Alina Jasmin Felder; Merli Tamtik (2024). How Geopolitics Shapes Higher Education Internationalization: Institutional Responses to the Russian Invasion of Ukraine. Journal of Comparative and International Higher Education, v16 n3 p163-177. Values such as peace, mutual understanding, and solidarity have long been subsidiary to the aim of pursuing competition and revenue through the internationalization of higher education (HE). With the full-scale Russian invasion of Ukraine in February 2022, higher education institutions demonstrated strong support for peace and solidarity. Yet, the extent to which we are witnessing a return to an international politics rationale driving HE internationalization remains unclear. Using Canada and Germany as case studies, this paper compares how international conflict impacts HE internationalization practices from a host institution perspective. The developed theoretical framework connects HE crisis literature with novel approaches to HE institutions in global geopolitics. Data were analyzed through critical policy analysis, focusing on university presidents' statements and institutional press releases. The key finding suggests the dominance of the logic of appropriateness whereby a… [PDF]

Stephanie Ashley Damas (2024). Investigating Institutional Support for a Minority Engineering Program at a Historically White Institution. ProQuest LLC, Ph.D. Dissertation, Clemson University. Engineering programs at historically White institutions (HWIs) often perpetuate stereotypes and racism against Black students, impacting their experiences and opportunities in the field. Minority engineering programs (MEPs) provide support and resources to minority students in engineering, challenging stereotypes and fostering positive identity development. MEPs push back on cultural norms by rejecting the stereotypical narrative of what it means to be Black in engineering. Despite their significance, MEPs face challenges in garnering institutional support and recognition within engineering departments. It is imperative to understand what institutional support for MEPs looks like to mitigate barriers identified in the literature. To address these barriers and promote equity, this dissertation study explored the impacts of racism on the alignment between the perceived value of MEPs, institutional commitment, and MEPs' designated structures with the following overarching and… [Direct]

Junko Oishi; Maho Fuchikami; Ryan T. Miller; Satbyul Estella Kim; Satoshi Shimizu; Shinichi Nagata; Takahiro Sato; Taku Yamaguchi; Tsuyoshi Matsumoto (2024). Japanese Graduate Students' Experiences in Online International Development and Peace through Sport Courses Using English-Medium Instruction during the COVID-19 Pandemic. International Journal of Educational Reform, v33 n2 p221-245. The purpose of this study was to investigate five Japanese graduate (master's level) students' experiences in online courses in international development and peace through sport that used English as the medium of instruction. The study was situated in the framework of andragogy theory and used a descriptive-qualitative design using an in-depth, semistructured interview approach using online oral and written interviews. Three emergent themes were established. These recurrent themes were (a) "learning online specialized content using English as a second language", (b) "students' struggles in group projects through online education", and (c) "students' opinions about the improvement of online education". To better support Japanese graduate students' online learning, this study encourages academic departments, administrators, and faculty to better design appropriate courses and online activities. This will contribute to a greater appreciation for the… [Direct]

Brandhorst, Allan R. (2004). Identity-Centered Conflicts, Authority, and Dogmatism: Challenges for the Design of Social Studies Curriculum. Theory and Research in Social Education, v32 n1 p10-23 Win. One of the greatest challenges to a peace education curriculum is preparing young people to deal with conflicts over issues central to identity. These kinds of conflict can threaten beliefs derived from authority and, accordingly, may be characterized by cognitive rigidity. Various factors central to constructive conflict resolution are problematic for conflicts that threaten identity. Specifically, teaching critical-rational-logical thinking about identity conflicts may create public backlash. Attempts to activate empathic concern across us-them cultural divides are exceedingly difficult. Creating altruistic trust for dealing with others across the us-them cultural divide is problematic. These are issues that social education research can address…. [Direct]

Emrah Cinkara (2024). Navigating Higher Education in Conflict Zones: The Role of Professional Capital and Community Engagement in Northern Syria. Journal of Professional Capital and Community, v9 n4 p309-319. Purpose: This study examines the critical role of higher education in conflict zones, focusing on the northern regions of Syria affected by Operation Olive Branch and Operation Euphrates Shield. It explores how educational leaders navigate security challenges, community relations and curriculum development to sustain academic activities during ongoing conflicts. Design/methodology/approach: Employing a qualitative research design, the study utilizes semi-structured interviews with higher education administrators in Northern Syria. The data were analyzed using thematic analysis, allowing for the identification of key themes related to security, community integration and educational quality. Findings: The study highlights how administrators' professional capital — encompassing skills, knowledge and relationships — enables them to manage complex situations. It underscores the role of education in maintaining normalcy, promoting peace and providing psychosocial support during… [Direct]

Berlowitz, Marvin; Kmitta, Daniel (1993). Evaluation of the Center for Peace Education Programs 1992-1993. Final Report. The Center for Peace Education is an ecumenical nonprofit organization that provides educational programs for peace and social justice in the Cincinnati (Ohio) area. In the 1980s, through a gradual process, the Center introduced nonviolence and conflict-resolution training into several urban schools in and around greater Cincinnati. In 1992 the Center began to offer college credit to some participants in its nonviolent conflict-resolution training. Two of the Center's programs are conflict-resolution curricula. The "Students' Creative Response to Conflict" (SCRC) and the Cooperative Discipline Program give both students and teachers the skills to resolve conflicts without violence. The Peer Mediation program uses trained student peer mediators to resolve conflicts that have already occurred between two students. These programs were evaluated in 1992-93, with the SCRC's receiving the most attention. Direct observation and surveys of participants provided evaluation data…. [PDF]

Burnett, Jeanie (1997). Opening the World to Children: Using Books to Develop Problem-Solving Strategies. This paper shows examples of thought-provoking picture and chapter books that can be used as springboards for discussing, analyzing, and solving authentic problems by pre-school through middle-level children in diverse settings. The paper begins with a description of a conference presentation which introduced participants to the notion of using books to develop problem-solving strategies. It then discusses specific examples of works in children's literature that deal with: everyday classroom problems (sharing, taking turns, etc.); difficult issues (violence and abuse); sensitive issues (stealing, lying, and cheating); and peace education issues (respecting others, their property, and their ideas). Contains 17 selected references. (RS)… [PDF]

Elsherif, Entisar (2017). An Adaptive Methodological Inquiry: Exploring a TESOL Teacher Education Program's Affordances and Constraints in Libya as a Conflict Zone. ProQuest LLC, Ph.D. Dissertation, Indiana University of Pennsylvania. This adaptive methodological inquiry explored the affordances and constraints of one TESOL teacher education program in Libya as a conflict zone. Data was collected through seven documents and 33 questionnaires. Questionnaires were gathered from the investigated program's teacher-educators, student-teachers, and graduates, who were in-service teachers. Interviews were not conducted because all participants who agreed to be interviewed withdrew as a result of prolonged electrical blackouts in Libya during the data collection period. The findings revealed that even though the participants were positively satisfied with their program's basic components, they showed dissatisfaction toward a number of issues. Participants' perceived affordances of their program included offering teacher preparation and training courses, offering language development courses, and offering school-based teaching practices. The program's constraints, as perceived by the participants, were the following: the… [Direct]

Freund, Carol A. (1989). A Peace Education Curriculum for Preprimary Children. A lead teacher in a privately-owned preschool designed and implemented a peace education program. Primary goals of the practicum used were to provide developmentally appropriate experiences for: (1) increasing understanding of being a peacemaker; (2) gaining respect for nature and the environment; (3) showing compassion toward the exceptional other; and (4) becoming aware of other cultures. Practicum implementation involved use of the word "peace" in appropriate circumstances. Parents and children made peace dolls and children made peace art books that included quotations concerning peace. Peaceful resolution of problems was practiced. Songs and traditional nursery rhymes with new soothing endings were learned and presented in a play format to relatives and friends. With regard to the environment, aluminum cans were recycled; paper towels and water were used sparingly; supplies were collected for a bird-of-prey rehabilitation center; and gentle care was given to classroom…

Maddy-Weitzman, Edie (2006). Educating the Future Leaders of the Middle East. Journal of College Admission, n193 p10-17 Fall. In this article, the author, a volunteer college counselor for Palestinian and Israeli members of "Seeds of Peace"–students who want to study in the U.S., describes her experience working with these youths as they embark upon their voyage to acquire a U.S. university education. Founded in 1993 by the late John Wallach, Seeds of Peace is a peace education program for young people from conflict regions. Teenagers from regions of conflict attend a three-week summer camp in Maine and have opportunities for follow-up participation at home. Participants are nominated by their schools, must be able to converse in English, and undergo a rigorous selection process held by their governments. While the media continually broadcast scenes of violence and despair from the Middle East, the author has been privy to another story–one in which Israeli and Palestinian youth constructively interact with one another. Today, over 120 Seeds of Peace alumni are enrolled in 50 U.S. universities…. [PDF]

Erduran, Sibel (1996). Reflections on Turkish Cypriot and Greek Cypriot Students' Perceptions of the Cyprus Conflict: Implications for Peace Education. This study traces Turkish Cypriot and Greek Cypriot students' perceptions of the Cyprus conflict. The data comes from a 1993 Harvard workshop which included 11 Turkish Cypriot and 38 Greek Cypriot students. The workshop was a collaboration of Harvard's Conflict Management Group, AMIDEAST, and US AID. The objective of the workshop was to teach students effective negotiation skills, such as identification of students' perceptions. The primary purpose of the study was to determine how perceptions of involved parties compared. Written workshop products were coded for certain features and examined. Results indicate that students' perceptions differed greatly but their willingness to communicate and seek solutions that would best suit both parties' interests suggest that the negotiation skills targeted towards these ends were initiated. Investigations based on psychology of ethnic and political violence can provide access to individuals' perceptions and, when coupled with other strategies… [PDF]

Clarken, Rodney H. (1988). Education for Peace. Peace is one of the greatest needs in the world today. Until the causes of war are addressed, there can be no peace. Education, justice, and unity are the building blocks to peace and the necessary conditions for its existence. Achieving a peaceful world depends upon our willingness and efforts to remove those things that lead to war and to replace them with the things that lead to peace. Prejudice is the root cause of war and education is the means of overcoming it. Prejudice is the result of self-centeredness and blind imitation. The aggressive and selfish qualities of our past must be replaced by the more mature qualities of cooperation and reciprocity. Five prejudices deserve special attention and are discussed because of the untold suffering they have inflicted upon the world and because of their importance in establishing peace. They are racism, nationalism, classism, sexism, and religious prejudice. Education can help to eliminate these prejudices by teaching the truth… [PDF]

Edward Vickers; Michelle Tan (2024). Thailand: Sufficiency Education and the Performance of Peace, Sustainable Development and Global Citizenship. Compare: A Journal of Comparative and International Education, v54 n5 p804-820. This article analyses contradictions in the Thai engagement with UNESCO discourse by examining how concepts relating to Education for Sustainable Development and Global Citizenship Education have been interpreted in key national policies. Thai education policy discourse signals convergence with certain aspects of the international sustainability agenda while selectively excluding key elements in the name of Thai 'tradition'. Crucially, the Sufficiency Economy Philosophy (SEP) is portrayed as a distinctively 'Thai' approach to modernisation, endorsing hierarchy and inequality. Divergent understandings of key concepts extend to contested notions of democracy, human rights, secularism, and moral education. Analysing these tensions in historical context, we trace the politics of education to Thailand's semi-colonial past, before focusing on contemporary SEP discourse. In conclusion, we situate this case in a wider comparative frame, showing how Thai claims to uniqueness are, in fact,… [Direct]

Volan, Sissel (1980). An Approach to Peace Education. Development Education UNICEF School Series No. 6. This publication contains classroom activities and fact sheets intended to teach intermediate and secondary level students about international understanding, cooperation, and peace. A background paper for teachers and a bibliography are also included. Following a very brief introduction in Part I, Part II contains teacher's notes and suggestions for classroom activities in four areas: conflict study and conflict solving; the arms race, disarmament, and development; peace; and our role in developing the future. Students are involved in many different kinds of activities. For example, they analyze a war film, read and discuss books, make wall posters presenting information about military expenditures and development, conduct research about the functions of the United Nations, and participate in simulations. Part III contains the background paper, fact sheets, and the bibliography. The paper discusses "Conflict Studies and Peace Education." Fact sheets are provided on various…

Faktorova, L., Ed.; And Others (1984). Education for Peace: Collection of Papers and Bibliography for 1972-1984. Information Bulletin, Supplement No. 17. In November, 1982, the pedagogical faculty of the Charles University, Prague, Czechoslovakia organized a seminar called "Soviet Peace Policy and the Training of Teachers for Peace and International Understanding." At the seminar, all departments of the faculty demonstrated how UNESCO recommendations on education for international understanding, cooperation and peace, and for education concerning human rights and basic freedoms are implemented across the curriculum, including Departments of Preschool and Elementary Pedagogics, the Study Center of the Institute of Marxism-Leninism for Students Majoring in Civics, Department of Pedagogics for Students Majoring in General Education, Department of Special Pedagogics, and Departments of Human Biology and School Health Care, Czech Language and Literature, Russian and Non-Slavonic Languages, Mathematics, Chemistry, Work Education and Instruction Technology, Musical Education, Visual Art Education, Physical Training, Languages, and…

Batiuk, Mary Ellen; Boland, James A.; Wilcox, Norma (2004). Project Trust: Breaking down Barriers between Middle School Children. Adolescence San Diego, v39 n155 p531 Fall. This paper analyzes the success of a camp retreat weekend called Project Trust involving middle school students and teachers. The goal of the camp is to break down barriers between cliques identified as active in the school. The camp focuses on building team relationships across clique membership and incorporates elements of peace education and conflict resolution. A treatment group (campers) and comparison group (noncampers) were administered an adaptation of the Bogardus Social Distance Test and the Piers-Harris Children's Self-Concept Scale before and after the camp. Attendance was found to lower social distance scores for nine of the ten groups/cliques. Campers also had higher self-concept scores after the retreat….

Miller, Vachel; Ramos, Alessandra Mucci (1999). Transformative Teacher Education for a Culture of Peace. Teacher training across the world has typically assumed a functionalist role in preparing individuals to stand in front of children in classrooms and impart acceptable knowledge. The limitations of this approach have led, in recent years, to the development of new kinds of teacher education which reorient the role of the teacher in powerful ways. This article introduces several transformative approaches to teacher education internationally. It also seeks to extend the notion of transformative teacher education. Building on the aspirations of the Culture of Peace Program initiated by UNESCO (United Nations Educational, Scientific, and Cultural Organization), the paper discusses how teacher education might make a more deliberate contribution to the development of a culture of peace. The paper presents the characteristics of three innovative teacher education programs (in Bolivia, Namibia, and Egypt). Grounding the discussion in the movement from a mechanistic to a holistic world view,… [PDF]

ter Veer, Bernard (1972). Peace Education. Social Science Record, 9, 2, 25-31, Win 72. Explicit education for peace, as it can be integrated in the curricula of schools and colleges through the use of specific didactical aims and methods, is the concern of this article. (Author)…

Van Hoeven, Shirley A. (1990). The Role of Communication in Peace and Global Future Studies. An evaluative study examined the role communication scholars should play in the planning, development and teaching of peace studies courses. Numerous surveys indicate increased student concern over world communication and peace. The language and war metaphors being used by the various governments in the Persian Gulf crisis illustrate how the misuse of language impedes the communication process. Most communication departments already offer courses conducive to the teaching of peace education in communication classes. These courses could very easily include a chapter or section on peacemaking. For example, courses such as group problem solving, discussion, ethics, conflict management, leadership, debate, bargaining and negotiation, and interpersonal communication could add segments on peacemaking. Offering a course in peacemaking and dialogue is another highly recommended option within the capabilities of communication educators. (Twenty-seven references are attached.) (KEH)…

Bekerman, Zvi (2009). Identity versus Peace: Identity Wins. Harvard Educational Review, v79 n1 p74-83 Spr. In this essay, Zvi Bekerman reveals the complicated and dynamic negotiation of individual and group identities for communities engaged in peace and reconciliation education. By looking closely at the experiences of students, teachers, and parents at one integrated bilingual Arabic-Hebrew school in Israel, Bekerman finds that while children are often able to reach beyond the boundaries of ethnicity and religion, adults struggle to negotiate their sociohistorical positioning with their goals for peace. Everyday practices–from recognizing the exceptionality of students who participate in religious practices outside of their ethnic background to segregating national ceremonial events–promote static and nationalistic notions of identity that limit the potential of these schools to advance authentic and meaningful change for peace. Bekerman calls on us to teach our students to become "artists of design" who can help construct new ways of living together. (Contains 5 notes.)… [Direct]

Desire√© E. Moodley (2021). Towards Education for 21st Century Democratic Citizenry: Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E.) Curriculum: An Intentional Critique. Analytic Teaching and Philosophical Praxis, v41 n2 p92-105. Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children's implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a 21st century curriculum address education for democratic citizenry? In this evaluation the ways in which issues of culture and identity, human rights and democracy are perceived and addressed, along with issues of critical thinking and reasoning in verbal and nonverbal language are attended. Concepts of collaboration, cooperation, teacher support and development are also critiqued. This critique is… [PDF]

Fien, John (1991). Education for Peace in the Secondary School: The Contribution of One Subject to an Across-the-Curriculum Perspective. International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de Pedagogie, v37 n3 p335-50. Offers guidance on integrating peace studies into the secondary school geography curriculum. Defines negative and positive peace, welfare geography and radical geography, and positive peace through empowerment. Presents an education for peace learning activity focusing on land rights for Australia's aboriginal people. Suggests other appropriate teaching approaches. (DMM)…

Sk√•r√•s, Merethe (2021). Teaching and Learning the Most Recent History in Divided Societies Emerging from Conflict: A Review of the Literature through the Lens of Social Justice. Journal of Peace Education, v18 n3 p282-308. In recent years, a number of nation states have signed peace protocols and entered processes of peace and reconciliation. This has led to an increasing pool of literature on history education in these divided and diverse societies emerging from violent conflict. This article provides a review of the latest developments in this field which focuses on the often counterproductive objectives of developing critical thinking skills in students while simultaneously promoting patriotism and a vision of a nation. Through a theoretical lens centering on politics of recognition, redistribution, and representation, I analyze research literature that focuses on the teaching and learning of recent history and how the subject of history might facilitate social justice for all. Findings from this review show that the affective dimension of the curriculum and the vision of the nation in these contexts promote single narratives of the past and therefore cultivate an identity model of recognition which… [Direct]

Sreemali Herath (2024). Infusing Creativity into Peacebuilding in Sri Lanka. Journal of Peace Education, v21 n1 p82-107. This paper examinations the nexus between creativity and teacher identity in post-war peacebuilding. It aims to understand how infusing creativity into teacher preparation geared towards peacebuilding can help language educators reflect on their identities, values and their roles in bridging a fragmented society at the end of a war. Drawing on data generated from a visual ethnography carried out in the aftermath of Sri Lanka's civil war, one of the longest civils wars in recent history, this study explores the power of self-generated identity portraits in helping teachers to visualise their identities as second language educators. This paper highlights the potential of creativity and creative approaches to teacher education to help teachers articulate their identities, expectations, responsibilities towards their learners and challenges they face. The paper highlights the power of creative approaches to meaning making, especially in tapping into identities that are otherwise hidden… [Direct]

Ashford, Mary-Wynne (1996). Peace Education after the Cold War. Canadian Social Studies, v30 n4 p178-79,182 Sum. Considers school violence prevention programs as well as the role students can play in international efforts to prevent war. Examines the peace and global education efforts of nongovernmental organizations. Finds a pertinent example in the Philippines where students declared their school a "zone of peace." (MJP)…

Bates, Jessica; McGuinness, Sam; O'Connor-Bones, Una; Roulston, Stephen (2023). School Partnerships in a Post-Conflict Society: Addressing Challenges of Collaboration and Competition. Irish Educational Studies, v42 n2 p257-274. In societies emerging from conflict, education plays an important part in instituting peace and reconciliation, and school leaders are key to this. This paper examines the complexity of school leadership in Northern Ireland. Despite the peace agreement of 1998, Northern Ireland's communities are still deeply divided, and this is reflected in education. The school leaders who were interviewed as part of this research work within school partnerships as part of 'shared education' projects which involve schools working together and with twin aims of improving both educational and reconciliation outcomes for young people. The challenges that school leaders face when working in partnership in post-conflict societies have not been given the attention they deserve in the literature, so this work is significant in that it brings a focus on how school leaders can best be empowered to be agents of change, in turn empowering pupils. While the context is Northern Ireland, the outcomes from this… [Direct]

Cipollone, Daiana B., Ed.; Crisp, Jeff, Ed.; Talbot, Christopher, Ed. (2001). Learning for a Future: Refugee Education in Developing Countries. This collection of papers is the product of research conducted by the United Nations High Commissioner for Refugees (UNHCR). The papers, which were presented at a 2001 workshop, "Refugee Education in Developing Countries: Policy and Practice," are: "Education in Emergencies" (Margaret Sinclair), which reviews the rationale for education in situations of emergency and crisis, noting elements of education in response to several recent disasters; "On School Quality and Attainment" (James H. Williams), which examines research on education in developing countries to see what lessons can be learned for refugee education in care and maintenance situations; "Improving the Quality and Attainment in Refugee Schools: The Case of the Bhutanese Refugees in Nepal" (Timothy Brown), which highlights the lack of consistent donor funding to maintain even the low-cost models of refugee education supported by UNHCR; "Peace Education and Refugee Youth"… [PDF]

Al-Jafar, Ali; Buzzelli, Cary A. (2004). The Art of Storytelling for Cross Cultural Understanding. International Journal of Early Childhood, v36 n1 p35-48. Understanding and appreciating other cultures has long been a goal of many early childhood education programs. Yet, helping children develop an understanding and appreciation of other cultures is not easily achieved. The purpose of this study was to examine the use of fairytales and storytelling with young children to promote cultural understanding and peace education. We were interested specifically in understanding how children in a rural school in America would understand a Kuwaiti fairytale. After hearing two versions of the Cinderella tale, a familiar version and a Kuwaiti version, the children wrote their own story. The children's stories reflected elements from both fairytales, yet showed each child's unique interpretation of major themes, thus creating a dialogical narrative. Such experiences, we believe, can promote children's understandings and appreciation of other cultures…. [Direct]

Demeter, John; Marion, Kevin (1974). Peace Studies Courses. Peace Research Reviews, v6 n1 Sep. This publication provides a descriptive list of university peace studies programs and organizations that maintain resources in peace education. After a brief introduction in Chapter 1, Chapter 2 describes 34 undergraduate peace studies programs in universities in Canada, Sweden, United Kingdom, and the United States. Chapter 3 describes six graduate programs in peace studies at various seminaries and universities in Canada, United Kingdom, and the United States. Chapter 4 lists colleges and universities in the United States at which peace studies courses are being established or are being already taught but for which no information was available. Chapter 5 lists 33 peace research institutes that do some teaching in Belgium, Canada, Finland, France, Federal Republic of Germany, Netherlands, Norway, Sweden, United Kingdom, and the United States. Chapter 6 describes summer school programs in Belgium, Canada, Denmark, and Norway. Chapter 7 lists nine centers which have materials which…

Miranda Hogsett (2020). Factors Influencing Sectarian Conflict and Peace through Education in Lebanon: An Ethnographic Analysis of Equal Access, Social Inclusion, and Social Contract. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. This is an ethnographic study with the purpose of spotlighting factors related to K-12 education in Lebanon that tend to reduce or exacerbate sources of sectarian conflict. The following research questions guided my research: (1) How do education stakeholders operationalize equal access, social inclusion, and social contract through education? (2) What features in K-12 education contexts exacerbate sectarian conflict in Lebanon? (3) What features in K-12 education contexts contribute to conflict-reduction in Lebanon? Data sources include interviews with education stakeholders and school visits I conducted throughout Lebanon, curriculum documents and documents outlining education purposes and policies in Lebanon that I analyzed. I present a model for examining factors that precipitate and exacerbate sectarian conflict in Lebanon that contributes to theory-building related to equal access, social inclusion, and social contract. Findings pointed to the following seven factors to… [Direct]