(2020). A Community-Academic Partnership for School-Based Nonviolence Education: The Healthy Power Program. Journal of School Health, v90 n1 p65-69 Jan. Background: Youth violence is a significant problem affecting community health. Community-academic partnerships can advance youth nonviolence education by synergizing the strengths of collaborators while working toward a common goal. We describe a collaboration between an urban public middle school, community nonprofit, and university-based graduate school of nursing in implementing and evaluating the Healthy Power program, a school-based youth nonviolence program for middle-school boys. Methods: A participatory program evaluation approach was used to plan and implement evaluation of the "Healthy Power" program with a cohort of 8 students. Collaborative planning allowed for the selection of measures that reflected program objectives and were of value to community partners while also scientifically sound. A mixed-methods approach included a focus group and a pretest-posttest with quantitative items and open-ended questions. Results: While the quantitative pre-posttest did… [Direct]
(2016). Introducing Values of Peace Education in Quranic Schools in Western Africa: Advantages and Challenges of the Islamic Peace-Building Model. Religious Education, v111 n5 p537-554. Quranic schools (QS) play a central role in the education system in the Islamic world. Despite their relatively small numbers, QS teachers play a major role in introducing Islamic values to the public. Thus, working with QS becomes a key strategy in influencing local Islamic discourse. This article introduces a case study of a program integrating peace, interfaith, and human rights education in QS in West Africa while drawing on the Islamic tradition in peace-building. Results suggest that this approach offers advantages for addressing the challenges inherent in engaging these schools…. [Direct]
(2009). Environmental Peace Education in Foreign Language Learners' English Grammar Lessons. Journal of Peace Education, v6 n1 p87-99 Mar. English language teachers create contexts to teach grammar so that meaningful learning occurs. In this study, English grammar is contextualized through environmental peace education activities to raise students' awareness of global issues. Two sources provided data to evaluate the success of this instructional process. Fourth-year pre-service English language teachers (n = 50) learned about relevant classroom activities and evaluated their applicability in foreign language classrooms. Secondly, tenth-grade students (n = 46) completed these activities with pre-service teachers and then evaluated the overall learning process. The students were enrolled in the English language course offered in the second year of their four-year secondary school education. Pre-service ELT (English language teaching) teachers' evaluations were collected through 15 Likert-type questions. Tenth-grade students answered four structured, but open-ended questions. The quantitative data were analyzed using SPSS… [Direct]
(2008). Developing a Peace Education Curriculum for Vietnamese Primary Schools: A Case Study of Participatory Action Research in Cross-Cultural Design. Journal of Research in International Education, v7 n3 p346-368. In 2003, the International Conflict Resolution Centre at the University of Melbourne, Australia, produced a primary school teaching manual for UNESCO Vietnam. The finished manual included lesson plans and materials for a five year, 50 lesson peace education course. The manual is one of the first examples of a systematic core national curriculum in peace education worldwide. Development of the Teaching Manual posed a number of challenges including differences in language, culture, government and education system. To meet these challenges, a participatory action research approach was central in the project's development and curriculum design. This case study is offered as a model for effective cross-cultural curriculum development of peace education materials. In particular, the use of games and reflective materials and the use of UNESCO's peace keys are outlined as innovative outcomes of the project…. [Direct]
(2023). Intolerance in Islamic Textbooks: The Quest for an Islamic Teaching Model for Indonesian Schools. Cogent Education, v10 n2 Article 2268454. The study highlights the presence of intolerance within the textbooks used for Islamic education, which has negative implications for peace and harmony. However, the understanding of this intolerance construction in the textbooks is currently limited. Therefore, this research aims to identify and analyze the intolerant values embedded within these textbooks' language, content, and scenarios. The ultimate goal is to develop an action plan to prevent the dissemination of intolerance through the education system. To achieve this objective, qualitative methods such as content analysis, interviews, and focus group discussions were employed to collect and analyze data. The study's findings indicate the following: a) The textbooks used for Islamic education can foster and promote intolerant beliefs, attitudes, and behaviors among students, who may mistakenly associate these with the teachings of Islam. b) The narratives promoting intolerance found within the textbooks result from negligence… [Direct]
(2016). The Struggle for "Bread, Freedom, and Social Justice": (Re)Imagining Citizenship(s) and University Citizenship Education in Egypt. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Situated within the context of the January 25 Egyptian Revolution and the subsequent socio-political transitions, this dissertation focuses on the experiences of 24 university students and educators in Egypt, particularly emphasizing meanings and actions of participatory citizenship and citizenship education. Through a hermeneutic phenomenological qualitative approach, I explore how the experiences of the January 25 Egyptian Revolution and subsequent events impacted the perceptions and actions of participatory citizenship for university students and educators in Egypt; To what extent does university students and educators in Egypt perceive their actions of participatory citizenship; and How do university students and educators conceive the current role of the university in fostering citizenship education? I conclude that participants learn what it means to be a citizen from various sources, and practice those ideas in multiple spaces. The Revolution and subsequent socio-political… [Direct]
(2014). Education as a Public Good: Justification and Avenues of Values Integration into Management of Ugandan School Discipline. Online Submission, Global Educational Research Journal v2 n10 p195-208 Nov. This qualitative study employs grounded theory and the Wilsonian concept analysis, as interpretative paradigms, to examine participants' voices on the justification and avenues of values integration into management of school discipline in Uganda. By using John Dewey's educational philosophy [pragmatism] as the theoretical lens for the study, we found out that participants in support of values integration emphasise the need for life-education so as to form respectable leaders, maintain brotherhood and peace education, have tolerance to diversity, have a rich and relevant curriculum, lessen aggressiveness and misconduct, and character formation. But those opposed to values integration argue that educators could use the values-education programme to impart secular influences whose aims are to provide disastrous knowledge, which are the foundation of a disruptive community of learners in any school. Regarding the avenues of values integration, Ugandan schools highly use physical… [PDF]
(2024). Peacing It Together: Post 9/11 Enlisted Student Veterans' Awakening to Peace Leadership. ProQuest LLC, Ph.D. Dissertation, Chapman University. Student veterans face a spectrum of socialization challenges intrapersonally, interpersonally, in communities, and structurally due to the cultural differences between the military and college. More comprehensive programs that individually and collectively address these challenges need to be developed, and it has become apparent that a new model needs to be evaluated. A peer-based learning program, the Peace Practice Alliance (PPA), is grounded in an integral peace leadership framework, including innerwork, knowledge, community, and environment. With student veterans facing these challenges, such as feeling misunderstood, isolating themselves, and filtering communication among younger students, the PPA program will meet student veterans where they are in their struggle. This study sought to understand enlisted student veterans' perspectives on integral peace leadership and the usefulness of a framework-based program to help them integrate into college. Outcomes evaluation served as… [Direct]
(2010). Peace Perceptions of Prospective Teachers for Promoting Peace Activities for School Settings in Pakistan. Journal of College Teaching & Learning, v7 n3 p53-58 Mar. Peace has been recognized as a matter of education and to be promoted at the initial level. The present study attempts to generate a profile of activities toward peace education among prospective teachers. The Nominal Group Technique (NGT) was used by selecting fifteen prospective teachers as a Nominal Group (NG). NGT was applied under a sequence of stages (idea generating, selection, listing, clarification, ranking and consensus stages). Results generated from the NGT were organized into three categories of student-related activities, teacher-focused activities, and administration and community-related activities. Participants' preferences were higher for activities that included individual practical participation. Participation in the Action Research process was ranked at the bottom. Tentative conclusions are drawn with regard to teacher education and peace studies…. [Direct]
(2019). To Create a Better and More Peaceful World: Infusing Human Rights Instruction in PK-12 Classrooms. FIRE: Forum for International Research in Education, v5 n2 p159-171. This article discusses an online graduate education course at George Mason University in the United States. The course, part of a certificate program for International Baccalaureate (IB) educators, focuses on infusing human rights instruction in PK-12 classrooms and provides teachers with additional methods and strategies to teach various subjects, disciplines, student populations, and cultural contexts. Although the course text centers on the United Nations Convention of the Rights of the Child (UNCRC), additional readings require students to consider other human rights documents, academic research concerning peace and human rights education, and classroom strategies. The teachers who complete the course are more confident working with human rights topics and the course encourages educators to think critically and connect issues at their grade level and in their current contexts…. [PDF]
(2009). Principles of Peace through Effective Transaction. Online Submission It is necessary that children are taught pedagogy of peace that includes recognition and rejection of violence, understanding of differences through dialogue, critical awareness of injustice, social justice and imaginative understanding of peace. The prime responsibility of a teacher is to help students to become good human beings, motivated to fulfill their true potential for their own benefit as well as for the betterment of the society as a whole. An attempt is made here to introduce new longitudinal and durable ideas for education for peace, by suggesting a mandatory peace curriculum. Developing capabilities for peace through broad based education involves behavioral, cognitive, spiritual and attitudinal components. Discourses of empathy and reconciliation in curriculum and pedagogy are critical components of reformation of peace education goals. Emphasizing on critical thinking, problem solving, language and life skills as well as open mindedness, expressiveness, peacefulness,… [PDF]
(2011). Toward a Critical Pedagogy for Nonviolence in Urban School Contexts. Journal of Peace Education, v8 n3 p259-275. This paper explores the intersection of critical pedagogy and nonviolence in a case study of a white novice teacher at an urban school in the Midwestern United States. Drawing on various theoretical streams that contribute to this possible marriage of critical pedagogy, non-violence and critical peace education, the authors formulate the notion of critical pedagogy for nonviolence, which includes a holistic integration of nonviolence, the productive use of power relations, and an interrogation of emotion as constitutive of ideology and practice. Data drawn from the participant's reflections and teaching practices show her struggles–some positive, others disheartening–to implement a critical pedagogy for nonviolence. Discussion of the implications for teaching and teacher education includes how a critical pedagogy for nonviolence opens spaces of possibility for greater justice…. [Direct]
(2010). Education and Conflict in Cote d'Ivoire. Special Report 235. United States Institute of Peace This report studies the relationship between conflict and education in Cote d'Ivoire, and suggests policy and program approaches for analysts and those engaged with education and peacebuilding in societies affected by conflict. Although the situation in Cote d'Ivoire has evolved since the main recommendations of this report were written in early 2008, the report, which was funded by the United States Institute of Peace's Education and Training Center, provides useful insights for interventions aimed at strengthening education within the country. (Contains 21 notes.)… [Direct]
(2011). The Brazilian National Curriculum for Foreign Languages Revisited through a Multiculturalism and Peace Studies Approach. Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, Apr 8-12, 2011). This study emerged from a broader research completed during my Masters Course. (THEORY/METHODOLOGY) Theory and methodology were guided by the critical multiculturalism as seen in McLaren (1997, 2000). In my doctoral thesis, this concept was deepened by and linked to the peace studies of Galtung (1990, 2005, 2006), to empower multicultural peace education's potential to value cultural diversity and work for peace. (PURPOSE) The objective of this study is to promote new dialogues and perspectives towards the understanding of Brazilian national curriculum for foreign language in a multicultural and peace oriented approach. This work is chiefly relevant since it pinpoints language as a means to building differences and homogenizing identities as shown by McLaren (1997) and Freire (2001). Their views illustrate the need to call the attention of education professionals to the importance of decolonizing discourses to promote a more democratic education…. [PDF]
(2016). A Role Model in Light of Values: Mahatma Gandhi. Educational Research and Reviews, v11 n20 p1889-1895 Oct. The non-violent, tolerant, pacifistic and humanistic manner of Mahatma Gandhi is a globally recognized fact. UNESCO's foundation of Mahatma Gandhi Institute of Education for Peace and Sustainable Development is one of the best examples that support this fact. In this study, it is aimed to present "Mahatma Gandhi", who is globally accepted as a role model with his personal characteristics, meaning and view of life, devotion to his beliefs, way of struggling with the problems he encountered, universal understanding of peace and tolerance, the value he attached to human beings, and his character, thus, from the values he possessed, to set forth an educational point of view. The study was conducted based on the method of document review in accordance with the qualitative approach to research. As a result of this study, it is assessed that Mahatma Gandhi accommodated in his personality many universal values such as love for his fellow humans, justice, peace, non-violence,… [PDF]