(1990). School Community Education Program in New York City 1988-89. Volume II. OREA Evaluation Section Report. This second volume of a four-volume evaluation of the 1988-89 New York City School Community Education Program (also known as the Umbrella Program) comprises reports evaluating nine innovative elementary school projects on social, ethnical, and environmental studies, four of which included staff development workshops. Evaluation sources included student preprogram and postprogram test outcomes, writing samples, teacher and student questionnaires, and the number of acceptances of participants into special high schools. Overall, the program was not as successful in meeting its stated objectives as in previous years. Each report contains a brief project overview, describes the research methodology, presents the findings, and provides recommendations for improvement. The following programs are evaluated: (1) The Museum Connection; (2) Peace Education Program; (3) E.C.O.L.E.–Education and Camping Opportunity Through Learning Environment; (4) Urban Environmental Program for Elementary… [PDF]
(1984). Current Developments in Peace Studies in Adult Continuing Education. Adult Education (London), v57 n1 p17-22 Jun. Discusses the development of social and political education, specifically Peace Studies, in Great Britain. (JOW)…
(2021). Peacebuilding Education, a Complex Perspective. Cogent Education, v8 n1 Article 1905228. This article presents the design of a formal, special and flexible educational model for basic secondary school, aimed at adult victims of the armed conflict and former combatants in Colombia. This model is supported by emergent pedagogies and participatory methodologies which seek to consolidate harmonious relations between communities and nature with a higher purpose: a peaceful coexistence as a support for peace construction in Colombia. It is based on the pivotal element Culture of Peace that contributes to the construction of sustainable peace within the framework of social justice and rights. The pedagogical pillars have three complementary approaches: bio-learning, pedagogical mediation and popular education. The methodology fits into complex thinking that consists in the recognition of networks of relationships existing in knowledge, as well as the impossibility of exhausting it in a single epistemic field, in order to build and share knowledge through an integrative project… [Direct]
(1979). Education for Peace. International Understanding at School, n37 p17-20. Presents a speech discussing the role of the United Nations in the maintenance of peace, the need for support of the UN by governments and peoples, and the importance of education for peace to mobilize that support. (CK)…
(1986). Philosophical Studies in Education. Proceedings of the Annual Meeting of the Ohio Valley Philosophy of Education Society (Cincinnati, Ohio, November 15, 1984). This collection of conference papers addresses selected philosophical and educational questions being raised by the contemporary teaching community. Papers and presenters are: "Moving toward an Educator's Zero" (Conrad P. Pritscher); "Metaguessing" (David E. Denton); "Teaching and the Role of the Resisting Intellectual" (Henry A. Giroux); "Teachers as Resisting Intellectuals: Cultural Marxism in Educational Theory" (Richard La Brecque); "Notes toward a Conception of Multicultural Education" (Timothy Reagan); "Young Children's Knowing and the Western Rationality Paradigm" (David Kennedy); "Are Dick & Jane Different Moral Beings? An Inquiry into Sex-Specific Morality and Some Educational Implications" (Patrick Socoski); "Comparing Faculty: The Concept of 'Peer' in Higher Education" (Rodney P. Riegle); "Can Teachers Motivate Students?" (Clark Robenstine); "Moral Imagination and Peace…
(2005). Israeli Youth in the Second Intifada: PTSD and Future Orientation. Journal of the American Academy of Child and Adolescent Psychiatry, v44 n11 p1167 Nov. Objective: To examine the relationship between exposure to political violence and posttraumatic symptoms, future orientation, and attitudes toward peace. Method: A total of 740 boys and girls aged 11.5-15 years from Jerusalem, Gilo, and the Jewish settlements in the disputed territories were assessed in the summer of 2001 using an exposure to terror questionnaire, Child Posttraumatic Stress Reaction Index, Children's Future Orientation Scale, and a question regarding the future of peace talks. Results: A substantially higher percentage of youths in the settlements (27.6%) than in Jerusalem (12.4%) or Gilo (11.2%) reported moderate to very severe levels of posttraumatic symptoms. Children's Future Orientation responses were moderately optimistic. About two thirds of the adolescents in the settlements rejected the idea of peace talks at any time, whereas around half of the youths in Jerusalem and Gilo supported the continuation of peace talks. Exposure was related to both PTSD symptoms…
(2019). University Infrastructures for Peace in Africa: The Transformative Potential of Higher Education in Conflict Contexts. Journal of Transformative Education, v17 n2 p173-194 Apr. The purpose of this article is to consider how higher education responds to conflict on campus and in the community. Moving beyond the victim/perpetrator paradigm prevalent in the literature on education in conflict contexts toward the transformative capacity of education, this research suggests that public universities may develop mechanisms that orient the institution toward capacity and consensus building–constructs associated with infrastructures for peace. Findings from comparative case studies conducted in C√¥te d'Ivoire and Kenya at two public universities demonstrate that both intentional and indirect policies were cultivated to contend with and possibly transform the conditions for localized conflict and begin to theorize university infrastructures for peace…. [Direct]
(2024). Toward a Conflict-Sensitive Approach to Higher Education Pedagogy: Lessons from Afghanistan and Somaliland. Teaching in Higher Education, v29 n2 p619-638. Higher education has become an important agenda in the 2030 Sustainable Development Goals. A major aspect of this agenda is the conceptualization of education as a tool not just for development but for peacebuilding. Yet there are few studies examining how university educators might be equipped as frontline peace workers. This study explores: How might conflict affect teaching in higher education, especially in and with students from conflict-affected contexts? In what ways does higher education pedagogy serve to ameliorate or exacerbate conflict? How could the practices of academics working with students in conflict-affected contexts inform approaches to higher education pedagogy? Data for the study was collected through interviews with university educators working in Afghanistan and Somaliland, and analyzed through the lens of Santos's 'post-abyssal thinking'. Findings indicate that educators who work in conflict-affected contexts have numerous practical strategies that inform… [Direct]
(2024). Adolescents' and Teachers' Experience of Shared Education: A Small-Scale Qualitative Study in Northern Ireland. Cambridge Journal of Education, v54 n3 p275-293. This article explores adolescents' and teachers' interpretations of shared education through interviews with participating teachers and pupils in one school partnership in Northern Ireland. As an initiative explicitly designed to bring pupils from Catholic and majority Protestant schools together, shared education offers potential for building intergroup relations in Northern Ireland where, despite a peace agreement in 1998, life continues to be characterised by deep political and cultural division. Drawing on the qualitative data from the two participating schools, the research reveals the complexities of contact amongst adolescents in divided contexts so that, although some students frame shared education experiences in positive terms, others are discomfited by the process and report negative experiences. It argues that as adolescents' tendency towards self-consciousness and social unease may be intensified in shared education programmes, more attention might be placed on their… [Direct]
(1989). Annotated Bibliography for Teaching Conflict Resolution in Schools. Second Edition. The print and audiovisual materials in this annotated bibliography are divided into three categories: (1) Those in the implementation section (72 items) give reasons for starting a conflict resolution program and ways in which programs improve school climate. There are also materials on establishing and evaluating programs. (2) The skill building section (92 items) contains materials that teach communication, problem solving, brainstorming, and evaluation skills. Some of the items suggest a unit on conflict without training students to be mediators or conflict managers, and others focus on negotiation instead of mediation. All are specifically concerned about the process of mediation and conflict resolution as traditionally understood. Human relations and problem solving skills are also included in this section. (3) The related fields section (61 items) includes materials that represent more general views of conflict resolution such as peace education or specific aspects such as…
(2004). Enhancing Collaborative Tendencies: Extending the Single Identity Model for Youth Conflict Education. New Directions for Youth Development, n102 p11-34 Sum. Perhaps more than ever before, educators need innovative and successful approaches to developing the defenses of peace in the minds of all humanity. They have witnessed the consequences of not attending to these needs in the many and varied international, interethnic, and intergroup conflicts around the globe. And while there are a variety of approaches to peace education, such as those that Ian Harris and Mary Lee Morrison have chronicled recently, they still know too little about how to encourage a peaceful orientation. The author's own reflections on these issues, prompted by two decades of work in conflict education, were stimulated during a three-year project in the Gauteng region of South Africa in the immediate postapartheid era. In this article, the author shares some reflections on their successes and their missed opportunities and integrates those thoughts with more recent developments in peacemaking. The majority of her attention in this article is given to exploring the… [Direct]
(1993). School-Age NOTES. September 1992 through August 1993. School-Age NOTES, v13 n1-12 Sep 1992-Aug. These 12 newsletter issues provide educational resources to providers of school-age child care. Each eight-page issue may include several feature articles; activities that providers can use with children; descriptions of professional development activities and training programs; information on books, pamphlets, and other educational materials in the field; and a list of School-Age Care (SAC) conferences and training sessions. Featured topics include (1) Adventure Play playgrounds; (2) rules and discipline; (3) professional attitudes; (4) child-initiated programming; (5) peace education; (6) conflict resolution; (7) school-age care accreditation; (8) professional development; (9) developmental needs and imaginary play; (10) summer and year-round programs; (11) a national study or school-age programs; (12) Montessori school-age programs; (13) ideas for summer programs; (14) working with hostile children; (15) the copyright implications of using recorded music and videos in school-age… [PDF]
(2024). Perceptions of the Sustainable Development Goals: A Q-Methodology Study with Turkish Preservice Teachers. Environmental Education Research, v30 n10 p1729-1747. This study identified preservice teachers' perceptions toward the Sustainable Development Goals (SDGs). The study group comprised 22 Turkish preservice primary school teachers. The Q-methodology was adopted, the statements of which concerned the 17 SDGs. The data analysis revealed two main perspectives: the prioritization of basic human needs and the prioritization of future human needs. As a common perception, preservice teachers placed a higher priority on peace, justice, and strong institutions, no poverty, and quality education than on any of the other SDGs. The results shed light on how preservice teachers perceive the SDGs. Different perspectives of preservice teachers on the SDGs may influence their future teaching practice. This study highlights the importance of considering different perspectives among preservice teachers to ensure the effective implementation of SDGs in education…. [Direct]
(1971). Guide to the Concept: Interdependence. This draft outline presents and organizes for teachers one of the fundamental concepts in war/peace studies: interdependence. As the definitional statement makes clear, interdependence involves learning to look at the world as a single system, and to identify and analyze its various subsystems. Part of the rationale for considering interdependence as a major concept in war/peace education is that an understanding of the concept and its various subconcepts, is a vital first step in the students' ability to come to terms with his own prejudices, misperceptions, and stereotyping. The guide lists sample affective and cognitive objectives, and provides a developmental idea outline of the concept interdependence and its related subconcepts (universality, origins, dynamics, development, effects, and methods and techniques for dealing with interdependence.) For each of these, topic and content samples are outlined. Suggested grade levels (9-12) and hypothetical course titles are designated… [PDF]
(1983). Irish Educational Studies, Vol. 3 No. 2. Research problems and issues of concern to educators in the Republic of Ireland and Northern Ireland are discussed in 21 papers. Papers fall into the general categories of educational history and current practices. Papers in the first category cover the following topics: a history of the Education Inquiry of 1824-1826, the "hedge" or private primary schools which existed in Ireland prior to institution of the national school system in 1831, the relationship between the Christian Brothers schools and the national school system, the relationship between the Irish treasury and the national school system, a history of the Royal Commission on Technical Instruction (1881-1884), the Educational Endowments Act of 1885, and Henry Edward Armstrong and experimental science in the schools. Papers dealing with current practices examine the views of Northern Ireland teachers, cognitive consciousness and the teaching of reading, peace education, Northern Ireland's management education… [PDF]