(2017). Knowledge to (Non)Action for Nonviolence: A Conversation between Deleuzian Thought and Eastern Epistemology. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017). This presentation promotes cross-cultural conversation regarding the theorization of non-violence in education. Through the use of duoethnography, two researchers exchange ideas related to diversifying the notion of non-violence. Author 1, informed by Korean Taoism, Neo-Confucianism, and Donghak (Eastern Learning), argues for non-violence not as the opposite term of violence but as active action (Wuwei). Author 2 utilizes concepts from Deleuze and Guattari to connect non-violence with desire, machine, and the body without organs. We argue, "non-violence" is not a thing, but an "adjective." Non-violence as "adjective" creates an open-ended space to imagine a different approach to interpreting human interactions. This presentation will provide educators with salient epistemological frames in order to challenge and advance the field of non-violence education…. [Direct]
(2005). Foundations for Peacebuilding and Discursive Peacekeeping: Infusion and Exclusion of Conflict in Canadian Public School Curricula. Journal of Peace Education, v2 n2 p161-181 Sep. Formal curriculum guidelines reflect prevailing understandings and political will, and help to shape the resources available for implemented curriculum. The understandings embodied in such public curriculum reinforce patterns of social violence and injustice, yet at the same time may provide diverse students with opportunities to develop commitment and critical citizenship capacity to handle social conflict. This paper examines the discourse about conflict, social diversity, and (in)justice in the mandated English Language Arts, Health, and Social Sciences curricula of three Canadian provinces. On one hand, all these curricula acknowledge the existence of bias and multiple viewpoints, and encode expectations for conflict management and critical inquiry skills, recognition of ethno-cultural diversity, and awareness of international interdependence and justice concerns. Thus a significant proportion of the knowledge, skill, and pedagogy called for by international peace and conflict… [Direct]
(2004). Education in a Plural Society or Multicultural Education? The Views of Israeli Arab and Jewish School Counselors. Journal of Peace Education, v1 n2 p191-204 Jan. We suggest that in societies with highly complex and conflictual cultural diversity, different perceptions of pluralism and multiculturalism are likely to be related to divergent expectations for multicultural education. Our study examines–through semi-structured interviews–the perceptions of cultural pluralism and multicultural education among 37 Israeli school counselors from two national groups–Arabs and Jews. Our findings suggest that the majority-minority context largely determines the counselors' views of multiculturalism: Arab counselors focus primarily on the Arab-Jewish divide which places them within the unprivileged minority, whereas the Jewish counselors equate multiculturalism primarily with the approach toward Jewish immigrants who belong to their own ethnic/national group. Counselors' responses seem to reflect their national and school organizational cultures, and it is suggested that training institutions should provide them with the knowledge, values and skills to… [Direct]
(2004). Human Rights Education and Student Self-Conception in the Dominican Republic. Journal of Peace Education, v1 n1 p21-36 Mar. In 2001, a 3-month course in human rights based on critical inquiry was offered to 8th graders in a slum area of Santo Domingo. The students' attitudes, behaviors and knowledge of human rights principles were measured before and after the course. The curriculum focused on international principles and entrenched local problems such as discrimination against Haitian migrants, police brutality, violence against women and exploitation of child labor in free trade zones. This paper will discuss the field of human rights education, the study's findings about the nature of student response to the course and its impact on student identity, solidarity with victims of human rights abuses and self-confidence as a result of human rights education. (Contains 1 figure, 1 table and 9 notes.)… [Direct]
(2004). Moving out of Conflict: The Contribution of Integrated Schools in Northern Ireland to Identity, Attitudes, Forgiveness and Reconciliation. Journal of Peace Education, v1 n2 p147-163 Jan. As the integrated education movement in Northern Ireland passes its twenty-first anniversary, it is pertinent to explore the legacy of mixed Catholic and Protestant schooling. This paper summarises the findings of different studies regarding the impact of integrated education in Northern Ireland on social identity, intergroup attitudes and forgiveness and reconciliation. The research is discussed in relation to its implications for the theory and practice of integrated education in Northern Ireland and also for other societies with a legacy of ethnopolitical conflict. It proposes that integrated education in Northern Ireland impacts positively on identity, outgroup attitudes, forgiveness and reconciliation, providing hope and encouragement for co-education strategies in other countries that have suffered from prolonged conflict. Despite a number of challenges, it is clear from the research presented here that integrated education holds great both for building social cohesion and for… [Direct]
(2005). A Study of Effectiveness of Human Rights Education in Turkey. Journal of Peace Education, v2 n1 p53-68 Mar. The aim of the research is to examine the effectiveness of Civics and Human Rights Education courses taught in primary schools in Turkey. The criteria for the effectiveness of the courses are determined as "content", "educational activities", "teaching methods", "educational materials", and "evaluation of students". A total of 71 teachers teaching these courses participated in the study. The opinions of the teachers for the effectiveness of the courses were gathered by 12 open-ended questions. Content analysis method was used to analyse the views of the teachers. To conclude, more than half of the teachers think that the courses are not effective due to having mainly an informative purpose. (Contains 1 table.)… [Direct]
(2005). Promoting a Peaceful Classroom through Poetry. Journal of Peace Education, v2 n1 p69-78 Mar. Today's classrooms hold many students who often possess dysfunctional approaches to conflict as entertainment. Abrasive talk shows, confrontational radio, even political debates, and the frenzy surrounding them may be considered evidence of this dysfunctional approach. Because we live in a post-9/11 reality and a time of war, the opportunity to give peace a chance in our classrooms is imperative. Through the use of formula poetry, elementary and middle school students can find organic and authentic means of reflecting and seeking conflict resolution. This manuscript outlines the thoughtful application of reading and writing poetry, in particular formula poems, for the purpose of creating and maintaining peaceful classrooms for our students…. [Direct]
(2017). Teaching for Democracy in the Absence of Transitional Justice: The Case of Northern Ireland. Comparative Education, v53 n3 p379-395. In many cases, political circumstances do not allow formal for transitional justice processes to occur in countries undergoing a transition from a violent past. In this paper, we ask if education can become a default front line of transitional justice work in the absence of explicit action by the state to address past injustices. Drawing from interviews with educators and using a new citizenship education programme in Northern Ireland as our case study, we argue that several factors, including organisational constraints within the education system, limit the potential of the programme for supporting transitional justice goals. While the effectiveness in this particular case is limited, Northern Ireland provides an example of a citizenship education programme that has moved away from an emphasis on national identity and embraced human rights. Other divided societies might find this model to be an effective conduit in which to promote transitional justice…. [Direct]
(2016). Play for Peace as a Violence Prevention Model: Achieving "Voluntad y Convivencia". Journal of Experiential Education, v39 n4 p412-426 Dec. Violence prevention is a key focus for many intervention programs, yet little is known about how or why certain programs are able to successfully produce effective prevention efforts. The purpose of this study was to identify the essential elements of the Play for Peace (PFP) program, how it creates change in participants, and how it is successfully implemented in communities. Using an intrinsic case study research design, data were collected from participant observation and interviews and systematically sorted and triangulated to identify patterns and generalizations. Based on these findings, a multi-level experiential learning model emerged. This model focused on empowering individuals to be actively contributing and civically responsible citizens, striving with a strong will to achieve and maintain the peaceful coexistence of a nonviolent community (i.e., a culture of "voluntad y convivencia"). Recommendations on how to expand the positive effects of the PFP program are… [Direct]
(2016). A World Where All Worlds Cohabit. Journal of Environmental Education, v47 n2 p151-162. In response to Stefan Bengtsson's search for alternatives to Education for Sustainable Development practices outside the mainstream of the state and its policy formulations, this response outlines how our journey, experiences, and approaches reflect a de-professionalizing encounter with autonomous places of learning emerging from indigenous knowledge, social, and ecological movements in different parts of the world. The article proposes an enlivened form of inquiry-in-solidarity as an ethical and intellectual framework for such encounters. Such an alternative approach to research opens up for official policy makers in ESD and academically institutionalized researchers contributing to the "politics of policy" the possibility of an ongoing ecological conversation between different knowledge traditions and practices and ways that they may engage, critique, celebrate, and deepen the questions we each ask in times that increasingly require innovative, hopeful, and urgent answers…. [Direct]
(2017). Conflicted Communities, Contested Campuses: A Cross-Case Comparison of Community Engagement at Two African Universities in Conflict Contexts. Review of Higher Education, v41 n1 p61-89 Fall. Higher education institutions around the world are sites of contestation. Armed groups have targeted universities in efforts to divert valuable resources, destabilize communities, and suppress dissent. Moreover, conflict has engendered poor relations with community members that should be characterized by collaboration between the institution and the local community. Using qualitative case study methods, this work explores the experiences of community engagement at two universities in sub-Saharan Africa in two post-conflict nations, Kenya and C√¥te d'Ivoire, in order to understand higher education's role in the community and the campus-community connection in building peaceful academic places…. [Direct]
(2019). Challenges of the Buffer School Policy Implementation in the ASEAN Community Era: The Case of the Thailand-Cambodia Border. Asia Pacific Journal of Education, v39 n2 p237-251. Buffer Schools, an emerging Thai border school policy, was first launched in 2010 to response to ASEAN initiatives. Buffer Schools aim to establish close cooperation among neighbour countries, thereby creating a sense of historical and cultural connection that can nurture unity and confraternity in the region. This paper examines the effectiveness of implementing pilot school policy focusing on the Thailand-Cambodia border, which has faced several border disputes over the years. This paper analyses the challenges in achieving policy goals. The theoretical foundation is based on contemporary education policy implementation in practice and research. Therefore, the three dimensions of policy, people, and places are examined, together with the concept of border school development. This research employs a descriptive mixed-methods strategy that has gathered data from policy stakeholders by survey questionnaires, interviews and field study. The findings reveal that Buffer Schools face… [Direct]
(2005). Gender, Science and Modernity in Seventeenth-Century England. Paedagogica Historica: International Journal of the History of Education, v41 n1-2 p79-93 Feb. The seventeenth century in England, bounded by the scientific stimulus of Francis Bacon at the beginning and Isaac Newton at the end, seemingly saw a huge leap from the Aristotelian dialectic of the past to a reconstruction of knowledge based on inductive methods, empirical investigation and cooperative research. In mid-century, Puritan reformers inspired both by the scientific thinking of Bacon and by the educational reforms of Comenius, hoped that educational reform at both school and university level would follow political and religious changes. In 1661, after the restoration of the monarchy, the founding of the Royal Society suggested that acceptance of experimental and practical science at the highest level had been achieved and that this would impinge on education. None of these assumptions can be accepted at face value. Indeed, the whole intellectual and educational history of the seventeenth century is far more complex than often portrayed. Various scientific and… [Direct]
(2019). Equitable Access to Education and Development in a Knowledgeable Society as Advocated by UNESCO. Educational Research and Reviews, v14 n6 p200-205 Mar. Any vision of knowledge societies must affirm the core aspirations for peaceful and sustainable knowledge societies in a way that acknowledges the interests of all stakeholders. It is essential to recall that knowledge societies are concerned with human development, not only with technological innovation and its impacts. This report focuses the role equitable access to education plays in achieving equitable knowledge society. UNESCO's vision of equitable knowledge societies builds on equitable access to education. The widespread recognition that equitable access to education is a major driver of economic competitiveness in an increasingly knowledge-driven global economy has made high-quality equitable access to education more important than ever before. The imperative for countries is to raise higher-level employment skills, to sustain a globally competitive research base and to improve knowledge dissemination to the benefit of society…. [PDF]
(2017). Voices of Canadian and Mexican Youth Surrounded by Violence: Learning Experiences for Peace-Building Citizenship. Research in Comparative and International Education, v12 n1 p26-45 Mar. How do young people living in high-violence contexts express a sense of democratic agency and hope, and/or frustration and hopelessness, for handling various kinds of social and political conflict problems? The management of conflict is a core challenge and purpose of democracy, severely impeded by the isolation and distrust caused by violence. Publicly funded schools can be (but often are not) part of the solution to such challenges (Bickmore, 2014; Davies, 2011). This article is drawn from a larger on-going project probing the (mis)fit between young people's lived citizenship and conflict experiences, and their school-based opportunities to develop democratic peace-building capacities, in non-affluent local contexts surrounded by violence, in an international comparative perspective. We report on focus group conversations with several small groups of students, ages 10-15, in two Canadian and four Mexican schools in marginalized urban areas. Diverse participating young people tended… [Direct]