(2024). How Geopolitics Shapes Higher Education Internationalization: Institutional Responses to the Russian Invasion of Ukraine. Journal of Comparative and International Higher Education, v16 n3 p163-177. Values such as peace, mutual understanding, and solidarity have long been subsidiary to the aim of pursuing competition and revenue through the internationalization of higher education (HE). With the full-scale Russian invasion of Ukraine in February 2022, higher education institutions demonstrated strong support for peace and solidarity. Yet, the extent to which we are witnessing a return to an international politics rationale driving HE internationalization remains unclear. Using Canada and Germany as case studies, this paper compares how international conflict impacts HE internationalization practices from a host institution perspective. The developed theoretical framework connects HE crisis literature with novel approaches to HE institutions in global geopolitics. Data were analyzed through critical policy analysis, focusing on university presidents' statements and institutional press releases. The key finding suggests the dominance of the logic of appropriateness whereby a… [PDF]
(2024). Investigating Institutional Support for a Minority Engineering Program at a Historically White Institution. ProQuest LLC, Ph.D. Dissertation, Clemson University. Engineering programs at historically White institutions (HWIs) often perpetuate stereotypes and racism against Black students, impacting their experiences and opportunities in the field. Minority engineering programs (MEPs) provide support and resources to minority students in engineering, challenging stereotypes and fostering positive identity development. MEPs push back on cultural norms by rejecting the stereotypical narrative of what it means to be Black in engineering. Despite their significance, MEPs face challenges in garnering institutional support and recognition within engineering departments. It is imperative to understand what institutional support for MEPs looks like to mitigate barriers identified in the literature. To address these barriers and promote equity, this dissertation study explored the impacts of racism on the alignment between the perceived value of MEPs, institutional commitment, and MEPs' designated structures with the following overarching and… [Direct]
(2024). Japanese Graduate Students' Experiences in Online International Development and Peace through Sport Courses Using English-Medium Instruction during the COVID-19 Pandemic. International Journal of Educational Reform, v33 n2 p221-245. The purpose of this study was to investigate five Japanese graduate (master's level) students' experiences in online courses in international development and peace through sport that used English as the medium of instruction. The study was situated in the framework of andragogy theory and used a descriptive-qualitative design using an in-depth, semistructured interview approach using online oral and written interviews. Three emergent themes were established. These recurrent themes were (a) "learning online specialized content using English as a second language", (b) "students' struggles in group projects through online education", and (c) "students' opinions about the improvement of online education". To better support Japanese graduate students' online learning, this study encourages academic departments, administrators, and faculty to better design appropriate courses and online activities. This will contribute to a greater appreciation for the… [Direct]
(2004). Identity-Centered Conflicts, Authority, and Dogmatism: Challenges for the Design of Social Studies Curriculum. Theory and Research in Social Education, v32 n1 p10-23 Win. One of the greatest challenges to a peace education curriculum is preparing young people to deal with conflicts over issues central to identity. These kinds of conflict can threaten beliefs derived from authority and, accordingly, may be characterized by cognitive rigidity. Various factors central to constructive conflict resolution are problematic for conflicts that threaten identity. Specifically, teaching critical-rational-logical thinking about identity conflicts may create public backlash. Attempts to activate empathic concern across us-them cultural divides are exceedingly difficult. Creating altruistic trust for dealing with others across the us-them cultural divide is problematic. These are issues that social education research can address…. [Direct]
(2024). Navigating Higher Education in Conflict Zones: The Role of Professional Capital and Community Engagement in Northern Syria. Journal of Professional Capital and Community, v9 n4 p309-319. Purpose: This study examines the critical role of higher education in conflict zones, focusing on the northern regions of Syria affected by Operation Olive Branch and Operation Euphrates Shield. It explores how educational leaders navigate security challenges, community relations and curriculum development to sustain academic activities during ongoing conflicts. Design/methodology/approach: Employing a qualitative research design, the study utilizes semi-structured interviews with higher education administrators in Northern Syria. The data were analyzed using thematic analysis, allowing for the identification of key themes related to security, community integration and educational quality. Findings: The study highlights how administrators' professional capital — encompassing skills, knowledge and relationships — enables them to manage complex situations. It underscores the role of education in maintaining normalcy, promoting peace and providing psychosocial support during… [Direct]
(1993). Evaluation of the Center for Peace Education Programs 1992-1993. Final Report. The Center for Peace Education is an ecumenical nonprofit organization that provides educational programs for peace and social justice in the Cincinnati (Ohio) area. In the 1980s, through a gradual process, the Center introduced nonviolence and conflict-resolution training into several urban schools in and around greater Cincinnati. In 1992 the Center began to offer college credit to some participants in its nonviolent conflict-resolution training. Two of the Center's programs are conflict-resolution curricula. The "Students' Creative Response to Conflict" (SCRC) and the Cooperative Discipline Program give both students and teachers the skills to resolve conflicts without violence. The Peer Mediation program uses trained student peer mediators to resolve conflicts that have already occurred between two students. These programs were evaluated in 1992-93, with the SCRC's receiving the most attention. Direct observation and surveys of participants provided evaluation data…. [PDF]
(1997). Opening the World to Children: Using Books to Develop Problem-Solving Strategies. This paper shows examples of thought-provoking picture and chapter books that can be used as springboards for discussing, analyzing, and solving authentic problems by pre-school through middle-level children in diverse settings. The paper begins with a description of a conference presentation which introduced participants to the notion of using books to develop problem-solving strategies. It then discusses specific examples of works in children's literature that deal with: everyday classroom problems (sharing, taking turns, etc.); difficult issues (violence and abuse); sensitive issues (stealing, lying, and cheating); and peace education issues (respecting others, their property, and their ideas). Contains 17 selected references. (RS)… [PDF]
(2017). An Adaptive Methodological Inquiry: Exploring a TESOL Teacher Education Program's Affordances and Constraints in Libya as a Conflict Zone. ProQuest LLC, Ph.D. Dissertation, Indiana University of Pennsylvania. This adaptive methodological inquiry explored the affordances and constraints of one TESOL teacher education program in Libya as a conflict zone. Data was collected through seven documents and 33 questionnaires. Questionnaires were gathered from the investigated program's teacher-educators, student-teachers, and graduates, who were in-service teachers. Interviews were not conducted because all participants who agreed to be interviewed withdrew as a result of prolonged electrical blackouts in Libya during the data collection period. The findings revealed that even though the participants were positively satisfied with their program's basic components, they showed dissatisfaction toward a number of issues. Participants' perceived affordances of their program included offering teacher preparation and training courses, offering language development courses, and offering school-based teaching practices. The program's constraints, as perceived by the participants, were the following: the… [Direct]
(1989). A Peace Education Curriculum for Preprimary Children. A lead teacher in a privately-owned preschool designed and implemented a peace education program. Primary goals of the practicum used were to provide developmentally appropriate experiences for: (1) increasing understanding of being a peacemaker; (2) gaining respect for nature and the environment; (3) showing compassion toward the exceptional other; and (4) becoming aware of other cultures. Practicum implementation involved use of the word "peace" in appropriate circumstances. Parents and children made peace dolls and children made peace art books that included quotations concerning peace. Peaceful resolution of problems was practiced. Songs and traditional nursery rhymes with new soothing endings were learned and presented in a play format to relatives and friends. With regard to the environment, aluminum cans were recycled; paper towels and water were used sparingly; supplies were collected for a bird-of-prey rehabilitation center; and gentle care was given to classroom…
(2006). Educating the Future Leaders of the Middle East. Journal of College Admission, n193 p10-17 Fall. In this article, the author, a volunteer college counselor for Palestinian and Israeli members of "Seeds of Peace"–students who want to study in the U.S., describes her experience working with these youths as they embark upon their voyage to acquire a U.S. university education. Founded in 1993 by the late John Wallach, Seeds of Peace is a peace education program for young people from conflict regions. Teenagers from regions of conflict attend a three-week summer camp in Maine and have opportunities for follow-up participation at home. Participants are nominated by their schools, must be able to converse in English, and undergo a rigorous selection process held by their governments. While the media continually broadcast scenes of violence and despair from the Middle East, the author has been privy to another story–one in which Israeli and Palestinian youth constructively interact with one another. Today, over 120 Seeds of Peace alumni are enrolled in 50 U.S. universities…. [PDF]
(1996). Reflections on Turkish Cypriot and Greek Cypriot Students' Perceptions of the Cyprus Conflict: Implications for Peace Education. This study traces Turkish Cypriot and Greek Cypriot students' perceptions of the Cyprus conflict. The data comes from a 1993 Harvard workshop which included 11 Turkish Cypriot and 38 Greek Cypriot students. The workshop was a collaboration of Harvard's Conflict Management Group, AMIDEAST, and US AID. The objective of the workshop was to teach students effective negotiation skills, such as identification of students' perceptions. The primary purpose of the study was to determine how perceptions of involved parties compared. Written workshop products were coded for certain features and examined. Results indicate that students' perceptions differed greatly but their willingness to communicate and seek solutions that would best suit both parties' interests suggest that the negotiation skills targeted towards these ends were initiated. Investigations based on psychology of ethnic and political violence can provide access to individuals' perceptions and, when coupled with other strategies… [PDF]
(1988). Education for Peace. Peace is one of the greatest needs in the world today. Until the causes of war are addressed, there can be no peace. Education, justice, and unity are the building blocks to peace and the necessary conditions for its existence. Achieving a peaceful world depends upon our willingness and efforts to remove those things that lead to war and to replace them with the things that lead to peace. Prejudice is the root cause of war and education is the means of overcoming it. Prejudice is the result of self-centeredness and blind imitation. The aggressive and selfish qualities of our past must be replaced by the more mature qualities of cooperation and reciprocity. Five prejudices deserve special attention and are discussed because of the untold suffering they have inflicted upon the world and because of their importance in establishing peace. They are racism, nationalism, classism, sexism, and religious prejudice. Education can help to eliminate these prejudices by teaching the truth… [PDF]
(2024). Thailand: Sufficiency Education and the Performance of Peace, Sustainable Development and Global Citizenship. Compare: A Journal of Comparative and International Education, v54 n5 p804-820. This article analyses contradictions in the Thai engagement with UNESCO discourse by examining how concepts relating to Education for Sustainable Development and Global Citizenship Education have been interpreted in key national policies. Thai education policy discourse signals convergence with certain aspects of the international sustainability agenda while selectively excluding key elements in the name of Thai 'tradition'. Crucially, the Sufficiency Economy Philosophy (SEP) is portrayed as a distinctively 'Thai' approach to modernisation, endorsing hierarchy and inequality. Divergent understandings of key concepts extend to contested notions of democracy, human rights, secularism, and moral education. Analysing these tensions in historical context, we trace the politics of education to Thailand's semi-colonial past, before focusing on contemporary SEP discourse. In conclusion, we situate this case in a wider comparative frame, showing how Thai claims to uniqueness are, in fact,… [Direct]
(1980). An Approach to Peace Education. Development Education UNICEF School Series No. 6. This publication contains classroom activities and fact sheets intended to teach intermediate and secondary level students about international understanding, cooperation, and peace. A background paper for teachers and a bibliography are also included. Following a very brief introduction in Part I, Part II contains teacher's notes and suggestions for classroom activities in four areas: conflict study and conflict solving; the arms race, disarmament, and development; peace; and our role in developing the future. Students are involved in many different kinds of activities. For example, they analyze a war film, read and discuss books, make wall posters presenting information about military expenditures and development, conduct research about the functions of the United Nations, and participate in simulations. Part III contains the background paper, fact sheets, and the bibliography. The paper discusses "Conflict Studies and Peace Education." Fact sheets are provided on various…
(1984). Education for Peace: Collection of Papers and Bibliography for 1972-1984. Information Bulletin, Supplement No. 17. In November, 1982, the pedagogical faculty of the Charles University, Prague, Czechoslovakia organized a seminar called "Soviet Peace Policy and the Training of Teachers for Peace and International Understanding." At the seminar, all departments of the faculty demonstrated how UNESCO recommendations on education for international understanding, cooperation and peace, and for education concerning human rights and basic freedoms are implemented across the curriculum, including Departments of Preschool and Elementary Pedagogics, the Study Center of the Institute of Marxism-Leninism for Students Majoring in Civics, Department of Pedagogics for Students Majoring in General Education, Department of Special Pedagogics, and Departments of Human Biology and School Health Care, Czech Language and Literature, Russian and Non-Slavonic Languages, Mathematics, Chemistry, Work Education and Instruction Technology, Musical Education, Visual Art Education, Physical Training, Languages, and…