(2005). Religious Education in the Prophetic Voice: The Pedagogy of Eileen Egan. Catholic Education: A Journal of Inquiry and Practice, v9 n2 p198-214 Dec. This article offers an overview of the life and work of Eileen Egan, a contemporary and passionate Christian leader whose values can inform religious education today. It argues that her critical questioning of the traditions, assumptions, and premises of Catholic teaching on war and peace is a sign of the emancipatory, transformative learning that is at the heart of what it means to engage in religious education. Peace educators, social activists, service learning directors, and Catholic political leaders have much to learn from her example and zeal…. [PDF]
(2000). African Higher Education and Training: Opportunities and Challenges. Higher Education in Europe, v25 n3 p373-79. Details several examples of distance networking initiatives in African higher education, including the African Virtual University. Describes challenges to expanded access and opportunity in tertiary education, including peace, stability, and good governance; national policies on access and equity; certification of off-shore educational providers; and quality and relevance. (EV)…
(2020). Managing (In)Equality through Simultaneity: Differentiation and the Rhetoric of Reform and Revolution in Higher Education. International Journal of Multidisciplinary Perspectives in Higher Education, v5 n1 p1-16. The coronavirus pandemic has heightened the sense of crisis in higher education, initiating a reconsideration of the conditions under which transformative change actually occurs. For some historians, the radical disruption of a social system occurs under four conditions: mass mobilization warfare, transformative revolution, state failure, and lethal pandemics. However, peace aids the return of inequality and its correlate, differentiation. Differentiation produces equality and inequality in education. Dismantling this simultaneity may be impossible without radical disruption. This study reveals how this conditionality challenges the egalitarian impulse in the rhetoric of reform and revolution espoused by change agents in academe. It marks the limits of these perspectives by surveying the academic models that treat differentiation as a feature rather than an anomaly in education…. [PDF]
(2024). Northern Ireland Pupils Transcend Cultural Difference through Transformed Integrated Schools: "We Don't Think about Religion When We're Passing the Ball, We Just Do It". International Journal of Inclusive Education, v28 n10 p2072-2087. Schooling for Northern Ireland children has over decades been in denominationally separate schools, until an integrated system was instigated by concerned parents in the late 1970s amidst growing political violence. By educating together Catholic and Protestant pupils and those of other religions or none, the hope was to contribute to peace in a conflict-prone society. The first integrated schools were planned and government funded. Then, in the early 1990s, some segregated schools sought to transform to integrated status through a detailed, formal process. In individual, face-to-face interviews, 11- and 16-year old pupils (n = 20), representing both school sectors and both the main cultural backgrounds, described their experiences of learning side by side for the first time with peers of a different tradition. Both younger and older pupils could discern the differences between their previous (segregated) and current (integrated) settings, saw the benefits of accepting and… [Direct]
(2023). Global Citizenship Education at TAMIU Elevating Education at the Frontera: The Role of Faculty and Administrators. International Education Inquiries: People, Places, and Perspectives of Education 2030. IAP – Information Age Publishing, Inc. International Education Inquiries is a book series dedicated to realizing the global vision of Education 2030a. This vision involves "ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all." The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places and perspectives shaping Education 2030 outcomes. Education 2030 topics of interest include, but are not limited to: (1) Improving access to quality early childhood development, care and pre-primary education; (2) Ensuring equal access for all women and men to affordable and… [Direct]
(2020). Deconstructing Neoliberalism in Global Citizenship Discourses: An Analysis of Korean Social Studies Textbooks. Critical Studies in Education, v61 n4 p464-479. This study explored ways in which official social studies textbooks in South Korea promote global citizenship given the dominant neoliberal ideology in the field of education. Employing soft versus critical global citizenship education (GCE) and critical discourse analysis, this study analyzed 12 middle-school (seventh to ninth grades) social studies textbooks that are mandatory in Korean public schools. The findings of this study demonstrate the prevalence of a neoliberal agenda and nationalist rhetoric in the global citizenship discourses in the textbooks. We discussed the extent to which themes for GCE including globalization, cultural diversity, peace, sustainability, and associated skills and dispositions were instrumental in perpetuating neoliberal economic values and nationalism while marginalizing social justice and multiculturalism in official textbooks…. [Direct]
(1984). Canadian Association for the Study of Adult Education. Proceedings of the Annual Conference (3rd, Guelph, Ontario, Canada, June 8-10, 1984). These proceedings contain 24 papers in English and 3 papers in French: "Adult Education and the Social Sciences" (Draper); "Readability as Applied to an ABE (Adult Basic Education) Assessment Instrument" (Taylor, Wahlstrom); "Quality of Worklife: Adult Education Administrators Speak Out" (McKee, Murphy); "The Problem of Journal Searching: The Case of Retrieving Adult Education Evaluation Articles" (Dobson); "Mutual Enlightenment in Edwardian Vancouver" (Hunt); "Psychosocial Representations and Adult Education" (Chene); "A Participatory Research Project against Sexism" (Chervin); "Change and Continuing Professional Education" (Rogers); "The Leadership Function of Government" (Selman); "Manifestations de meta-apprentissage en situation d'autodidaxie" (Tremblay, Danis); "Notes towards a Definition of Community in Adult Education" (Thomas); "The Origin and Major Influences… [PDF]
(1980). The Elements of a Network to Educate for World Security. This publication examines efforts to educate for peace and disarmament. A proposal by the Network to Educate for World Security for the establishment of a United Nations sponsored disarmament fund devoted to worldwide peace and security education is presented in Section One. Section Two contains papers that suggest how the traditional way to transmit culture (education) and the basic tool for forming and reforming adult opinion (communication) can transform the universal desire for peace into habitual practices of peace. The dual fear of arms and disarming in a world rife with complexities and conflict is explored. The third section focuses on classrooms from kindergarten through the post graduate level and discusses what is and can be done toward peace and security education in the schools. Issues and attitudes that divide integrating international and security topics into the curriculum are also included. Section Four expands the concept of education to include all ways adults…
(2023). Teacher Placement and Its Impact on Students' Performance: The Perception of Teachers at Junior High Schools of the Kassena/Nankana Municipality. Educational Research and Reviews, v18 n11 p363-372. This study assessed the teacher placement and utilization and their impact on Basic Education Certificate Examination (BECE) performance in the Kassena/Nankana Municipality. The study has the following objectives: Factors influencing teacher placement in public basic schools and the impact of teacher placement on BECE performance. The study gathered data from 99 teachers from 10 Junior High Schools in the Municipality through questionnaire administration. The data on BECE performance of schools were obtained from the schools over 2015-2019. The schools were made up 5 urban and 5 rural schools. All descriptive analysis was done with SPSS, version 21.0. The study based on Hausman specification test, used random effect model to estimate the impact of teacher placement and utilization on BECE performance of the selected schools. Majority of the respondents considered ability to speak the local language, good health facility, easy access to professional development, access to information… [PDF]
(2002). Helping Children Outgrow War. SD Technical Paper. Helping children outgrow war is an overarching goal of educational reconstruction in post-conflict settings, but responses must be highly adaptive and informed by insights gained from interventions elsewhere. This guidebook offers seven examples of successful interventions in post-conflict settings internationally, situating them within a framework that emphasizes the ecology of children's well-being and learning. To facilitate navigation of the guidebook, cases are organized according to post-conflict phases, including emergency, recovery, rehabilitation, and reconstruction. These phases indicate the stability of government and the health of civil society, important parameters for guiding programmatic choices. The cases illustrate many of the key dimensions of a comprehensive approach to helping children overcome violence and rebuild their lives. Following each case study is a discussion of critical theoretical issues and a set of questions regarding practical considerations for… [PDF]
(2008). Educating for Peace? Citizenship Education in Quebec and Northern Ireland. Comparative Education Review, v52 n4 p519-540 Nov. This article explores the theoretical underpinnings of citizenship education as well as issues relating to educational practice to identify and discuss challenges that divided societies, which are characterized by conflicting national or cultural identities, may face in the development and implementation of such programs. Formal education curricula from Northern Ireland and Quebec are compared to identify how they promote citizenship in their divided societies. Both societies are characterized by high levels of segregation in education as well as other aspects of social and political life, but they differ in the extent to which conflict and violence are features of these societal divisions. In the authors' examination of citizenship education in Northern Ireland and Quebec, they outline a brief theoretical framework underpinning citizenship education and discuss issues affecting citizenship as a tool for promoting community relations and peace in modern societies in general and… [Direct]
(2017). The Potential of Conflict-Sensitive Education Approaches in Fragile Countries: The Case of Curriculum Framework Reform and Youth Civic Participation in Somalia. Journal on Education in Emergencies, v3 n1 p106-128 Jul. How can education services in fragile and conflict-affected settings sustain education results and help break the cyclical patterns of conflict that lead to massive reversals in development, including in education? This field note presents the case of the review of the curriculum framework in Somalia, a UNICEF-supported education intervention that intentionally engaged with the drivers of conflict. The note outlines how this mainstream education intervention, which has a widened focus on building youths' civic participation, can help to build a capacity for peace at various levels (individual, group, and policy) in terms of substance and process. It also provides emerging results, limitations, and observations about the intervention. The field note concludes by offering some reflections on inclusive and relevant service delivery as a critical part of peace- and state-building in fragile settings…. [Direct]
(2019). Refugee Youth in Settlement, Schooling, and Social Action: Reviewing Current Research through a Transnational Lens. Journal of Peace Education, v16 n1 p1-20. How do refugee youth engage in peacebuilding, civic participation, and social action through their educational experiences? This article draws from transnational frameworks, specifically Ajrun Appadurai's notion of 'imagined worlds' with an emphasis on "ethnoscapes" as a framework through which to review literature on refugee young peoples' involvement in peacebuilding, participation, and social action in schools, focusing particularly on experiences from countries of settlement outside of refugee camps. This study examines current literature on refugee youth schooling and social engagement along three main themes: the student, the school, and the wider society. Each section considers the implications of the scholarly literature in a transnational framework, identifying what transnational flows (i.e. people, capital, ideas, media, technology, etc.) and what imagined worlds are reflected in the literature. In conducting this analysis, I aim to dislodge peacebuilding… [Direct]
(2013). "COMPARE" Forum: The Post-2015 Education and Development Agenda. Compare: A Journal of Comparative and International Education, v43 n6 p783-846. As the 2015 target date for achieving the Millennium Development Goals (MDGs) approaches, there are a growing number of processes, preparations and debates on what a post-2015 agenda and framework will look like. The United Nations Development Group (UNDG) (as chaired by the United Nations Development Programme) is leading the planning of efforts to catalyse a "global conversation" on post-2015 through a series of some 100 national consultations and 11 global thematic consultations. The aim of these consultations has been to bring together a broad range of stakeholders to review progress on the MDGs and to discuss the options for a new framework. The overall global thematic consultation on education is co-led by the United Nations Children's Fund (UNICEF) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), with support from the Government of Canada, the Government of Germany and the Government of the Republic of Senegal. The education… [Direct]
(1985). Childhood in a World of Tensions: 1985 World Council Meeting of OMEP. Childhood Education, v62 n2 p87-90 Nov-Dec. Focuses on highlights of annual OMEP conference entitled "The Child vs. Social and Domestic Tensions" held in Madrid in May 1985. Topics summarized include reports of various national projects, Andalusian Project in Spain, Education for Peace Project, and responses collected from 17 countries regarding international understanding in early childhood education. (DST)…