic Activities in Croatia (Rijeka) through Teacher's Education," a project started in 1995 and supported by the Indiana University Center on Philanthropy, and designed to help promote the values of philanthropy, primarily through teacher education. The project is part of the program called "Eastern European Initiative," which aims to spread and support the philanthropic idea over the region and build networks of philanthropic programs and activities. The main purpose of the project is to develop curriculum for teacher education in philanthropy with the emphasis on ethical aspects. The project stresses the importance of nurturing philanthropic behavior from an early age in order to develop caring behavior and to teach the values of peace, cooperation, and help. The paper begins with a background review, including the situation and problems regarding the emergence of philanthropic activities in Croatia, covering political,… [PDF]
(1991). Moral, Character, and Civic Education in the Elementary School. This collection of essays addresses the debate over moral education. The contributors deal with whether educators should influence children's value orientation through a direct program advocating restraint and higher moral standards, or whether educators should teach students to cope and adapt by providing a variety of alternatives from which the students themselves can choose. In "Part 1: Introduction," chapters include: "Moral and Character Education in the Elementary School: An Introduction" (Jacques S. Benninga); and "Doing Justice to Morality in Contemporary Values Education" (Larry P. Nucci). "Part 2: The Developmental or Indirect Approach to Moral Education" includes the following chapters: "Lawrence Kohlberg's Influence on Moral Education in Elementary Schools" (Robert W. Howard); "An Integrated Approach to Character Development in the Elementary School Classroom" (Thomas Lickona); "Democracy in the Elementary…
(1984). Everyday Issues Related to Justice and Other Gospel Values. This manual presents situations that occur in the lives of most children and suggests to the teacher related activities which might cause students to reflect on the deeper meaning and significance of the situations. It seeks to make the teacher, and thus students, aware of the fact that peace, justice, and other value issues are part of daily living. There are 31 lessons included, all of which are designed to be used whenever the appropriate situation comes up rather than in a fixed order, as well as two chapters addressed to the teacher which focus on the importance of values education and how to use these lessons. The lesson situations include: new students in class, culturally different students, the elderly, handicapped people, stealing, learning that a friend has stolen something, cheating in school, helping another student cheat, disagreement with a friend, unemployment, academic and athletic competition, the meaning of death, right to life, television commercials, destruction… [PDF]
(2002). Life Affirming Work and Social Justice. Symposium. This document contains three papers from a symposium on life-affirming work and social justice that was conducted as part of a conference on human resource development (HRD). "Doing Good or Doing Well? A Counter-story of Continuing Professional Education (CPE)" (Laurel Jeris, Linda Armacost) reports on an exploratory study in which a critical literature review and comparative analysis of CPE curricula offered by medical and legal professional associations revealed how political, cultural, and institutional practices within the professions and their associations support or injure various groups. "The Ambushed Spirit: Peace, Violence, Downsizing, and Implications for HRD" (Daniela Truty) summarizes a study in which an investigation of downsizing from the perspective of the person who was separated from the job yielded evidence suggesting that the experience of downsizing is not uniform among affected employees but is instead dependent on contextual factors and… [PDF]