(2000). Literacy at a New Horizon. The Twenty-Second Yearbook of the College Reading Association: A Peer Reviewed Publication of the College Reading Association, 2000. [Papers from the College Reading Association Conference, 1999]. In this Proceedings from the 1999 College Reading Association Conference, many articles reflect on the heritage of centuries and upon the possibilities of growth in literacy learning programs, while others consider meaning making and how these factors can be best incorporated in literacy learning programs. Following the Presidential Address, "Listening to Learners" (N. Padak) and the Keynote Address, "Teacher Decision Making in Literacy Education: Learning to Teach" (G.S. Pinnell), articles are: "Perspectives from Fifty Years of Teaching: A Personal Odyssey" (E.L. Kress); "This Is Reading!" (R.A. Kress); "An Exploration of Reading Attitudes and Literary Character Identification in Third Graders" (B.S. Abromitis); "'Everybody Should Do Literature Clubs': Students Reveal Their Perceptions of the Experience" (D.H. Stuart); "Teaching Metacognitive Strategies to Enhance Higher Level Thinking of Adolescents" (E.H…. [PDF]
(2018). Is Development "The New Peace"? Global Citizenship as National Obligation in Postwar Guatemala. Anthropology & Education Quarterly, v49 n4 p371-393 Dec. Amid growing policy interest in global citizenship education, this ethnographic study examines one school's mission to foster global citizens among elite youth in Guatemala. Despite educators' efforts to raise awareness about local inequities and instill national identity and attachment to Guatemala, students constructed a neoliberal vision of citizenship that allowed them to disregard national politics of diversity. Instead, they focused their efforts on becoming globally competitive, often at the expense of reproducing inequality and division…. [Direct]
(2019). Preservice Teachers' Views of Global Citizenship and Implications for Global Citizenship Education. Globalisation, Societies and Education, v17 n2 p161-176. Global citizenship (GC) is becoming increasingly significant as a desirable graduate attribute in the context of increasing globalisation and cultural diversity. However, both the means and ends of GC education are influenced by a divergent range of conceptualizations. The aim of this research project was to investigate preservice teachers' understandings of global citizenship, with a particular focus on cultural diversity. Pre-service teachers (PSTs) participated in interviews, and findings indicated that they were uncertain about the idea of global citizenship, sought harmony and a desire for sameness in culturally diverse relationships, and held ethnocentric, paternalistic and salvationist views about the 'Other'. Drawing on these findings, we present a framework incorporating technicist, humanistic and postcritical conceptions as a tool for analysis of GCE approaches, their means and ends…. [Direct]
(2018). Cultivating Peace through Design Thinking: Problem Solving with PAST Foundation. Childhood Education, v94 n1 p26-31. Design thinking is a methodology that emphasizes reasoning and decision-making as part of the problem-solving process. It is a structured framework for identifying challenges, gathering information, generating potential solutions, refining ideas, and testing solutions. Design thinking offers valuable skills that will serve students well as they enter the workforce and global community. This article delves into this concept in the context of school, and highlights the design process. Finally, a school-wide problem-based unit created with the help of the PAST (Partnering Anthropology with Science and Technology) Foundation–a non-profit provider of science, technology, engineering, and mathematics (STEM) education, school design, and workforce development based in Columbus, Ohio–is described as an example of design thinking implementation…. [Direct]
(2018). The (Missing) Politics in Environmental and Sustainability Education. NAMTA Journal, v43 n3 p23-31 Sum. David Orr suggests that environmentalist and peace educators must teach civics, law, government, and political history to deeply cultivate an understanding of the influences and policies that create and perpetuate environmental destruction and humanitarian crises. Citizens, especially students, must comprehend the political forces and the public interests that have created the current destabilization of our environment and human community and must become civically and politically engaged to affect actual policy change…. [PDF]
(2016). Classical Music as Enforced Utopia. Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, v15 n3-4 p325-336 Jul-Oct. In classical music composition, whatever thematic or harmonic conflicts may be engineered along the way, everything always turns out for the best. Similar utopian thinking underlies performance: performers see their job as faithfully carrying out their master's (the composer's) wishes. The more perfectly they represent them, the happier the result. But why should performers not have a critical role to play in re-presenting a score, just as actors are permitted–required even–to find new meanings and new relevance in texts? And what or whom are performers obeying, the long dead composer (and what is the ethical basis for that?) or a policing system (teachers, examiners, adjudicators, critics, agents, promoters, record producers) that enforces an imaginary tradition from childhood to grave? Starting from the evidence of early recordings, showing that composers are "mis"represented, this article seeks to unpick some of the delusions that support classical music practice…. [Direct]
(2021). Teacher Cultures: In Search of Their Contents and Forms. LEARN Journal: Language Education and Acquisition Research Network, v14 n2 p529-573 Jul-Dec. This mixed-methods study aims to explore the patterns of teacher and their effects on teachers' lives and work. To do so, the researchers went into one international school in Thailand and requested participation from 25 foreign language (FL) teachers. All the participants completed and returned a questionnaire and participated in one-on-one interviews and observations. Calculation of the questionnaires with SPSS (version 20) demonstrated the participants' high favoritism of teachers' collegial relations. Nevertheless, the researchers' analysis of their descriptive data with open and axial coding techniques opposed the numeric data and strongly supported the existence of balkanization, individualism, and contrived collegiality among these participants. The findings of the present study challenge (FL and other subject disciplines) teachers to consider the focus and the depth of teacher cultures. More importantly, they urge teachers, school administrators, and policy makers to… [PDF]
(2019). Undigenous: Be Quiet and Know Your Place. Diaspora, Indigenous, and Minority Education, v13 n2 p123-128. In this perspective I endeavor to offer a transpersonal reflection of the work of decolonization from the standpoint of a minority-cisgender-female-White-settler-migrant. This work, the work of decolonization, is not the same for all of us, it depends on our place in the globe and our "baggage" as beings who inherit the past while living in the present but deeply committed to changing our future. Academics are professional braggarts who boast expertise and proficiency; indeed it is the hallmark of a knowledge broker to imply they have something (something VERY important and heretofore undiscovered) to pro-claim (as if knowledge was property). I cannot speak for others (nor would I) but I would like to share my perception and reflection of being an economic migrant and peace educator working toward decolonization in Aotearoa/New Zealand…. [Direct]
(2006). Speaking to the Heart of Oral Contextualization: The Resounding Call for Critical Discussions on Civil Participation and Disobedience, from Black Radio to the Global Classroom. Journal of Peace Education, v3 n1 p1-17 Mar. Long overdue in the classroom is a critical examination of media coverage when seen and told through the unique vantage point of the audience and storyteller. This discussion is intended to demonstrate how to prepare students to critically examine and evaluate the social role of media within a diverse global society. The author elaborates on the case of one United States station, the historically Black-owned KJLH-FM, during and after the 1992 Los Angeles riots. The author points out how this case, as well as similar ones from other culturally specific media, might provoke unique classroom discussions on social and political issues and thus contribute toward the development of racially and ethnically relevant peace curriculum. KJLH's story is a powerful one that calls forth continued study into the rich oral history imbedded within radio as well as the significance and potential of culturally specific media in general. (Contains 1 note.)… [Direct]
(2021). Complexity in Restorative Justice Education Circles: Power and Privilege in Voicing Perspectives about Sexual Health, Identities, and Relationships. Journal of Moral Education, v50 n4 p471-493. Restorative justice pedagogies, such as dialogue or peacemaking circles, allow students to learn how to share and listen with peers, set boundaries for moral dialogue, and engage constructively with each other's perspectives. This study is part of a larger project focused on teachers' professional development and circle implementation. The focus of this article is on one teacher's approach to using circles in teaching her intermediate health curriculum unit, situated in a school with a strong restorative justice initiative. In this restorative classroom, dialogue was integrated into regularly enacted academic as well as interpersonal curriculum; this interrupted, or at times reaffirmed, the status quo. Data includes classroom observations, professional development observations, teacher and student interviews, and a reflective researcher journal. Dialogue enacted in this classroom illustrated moral issues students grappled with, relating to sexual health, inclusive sexual identities,… [Direct]
(2018). Innovative Education through the Lens of Global Citizenship: A View from Alaska. Childhood Education, v94 n5 p41-45. Innovation should not be about simply doing something new and different. Focusing on what will truly benefit students and society as a whole is the best way to innovate with a purpose. What better purpose than to support our children in the role of citizens of the world?… [Direct]
(2018). Seven Essential Elements for Creating Effective Children's Media to Promote Peacebuilding: Lessons from International Coproductions of Sesame Street and Other Children's Media Programs. New Directions for Child and Adolescent Development, n159 p55-69 Spr. Children's media have the capacity to prepare young learners to develop the knowledge, attitudes, and skills they need to contribute to a more peaceful world. Research suggests international coproductions of Sesame Street and other children's media efforts are linked to positive impact on how viewers perceive themselves and their own cultures, as well as how they perceive others. Creating such media, however, relies on a commitment to a complex development process where the educational needs of children are considered alongside intra- and intergroup dynamics and political realities. This paper presents a practitioners' perspective on the essential components of children's media programs for peacebuilding and, in so doing, recommends a way forward for producing children's media in this domain…. [Direct]
(2024). Early Childhood Education in Conflict Zones. Online Submission Early childhood education (ECE) conflict zones face profound challenges that undermine children's cognitive, emotional, and social development. Armed conflicts disrupt access to education through displacement, infrastructure destruction, and insecurity, leaving millions of children without safe learning environments (UNICEF, 2023). This report focuses on Syria, where years of war have deprived over two million children of education (UNESCO, 2018). These children face severe psychological trauma, including post-traumatic stress disorder (PTSD), anxiety, and depression, impairing their ability to learn and develop (Save the Children, 2020). This report emphasizes the dual importance of immediate and sustainable solutions to address these challenges. Immediate measures include providing psychological support, temporary learning spaces, and access to basic educational resources, while sustainable approaches, such as the "Hope Initiative," focus on creating resilient educational… [PDF]
(2006). Racialized Hegemony and Nationalist Mythologies: Representations of War and Peace in High School History Textbooks, 1945-2005. Journal of Peace Education, v3 n1 p19-37 Mar. This paper examines the ways in which high school Canadian history textbooks authorized from 1945 to the present have represented national participation in wars and peace-making/keeping operations. I explore how national mythologies of Canada as a kinder, more tolerant, or less violent national body permeate the narratives of national history textbooks, but also position Canada, in racialized terms, as a nation superior to all others and thus burdened with the fantasized responsibility to uplift implicitly inferior spaces, nations and peoples elsewhere on the planet. I illustrate that these textbooks do not simply tell the history of the modern state of Canada and its relationship to war and war-related issues (i.e., peace-making/keeping), but rather redundantly disseminate racialized representations of Canada as a glorious and exceptional "living organism" that matures through the development of such redeeming qualities as respect for humanity, morality, compassion,… [Direct]
(2006). Contact as a Policy Mechanism for Promoting Better Relations in Integrated Schools in Northern Ireland and Bilingual/Bi-National Schools in Israel. Journal of Peace Education, v3 n1 p79-97 Mar. Policy initiatives in inter-group education evolved in Northern Ireland and Israel at around the same time. In each jurisdiction, the emphasis is on improving relations between protagonist groups in ethnically divided societies. Central to this objective and at the core of integrated education (Northern Ireland) and bilingual/bi-national education (Israel) is sustained contact in a shared learning environment. Based on qualitative research in four schools, this paper examines the nature of the contact experience in two integrated schools in Northern Ireland and two bilingual/bi-national schools in Israel. Through comparative analysis, and with reference to contact theory, it illuminates some of the contextual and process variables that seemingly mediate the quality and moderate the effectiveness of contact in each school setting. (Contains 4 notes.)… [Direct]