Mizzi, Robert (2010). Let's Get This Straightened Out: Finding a Place and Presence for Sexual/Gender Identity-Difference in Peace Education. Journal of Peace Education, v7 n2 p139-156 Sep. Expressions of homo/transphobia continue to rupture and sometimes even erase the lives of persons with sexual/gender identity-difference across the globe. Despite this, experiences with violence of this nature largely go unexamined in peace education scholarship. In order to begin a discussion about sexuality/gender identity-difference within a peace education context, the author reports on findings from a qualitative research project that he facilitated in which five peace educators from various gender and sexual orientations described their journeys and experiences towards building peace in their respective communities. Findings from this study suggest that these individuals require: (1) an element of workplace cohesion; (2) a steadfast commitment for organizational change; (3) supportive alliances; and (4) an element of forgiveness on their parts in order to move past wrongs done to them and to cement any type of peace-building continua. Furthermore, a significant thread in this… [Direct]

Allan, Darien, Ed.; Liljedahl, Peter, Ed.; Nicol, Cynthia, Ed.; Oesterie, Susan, Ed. (2014). Mathematics Education at the Edge. Proceedings of the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, July 15-20, 2014). North American Chapter of the International Group for the Psychology of Mathematics Education The theme of the 38th meeting of the International Group for the Psychology of Mathematics Education (PME 38) and the 36th meeting of the North American Chapter of the Psychology of Mathematics Education (PME-NA 36) was "Mathematics Education at the Edge." Academically, the theme provides opportunities to highlight and examine mathematics education research that is: (1) breaking new ground or on the cutting edge of innovative research and research methodologies; and (2) exploring issues with groups that are often positioned at the edge or periphery of educational research, such as social justice, peace education, equity, and Indigenous education. Geographically, the theme "Mathematics Education at the Edge" describes the very place of the conference setting, Vancouver, a city situated at the edge of Canada on the Pacific Ocean and Coast Mountain Range. The papers in the six volumes of these proceedings are organized according to the type of presentation. Volume 1… [PDF]

Yablon, Yaacov Boaz (2009). Gender Differences in Peace Education Programmes. Gender and Education, v21 n6 p689-701 Nov. Peace education programmes have become part of the school curriculum all over the world, as a way to enhance positive relationships between conflict groups. However, although gender differences are being taken into account when planning various educational programmes, this is usually not the case with peace education. The present study aimed to reveal gender differences regarding peace and peace pedagogy. One hundred and eighty Israeli Jewish and Arab high school students participated in a peace contact education programme. Gender and group differences were examined both before and after participation in the programme. The findings revealed that the Jewish and Arab female youths were more dovish than the males both before and after participating in the programme, and gained more from the encounters. Implications for conflict resolution and peace pedagogy are discussed. (Contains 2 notes and 2 tables.)… [Direct]

Golan, Daphna; Shalhoub-Kevorkian, Nadera (2014). Community-Engaged Courses in a Conflict Zone: A Case Study of the Israeli Academic Corpus. Journal of Peace Education, v11 n2 p181-207. This article is based on an action-oriented study of 13 community-engaged courses at 11 institutions of higher education in Israel. These courses were not part of peace education programs but rather accredited academic courses in various disciplines, all of which included practice and theory. The purpose of this article is to demonstrate how these courses provided transformative learning experiences, allowing Jewish and Arab students to reexamine social issues in a micro-climate of openness and intellectual rigor, thereby developing their commitment to engaging with the "other" and the "otherized." By providing opportunities for reflection, the courses allowed students to build new networks of relationships within a deeply divided society. Nevertheless, the research reveals that though the students in these courses were highly aware of inequalities in society, they tended to self-define as non-political both in their theoretical learning and their action for… [Direct]

Herborn, Peter J.; Hutchinson, Francis P. (2014). "Landscapes of Remembrance" and Sites of Conscience: Exploring Ways of Learning beyond Militarising "Maps" of the Future. Journal of Peace Education, v11 n2 p131-149. War memorials and related exhibition spaces are commonplace in Australian cities and towns. As critically reflected upon in this paper, there is much "hidden" or alternative history that tends to get ignored when it comes to official memorials and conventional places of remembrance. The particular focus of our paper is the exploration of the peace-building and educational potential of site visits to a number of memorial places that differ, in significant ways, from national war memorials, war museums and battlefield tourism. As illustrated by the various case studies in this paper, there may be alternative, dissenting sites of memory/remembering that question selective remembering and militarising historical myths. Each of these "sites of conscience" may offer, as discussed in this paper, significant opportunities for experiential learning and critical reflection on peace-related issues. The authors offer some reflections on these sites, the histories of the… [Direct]

Bekerman, Zvi; Zembylas, Michalinos (2012). Teaching Contested Narratives: Identity, Memory and Reconciliation in Peace Education and Beyond. Cambridge University Press In troubled societies narratives about the past tend to be partial and explain a conflict from narrow perspectives that justify the national self and condemn, exclude and devalue the 'enemy' and their narrative. Through a detailed analysis, Teaching Contested Narratives reveals the works of identity, historical narratives and memory as these are enacted in classroom dialogues, canonical texts and school ceremonies. Presenting ethnographic data from local contexts in Cyprus and Israel, and demonstrating the relevance to educational settings in countries which suffer from conflicts all over the world, the authors explore the challenges of teaching narratives about the past in such societies, discuss how historical trauma and suffering are dealt with in the context of teaching, and highlight the potential of pedagogical interventions for reconciliation. The book shows how the notions of identity, memory and reconciliation can perpetuate or challenge attachments to essentialized ideas… [Direct]

Cremin, Hilary; Kester, Kevin (2017). Peace Education and Peace Education Research: Toward a Concept of Poststructural Violence and Second-Order Reflexivity. Educational Philosophy and Theory, v49 n14 p1415-1427. Peace and conflict studies (PACS) education has grown significantly in the last 30 years, mainly in Higher Education. This article critically analyzes the ways in which this field might be subject to poststructural critique, and posits Bourdieusian second-order reflexivity as a means of responding to these critiques. We propose here that theory-building within PACS education is often limited by the dominance of Galtung and Freire, and that, while the foundational ideas of positive and negative peace, structural and cultural violence, conscientization, reflexivity and critical pedagogy are still relevant today, they nevertheless need to be combined in new ways with each other, and with Bourdieu's notions of habitus and field, to adequately respond to poststructural critique. Thus, we call here for greater field-based reflexivity in twenty-first century PACS…. [Direct]

Christina M. Noto Ed.; Hakim Mohandas Amani Williams Ed.; Hana Huskic Ed. (2024). Disrupting Hierarchy in Education: Students and Teachers Collaborating for Social Change. Teaching for Social Justice Series. Teachers College Press This timely book features rich examples of students and teachers, defined as learning partners, disrupting hierarchy in education by collaborating on social change projects. At the book's core is Paulo Freire's theorization of students and teachers working together toward co-liberation. Co-written by learning partners, each chapter in this collection highlights a social change project that puts Freire's theories into action. Projects span a range of academic disciplines and geographical locations from K-12, university/college, and nonformal educational contexts. Appropriate as both a textbook and a primer on collaborative social change-making, "Disrupting Hierarchy in Education" offers inspiration and models of community-engaged learning programs from across the globe. Topics include community education, public writing, using media for popular education, adolescent and youth development, climate change education, peace and justice leadership development, revolutionary… [Direct]

Beniscelli-Contreras, Leonora; G√≥mez-Guinart, Kyuttzza (2023). Erotic Pedagogy towards a Desiring Conviviality: A Visual Collective Biography Joining Island and Continent. Globalisation, Societies and Education, v21 n4 p450-468. How might an erotic pedagogy come to emancipate girls' corpo-subjectivities shaped by compulsive heterosexuality? We sail our 'tercermundistas' girlhoods doing a visual collective biography in round trips between a neoliberal country and an island with communist ambitions. Through unravelling common entangled introjections of compulsive heterosexuality — a control dispositive entrenched in the colonial/modern gender system –, we invent "desiring conviviality" to validate the potential creative hope triggered by persistent practices of warm-welcoming minimal differences or desires. This is a po(ethic) onto-epistemological dislocation to queer-decolonise the promise of peace semiotically linked to 'convivencia' in Education, embracing a chaotic, imaginative, and passionate critical conviviality instead…. [Direct]

Cook, Sharon Anne (2008). Give Peace a Chance: The Diminution of Peace in Global Education in the United States, United Kingdom, and Canada. Canadian Journal of Education, v31 n4 p889-914. This study surveyed the literature on peace and global education in secondary schools to explore the position of peace education within the global education field. To create a database from Canada, the United States, and Britain, this article includes secondary studies from professional and peer-reviewed periodicals, articles in published collections, monographs, and textbooks. The results demonstrate that peace education over time has occupied progressively less space. The nature of both peace and global education in the school curriculum has changed. The reduction of peace education within the global education rubric has negative consequences for everyone committed to the principles of global and peace education. (Contains 5 notes.)… [PDF] [PDF]

Jonason, Chelsey; Rinker, Jeremy A. (2014). Restorative Justice as Reflective Practice and Applied Pedagogy on College Campuses. Journal of Peace Education, v11 n2 p162-180. Restorative justice (RJ) is both a methodology for dealing with conflict and a process for modeling more positive human relations after social harm. As both method and process, the benefits of developing restorative practices on college campuses go well beyond just the many positive community-oriented outcomes of facilitated conflict resolution processes. We argue that the opportunities for reflective pedagogy and learning for student facilitators outpace the pragmatic benefits to the parties in conflict. By explaining the reflective learning and theoretical interaction that has blossomed between and among students and teachers during the implementation of a RJ initiative in DePauw University's Conflict Studies Program (CSP), this paper problematizes the role of student engagement and practice in analytical learning about conflict and conflict resolution. The CSP/RJ project, a liberal arts practice initiative, provides a space and structure for undergraduate students to apply… [Direct]

Noddings, Nel (2011). Peace Education: How We Come to Love and Hate War. Cambridge University Press There is a huge volume of work on war and its causes, most of which treats its political and economic roots. In Loving and Hating War: An Approach to Peace Education, Nel Noddings explores the psychological factors that support war: nationalism, hatred, delight in spectacles, masculinity, religious extremism, and the search for existential meaning. She argues that while schools can do little to reduce the economic and political causes, they can do much to moderate the psychological factors that promote violence by helping students understand the forces that manipulate them. The following chapters are contained in this book: (1) The centrality of War in History; (2) Destruction; (3) Masculinity and the Warrior; (4) Patriotism; (5) Hatred; (6) Religion; (7) Pacifism; (8) Women and War; (9) Existential Meaning; and (10) The Challenge to Education…. [Direct]

Ozfidan, Burhan (2023). Influence of Culture on Bilingual Education in a Multicultural Society. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, Apr 13-16, 2023 and Virtual, May 4-5, 2023). The purpose of this study is to investigate how a bilingual education program would conserve the cultural heritage, linguistic knowledge, religious, and ethnic identity of minority peoples. This study utilized an explanatory sequential mixed method, conducted in two phases: a quantitative phase followed by a qualitative phase. For quantitative data collection, there were 280 participants. For qualitative data collection, 12 participants were interviewed. Both quantitative and qualitative data reflected that a bilingual education program could promote peace among the members of society, increase the educational success of students, and contribute to social justice including equal educational rights. Such as system might also increase brotherhood between different ethnic groups in society and perhaps resolve the conflicts among them in Turkey…. [Direct]

Seban, Demet (2011). Teaching Peace through Picture Books in a Third-Grade Classroom. Intercultural Education, v22 n1 p115-120. In 2000, UNESCO declared a mission for peace named the International Decade for a Culture of Peace and Non-violence for the Children of the World (2001-2010). The "culture of peace" was defined as a set of "values, attitudes and behaviours … that reject violence and endeavour to prevent conflicts by tackling their root causes to solve problems through dialogue and negotiation" (UN Resolutions 1997, 1). In addition, several other world organizations were giving priority to peace education; mass military action against terrorism was taking place in and around the country (Turkey), forcing educators to work toward ensuring that individuals and groups live together harmoniously in a peaceful and democratic society. In this article, the author wanted to portray children's literature as containing powerful material for peace education programs. He also wanted to encourage teachers whose mother tongue is not English to explore books in their native language for… [Direct]

Anderson, Tom; Conlon, Bernard (2013). In the Shadow of the Peace Walls: Art, Education, and Social Reconstruction in Northern Ireland. Art Education, v66 n4 p36-42 Jul. Northern Ireland's well-known civil strife between Catholics and Protestants had enjoyed an uneasy peace, but a recent outbreak of new violence in 2010 caused disappointment to these authors. Bernard Conlon and Tom Anderson collaborated on creating a new children's peace mural with the Kids' Guernica Peace Mural Project in West Belfast. This Kids' Guernica-type peace mural was to become part of a civic arts project shared by both Protestant and Catholic communities. This article describes issues of social justice and civic awareness in initially planning for that mural and the potential roles for art and education in social reconstruction and peace education. What Bernard and the rest of the peace workers in Northern Ireland are trying to do is change perceptions using art and art education as a primary tool, trying to change the paradigm from one of distrust and conflict to one of trust and cooperation between the nationalist and unionist communities. This is a difficult task in a… [Direct]

Terenko, Olena (2019). Diversification of Structural and Content Peculiarities of Non-Formal Adult Education in the USA and Canada. Comparative Professional Pedagogy, v9 n2 p7-12 Jun. Types of non-formal adult education in the USA and Canada are singled out. Non-formal adult education in the United States and Canada is subdivided into basic adult education, education for professional development, education for personal development, specialized adult education, education for the development of civil society (constituents of which are education for peace, citizenship and democracy; education for protection of environment; multicultural education). The purpose and main assignments of adult education for professional development are systematized. The purpose is professional development, meeting the needs of personal development, self-actualization and self-realization in professional life. Its main tasks are: formation of positive attitude to professional work and motivation for professional growth; enriching social and professional competence; development of adequate professional conduct. Types of educational establishments for adults are systematized. University… [Direct]

Carter, Candice C. (2008). Voluntary Standards for Peace Education. Journal of Peace Education, v5 n2 p141-155 Sep. Peace education is comprehensive. It encompasses instruction by all members of a school. These standards, which were recommended by researchers and practitioners from many areas of the world, prescribe comprehensive and simultaneous instruction with informal as well as formal curriculum. Although the voluntary standards are a response to neoliberal policies in the field of education, they were born of enduring concepts along with research on educational practice and peace development. As the international community and its various schools grapple with several types of violence, comprehensive peace education provides student preparation for responsible stewardship through an enacted vision of a better world. Included in this article are recommendations for providing such transformative education. The standards that embody those recommendations have been aids to instructors who implement peace education. (Contains 1 note.)… [Direct]

Baker, Marianne; Martin, Doris; Pence, Holly (2008). Supporting Peace Education in Teacher Education Programs. Childhood Education, v85 n1 p20 Fall. In examining their elementary teacher education program at James Madison University, from their mission to the curriculum and program delivery, the authors used the opportunity to focus explicitly on peace education. The mission and content of teacher education programs are determined largely by the faculty of the institutions of higher education that house them, and by teacher licensing regulations within the given state. Therefore, although committed to making an impact with peace education as an area of focus in their courses, the authors were not free to add peace education as an additional and required course within the program. This article focuses on three courses in which peace education could be more consciously and systematically integrated. These courses (Creativity and the Arts in Early Childhood; Social Studies Methods; and Children's Literature) were taught by three different faculty members across one semester. Through critical and collaborative examinations of their…

Wootten, Leeanne Marie (2019). Exploring 21st Century Teaching and Learning Skills in the International Baccalaureate Continuum Training and Practice. ProQuest LLC, Ph.D. Dissertation, Northcentral University. The International Baccalaureate Continuum offers both local elite and the expatriate populations around the world a transferable and transportable education package from pre-Kindergarten to grade 12. IBC full diploma graduates are positioned to be accepted into the best universities in the world. For critics, the IBC is Western elitist and for the wealthy and advantaged, who seek to offer social distinction, college preference, and superior career paths to their children. To those who support the IBC, full diploma graduates are prepared for the 21st Century in skills that include global citizenship, creative and independent thinking, and life skills that are indispensable to university and professional preparedness. Little qualitative or quantitative scholarly research has been conducted to investigate the claim for or against the IBC as a contributor to 21st Century teaching and learning skills. Parents, students, education policy-makers, and educators need to understand the… [Direct]

Bekerman, Zvi; Boag, Simon; Sagy, Shifra; Yahya, Siham (2012). When Education Meets Conflict: Palestinian and Jewish-Israeli Parental Attitudes towards Peace Promoting Education. Journal of Peace Education, v9 n3 p297-320. The present study examines parental attitudes toward bilingual and peace-promoting education at a school in Israel, and how these affect the behaviors and perceptions of their children studying there. The questions of interest were: (a) what are the parents' perceptions of and attitudes toward the bilingual and peace-promoting education? (b) Are these attitudes in line with the school's ideological framework? (c) How might parental perceptions and attitudes affect the success of the educational endeavor and the children's experiences at this school? Twenty-one Jewish and Palestinian Israeli parents of children attending a bilingual school in Israel partook in this study. A semi-structured interview was used to investigate the perceptions and attitudes of the parents, and the data were analyzed using thematic analysis. The findings indicate that the majority of the parents sent their children to the school for reasons other than the peace-promoting and ideological framework it offers…. [Direct]

Gul, Rani; Ibna Seraj, Prodhan Mahbub; Said, Hamdan; Shah Bukhari, Syed Kaleem Ullah (2022). Barriers to Sustainability at Pakistan Public Universities and the Way Forward. International Journal of Sustainability in Higher Education, v23 n4 p865-886. Purpose: Sustainability has globally become a mantra to address complex and unprecedented survival, social, political and peace issues. Higher education institutions bear responsibility to address them. This paper aims to explore barriers that Pakistani public universities (PPUs) face in embedding sustainability at their campuses. This paper also offers potential opportunities to take initiatives to minimize barriers and move towards a sustainable future. Design/methodology/approach: This paper is based on case study approach, and data were gathered through interviews and documents. Interviews with 11 academic administrators were conducted to gain deeper understanding on issues of governance and its influence on sustainability. Data were analysed using thematic analysis that created thematic map/model. Findings: Key findings include, firstly, that majority of participants think poor governance is the biggest issue in demoting sustainability. This barrier causes an array of… [Direct]

Cardozo, Mieke T. A. Lopes (2008). Sri Lanka: In Peace or in Pieces? A Critical Approach to Peace Education in Sri Lanka. Research in Comparative and International Education, v3 n1 p19-35. This article seeks to explore the "two faces of education" through a critical analysis of peace education in Sri Lanka. It aims to contribute to the wider debate on the complex role of education in situations of conflict. The article starts with an overview of what peace education is, or should be. This leads to the conclusion that peace education cannot succeed in isolation, and needs to be incorporated in a multilevel process of peacebuilding. Further analysis draws from Bush & Saltarelli's notion of the "two faces of education", combined with Lynn Davies's notion of "war education". These notions help to explain to what extent (peace) education in Sri Lanka contributes to positive or negative conflict, or, in other words, which one of the two "faces" is most prominent. The positive side of education is employed through inter-group encounters, the stimulation of self-esteem and a "peaceful school environment". Through dialogue… [Direct]

Birdsall, Sally (2020). Nurturing Hope: From Climate-Change Worriers to Eco-Warriors. set: Research Information for Teachers, n3 p48-53. Young people are worried about the impacts that climate change will have on their lives. Educators need learning programmes that can help students to manage these dark emotions and become more positive about their future. Including emotions in climate-change education is now considered a crucial element and hope, in particular, has been identified as a motivating force which can help young people to become more positive and take action to respond to the climate emergency. Drawing on recommendations from the environmental-education field, as well as peace and political studies education research, eight strategies and approaches are proposed. These approaches and strategies can nurture hope and develop knowledge and skills, so that students can take action to mitigate climate change effects and feel hopeful about their future…. [Direct]

Arar, Khalid; Massry-Herzalah, Asmahan (2017). Progressive Education and the Case of a Bilingual Palestinian-Arab and Jewish Co-Existence School in Israel. School Leadership & Management, v37 n1-2 p38-60. The purpose of this paper is to exemplify a "grass-roots" change based on Dewey's experimental progressive education model employed in the "Bridge over the Valley" bilingual school, a Palestinian-Arab and Jewish school in Israel. In order to identify the progressive "approach" underlying this change, the "method" that guided the implementation of a bilingual school, it's evaluation and then its dissemination to other schools, we used a qualitative case study method to understand whether John Dewey's theory of education for peace was able to effect change in Palestinian-Arab and Jewish school education in Israel. The case findings describes the use of the progressive approach of education for peace in the "Bridge over the Valley" bilingual school, as it is expressed in the school's pedagogy, the implementation of the progressive method and in the accompanying discourse. Reciprocal teacher-child relations are considered an important… [Direct]

Levy, Gal; Pinson, Halleli; Soker, Zeev (2010). Peace as a Surprise, Peace as a Disturbance: The Israeli-Arab Conflict in Official Documents. Educational Review, v62 n3 p255-269 Aug. The main question that is discussed in this paper is the way in which the Ministry of Education in Israel dealt with the changes in the political reality, and the shift from violent relations towards the possibility of peace agreements between Israel and its neighbours and the Palestinians. Drawing on the analysis of official documents–Director General Directives (DGDs)–this paper asks how the possibility for peace was understood by the Ministry of Education and how the role of the education system and educators was defined. It also asks to what extent changes in the political reality have altered the dominant discourses (militarism and peace-loving society) while making room for a more positive form of peace education. The analysis reveals that the changes in political reality have led to the articulation of two unique responses, alongside the dominant discourses. They are peace as a surprise and peace as a disturbance. This paper focuses on these two responses and the ways in… [Direct]

McGlynn, Claire (2010). Conference Report: Meeting of the Peace Education Special Interest Group of AERA, San Diego, April 2009. Journal of Peace Education, v7 n1 p107-109 Mar. The Peace Education Special Interest Group of AERA had a very successful AERA Annual Meeting in San Diego in April 2009. There were a total of seven sessions, including two paper sessions, two interactive symposia, two roundtable sessions and a business meeting. The program began with an interactive symposium by Irene Zoppi, Brecken Swartz and Jing Lin which discussed alternative paradigms and approaches to peacebuilding from a gender perspective. The panel explored the built-in patriarchal values in the military that glorify war and treat war as the way to peace; and a gender perspective in favor of \feminine\ values for expanding and transforming the role of military education was discussed…. [Direct]

Busch, David S. (2018). Service Learning: The Peace Corps, American Higher Education, and the Limits of Modernist Ideas of Development and Citizenship. History of Education Quarterly, v58 n4 p475-505 Nov. In the early 1960s, Peace Corps staff turned to American colleges and universities to prepare young Americans for volunteer service abroad. In doing so, the agency applied the university's modernist conceptions of citizenship education to volunteer training. The training staff and volunteers quickly discovered, however, that prevailing methods of education in the university were ineffective for community-development work abroad. As a result, the agency evolved its own pedagogical practices and helped shape early ideas of service learning in American higher education. The Peace Corps staff and supporters nonetheless maintained the assumptions of development and modernist citizenship, setting limits on the broader visions of education emerging out of international volunteerism in the 1960s. The history of the Peace Corps training in the 1960s and the agency's efforts to rethink training approaches offer a window onto the underlying tensions of citizenship education in the modern… [Direct]

Karsten, Sjoerd; Los, Willeke; Stolk, Vincent (2014). Education as Cultural Mobilisation: The Great War and Its Effects on Moral Education in the Netherlands. Paedagogica Historica: International Journal of the History of Education, v50 n5 p685-706. Education during World War I has been a relatively unexplored field of research, especially in the case of countries with a neutral stance in that war. The Netherlands is one such country. This article argues that even though the Netherlands was politically neutral, it was and considered itself a part of western civilisation and shared in the experience of a cultural or existential crisis that came over Europe as a consequence of the war. This crisis also caused Dutch pedagogues to reflect on the war. Leading Dutch pedagogues wrote in their journals how education had to be changed in order to prevent a future war or to preserve moral values in their country, which was not (yet) part of the warfare. To characterise this effort, we introduce the concept of cultural mobilisation, following recent developments in the historiography of the cultural dimensions of the Great War. Based on an in-depth analysis of Dutch pedagogical journals, ranging from Protestant, Catholic and socialist to… [Direct]

Goodman-Scott, Emily; Lambert, Simone (2013). Collaborating with the Peace Corps to Maximize Student Learning in Group Counseling. Professional Counselor, v3 n3 p131-140. This article explores a model partnership with a counseling education program and the Peace Corps. Counselor education students in a group counseling course developed and implemented a singular structured group session with clients not typically used (e.g., non-counseling students) to maximize student learning and implement group counseling skills. Group services were provided to returning Peace Corps volunteers with diverse cultural experiences who were in career and life transitions. In addition, the authors provide strategies for developing similar partnerships between counselor education programs and other agencies…. [PDF]

Martin, Staci BokHee (2018). Co-Creating Spaces of Critical Hope through the Use of a Psychosocial Peace Building Education Course in Higher Education in Protracted Refugee Context: Kakuma Refugee Camp, Kenya. ProQuest LLC, Ed.D. Dissertation, Portland State University. An unprecedented 65.6 million persons are forcibly displaced (e.g., refugees, asylum-seekers, IDPs). Half are youth. Hope is often the feeling that sustains youth through intolerable conditions. Basic education in protracted areas is seen as a protective factor that nurtures hope and psychosocial wellbeing in the lives of children and youth. This research sought to extend this concept to the higher education in protracted refugee context, where refugees (ages 18-35) were able to co-create spaces of hope that recognized their own agency and their ability to question the status quo while developing critical thinking skills. Based on a theoretical framework of the philosophy of hope, psychology of hope, pedagogy of hope, and critical hope, I explored with refugees their perceptions of hope before, during, and after their participation of my psychosocial peace-building education course over a period of six months. Using a pragmatic mixed-methods community-based action approach, I… [Direct]