(1965). The Peace Corps in an Educating Society. This document is an abridged transcript of the discussion held by representative participants from educational institutions and the Peace Corps at the Brookings Institution Conference on July 22, 1965. The meeting was initiated with the belief that the academic establishment and the Peace Corps need each other. Three propositions were presented: (1) the Peace Corps should see itself as an educational institution; (2) colleges and universities should become more like the Peace Corps; (3) the relationship between the Peace Corps and American higher education should be permanently committed. As a result of this meeting, Sargeant Shriver established an Education Task Force to raise the level of Peace Corps "training" to "education" in order to see the education of Volunteers as a two- or three-year process continuing throughout their service. Among ideas from the discussion resulting in the Peace Corps' new education program were (1) a panel of faculty advisors who… [PDF]
(1998). Peace and Human Rights Education in the Middle East: Comparing Jewish and Palestinian Experiences. International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education, v44 n4 p357-78. The author asks to what extent peace and human-rights education programs for Israeli and Palestinian children have fostered peaceful solutions to the differences between the Israeli and Palestinian people. He concludes that the programs are very limited and have made little impact in reversing the long educational legacy of mutual distrust and hostility. Contains 25 references. (AMA)…
(2023). Beyond Market and Language Commodification: Contemplating Social-Market Value and Social-Welfare Concerns in Language Education Policy and Practice in Pakistan. Language and Education, v37 n1 p88-104. This study demonstrates how stakeholders' treatment of English language as the sole marketable/saleable commodity in educational setting can have implications for multilingualism and existing linguistic diversity in Pakistan. Language commodification refers to the valuation of languages as marketable/saleable commodities and their relative exchange value. The findings are based on semi-structured interviews with students, teachers, and administrators/principals conducted in schools and a university during three different PhD studies. This article specifically focusses on how stakeholders view English-medium education and indigenous languages. Given stakeholders' diversity-as-a-problem orientations and rationalization of English-medium education, we propose an epistemic reorientation in which the social-market value of languages and social-welfare considerations may become the basis of language-in-education policy and planning. Social-market value refers to the role languages play as… [Direct]
(2021). Thirdspace Movement Concepts in Physical Education Teacher Education. Quest, v73 n4 p323-341. In this age of racial inequality, dehumanization, social unrest, and calls for social justice, society needs an educational space in schools that emphasizes awareness of self and diverse others and acceptance practices. Expanding the higher education PETE curriculum to include movements and activities that place students as subjects of their own first-person subjective experiences will lead to the cultivation of mindfulness, motivation, and meaning within social, historical, and cultural contexts, and promote positive connections with self and others. The authors introduce a "Thirdspace" with practical strategies related to PETE programmatic reform that draws upon Eastern and Western movement forms that can lead to self-awareness, humanization, inner peace, and respect for others…. [Direct]
(1989). Meetings of the (Peaceful) Minds: A Survey of Convention Opportunities for Peace Communication Researchers. A study was conducted to ascertain what speech communication convention outlets might be available to peace communication researchers. Seven issues of the Consortium for Peace Research Education and Development's (COPRED) "Peace Chronicle," a publication which offers one of the more comprehensive listings of conventions, events, and other peace resources available, were examined. Information was classified according to the following schema: communication related, educational training and peace studies, dispute resolution and mediation, personal and professional development, activism, talks and exhibits, science, international, and unrelated or unclear. The most frequently occurring conferences were those dealing with dispute resolution, peace studies, science, and international. Results indicated that very few outlets exist specifically for "peace communication" research. But the field is fertile for sharing research and expertise with professionals from other… [PDF]
(2010). Out of Crisis: Reflections of an Iraqi and an American on Advocacy for Andragogy. Adult Learning, v21 n1-2 p37-40 Win-Spr. Mahdi is an Iraqi doctoral candidate in adult and higher education and Bright is her doctoral advisor. The two have been involved in intensive dialogue about how they see their cultures, how they perceive the conflict in the Middle East, and how andragogical theory offers hope for changing learning and teaching approaches that can influence political and social philosophies of leadership. This conversation is a reflection of their advocacy for andragogy as a tool for change and peace. They discuss how an inclusive education can bridge two cultures, American and Arab together in meaningful ways. Following their conversations, their combined voices contemplate the following questions: (1) What does andragogy have to offer to people in cultures facing distress, conflict, and war?; (2) What is the relevance?; and (3) Why should people in the field of adult education care? They contend that adult educational theory, process, and research are elemental to a vision of a peaceful world and a… [Direct]
(1993). Integrating Technologies in Global Studies. Media and Methods, v29 n3 p22-24 Jan-Feb. Describes the curriculum at Frost Lake (Minnesota) Magnet School of Technology and Global Studies, which integrates technology, basic skills, and global education to teach respect for diversity and justice and peace issues in multicultural education. Objectives, activities, and resources for three sample lessons are presented. (LRW)…
(2024). South Sudanese Females Refugees' Access and Enrolment into U.S. Post-Secondary Education. ProQuest LLC, Ph.D. Dissertation, Walden University. There are considerable challenges experienced by female South Sudanese refugees to access post-secondary education in the United States. Although these challenges are many, but little was known about their experiences to access and enroll into US post-secondary education. There has been a significant lack of research on how South Sudanese female refugees overcome these challenges to access and enroll in US secondary education. The purpose of this phenomenological qualitative study was to gain a deeper understanding of the challenges experienced by South Sudanese female refugees to access and enroll into US secondary education. Human capital theory was the theoretical framework used in this study. In-depth interviews were conducted with six South Sudanese female refugees to provide information about their socio-economic and cultural experiences in the host community. Findings revealed that education empowers them for self-reliance and gender equality, additionally, it empower them to… [Direct]
(2006). Storytelling as a Means of Peacemaking: A Case Study of Christian Education in Africa. Religious Education, v101 n3 p390-401 Sum. This article explores how storytelling can help create a space for transformational learning. In particular it looks at the role of storytelling in education for peace in Africa. It also touches on related issues, including the role of historic peace churches, the role of women, and the role of faith convictions, in the process of moving from violence to peace with justice. The case study for the essay is the "Watu Wa Amani" (People of Peace) conference held in Nairobi in 2004. (Contains 2 footnotes.)… [Direct]
(2023). The Thirdspace Movement Model for Inclusion and Social Justice in Physical Education. Journal of Physical Education, Recreation & Dance, v94 n4 p41-50. This article introduces the concept of a new curricular model that addresses these issues through the body. The Thirdspace Movement Model can be integrated in K-12 Physical Education in coordination with other models. The Thirdspace Movement Model creates an environment where students practice movements and engage in critical discourse that address embodied identity. Through movements, the model fosters; 1) self-awareness which can lead to self-identity and self-acceptance, 2) embodied movement experiences that can lead to inner peace, 3) humanization, 4) acceptance of self and others, 5) reconciliation, 6) growth in connection with others, and 7) justice. The Thirdspace Movement Model can be integrated with existing PE units or introduced as a stand-alone unit. Self-awareness and listening to the messages the body sends begins the learning experience. Students then explore and express through developmental progression and movement patterns with self and others. The experience… [Direct]
(2014). Proceedings of the International Conferences on Education Technologies (ICEduTech) and Sustainability, Technology and Education (STE) (New Tapei City, Taiwan, December 10-12, 2014). International Association for Development of the Information Society These proceedings contain the papers of the International Conferences on Educational Technologies (ICEduTech 2014), and Sustainability, Technology and Education (STE 2014). The International Conference on Educational Technologies (ICEduTech 2014) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding of what education needs and how to achieve it. Topics for the ICEduTech Conference include: (1) Education in Context: Education in the Network Society, Educational Games, Social Media in Education, Home Schooling, Students' Rights, Parents' Rights, Teachers' Rights, Student-Safe Searching, School Violence, Education and Tolerance for Peace and Education in Developing Countries; (2) Education as Professional Field: Teacher Education, Teachers' Professional Development, Teachers' Workload, Teacher Support for… [PDF]
(1983). Education for International Understanding, Peace, and Human Rights. Educational Documentation and Information, n226 p5-83. This 294-item annotated bibliography dealing with international education focuses on: general world problems and the new international economic order; education for peace, human rights, international cooperation, and comprehension; the system of associated schools; and reference works and teaching materials for teacher and classroom. Suggestions for activities recommended by various conferences are noted. (EJS)…
(2024). An Examination of Police Academy Cultural Competence Education and Training on New Police Officer Performance. ProQuest LLC, Ed.D. Dissertation, Kansas State University. Community colleges educate and train significant numbers of U.S. police officers. Even so, an erosion of public trust and confidence in the police has overcome communities nationwide (Fagan, 2008; Office of Community Oriented Policing Services, 2015). The high-profile law enforcement-related deaths of unarmed Black citizens have further heightened calls for police education reform nationwide (Whitfield, 2019).Community colleges are uniquely positioned to bring about social change, particularly in police reform and race relations (Dennis, 2020). Many states mandate diversity, implicit bias, or cultural competence curricula for police academy students; thus, new officers' cultural competence education and training begins in the police academy and establishes community expectations for law enforcement behavior and performance (Oakley, 2020). Effective cultural competence education and training of new peace officers could contribute to facilitating trust, legitimacy, and just policing… [Direct]
(1986). Close of Service Workshop. Trainer Guidelines and Workshop Materials. Training for Development. Peace Corps Information Collection & Exchange Training Manual No. T-07. This manual is intended for use by Peace Corps staff members and/or trainers contracted to facilitate the close of service (COS) workshop, the purpose of which is to help volunteers make the transition from the host country back to the United States. Chapter 1 provides an overview of the COS workshop. Chapter 2 is a trainer reference. It helps the trainer to become familiar with the content, structure, and style of the manual and offers guidelines on how to prepare oneself for the role. It also contains reference materials to aid the trainer in understanding adult learning and experiential training methods. Chapter 3 provides a detailed training design for a three- or four-day workshop. The twelve sessions are welcome and overview, COS procedures, reviewing your volunteer experience (parts 1 and 2), a look to the future, writing a career or life objective, exploring your options (parts 1 and 2), going home, feedback and recommendations to Peace Corps, development education–Peace… [PDF]
(2022). Striving to Publish in International Journals: A Case Study of a Small University in Rural Philippines. Journal of Public Affairs Education, v28 n4 p407-421. This article analyzes a recent Peace Corps Response project led jointly by a Filipino scholar and a U.S. scholar at a rural university in the Philippines with the goal of coaching faculty who seek to make it in the world of international scholarly research and publishing. The article first highlights ten major challenges including lack of internet, university bureaucracy, limited time, lack of training, clashing incentives, and lack of knowledge about professional opportunities. Ideas for leveling the playing field for scholars around the world are presented, including: Increased internet access, open access to the scholarly literature, streamlined university processes, more in-country research funding opportunities, individualized research consultations, group seminars offered by national and international professional organizations, enhanced graduate education on research process and methods, grant and fellowship opportunities that reach beyond elite institutions, funds to attend… [Direct]