(2021). Volunteers in the Sport for Development and Peace Sector: Antinomies, Liminality, and Structural Relations. Sport, Education and Society, v26 n9 p952-965. In this paper, we seek to advance understandings of the contemporary global 'sport for development and peace' (SDP) sector, with respect to volunteers and volunteering in low- and middle-income countries (LMICs). Volunteers play a critical role in organizing and delivering SDP social intervention programmes across the world; most SDP volunteer work is undertaken by local young people who are often presented as a current peer or future community leaders. Specifically, we utilize a unique combination of the concepts of antinomy and liminality to examine systematically the 'in-between' positions, roles, and experiences of SDP volunteers. Our analysis spotlights three sets of antinomy. First, categorical antinomies relate to the liminal or in-between positioning of volunteers in terms of their socio-demography (e.g. between adolescence and adulthood), status within NGOs (as neither paid employees nor programme user groups), and their standing between NGOs and communities. Second, the… [Direct]
(2016). We Come to Form Ourselves Bit by Bit: Educating for Citizenship in Post-Conflict Guatemala. American Educational Research Journal, v53 n3 p639-672 Jun. Over the past several decades, the implementation of democratic citizenship education has become a common prescription for the civic reconstruction of post-conflict societies. Across the globe, educational changes are seen as fundamental to the creation of peaceful, tolerant, and democratic civic identities, the key to "social reconstruction, a better future, and a lasting peace." Drawing on qualitative data from varied schools in postwar Guatemala, this article illustrates a critical dilemma in post-conflict civic education: the difficulties of engaging directly with past and present injustice while moving toward a shared national identity. Global models of democratic, multicultural, and human rights education alone are inadequate for creating a new sense of citizenship in a country in which young people's sense of belonging and their interpretations of the past are deeply connected to how their communities are positioned within a profoundly inequitable power structure…. [Direct]
(2016). Shared Education in Northern Ireland: School Collaboration in Divided Societies. Oxford Review of Education, v42 n3 p362-375. During the years of political violence in Northern Ireland many looked to schools to contribute to reconciliation. A variety of interventions were attempted throughout those years, but there was little evidence that any had produced systemic change. The peace process provided an opportunity for renewed efforts. This paper outlines the experience of a series of projects on "shared education", or the establishment of collaborative networks of Protestant, Catholic and integrated schools in which teachers and pupils moved between schools to take classes and share experiences. The paper outlines the genesis of the idea and the research which helped inform the shape of the shared education project. The paper also outlines the corpus of research which has examined various aspects of shared education practice and lays out the emergent model which is helping to inform current government practice in Northern Ireland, and is being adopted in other jurisdictions. The paper concludes by… [Direct]
(2017). Preservice History Teachers' Attitudes towards Identity Differences. Higher Education Studies, v7 n3 p11-24. The ongoing changes in history education in support of diversity have an effect on Turkey even if on a limited scale. Although the current history curriculum in Turkey promotes the identity transmission instead of respecting different identities, it also has some goals such as "teaching the students about basic values including peace, tolerance, mutual understanding, democracy, and human rights, and making them sensitive about maintaining and improving these values," which is compatible with the contemporary understanding of history education. However, it must be noted that the attitudes and perceptions of teachers are as important as their presence in curriculum in terms of reaching the aims of history education. The aim of this study was to reveal preservice history teachers' attitudes towards identity differences. Identity Attitudes Scale (IAS), which was developed by Yazici (2016) to measure the attitudes towards identity differences, was conducted on 314 preservice… [PDF]
(2014). Multiplying a Force for Good? the Impact of Security Sector Management Postgraduate Education in Ethiopia. Journal of Peace Education, v11 n2 p208-224. This paper argues for the importance, benefits and wider impact of a donor-funded, locally supported postgraduate programme in security sector management (SSM) for government officials in Ethiopia. With the exception of specialised education and training programmes within the field of peace and conflict studies, the role of education in conflict-affected and developing countries has been examined predominantly in the context of primary education. Questions remain concerning the extent to which institutional leaders of post-conflict countries have access to the necessary skill-sets and levels of knowledge required to support the advancement of systems of governance, helping enable these countries to achieve the development goals set out by both internal and external actors. This paper examines the situation on the ground in Ethiopia which drove the demand for a Cranfield University MSc programme in SSM. The paper also outlines the process and implementation requirements which shaped… [Direct]
(1979). Interrelationships Among Curriculum and Instruction Variables and Learning Outcomes in Project P.E.A.C.E. The paper focuses on development and implementation of the curriculum phase of an urban environmental studies program entitled Project Environmental Action Community Education (P.E.A.C.E.) The curriculum model developed for P.E.A.C.E. was based on the premises that it should be created by relevant consumer groups as well as educators, comprehensive in scope, and transferable to other segments of society. Project members generated eight instructional modules, a teacher inservice module and a leadership module. Examples of modules included Urban Environmental Development and Planning, Social Services and the Urban Environment, Economics and Politics of Resource Management, and Leisure Activities in the Urban Environment. The modules were field tested by 24 teachers in 10 urban schools in Memphis (Tennessee). Modules were evaluated by students using various measurement instruments including the Module Activity Questionnaire, the individual module tests, the Environmental Aptitude…
(2020). Educators Are the Global Goals. Childhood Education, v96 n5 p22-28. In 2015, the world, led by the United Nations, came together to create a blueprint of progress to build a better and more sustainable future for all. Identifying 17 goals–known as the Global Goals or the Sustainable Development Goals (SDGs)– to achieve such outcomes as no poverty, zero hunger, and reduced inequalities, the global society had developed an Agenda for Sustainable Development–a collective plan for the planet and its people to be met by the year 2030. The education field has their very own Global Goal: SDG 4: Quality Education for All. The work educators do in teaching and learning actually intersects with all of the Global Goals. From the time children enter school, they learn about Life on Land (SDG 15) and Life Below Water (SDG 14). Likewise, Clean Water (SDG 6), Climate Action (SDG 13), and Responsible Consumption and Production (SDG 12) are familiar topics in science classes across grade levels. In their classrooms every day, educators are immersed in work around… [Direct]
(2017). Global Citizenship Education in Secondary Science: A Survey on ASEAN Educators. Journal of Science and Mathematics Education in Southeast Asia, v40 n1 p63-82. Science is for all students in all countries; and this is a principle of equity. An explicit aim of science education is to create a high level of scientific literacy so that students have a greater understanding of science content knowledge that is associated with life, the physical world and earth sciences. As 21st century citizens, it is essential to use our scientific literacy and knowledge to address issues like environmental protection and sustainable development of our nation, region and our world. A survey was completed by 60 educators from the ASEAN region concerning their perceptions of their identity as regional and global citizens, the factors that contribute to such perceptions, the issues for which they would advocate and the roles that science and/or math education has played to bring about their realizations as regional and global citizens. Several respondents provided suggestions on how Global Citizenship Education (GCE) may be embedded in math and science education…. [Direct]
(2018). Retrospective and Prospects for China's International Educational Exchange in the 40th Anniversary Year of Reform and Opening Up. Frontiers of Education in China, v13 n4 p532-552 Dec. International exchange is an important part of China's educational opening up, cooperation, and connection with other countries. It also serves as a unique strategic resource, helping to develop and consolidate mutual political trust, diplomatic exchange, economic and trade relations, cultural exchange and educational cooperation between China and other countries in the world, thereby enhancing China's international image. We have seen positive contributions made to our progress towards peace among peoples, and noted the irreplaceable role played by China. International educational exchange is an important part of global international student flows. Since the founding of the People's Republic of China, especially in the 40 years of reform and opening up, China has experienced a development process in education from language students to students at all levels and from quantity to quality. The change in the type of international students studying in China and of Chinese students… [Direct]
(2018). Budget of the U.S. Government, Fiscal Year 2019. Office of Management and Budget, Executive Office of the President "Budget of the United States Government, Fiscal Year 2019" contains the Budget Message of the President, information on the President's priorities, and summary tables. 2018 has seen boosted economic growth, the creation of more than two million jobs, and the addition of nearly $5 trillion in new wealth to the stock market. Unemployment is at a 17-year low, wages are rising, and jobs are returning to America. Starting soon, hardworking Americans are going to see increased take home pay because of the massive tax cuts and tax reform legislation that was enacted at the end of last year. President Trump's 2019 Budget builds upon the successes over the past year and rests on the following pillars of reform: (1) Ending wasteful spending; (2) Expanding economic growth and opportunity; (3) Preserving peace through strength; (4) Building the wall, dismantling transnational criminal organizations, and enforcing immigration laws; (5) Rebuilding Infrastructure; (6) Supporting American… [PDF]
(2016). Toward a Sustainable Sense of Self in Teaching and Teacher Education: Sustainable Happiness and Well-Being through Mindfulness. McGill Journal of Education, v51 n3 p1143-1162. This paper examines the effects of mindfulness practice through "pranayama," hatha yoga, and meditation on practicing teachers in an inner city school to determine if practices of this nature could contribute to sustainable sense of self, sustainable happiness, and well-being for practicing teachers and pre-service teachers. Furthermore, mindfulness practice is discussed in the context of new pedagogies that are contributing to the transformation of teachers, students, and education. This inquiry has demonstrated that this process not only offers the practitioner serenity, awareness, peace, and well-being: but the benefits of the practice move far beyond the personal environment of those practicing teachers and into the classroom and school community providing opportunities for transformation; growing sustainable happiness and well-being…. [Direct]
(2013). Education as a Tool for Peace? The King Abdullah Scholarship Program and Perceptions of Saudi Arabia and UAE Post 9/11. Higher Education Studies, v3 n2 p24-40. Since 9/11, Saudi Arabia has made significant attempts to change its public image because of its alleged association with global terrorism. Given its charitable interests in promoting education as a tool for peace within the Arab region, it has established the King Abdullah Scholarship Program (KASP), considered to be the most heavily endowed overseas scholarship program ever offered by a nation-state. Since 2005, over 120,000 Saudi university students have been financed by this scholarship to pursue their university studies abroad. This investigation concerns student perceptions of Saudi and Emirati students studying abroad ten years after the tragedy of 9/11. It draws from 30 face-to-face interviews of international students in Australia about their perceptions and viewpoints of Saudi Arabia and the Arab World pre- and post 9/11. It centers on Saudi and Emirati students and suggests that education can be a tool for peace…. [PDF]
(2019). The Impact of Biography-Based Values Education on 4th Grade Elementary School Students' Attitudes towards Tolerance Value. International Journal of Progressive Education, v15 n2 p118-139. This study seeks to determine the impact of biography-based values education on 4th grade elementary school students' attitudes towards tolerance value. Within the study, an experimental method with pre-test and post-test control group was used to find out the difference between attitudes towards tolerance value adopted by the students of the experimental group in which biography-based values education was practised and by the students of the control group in which it was not practised. In addition, in this study, which includes both quantitative and qualitative techniques, quantitative data were collected through tolerance attitude scale while qualitative data were collected through interview forms. All data collection tools were developed by researchers of the study. In this study, quantitative data were analysed through arithmetic average, frequency, independent samples t-test, Kruskal-Wallis H test and Mann-Whitney U test, while descriptive analysis approach was given preference… [PDF]
(2013). For Community Sake. Philosophical Studies in Education, v44 p100-109. This article examines whether religious education plays a role in the promotion of harmonious international relations, arguing that a broad religious education with a dialogical approach goes to the heart of what it means to be a citizen in a global community. Christian theologian Hans Kung argues in his book "Judaism: Between Yesterday and Tomorrow" that: (1) there will be no peace between nations if there is no peace between religions; (2) there will be no peace between religions without dialogue between the religions; and (3) there will be no dialogue between the religions without investigation of the foundations of the religions. However, democratic societies, which observe a separation of religion and state, are weary of introducing religious education in public institutions of learning. In this article, the author states that he moves toward Kung's vision of dialogue as it relates to Walter Feinberg's discussion of liberal pluralism's requirements, and… [PDF]
(2016). Exclusive Universities: Use and Misuse of Affirmative Action in Sudanese Higher Education. Comparative Education Review, v60 n2 p375-402 May. Although characterized by repeated ethnic conflicts, Sudan has implemented affirmative action at universities since the 1970s for students coming from war zones and remote areas. The implementation of compensatory measures has been promoted–somehow imposed–by the several peace treaties and by the massive expansion of higher education during the 1990s. The former have led to the creation of "special admission," mainly for students coming from conflict zones; the latter has led to the creation of "state admissions," which favor local recruitment for the newly created universities. However, those measures have proved inefficient for several reasons: first, the lack of consistency of the policy; second, the lack of political will; third, the lack of monitoring. The wider context–the liberalization of higher education and the independence of South Sudan–has also contributed to diminishing the scope of the policy…. [Direct]