(1991). Educating Beyond Hate. Peace Education Miniprints No. 23. In recent years, it increasingly has been recognized that schools must change in basic ways if children are to be educated so that they are prepared to live in a peaceful world. This recognition has been expressed in a number of interrelated movements: "cooperative learning,""conflict resolution," and "education for peace." This paper discusses four key components in these overlapping movements: cooperative learning, conflict resolution training, the constructive use of controversy in teaching subject-matter, and the creation of dispute resolution centers in schools. The basic view is that students need to have continuing experiences of constructive conflict resolution as they learn different subjects as well as immersion in a school environment that provides daily experiences of cooperative relations. A list of 29 references is included. (Author)… [PDF]
(2021). Picture Books That Bring Arab Voices and Middle East and North African Culture to K-6 Classrooms. Social Studies and the Young Learner, v33 n3 p17-19 Jan-Feb. To contribute to social studies' and history teachers' bank of resources, the book list presented in this article was compiled by the Education Outreach Program (EOP) of the National Arab American Women Association (NAAWA). These books provide an alternative voice and a more colorful picture of the Middle East and North Africa (MENA) region, with the narratives ranging from simple stories to more complex ones. This list of books provides a good collection of high quality, unbiased, and non-stereotypical portrayals of Arabs. It is also a collection that brings the native voices of the MENA region to elementary readers. In an environment where the voices of indigenous populations are too-often silenced, this collection adds to the messages of justice, peace, and equity towards Arabs, Muslims, and other marginalized groups in the United States and beyond…. [Direct]
(1993). From Honduras to Hungary to the Gambia: Environmental Education and the Peace Corps. Nature Study, v45 n3-4 p10-11 Mar. Discusses Peace Corps involvement with environmental education (EE) since the 1960s. Peace Corp EE programs in schools, parks, youth centers, and zoos have been designed to increase issue awareness, build problem-solving skills, group cooperation, self-esteem, positive attitudes, and provide hope. (MCO)…
(1996). Education for Tolerance and Peace. Peace Education Miniprints No. 83. This essay discusses the concept of tolerance and the role of tolerance in education. Glimpses from the history of intolerance and tolerance are presented and various theories of tolerance dealt with. Tolerance is defined here as the ability for people to live in peace and harmony with those who differ from them in language, religion, race and/or custom and to appreciate those differences. Education for tolerance is seen as essential for the peace and survival of mankind. The work of UNESCO in the area of education for tolerance and peace is also discussed. (EH)… [PDF]
(2016). Teachers as Agents of Sustainable Peace, Social Cohesion and Development: Theory, Practice & Evidence. Education as Change, v20 n3 p15-37. This paper presents a "peace with social justice" framework for analysing the role of teachers as agents of sustainable peace, social cohesion and development and applies this to research evidence from Pakistan, Uganda, Myanmar and South Africa. The paper draws on evidence from a recently completed UNICEF and ESRC funded project on education and peacebuilding, and specifically from data gathered around the role of teachers. Drawing on rich fieldwork data collected between 2014-2016 in each of the four countries, the paper will evidence the complex and contradictory role that teachers play in sustainable peace and development and its implications for teacher governance, teacher policy and teacher practice. The paper challenges the overly human capital driven logics of much teacher policy reform agendas and highlights the need and importance for a more holistic approach to teacher governance and management that recognises teachers' multiple potential to contribute to both… [Direct]
(2019). Pastoral Education: The Missing Link in Uganda Education System. Educational Research and Reviews, v14 n7 p240-253 Apr. Pastoralism is a production system closely linked with cultural identity that relies on raising livestock on pastures. Studies indicate that over 30 million people in the Great Horn of Africa (Somalia, Ethiopia, Kenya, South Sudan, Eritrea, Djibouti, Sudan, Tanzania and Uganda) practice pastoralism and agropastoralism as a major source of livelihoods. Livestock are their social, cultural, spiritual and economic assets providing food and income for the family within and between generations. Yet this important production system of livelihood as well as socialisation mechanism is missing in the school or university curriculum of these countries including Uganda. With the exception of Tanzania and Ethiopia that have recently designed a curriculum on pastoral studies in their university curriculum, pastoral education has been missing in the school and University curriculum of the Great Horn of Africa school systems yet most of these countries livelihoods depend on pastoralism. From the… [PDF]
(2017). The Violence of Peace and the Role of Education: Insights from Sierra Leone. Compare: A Journal of Comparative and International Education, v47 n1 p32-45. Research on peacebuilding has mushroomed over the last decade and there is a growing interest in the role of education in supporting peacebuilding processes. This paper engages with these debates, UN peacebuilding activities and the location of education initiatives therein, through a case study of Sierra Leone. In the first part, we explore the complex and multi-dimensional nature of violence in post-conflict Sierra Leone. In the second, we critically address the role of education in the conflict and post-conflict period, highlighting education's centrality as a catalyst to conflict, and then reflect on the failure of the post-conflict reconstruction process to adequately transform the education system into one that could support a process of sustainable peacebuilding. Finally, we conclude by exploring the ways that greater investment and focus, both financial and human, in the education sector might, in the long term, better contribute to a sustainable and socially just peace…. [Direct]
(2019). Freirean Critical Consciousness in a Refugee Context: A Case Study of Syrian Refugees in Jordan. Compare: A Journal of Comparative and International Education, v49 n2 p266-282. This paper argues that education underpinned by critical pedagogies offers an alternative for engaging with the complexities of conflict, peace and social transformation in refugee contexts. Drawing upon a semi-ethnographic qualitative study with a focus on a non-formal educational programme for supporting Jordanian and Syrian refugee youth, we find that participatory pedagogies provide a promising mechanism for reaching out-of-school refugees in host communities. However, a series of intersecting factors, namely the perception that empowerment education is antithetical to the goal of gaining certification, leads to manipulation of the pedagogies. Hence, empowerment education risks being co-opted by the 'banking model' of education. The paper critiques the dominant market-oriented education and suggests an alternative approach to engage with challenges in refugee contexts…. [Direct]
(2024). Embracing Sustainable Development Goals in B.Arch. Design Studio Curriculum Guideline through Framework. International Journal of Sustainability in Higher Education, v25 n7 p1499-1515. Purpose: The Sustainable Development Goals (SDGs) were established by the UN in 2015 as an international call to action to end poverty, protect the environment, and ensure that everyone will live in peace and prosperity by the year 2030. (UNDP, 2015). Out of the 17 Goals, Goal 4 talks about "ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all." The SDGs are essential to architectural education since buildings account for 40% of extracted materials used in construction and 39% of global energy-related carbon emissions. (Hendawy, 2023) To accomplish these objectives, the architecture curriculum must be up-to-date and efficient. It specifically takes into account the field of architecture. The purpose of this paper is to propose a framework for curriculum guidelines of B.Arch. design studios, focusing on the parameter designing for inclusivity (UIA2023CPH, 2020) of SDGs. Design/methodology/approach: Models, approaches and… [Direct]
(2018). Reflections on a Career in Student Affairs. Journal of College and Character, v19 n3 p179-184. The author provides a personal and professional reflection on her 40-plus-year career in higher education and student affairs within the perspective of current national events. She outlines the new challenges and responsibilities that the 2016 election and the ongoing aftermath create for the profession and proposes three guideposts for scholars and practitioners: the preeminence and urgency of the academic mission, remarking thresholds, and affirming peace… [Direct]
(2001). Healthy Communities: Building Communities from the Ground Up. More and more communities are rallying together to solve their own problems. These broad-based initiatives are illustrations of the international healthy communities movement. The healthy communities movement emerged from the World Health Organization in 1986 and has quickly spread across the globe. A cornerstone of the movement is the Ottawa Charter for Health Promotion that describes the prerequisites for health as: peace, shelter, education, food, income, a stable ecosystem, sustainable resources, social justice, and equity. To produce a healthy community in addition to redefining the way people look at health, new mechanisms of community problem solving must be reviewed. This paper describes and discusses the healthy communities movement. The paper outlines 10 commonly agreed upon core elements of healthy community efforts. It notes that research on the impact of healthy community initiatives is just emerging and cites several studies. (Contains 15 references.) (BT)… [PDF]
(2022). What School District Administrators Should Know about the Educational Rights of Children and Youth Displaced by Disasters. Connecting Schools and Displaced Students Brief Series. National Center for Homeless Education Disasters, such as floods, fires, and storms, can devastate communities and the lives of people who live in them. After disasters, displaced families long to return to a sense of normalcy, so reconnecting children to school is especially important during this time. By providing the structure of an education setting, schools can help children and youth overcome the trauma of a disaster and regain their academic and social stability. Once children are safely in school, parents have the peace of mind and freedom to focus on other post-disaster details to help their families recover. This brief: (1) reinforces the importance of ensuring that children and youth displaced by a disaster are attending school as quickly as possible after their displacement; (2) explains key aspects of the McKinney-Vento Act, particularly as it relates to students affected by disasters; and (3) provides strategies for a local educational agency (LEA) to prepare for a disaster that causes widespread… [PDF]
(2014). Toward the Ultimate Goal of Peace: How a Montessori Education at the High School Level Supports Moral Development through Study and Community Life. NAMTA Journal, v39 n1 p161-192 Win. This paper is the synthesis of Elizabeth Henke's four years of work from 2009-2013: three years at the high school and one year at the University for Peace. She summarizes, "A Montessori high school education should reveal to the adolescent a pathway to peace that is built on positive human relations and should provide opportunities for contributions to the community that result in experiences of valorization. The organizing principles of the universe and society are revealed in the core of each discipline, and a moral framework emerges before the adolescent when disciplines are explored with the help of experts." This is the first Montessori document that attempts to directly derive moral essentials from teacher interviews about formal high school disciplines that develop peaceful communication and action and bring an understanding of peace theory to students at the Montessori High School at University Circle, in Cleveland, OH…. [PDF]
(2008). Higher Education Opportunity Act (Public Law 110-315). US Congress This purpose of this Act is to amend and extend the Higher Education Act of 1965, and for other purposes. This Act includes the following titles: (1) General Provisions; (2) Teacher Quality Enhancement; (3) Institutional Aid; (4) Student Assistance (Grants to Students in Attendance at Institutions of Higher Education, Federal Family Education Loan Program, Federal Work-Study Programs, Federal Direct Student Loan, Federal Perkins Loans, Need Analysis, General Provisions Relating to Student Assistance, Program Integrity, and Competitive Loan Auction Pilot Program); (5) Developing Institutions; (6) International Education Programs; (7) Graduate and Postsecondary Improvement Programs; (8) Additional Programs; (9) Amendments to Other Laws (Education of the Deaf Act of 1986, United States Institute of Peace Act, The Higher Education Amendments of 1998; the Higher Education Amendments of 1992, Tribal College and Universities; Navajo Higher Education, Omnibus Crime Control and Safe Streets… [PDF]
(2007). Creating Cultures of Peace: Pedagogical Thought and Practice. Selected Papers from the 10th Triennial World Conference (September 10-15, 2001, Madrid, Spain). World Council for Curriculum and Instruction The 10th Triennial World Conference of the World Council for Curriculum and Instruction (WCCI) was held September 10-15, 2001 in Madrid, Spain. The theme of the conference was "Cultures of Peace." Thirty-four papers and presentations are divided into nine sections. Part I, Tributes to the Founders of WCCI, includes: (1) Tribute to Alice Miel (Louise Berman); and (2) Tribute to Maxine Dunfee (Norman Overly). Part II, Promoting Dialogue about Cultures of Peace, includes: (3) Counting All, Ignoring None: Problems and Promises for a Culture of Peace (Piyush Swami); and (4) Quality Education: Educational Personalization and Social Pertinence (Ramon Perez Juste). Part III, Reflecting on the Values, Attitudes, and Behaviors that Inspire Peaceful Social Interaction and Sharing, includes: (5) Pedagogy of the Spirit: Creating Pathways to Peace (Diane Lee); (6) Knowledge and Curriculum: Diversity and Stability (Jagdish Gundara); (7) Sources of Values and Their Influence on Teachers'… [Direct]