(2008). Reconciliation through Education–Experiences from the Israeli-Palestinian Conflict. Journal of Peace Education, v5 n1 p33-48 Mar. This study deals with how to establish positive attitudes and behaviours between Israelis and Palestinians that endure during times of negative shifts in the external conflict. In this study it will be shown that educational projects that bring Israelis and Palestinians together over a longer period of time, and that use the premises of the contact hypothesis, have an increased likelihood of building sustainable relations. The general question is: to what extent are educational projects able to foster new sustainable relations between the participants? The findings from this study indicate that long-term educational projects can create a positive shift in perceptions of the "other" and can lead to sustainable relations. (Contains 2 figures.)… [Direct]
(2020). Teacher Educators' Perceptions of Terrorism and the Role of Education: A Qualitative Inquiry. i.e.: inquiry in education, v12 n1 Article 2. This qualitative study aimed at revealing terrorism perceptions held by teacher educators working in Ankara, the capital of Turkey, and their opinions regarding the role of education that may play in ending terrorism. A total of 30 teacher educators took part in the study. The data were collected using a questionnaire involving open-ended questions in addition to demographics. The data were analyzed using the content analysis technique. The findings were discussed in terms of relevant literature and the social and political context of Turkey, which yielded generalizable implications to other countries with a similar social construct…. [PDF]
(1999). Learning Skills of Peace through Every Day Conflicts: Practical Activities and Resources for Families, Teachers and Other Caregivers. [Loose-Leaf Pages and Pack of Cards]. Noting that the conflicts arising daily for young children provide an opportunity for adults to model and teach skills for handling conflict peacefully, this guide provides tips for preventing unnecessary conflict, offers "first aid" for conflict moments, and provides resources for addressing common situations that can cause conflict. Developed cooperatively by Ohio's Commission on Dispute Resolution and Conflict Management, Head Start Association, and Department of Education Division of Early Childhood, with implementation facilitated by many Ohio public libraries, the guide is comprised of 40 thematic units of instruction for the early childhood setting, with most units accompanied by home cards providing tips for preventing conflict and suggested activities. Each unit contains information on the importance of the topic for conflict management and its link to peace, suggested books, activities, and copies of home cards. The 40 units cover: (1) anger and aggression; (2)… [PDF]
(1986). Teaching Social Issues in the English Classroom. Arizona English Bulletin, v29 n1 Fall. Focusing on the rationales and materials for teaching social issues in the English classroom, this thematic issue contains the following articles: \Introduction: Reflections of Society in Literature\ (M. B. Fleming); \Addressing Social and/or Controversial Issues in the English Classroom\ (S. Totten); \The Growing Threat to Quality Education: How the Censors are Restricting School Curriculum\ (A. T. Podesta and C. Macy); \What Price Academic Freedom?\ (R. Ehrlich); \Reflections on Controversial Topics and Their Place in the Public Classroom\ (O. McGraw); \From the Other Side of the Desk: A Student's View–'Social Issues in the English Classroom–Here Today, Here to Stay'\ (D. G. Hunt); \Teaching Controversial Social Issues: Personal and Professional Tasks for Teachers of English\ (A. Molnar and D. R. Walling); \Facing Controversy: An Organization's Role in Addressing the Nuclear World\ (S. Alexander); \Controversy Doesn't Have to Find the Teacher\ (J. D. Black); \Three Tactics for…
(2000). An Experience Guide: Egypt and Israel 2000. Fulbright-Hays Summer Seminars Abroad Program, 2000 (Egypt and Israel). This "experience guide," developed by a teacher who traveled in the region, aims to provide information on the culture, history, society, geography, and political aspects of Egypt and Israel. Intended for teachers, the guide can enhance lessons in world history. Each segment summarizes a topic and provides questions designed to encourage research, discussion, and debate. A separate booklet contains photographs and maps of the region. Segments in the guide are: (1) "The Egyptian Museum"; (2) "The Pyramids at Giza"; (3) "Recording History"; (4) "The Coptic Religion"; (5) "Cairo, the Capital of Egypt"; (6) "The Hanging Church"; (7) "The Jewish Community in Egypt"; (8) "Mosque of Al Rifa'i and the Muslim Religion"; (9) "Mosque of Sultan Hassan"; (10) "Greco-Roman History in Egypt"; (11) "Alexandria"; (12) "Education in Egypt"; (13) "Bedouin… [PDF]
(2023). Beyond Monolithic Colonialism: A Defiant Scot against British Elitism,Thomas Munro's Policies on Education and Employment of Indians. Paedagogica Historica: International Journal of the History of Education, v59 n6 p1309-1326. Thomas Munro, a Scottish highlander, came to the Madras Presidency in South India as a soldier in the army of the East India Company in 1780. He rose to the position of its governor 40 years later in 1820 and died in India in 1827. His rise was not through military campaigns but peaceful administrative policies. During his stay in India, he defended Indian interests and took on powerful governors-general and other higher officials. He resisted their elitist policies, talked of lack of political freedom in India and wanted to give representation to Indians in administration. He conducted the first educational survey and established 101 schools. In the history of modern India, particularly in the history of education, there is a tendency to view British colonialism as a monolithic category. This paper looks at this extraordinary journey of a Scottish soldier, his impoverished status, family constraints, struggle with British elitism, and above all, his contributions to education in… [Direct]
(2020). An Eschatological Study of Jerusalem in Biblical and Quranic Literature. Journal of Research on Christian Education, v29 n3 p217-235. This study is about Jerusalem in the Bible and Al Quran based on eschatological paradigm (theology/philosophy), which uses two approaches: sociology (geographical and anthropological history analysis) and interpretation (hermeneutical analysis and bil ma'tsur interpretation). Jerusalem is the name of the Holy City of the Abrahamic Religions. This region has been controlled by a number of empires with different geographical boundaries and names over a long period of time. For the Jews, Jerusalem is claimed as the Promised Land. Through a search of several versions of the Bible, a number of commentaries and the main sources (Muslim priests and intellectuals), this study shows eschatologically that Jerusalem in the Bible is not a particular regional name (to a certain extent) but the contextualization of God's Kingdom (saved, renewed earth, harmonious and peaceful). The contextualization of God's Kingdom has something in common with the concept of the promised earth (khilafah) in the… [Direct]
(2004). Educating for Humanity: Rethinking the Purposes of Education. Paradigm Publishers The promise and necessity of working toward "a world for all" is a viable aspiration for education at a time when the worldwide crises in social justice, peace, democracy and ecological integrity have become the defining issues of our times. Ample evidence from many schools today, and dating back throughout the last century, prove that the purpose of educating young people of character, compassion, purpose and commitment is integral with the mastery of intellectual skills and life competencies. Self and School subjects develop interdependently. But, as the saying goes, "if you don't know where you're going, you'll probably get someplace else." Educational policy directions over the last twenty years have veered far away from the important work of educating for humanity. This book makes a powerful appeal to revisit educational purpose in light of what is most fundamental and important to human beings everywhere. The authors address timely issues such as high stakes…
(2021). Fostering Character Development through Adaptive Leadership. Journal of Character Education, v17 n2 p1-12. In a time of increasing accountability, school leaders are besieged with many challenges to meet the needs of increasingly diverse student populations. Leadership for the development of good character can often be overlooked in lieu of competing priorities (Starratt, 1991). Analyzing data from a 4-year study, this article considers one principal's unique approach to creating a common school vision centered around character development as a means by which to generate a sense of community and improve student achievement. Central to the principal's specific approach to character development were yearly "themes" in which she communicated an idea that was then, to certain degrees, infused into daily life at the school. These themes included "journey," "peace makers," "created to care," and "be the light." Drawing on extensive interview and observation data this article will explore the extent to which the principal fostered a shared school… [Direct]
(2021). Universal Tropes and Salvation Hopes: Making Up "International" Music Students in the International Baccalaureate Diploma Programme. Teachers College Record, v123 n7 Jul. Background/Context: Since the 1980s, the International Baccalaureate (IB) has gained popularity as an alternative to traditional public curricula, which public discourse frames as ill-equipped to prepare students for today's global market economy. Within this set of discourses, the IB emerges as a pedagogical tool for producing a new kind of "international" student who transcends the limitations of the traditional public school student. Purpose/Objective/Research Question/Focus of Study: Using the IB's high school music curriculum, known as the Diploma Programme (DP), as an entry point, this article examines the kind of "international" student that the IB claims to produce. Research Design: Informed by Foucault's notion of discursive subjectification, this study examines how the diploma music curriculum fabricates a particular kind of person: the diploma music student. Although the IB takes this subject position for granted, this study rests on the premise that… [Direct]
(2024). "Head in the Clouds": Global Citizenship Education in Conflict-Affected South Korea. International Studies in Sociology of Education, v33 n4 p473-493. Framed by critical global citizenship education (GCE), the study focused on secondary school teachers' practices of GCE and explored the position of GCE in conflict-affected South Korea. The findings demonstrate the nexus of constraint and possibility of GCE in South Korea, highlighting how the country's history of division and ongoing, intractable conflict and its geopolitical and ideological rhetoric influence and complicate teachers' attempts to implement GCE. The study calls for a deeper, more contextualized, and sustained consideration of the conditions of GCE, especially in fragile and vulnerable societies that continue to experience conflict, war, and hostility…. [Direct]
(2004). Semiotics and Visual Culture: Sights, Signs, and Significance. National Art Education Association One of the most significant issues in art education today is the discourse surrounding visual culture: what it is, where it is located, how it is accessed, and its significance to art education. The development of new visual genres and technological innovations for creating and accessing them, have multiplied the forms of information that are available. Culture?s visually transmitted, ideological and electronic messages can easily cross borders that, in the past, were tightly controlled by geographic location, financial wealth, and language. This book is one attempt at communal conversation about significance and meaning through semiotic lenses. No one author has the RIGHT or the ONLY take on a sign, but they do take you on a journey through their meaning systems to enrich your understanding of the signs they invite you to consider. Readers should use their own collateral experience to add to the signification of the objects, artifacts, and other signifiers the authors bring to the… [Direct]
(2023). Academia and Authoritarian Neoliberalism in Turkey: The Embodied Consequences of the 'Peace Petition'. Journal of Education Policy, v38 n2 p233-253. In January 2016, 2212 academics have signed a petition to criticise human rights violations in Kurdish cities, and faced grave consequences as a result. By presenting the experiences of six dismissed signatory academics, this article aims to show the effects of authoritarian neoliberal policies on higher education institutions. After demonstrating the AKP government's response to the petition, it accounts for the ways in which authoritarian neoliberalism in Turkey responds to its critics, the strategies that it employs to discipline critical academics, and its effects on these individuals and on the Turkish academia as a whole…. [Direct]
(2008). Gender, Militarism and the View of the Future: Students' Views on the Introduction of the Civilian Service in Serbia. Journal of Peace Education, v5 n2 p175-191 Sep. What are some of the obstacles to demilitarization of society? What role does worldview in general, and views of gender, future and peace in particular, play in this process? What could be some aspects of the intervention when educating students and the wider community for peace? This article discusses the results from a pilot study that investigated undergraduate students' attitudes to the introduction of the civilian service in Serbia. It reviews students' responses, intending to investigate the connections between perspectives on peace, future and gender. It also reports how students negotiate the confusing terrain of multiple discourses and narratives in regard to these issues. (Contains 2 notes.)… [Direct]
(1994). Global Issues in the Middle School Grades 5-8. Third Edition. This activity book contains 27 activities designed to help teachers address the goal of including global education in their classrooms. The activities, organized into five sections, are presented in a standard format of: (1) a brief introduction; (2) a list of objectives; (3) an estimate of required time for the activity; (4) list of needed materials; and (5) step-by-step procedures for the activity. Some activities include suggested follow-up exercises, a list of resources, background information, and masters for student handouts. A list of resources concludes the book. Section 1, \Introducing the Concept of Global Awareness,\ includes: (1) \Global Connections\; (2) \The Global Kid\; and (3) \What Do We Know About…? What Do We Want to Know?\ Section 2, \Studying Human Values,\ includes: (1) \What are 'American Family Values'?\ (2) \Special Ways with Holidays\; (3) \Religion and Values\; (4) \The Trees of Life\; (5) \World Music\; and (6) \Creating Culture Wheels.\ Section 3,…