(2019). Diversification of Structural and Content Peculiarities of Non-Formal Adult Education in the USA and Canada. Comparative Professional Pedagogy, v9 n2 p7-12 Jun. Types of non-formal adult education in the USA and Canada are singled out. Non-formal adult education in the United States and Canada is subdivided into basic adult education, education for professional development, education for personal development, specialized adult education, education for the development of civil society (constituents of which are education for peace, citizenship and democracy; education for protection of environment; multicultural education). The purpose and main assignments of adult education for professional development are systematized. The purpose is professional development, meeting the needs of personal development, self-actualization and self-realization in professional life. Its main tasks are: formation of positive attitude to professional work and motivation for professional growth; enriching social and professional competence; development of adequate professional conduct. Types of educational establishments for adults are systematized. University… [Direct]
(2008). Voluntary Standards for Peace Education. Journal of Peace Education, v5 n2 p141-155 Sep. Peace education is comprehensive. It encompasses instruction by all members of a school. These standards, which were recommended by researchers and practitioners from many areas of the world, prescribe comprehensive and simultaneous instruction with informal as well as formal curriculum. Although the voluntary standards are a response to neoliberal policies in the field of education, they were born of enduring concepts along with research on educational practice and peace development. As the international community and its various schools grapple with several types of violence, comprehensive peace education provides student preparation for responsible stewardship through an enacted vision of a better world. Included in this article are recommendations for providing such transformative education. The standards that embody those recommendations have been aids to instructors who implement peace education. (Contains 1 note.)… [Direct]
(2008). Supporting Peace Education in Teacher Education Programs. Childhood Education, v85 n1 p20 Fall. In examining their elementary teacher education program at James Madison University, from their mission to the curriculum and program delivery, the authors used the opportunity to focus explicitly on peace education. The mission and content of teacher education programs are determined largely by the faculty of the institutions of higher education that house them, and by teacher licensing regulations within the given state. Therefore, although committed to making an impact with peace education as an area of focus in their courses, the authors were not free to add peace education as an additional and required course within the program. This article focuses on three courses in which peace education could be more consciously and systematically integrated. These courses (Creativity and the Arts in Early Childhood; Social Studies Methods; and Children's Literature) were taught by three different faculty members across one semester. Through critical and collaborative examinations of their…
(2019). Exploring 21st Century Teaching and Learning Skills in the International Baccalaureate Continuum Training and Practice. ProQuest LLC, Ph.D. Dissertation, Northcentral University. The International Baccalaureate Continuum offers both local elite and the expatriate populations around the world a transferable and transportable education package from pre-Kindergarten to grade 12. IBC full diploma graduates are positioned to be accepted into the best universities in the world. For critics, the IBC is Western elitist and for the wealthy and advantaged, who seek to offer social distinction, college preference, and superior career paths to their children. To those who support the IBC, full diploma graduates are prepared for the 21st Century in skills that include global citizenship, creative and independent thinking, and life skills that are indispensable to university and professional preparedness. Little qualitative or quantitative scholarly research has been conducted to investigate the claim for or against the IBC as a contributor to 21st Century teaching and learning skills. Parents, students, education policy-makers, and educators need to understand the… [Direct]
(2012). When Education Meets Conflict: Palestinian and Jewish-Israeli Parental Attitudes towards Peace Promoting Education. Journal of Peace Education, v9 n3 p297-320. The present study examines parental attitudes toward bilingual and peace-promoting education at a school in Israel, and how these affect the behaviors and perceptions of their children studying there. The questions of interest were: (a) what are the parents' perceptions of and attitudes toward the bilingual and peace-promoting education? (b) Are these attitudes in line with the school's ideological framework? (c) How might parental perceptions and attitudes affect the success of the educational endeavor and the children's experiences at this school? Twenty-one Jewish and Palestinian Israeli parents of children attending a bilingual school in Israel partook in this study. A semi-structured interview was used to investigate the perceptions and attitudes of the parents, and the data were analyzed using thematic analysis. The findings indicate that the majority of the parents sent their children to the school for reasons other than the peace-promoting and ideological framework it offers…. [Direct]
(2022). Barriers to Sustainability at Pakistan Public Universities and the Way Forward. International Journal of Sustainability in Higher Education, v23 n4 p865-886. Purpose: Sustainability has globally become a mantra to address complex and unprecedented survival, social, political and peace issues. Higher education institutions bear responsibility to address them. This paper aims to explore barriers that Pakistani public universities (PPUs) face in embedding sustainability at their campuses. This paper also offers potential opportunities to take initiatives to minimize barriers and move towards a sustainable future. Design/methodology/approach: This paper is based on case study approach, and data were gathered through interviews and documents. Interviews with 11 academic administrators were conducted to gain deeper understanding on issues of governance and its influence on sustainability. Data were analysed using thematic analysis that created thematic map/model. Findings: Key findings include, firstly, that majority of participants think poor governance is the biggest issue in demoting sustainability. This barrier causes an array of… [Direct]
(2008). Sri Lanka: In Peace or in Pieces? A Critical Approach to Peace Education in Sri Lanka. Research in Comparative and International Education, v3 n1 p19-35. This article seeks to explore the "two faces of education" through a critical analysis of peace education in Sri Lanka. It aims to contribute to the wider debate on the complex role of education in situations of conflict. The article starts with an overview of what peace education is, or should be. This leads to the conclusion that peace education cannot succeed in isolation, and needs to be incorporated in a multilevel process of peacebuilding. Further analysis draws from Bush & Saltarelli's notion of the "two faces of education", combined with Lynn Davies's notion of "war education". These notions help to explain to what extent (peace) education in Sri Lanka contributes to positive or negative conflict, or, in other words, which one of the two "faces" is most prominent. The positive side of education is employed through inter-group encounters, the stimulation of self-esteem and a "peaceful school environment". Through dialogue… [Direct]
(2020). Nurturing Hope: From Climate-Change Worriers to Eco-Warriors. set: Research Information for Teachers, n3 p48-53. Young people are worried about the impacts that climate change will have on their lives. Educators need learning programmes that can help students to manage these dark emotions and become more positive about their future. Including emotions in climate-change education is now considered a crucial element and hope, in particular, has been identified as a motivating force which can help young people to become more positive and take action to respond to the climate emergency. Drawing on recommendations from the environmental-education field, as well as peace and political studies education research, eight strategies and approaches are proposed. These approaches and strategies can nurture hope and develop knowledge and skills, so that students can take action to mitigate climate change effects and feel hopeful about their future…. [Direct]
(2017). Progressive Education and the Case of a Bilingual Palestinian-Arab and Jewish Co-Existence School in Israel. School Leadership & Management, v37 n1-2 p38-60. The purpose of this paper is to exemplify a "grass-roots" change based on Dewey's experimental progressive education model employed in the "Bridge over the Valley" bilingual school, a Palestinian-Arab and Jewish school in Israel. In order to identify the progressive "approach" underlying this change, the "method" that guided the implementation of a bilingual school, it's evaluation and then its dissemination to other schools, we used a qualitative case study method to understand whether John Dewey's theory of education for peace was able to effect change in Palestinian-Arab and Jewish school education in Israel. The case findings describes the use of the progressive approach of education for peace in the "Bridge over the Valley" bilingual school, as it is expressed in the school's pedagogy, the implementation of the progressive method and in the accompanying discourse. Reciprocal teacher-child relations are considered an important… [Direct]
(2010). Peace as a Surprise, Peace as a Disturbance: The Israeli-Arab Conflict in Official Documents. Educational Review, v62 n3 p255-269 Aug. The main question that is discussed in this paper is the way in which the Ministry of Education in Israel dealt with the changes in the political reality, and the shift from violent relations towards the possibility of peace agreements between Israel and its neighbours and the Palestinians. Drawing on the analysis of official documents–Director General Directives (DGDs)–this paper asks how the possibility for peace was understood by the Ministry of Education and how the role of the education system and educators was defined. It also asks to what extent changes in the political reality have altered the dominant discourses (militarism and peace-loving society) while making room for a more positive form of peace education. The analysis reveals that the changes in political reality have led to the articulation of two unique responses, alongside the dominant discourses. They are peace as a surprise and peace as a disturbance. This paper focuses on these two responses and the ways in… [Direct]
(2010). Conference Report: Meeting of the Peace Education Special Interest Group of AERA, San Diego, April 2009. Journal of Peace Education, v7 n1 p107-109 Mar. The Peace Education Special Interest Group of AERA had a very successful AERA Annual Meeting in San Diego in April 2009. There were a total of seven sessions, including two paper sessions, two interactive symposia, two roundtable sessions and a business meeting. The program began with an interactive symposium by Irene Zoppi, Brecken Swartz and Jing Lin which discussed alternative paradigms and approaches to peacebuilding from a gender perspective. The panel explored the built-in patriarchal values in the military that glorify war and treat war as the way to peace; and a gender perspective in favor of \feminine\ values for expanding and transforming the role of military education was discussed…. [Direct]
(2018). Service Learning: The Peace Corps, American Higher Education, and the Limits of Modernist Ideas of Development and Citizenship. History of Education Quarterly, v58 n4 p475-505 Nov. In the early 1960s, Peace Corps staff turned to American colleges and universities to prepare young Americans for volunteer service abroad. In doing so, the agency applied the university's modernist conceptions of citizenship education to volunteer training. The training staff and volunteers quickly discovered, however, that prevailing methods of education in the university were ineffective for community-development work abroad. As a result, the agency evolved its own pedagogical practices and helped shape early ideas of service learning in American higher education. The Peace Corps staff and supporters nonetheless maintained the assumptions of development and modernist citizenship, setting limits on the broader visions of education emerging out of international volunteerism in the 1960s. The history of the Peace Corps training in the 1960s and the agency's efforts to rethink training approaches offer a window onto the underlying tensions of citizenship education in the modern… [Direct]
(2014). Education as Cultural Mobilisation: The Great War and Its Effects on Moral Education in the Netherlands. Paedagogica Historica: International Journal of the History of Education, v50 n5 p685-706. Education during World War I has been a relatively unexplored field of research, especially in the case of countries with a neutral stance in that war. The Netherlands is one such country. This article argues that even though the Netherlands was politically neutral, it was and considered itself a part of western civilisation and shared in the experience of a cultural or existential crisis that came over Europe as a consequence of the war. This crisis also caused Dutch pedagogues to reflect on the war. Leading Dutch pedagogues wrote in their journals how education had to be changed in order to prevent a future war or to preserve moral values in their country, which was not (yet) part of the warfare. To characterise this effort, we introduce the concept of cultural mobilisation, following recent developments in the historiography of the cultural dimensions of the Great War. Based on an in-depth analysis of Dutch pedagogical journals, ranging from Protestant, Catholic and socialist to… [Direct]
(2013). Collaborating with the Peace Corps to Maximize Student Learning in Group Counseling. Professional Counselor, v3 n3 p131-140. This article explores a model partnership with a counseling education program and the Peace Corps. Counselor education students in a group counseling course developed and implemented a singular structured group session with clients not typically used (e.g., non-counseling students) to maximize student learning and implement group counseling skills. Group services were provided to returning Peace Corps volunteers with diverse cultural experiences who were in career and life transitions. In addition, the authors provide strategies for developing similar partnerships between counselor education programs and other agencies…. [PDF]
(2018). Co-Creating Spaces of Critical Hope through the Use of a Psychosocial Peace Building Education Course in Higher Education in Protracted Refugee Context: Kakuma Refugee Camp, Kenya. ProQuest LLC, Ed.D. Dissertation, Portland State University. An unprecedented 65.6 million persons are forcibly displaced (e.g., refugees, asylum-seekers, IDPs). Half are youth. Hope is often the feeling that sustains youth through intolerable conditions. Basic education in protracted areas is seen as a protective factor that nurtures hope and psychosocial wellbeing in the lives of children and youth. This research sought to extend this concept to the higher education in protracted refugee context, where refugees (ages 18-35) were able to co-create spaces of hope that recognized their own agency and their ability to question the status quo while developing critical thinking skills. Based on a theoretical framework of the philosophy of hope, psychology of hope, pedagogy of hope, and critical hope, I explored with refugees their perceptions of hope before, during, and after their participation of my psychosocial peace-building education course over a period of six months. Using a pragmatic mixed-methods community-based action approach, I… [Direct]