(2002). What Role Should Education Play in the Aftermath of September 11, 2001: Perspectives from Kenya, South Korea, Taiwan, and the United States. The terrible disaster on September 11, 2001 is a poignant event people from all over the globe will discuss for years to come. The impact of the terrorist attacks on the World Trade Center (New York) and the Pentagon (Washington, DC) not only hindered an ailing U.S. economy, but also rocked the global market system. In 2002, there surfaced more terrorist activities throughout the world, thus amplifying the mission education should play on an international scale. Within this global context, this paper reflects on what role education can play in the aftermath of September 11th, through the analyses of key issues, including terrorism, peace education, moral education, curriculum, religion, media literacy, and cultural imperialism. The paper probes this topic from different country perspectives: Kenya reflects on a foreshadowing experience to September 11th when the United States embassy was bombed in Nairobi in 1998; South Korea considers its crucial yet delicate relationship with… [PDF]
(1989). Dimensions of Justice and Peace in Religious Education. In addressing the process of religious education, the constraints of time, space, and materials often force choices on religious educators. The purpose of this booklet is to propose the dimension of justice and peace education to what already exists in most religious education programs. It is suggested that educators change their perspective from a personal/interpersonal level to a structural level in an attempt to analyze the political, economic, social, and cultural structures of human activity and to see that change can be effected in those structures that deny or inhibit human life. Empowering the poor to make decisions and to act for change has been added to the requirement of the Judeo-Christian religious tradition of service to the poor. Conflict resolution skills should be introduced as a practical alternative to violent response to help convince students that alternatives to violence are available and workable both on the interpersonal and political levels. Because culture…
(2024). Teachers' Capabilities in Implementing Inclusive Education: A South African Perspective. Research in Social Sciences and Technology, v9 n3 p11-25. In this empirical paper, we discuss teachers' capabilities in implementing inclusive education. The background to this paper is that teachers have challenges in implementing inclusive education in South African primary schools. The study is underpinned by critical emancipatory research (CER), which advocates for peace, hope, equality, freedom, and social justice. A transformative paradigm under a qualitative approach and participatory action research design was adopted to analyze the experiences of the stakeholders of the research school. This is a qualitative paper where interviews were used to collect data from 7 participants. The study found that teachers in primary schools are not well prepared to implement inclusive education. Considering the findings, the study argues that there is a need to ensure that teachers are well-prepared and supported for inclusive education through in-service training…. [PDF]
(2020). Peacetech Technology Education in Post-Conflict Youth Peacebuilding Programs. Education Research and Perspectives, v47 p1-24. With global conflict currently riding at its highest levels in the past 30 years, the international community has recognised the importance of engaging young women and men in shaping lasting peace. In 2015 the United Nations Security Council passed a ground-breaking resolution, Youth, Peace and Security: Resolution 2250 (United Nations Security Resolution 2250, 2015). This urged member states to increase inclusive representation of young people in institutions to establish mechanisms for the prevention and resolution of conflict, and to counter violent extremism. Youth were finally recognised as 'the missing peace' in the role of global peace processes. The United Nations acknowledged the potential for good of these 1.8 billion young people who, on a daily basis, seek creative ways to prevent violence and consolidate peace across the globe in devastated and conflict-affected societies. Technology-based peacebuilding practices, collectively known as Peacetech, were enshrined as a… [PDF]
(2019). Education Provision in the Midst of a Crisis: The Zimbabwean Experience after 1999. Journal of Peace Education, v16 n2 p215-246. This article discusses the provision of education in Zimbabwe between 2000 and 2008 which occurred in the midst of a crisis. It is based on the case study of Harare and data collected from primary and secondary sources. It argues that the government's capacity to ensure the provision of education was crippled by the economic meltdown generated by the economic structural adjustment programme and political violence among other challenges that emerged since the late 1990s. Further, the fact that apart from being severely affected by the conflict, education in Zimbabwe was part of the crisis has essentially been ignored. This had severe consequences for the country's peace, socio-economic and political development. The article affirms that education is a dependable vehicle for the promotion of peace and development provided that its curriculum reacts satisfactorily to the country's technical needs and is accessible to all in a milieu that generates employment opportunities. It asserts… [Direct]
(2002). Peace Works: A Program Evaluation Model. Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, Apr 3, 2002). The purpose of this paper is to describe the model used to evaluate the two-year Allegany Grant between the Peace Education Foundation and the Miami-Dade County Public Schools that focused on reducing school violence through implementing the "Peace Works" program. A mixed method design using simultaneous methodologies was employed. For the quantitative methods, an experimental design was used, with the school as the basis of randomization. The qualitative methods used interviews, focus groups, and observation. Data were collected on the macro- and micro-level using the theoretical framework of context, process, and outcomes. The results of the study are presented in terms of the strengths of the model and the limitations, based on examples from results of two years of evaluations. The model's strengths were the mixed methodology model, the theoretical framework, macro-level and micro-level approach, and the School Social Behavior Scales. Limitations included referral rate… [PDF]
(2003). Education for Democratic Citizenship and Peace. Embedded in political scientists' research findings are three propositions for educators: (1) democracy needs democrats; (2) democrats are created through citizenship education programs emphasizing conflict resolution skills, respect for human rights, good neighborliness and respect for pluralism; and (3) there appears to be a correlation between the teaching of democratic values and peaceful co-existence of citizens of democratic societies. This paper examines the significance of the three propositions. The paper suggests that in some form, citizenship education has always been an essential component of the U.S. public school curricula inculcating patriotism, nationalism, and U.S. exceptionalism. In the meantime, however, a systematic effort toward preparing a peace-loving citizenry has been lacking in curricula, often viewed as extraneous to the public school mission. It contends that, considering the post-Cold War turbulence and growing U.S. involvement in global geopolitics,… [PDF]
(2015). Quality Education for Social Development and Human Well-Being. Online Submission, Paper presented at the Vision 2030: Contributions of Educational Researches on National Development National Seminar (Pala, Kerala, India, Aug 6-7, 2015). Education as a phenomenon is rather complex which makes it difficult to define its quality. Definitions of quality must be open to change and evolution based on information, changing contexts, and new understandings of the nature of education's challenges. The main objective of the paper is to find out the significance of quality education for social development and human well-being. Access to education is critical. But it is not enough. Millions of children go through school and come out without basic literacy and numeracy. Many students around the world are banking their futures on poorly trained. The goal of social development in the context of modern welfare is to produce social well-being and educational quality has become the central pivot for many education systems in developing countries. Quality education plays an important role in human development. Human development encompasses development in several dimensions of human well being. Social development is one of the… [PDF]
(1974). Education for Peace and Social Justice. Geographical Perspectives, 34, 19-22, F 74. Education for peace and justice must be prescriptive, future-oriented, and cross-disciplinary, enabling students not only to understand systems but to invent them. (Author/JH)…
(2007). Religion, Identity and Education for Peace: Beyond the Dichotomies–Confessional/Non-Confessional and Global/Local. British Journal of Religious Education, v29 n1 p77-87 Jan. Both education and religion are connected with the sense of identity. In the present global world, educators have a real challenge to be able to manage identity and diversity, the local and the global, especially in the \cultural\ subjects, fields where to learn to think is also to learn to construct an opinion (especially in order to define \otherness\, to learn to live within differences). Religious education could be, from a methodological point of view, a laboratory for an education for peace. However, we need to think beyond the dichotomy of confessional/non-confessional. A four-fold model of religious education is proposed: theocratic, national religion, secular and multi-religious. The first three are problematic for education in diversity and peace; the multi-religious option provides the best opportunity, but only if religious education is defined in a non religiocentric way, able to combine the sensibilities and points of view of different particular cultural identities,… [Direct]
(1995). Commitment to Peace. NAMTA Journal, v20 n3 p59-66 Sum. This reprint from a 1985 issue of "The NAMTA Journal" discusses the ideas of Maria Montessori and Erich Fromm in relation to world peace and the role of education in promoting peace. Also examines the nature of conflict, war, and peace, and the need to commit oneself to peace. (MDM)…
(2020). Perception of Peace among Pre-Service Teachers. International Journal of Evaluation and Research in Education, v9 n2 p427-438 Jun. This research was carried out to determine pre-service teachers' perceptions of "peace". This was a qualitative research based on case studies scenarios and document analysis. The sample of the study consists of 180 teacher-candidates studies in the social sciences and primary education at a state university in the Aegean Region of Turkey. These Preservice teachers were given scenarios and asked to retain the five scenarios given to them. In this context, in the study, of the document types personal documents and peace-related sample case scenarios retained by teacher candidates themselves were used. The scenarios gathered are examined as a document and subjected to content analysis, and the data obtained are presented in tables and supported with direct quotations. As a result of the findings obtained from sample case study scenarios, themes of peace were obtained in the context of the teaching profession, in daily life, in the national and universal context. In the… [PDF]
(1983). Nuclear Dangers: A Resource Guide for Secondary School Teachers. Teaching Nuclear Issues. Provided in this guide are annotated lists of teacher and student resources for teaching and learning about nuclear issues in the secondary school. Resources are grouped into five major sections. The first section (background reading for teachers) contains books and articles focusing on nuclear issues (nuclear war; arms race/disarmament; nuclear weapons and policy making; nuclear weapons/power link; nuclear power; health and environmental impacts; and safe energy alternatives) and approaches to teaching about nuclear issues (addressing developmental/psychological considerations about peace education; values education; and recognizing propaganda). The second section lists classroom materials on nuclear issues: (1) curriculum guides, teaching units, plays, and teacher resources on war and peace and (2) student/teacher materials on safe energy v nuclear power, including teaching units, curriculum guides, simulation exercises, texts, plays, solar energy projects and catalogs. Fiction…
(1981). To Establish the United States Academy of Peace. Report of the Commission on Proposals for the National Academy of Peace and Conflict Resolution to the President of the United States and the Senate and House of Representatives of the United States Congress. The final report of the Commission on Proposals for the National Academy of Peace and Conflict Resolution is presented. The Commission recommends that the federal government establish the United States Academy of Peace. After discussing the timeliness of U.S. leadership in international peace education and research through the proposed federal peace institution, the Commission's legislative mandate and process are outlined. The need for the academy is considered with attention to peace and conflict concepts, the dangers from violent escalation of international conflicts, the nation's heritage of peace and violence, and the importance of a range of peacemaking options. The nation's international peace activities are considered within the context of the three basic societal sectors–government, private enterprise, and voluntary associations. The processes of negotiation, mediation, and conciliation are also addressed. In addition to defining the field of peace learning, the work of…
(2023). A Window to Peace and Tolerance or Otherwise: A Multi-Perspective Approach to Curriculum Analysis. Journal for Multicultural Education, v17 n2 p184-195. Purpose: The purpose of this study is to analyze the views of educators regarding the constructs of the history curriculum to determine whether history education is usually used for polarization and negative identity enactment or for positive purposes such as tolerance, peace and social justice. Design/methodology/approach: This study used a qualitative approach, using focus group discussions as a means of data collection. The data were coded deductively based on the preconceived constructs of the Korostelina (2013) model. Findings: This study found that history education in Pakistan is generally used for national identity formation, which forces manipulation of historical facts and accounts. This study identifies apprehensions that upon knowing the true historical accounts in the later stages of life, students may react adversely to the formed narratives, which may cause further polarization. Research limitations/implications: This study has significant implications for future… [Direct]