Justin Sheria Nfundiko; Line Kuppens; Sulley Ibrahim (2024). Holding up the Researcher's Mirror to Decolonize Knowledge Generation: A Critical Examination of Researchers' Positionality beyond the 'Global North'/'South' Divide. Globalisation, Societies and Education, v22 n3 p461-474. In this article, we scrutinise the importance of researchers' positionality vis-√ -vis the 'Global South'/'North' binary in the field of international and comparative education. Accounting for the different places we speak from, we reflect on our past experiences as doctoral researchers examining teachers' role as agents of peace and/or conflict in divided and (post-) conflict societies. In doing so, we challenge the rigidity of the 'North'/'South' demarcation as a singular marker of insider/outsider status. Instead, we propose hybrid positions that are susceptible to change over time and in relation to socio-political contexts and structural power relations. To conclude, we situate our experiences along an intersecting insider-outsider and decoloniality continuum…. [Direct]

McLeod, Alan M., Ed. (1985). Achieving Peace and Literature for Students. Virginia English Bulletin, v35 n2 Win. The articles in this journal issue (1) discuss involving students in various language arts activities that have peace as a theme, and (2) deal with literature for students from kindergarten through grade 12. Topics in the first part are as follows: peace education in the English classroom, the peaceful hero, understanding the language of peace, war and peace in children's literature, and great English teaching ideas. The topics in the second part deal with teaching the nineteenth century novel in installments, capturing student's responses to literature through journals, experiencing stories for the deaf, celebrating southern voices in children's literature, narrative structure as a tool for discovering theme, and teaching poems written by Jim Harrison. The third part of this issue includes book reviews, a description of the NCTE l986 achievement awards in writing, an article on the neglect of oral language, two ERIC/RCS articles (on phonics and on teaching thinking skills in the…

(1991). Co-Operation for Reinforcing the Development of Education in Europe (CORDEE). Final Report of the Regional Consultation Meeting (Paris, February 12-15, 1991). This report discusses a meeting to examine proposals for a new European program in the field of education. The assistant director for education stressed the United Nations Educational, Scientific, and Cultural Organization's (UNESCO) concern that its attempt at developing cooperation in the field of education in Europe may build up yet another new bureaucracy and result in a duplication of effort or diversion of funds from efforts on behalf of developing countries. When discussing the agenda, the participants fully supported the initiative taken by UNESCO for the development of educational cooperation in Europe, and set out the methodological principles that should govern those new activities. They emphasized the need to pay greatest attention to: (1) the current priority needs of Central and Eastern European states within the framework of their reform process; and (2) establish direct and multiple contacts between educational communities that have been kept apart from each other…

Mester, Cathy Sargent; Troester, Rod (1987). Teaching Peace in the College Speech Class: A Survey of Current Practice. A survey was conducted to examine the role of peace education within existing speech communication programs and to describe that role both in terms of curricular and research priorities. Respondents, 113 department Chairs out of a total of 578 on the Speech Communication Association's list of institutions offering degrees in communication, answered questions concerning (1) educator attitudes about the relationship between the discipline of speech communication and peace issues; (2) the inclusion of peace issues in collegiate programs and curricula; and (3) research priorities for examining peace issues from a communication perspective. The results indicated a significant range from zero peace communication curricular activity to full-fledged interdisciplinary majors. While most speech communication educators responding to the survey perceived a logical relationship between peace communication and their discipline, very few were actually teaching peace communication theory, history,… [PDF]

Joshi, Meghana, Ed.; Narasimharao, B. Pandu, Ed.; Prasad, Shashidhara, Ed.; Wright, Elizabeth, Ed. (2017). Handbook of Research on Science Education and University Outreach as a Tool for Regional Development. IGI Global Higher education institutions play a vital role in their surrounding communities. Besides providing a space for enhanced learning opportunities, universities can utilize their resources for social and economic interests. The "Handbook of Research on Science Education and University Outreach as a Tool for Regional Development" is a comprehensive reference source for the latest scholarly material on the expanded role of universities for community engagement initiatives. Providing in-depth coverage across a range of topics, such as resource sharing, educational administration, and technological applications, this handbook is ideally designed for educators, graduate students, professionals, academics, and practitioners interested in the active involvement of education institutions in community outreach. Following the preface (B. Pandu Ranga Narasimharao), the following chapters are presented: Section 1, "University Outreach as Basis for Development" presents: (1)… [Direct]

Arauz, Luis (2012). Lessons from Afar: A Review of www.daisakuikeda.org, Official Website of Daisaku Ikeda. Critical Inquiry in Language Studies, v9 n1-2 p157-164. Daisaku Ikeda (1928- ) is a Buddhist leader, peace builder, school founder, and poet. His own biography and lifework provide a model for how one can transform adversity into alternative opportunities for some of the most disenfranchised students. Scrutinizing Ikeda's official website (www.daisakuikeda.org) reveals an extensive collection of his essays, lectures, United Nations proposals, and poems in the areas of Buddhism, peace, culture, and education. The website also includes Ikeda's biography, an Ikeda quote page, a list of Ikeda's books translated into English, and a collection of his photography. Finally, it contains resources for the classroom and links to nongovernmental organizations (NGOs), other human rights and peace-building organizations, and to the official websites of Tsunesaburo Makiguchi and Josei Toda, fellow Soka (value-creating) educators and, respectively, the first and second president of the Soka Gakkai, the Buddhist NGO of which Ikeda is the third president…. [Direct]

Bosch, Christina; Obelleiro, Gonzalo; Sharma, Gitima (2023). Exploring Pedagogical Practices to Cultivate Wisdom, Courage, and Compassion as Key Tenets of Global Citizenship: A Qualitative Study. International Journal of Multicultural Education, v25 n2 p45-65. The purpose of this study was to explore college students' and educators' (N = 29) perceptions, experiences, and recommendations around cultivating wisdom, compassion, and courage as key tenets of global citizenship. Based on pragmatic research design and thematic analysis, we sought multicultural education approaches that could strengthen campus communities' capacity to advance peace, sustainability, dignity, and well-being of all forms of life — all across the world. We have discussed the findings in the context of specific pedagogical practices focusing upon: (a) emergent praxes and curriculum to foster wisdom, (b) courageous dialogues for mutual understanding, and (c) restoring compassion and humanity…. [PDF]

(1987). Dissertation Abstracts, 1971-1987. The Center for International Education. This publication includes abstracts of all dissertations written by members of the Center for International Education at the University of Massachusetts since its inception in 1969. The Center offers training at the master's and doctoral levels in third world development education and nonformal education. The dissertations are based on work throughout the developing world. Many have evolved from field experience in projects sponsored by the Center in Ecuador, Ghana, Lesotho, and Indonesia. Abstracts are presented in approximately chronological order, and are indexed by author and subject. Topics covered include educational and curricular alternatives, teacher training, instructional methods, rural nonformal education, the role of the black college in international education, educational relevance, adult literacy instruction, area studies materials, self-help schools, characteristics of nonformal educators, black studies, higher education and social responsibility, characteristics of…

Orr, Blair; Paulete, Francisca E. (2010). Combining Technical Competence and Stakeholder Impact in Environmental Education: The Gambia All Schools Nursery Competition. Applied Environmental Education and Communication, v9 n1 p18-27. Under the guidance of the Department of Forestry, the Regional Education Directorate, and Peace Corps/The Gambia, the Gambia All Schools Tree Nursery Competition, an environmental education program, was developed to introduce practical environmental education in The Gambia. Data for this report were collected using a rapid appraisal approach. Specific, predetermined information on each nursery including its management and community support were collected using a mixed team of researchers. Data were verified for consistency with other sources. The technical elements of nursery management (water supply, fencing, daily care, pest protection) are significant for positive outcomes of a nursery. However, the extent to which they work or the motivation behind them are heavily reliant on stakeholder support. Successful schools in the competition combined technical and stakeholder components. (Contains 4 tables and 1 figure.)… [Direct]

de Quadros, Andr√©; Evelyn, Sean (2023). Smuggling in Humanity: Musicking through Prison Walls. Music Educators Journal, v109 n3 p43-47 Mar. In this article, the two authors talk about their vastly different trajectories that span international geographies and contrasting circumstances. By chance, their lives intersected in a music education program in an American prison. They trace their lifeworlds and how their musical engagement was a reciprocal learning experience for both of them. The article describes the "Empowering Song" music education approach that had its genesis in American prisons. The authors also share the experiential learning that has marked their collaboration, a relationship that has benefited them socially, emotionally, and politically. As a liberation pedagogy, the Empowering Song approach has wider implications, from general music and professional settings to community music in peace-building and forced migration circumstances…. [Direct]

Boucouvalas, Marcie (1988). Adult Education in Greece. Monographs on Comparative and Area Studies in Adult Education. This monograph is intended to foster an understanding of the history, context, and current status of adult education in Greece. The first part, which is devoted to the history of lifelong learning and adult education in Greece, consists of two chapters. The first chapter examines ancient and medieval Greece, and the second one covers the history of adult education from 1821 until the present. The second part of the book covers adult education in Greece today. The following topics are covered in the six chapters included in Part 2: the present economic, social, and political framework of adult education in Greece (the economic, social, and government background; the party platform and government program; 5-year economic and social development plans; the 1983-1987 plan for modernization, decentralization, and participation; and targeted development pertinent to adult education); adult education agents and related social structures (leadership and operating systems; formal, nonformal,…

(1991). A Study of the Minnesota Professional Peace Officer Education System. [Report.] Suggested Implementation Strategies, and Executive Summary. This document contains three publications from a study of the training and educational requirements prerequisite to licensure as a peace officer in Minnesota. The first report consists of eight chapters. Chapters 1-3 contain the following: (1) historical review of the development of law enforcement education; (2) the advantages and disadvantages of college for peace officers; and (3) a discussion of how education affects the evolution of an occupation into a profession. Chapter 4 describes the current operation of the professional peace officer education system, outlining the duties and responsibilities of the Minnesota Board of Peace Officer Standards and Training (POST), higher education, and law enforcement agencies. Chapters 5-7 discuss higher education; current issues; salary, licensing, and employment data; and two surveys focusing on the current education level and desire for further education of peace officers. Chapter 8 includes a summary and recommendations. Appendices…

Lee, Chee Hye (2017). The Way to Modernization: Language Ideologies and the Peace Corps English Education in Korea. Education and Society, v35 n1 p63-80 Apr. The language policies and practices embodied in the Peace Corps/Korea program (1966-1981) are the reflection and the implementation of language ideologies that interplay with the socio-historical, political, and economic contexts of Korea during the 1960s and 1970s. Concerned with a nation's modernization, Korea placed an emphasis on educational development. Peace Corps Volunteers in Korea, most of whom taught English, were expected to contribute to Korea's economic development by emphasizing communicative English. The Peace Corps/Korea's English Language Teaching (ELT), which was in sharp contrast to Korea's traditional ELT was justified, rationalized, and legitimized as a path to modernity and prosperity…. [Direct]

Harris, Ian M. (1994). International Peace Research Association Meets in Malta. Peace Education Miniprints No. 70. From October 30, 1994 to November 4, 1994 the International Peace Research Association held its 15th general conference in Malta. Over 200 delegates from 40 different countries attended the week long gathering whose theme was "International Conflicts: The Role of Peace Research and Education." The conference featured plenary sessions in the morning followed by working sessions where the participants could focus on specific peace related concerns by taking part in various commissions. This report gives an overview of the conference. (RJC)… [PDF]

Carter, Candice C. (2004). Whither Social Studies? In Pockets of Peace at School. Journal of Peace Education, v1 n1 p77-87 Mar. Although it is marginalized by less instructional time and emphasis, teachers can find spaces for social studies with a peace emphasis across the curriculum, school day and campus. Developing students' capabilities for peace through broad-based social education includes behavioral, cognitive, spiritual and attitudinal components. Social education for peace occurs through a vision of a peaceful context, a commitment to consistently work towards accomplishing it and use of peace skills. Suggestions for integrating peace-oriented social studies across the curriculum and school activities for children are provided here. (Contains 1 figure.)… [Direct]

Carlsson-Paige, Nancy; Levin, Diane E. (1987). The War Play Dilemma: Balancing Needs and Values in the Early Childhood Classroom. Based on survey data and written for educators and parents, this book examines the role of war play in early childhood education settings, its potential negative effects, and what educators might do to limit these effects. This examination is offered from both a developmental and a sociopolitical view. Four approaches to solving potential problems resulting from war play are discussed: banning war play; taking a laissez-faire approach; allowing war play with defined limits; and facilitating war play. The book discusses differences between parents' and teachers' approaches to war play and offers guidelines and strategies for approaching war play in the classroom. Among these include supporting those children not interested in war play and using the issues that arise out of children's war play as subjects for classroom discussion. The document includes four appendices which present a sample of the questionnaires and responses used to develop the book, samples of curriculum webs which…

Amy L. Kenworthy; Andrii Shestak; Mariya Tytarenko; Martha Tychenko; Myroslava Chekh; Olena Trevoho; Sophia Opatska; Valeria Kozlova (2025). 'See Us': An Urgent Call to Collaborate with Colleagues in Crisis Environments around the World. Teaching in Higher Education, v30 n2 p544-554. This essay is written as an urgent call for collaboration. It is a provocation for academics in non-crisis environments to proactively reach out to our academic colleagues in Ukraine and other severely disrupted crisis environments around the world to work together to create and extend knowledge and understanding about interpersonal and organizational phenomena during extreme circumstances. We — those of us who are higher education practitioners living within non-crisis environments — have colleagues around the world who are navigating through fractured and uncertain contexts. They are calling out to be seen, to be heard, to be engaged and partnered with in generative and holistic ways. In this essay, we begin a conversation about potential topics for collaborative exploration in our learning and teaching spaces with the hope that they will inspire action and connection between academics living within relative peace and privilege and those living within severe disruption and crisis…. [Direct]

(1986). International Consultation on Peace Education and Research in Higher Education. Higher Education in Europe, v11 n2 p64-68. A January 1986 UNESCO international conference on the role of higher education in promoting international understanding, cooperation, peace, and respect for human rights focused on the nuclear threat and conventional warfare, the role of international governmental and nongovernmental organizations, research and education for peace, and interdisciplinarity and the diffusion of knowledge. (MSE)…

Lange, Matthew (2011). Educations in Ethnic Violence: Identity, Educational Bubbles, and Resource Mobilization. Cambridge University Press In "Educations in Ethnic Violence", Matthew Lange explores the effects education has on ethnic violence. Lange contradicts the widely-held belief that education promotes peace and tolerance. Rather, Lange finds that education commonly contributes to aggression, especially in environments with ethnic divisions, limited resources, and ineffective political institutions. He describes four ways in which organized learning spurs ethnic conflicts. Socialization in school shapes students' identities and the norms governing intercommunal relations. Education can also increase students' frustration and aggression when their expectations are not met. Sometimes, the competitive atmosphere gives students an incentive to participate in violence. Finally, education provides students with superior abilities to mobilize violent ethnic movements. Lange employs a cross-national statistical analysis with case studies of Sri Lanka, Cyprus, the Palestinian territories, India, sub-Saharan… [Direct]

Caroline Kelley (2024). Fostering Compassion and Empathy: The Role of Humane Education in Early Childhood. Childhood Education, v100 n6 p12-17. Bringing peace to the world is a profound aspiration, and it can be achieved by instilling the values of empathy, compassion, and respect in young children through humane education. Humane education sows the seeds of hope for a future that can heal our planet and usher in positive societal change. Humane education fosters empathy and ethical thinking in young children, equipping them with the emotional intelligence and moral foundation needed to make compassionate choices and positively impact their communities. Humane education not only fosters a sense of responsibility and stewardship for the planet but also encourages critical thinking and problem-solving skills that are essential for resolving conflicts without resorting to violence. By equipping young minds with knowledge and values that prioritize compassion, we are shaping a more compassionate and just society where differences are understood and respected and conflicts are resolved through dialogue and understanding. The hope… [Direct]

Almanza, M√≥nica; Kasumagic-Kafed≈æic, Larisa; Masabo, Fran√ßois; Millican, Juliet (2021). Pedagogies for Peacebuilding in Higher Education: How and Why Should Higher Education Institutions Get Involved in Teaching for Peace?. International Review of Education, v67 n5 p569-590 Oct. This article makes the case for why higher education institutions should take the teaching of peacebuilding seriously. It is co-authored by a team from four countries (Bosnia and Herzegovina, Rwanda, Colombia and the United Kingdom) who were involved in a small international research project looking at "Pedagogies for Peacebuilding". Together they are trying to answer questions about the legitimacy of bringing these discussions into higher education and lecturer/student relationships. The authors discuss the spaces in which peacebuilding can be usefully considered within higher education curricula; the significance of higher education in helping young people develop habits of peace; and how the citizens and leaders of the future might be helped to understand the meaning and importance of peacebuilding. In the course of their argument, the authors consider the intention and impact of different pedagogical approaches…. [Direct]

(1994). 1994–International Year of the Family. The United Nations General Assembly has proclaimed 1994 as International Year of the Family with the theme, "Family: Resources and Responsibilities in a Changing World." Objectives for the year include increasing awareness of family issues among governments and the private sector, highlighting the importance of families, increasing understanding of their problems, promoting knowledge of the economic and social processes affecting families, and focusing attention upon the rights and responsibilities of all family members. This document presents the following materials for schools to celebrate the year of the family: (1) suggestions for how schools can plan to be involved in The Year of the Family; (2) Year of the Family logos; (3) a proclamation form from the state superintendent; (4) a quiz to test the knowledge about issues facing the American family; (5) ideas for teaching children about different cultures; (6) a worksheet on family issues and concerns; (7) suggestions… [PDF]

Bangayimbaga, Apollinaire; Ndura, Elavie; Timpson, William (2014). Conflict, Reconciliation and Peace Education: Moving Burundi toward a Sustainable Future. Routledge Research in International and Comparative Education. Routledge Research in International and Comparative Education When the September 11, 2001 attacks in the United States occurred–causing that nation to wage wars of revenge in Afghanistan and Iraq–the people of Burundi were recovering from nearly forty years of violence, genocide and civil wars that had killed nearly one million and produced another million refugees. Here in this small East African nation, one of the four poorest nations on earth, however, was a desire for reconciliation–not revenge–and it still runs deep today. The University of Ngozi in northern Burundi was created in 1999 and is now dedicated to peace, reconciliation and sustainable development. People in this region tell remarkable stories of tragedy and recovery amid these horrors. Their stories can inspire others to preserve their humanity and resist the urge to continue the violence, focusing instead on forgiveness, reconciliation and a better way forward. This volume presents case study analysis while pointing to the promise of a new kind of education that is… [Direct]

Pirtle, Sara, Ed. (1984). Perspectives at Work: Fourteen Activities for Building Peacemaking Skills. Grades One to Six. Designed for teachers of students in grades 1-6, this representative sample of artwork and creative writing illustrates activities for teaching peace education. Based on a curriculum created by the Greater Boston Chapter of Educators for Social Responsibility ("Perspectives"), the booklet presents student art and writing samples illustrating student ideas about peace, cooperation, and conflict resolution. Students study local community builders, famous peacemakers, and people who are different from themselves, and examine change, decision making strategies, and the future. Suggested activities for students in grades 1-3 include making peace flowers as a cooperative effort, interviewing community builders, studying the life of famous peacemakers, and examining conflicts. Activities for students in grades 3-5 include defining peace, dramatizing the decisions of famous peacemakers, studying changes, exploring a non-violent future world, imagining oneself in the future, and…

Goehner, Thomas B. (1999). Woodrow Wilson: Prophet of Peace. Teaching with Historic Places. This lesson describes President Woodrow Wilson's struggle with and his ultimate failure at achieving lasting world peace through the League of Nations. The lesson focuses on November 23, 1923, the eve of the fifth anniversary of the Armistice that concluded World War I, when a frail and ill Wilson was ready to deliver a commemorative address by radio from the library of his brick home on S Street in Washington, DC. The lesson could be used in teaching units on foreign policy, peace education, presidential history, or the history of World War I. The lesson objectives are to: articulate the ideals of world peace and world order that Wilson espoused; describe the conflict between Wilson's ideals and the Senate's policy of isolationism; and explain why the ideals of a visionary like Wilson are significant in forming the policies of the government. The lesson is divided into the following teaching activities sections: Setting the Stage: Historical Context; Locating the Site: Maps… [PDF]

Iryna Kushnir (2025). 'It Is More than Just Education. It's Also a Peace Policy': (Re)Imagining the Mission of the European Higher Education Area in the Context of the Russian Invasion of Ukraine. European Educational Research Journal, v24 n1 p111-126. Following the launch of Russia's full-scale invasion of Ukraine in February 2022, scholarship has not yet addressed the role of the European Higher Education Area (EHEA) in this context. This paper asks: What is the political role of the EHEA as an institution and the instrumentalisation of its higher education (HE) cooperation initiatives in the context of the invasion? To investigate this, the paper thematically analyses interviews with representatives from key HE stakeholders in three EHEA members — Germany, France and Italy, as well as key recent international communications related to the EHEA's response to the war. The thematic analysis revealed two overarching themes leading us to consider that: (1) the EHEA has been regaining its lost significance through shaping and disseminating its response as an institution to the invasion of Ukraine; and (2) HE cooperation in the EHEA in the context of this war has been acquiring a new meaning. These themes lead us to conclude that the… [Direct]

Bickmore, Kathy; Guerra-Sua, √Ångela; Kaderi, Ahmed Salehin (2017). Creating Capacities for Peacebuilding Citizenship: History and Social Studies Curricula in Bangladesh, Canada, Colombia, and M√©xico. Journal of Peace Education, v14 n3 p282-309. Public education is one influence on how young people learn to navigate social conflicts and to contribute to building democratic peace, including their sense of hope or powerlessness. Social studies curricula, in particular, introduce core concerns, geographies, governance and civil society, and participation skills and norms. History education narratives frame identity, (dis)trust or peaceful coexistence, and provide exemplars of how social conflicts and injustice have been handled in the past. To shed light on these peacebuilding and peace-blocking choices, this paper examines government-sanctioned social studies and history curricula in contrasting contexts of violent conflict and peace: Bangladesh, Colombia, M√©xico, and (Ontario) Canada. Our comparative analysis shows how these official curricula (de)normalize violence and militarism, present national identities as hegemonic/exclusive or plural/inclusive, and create opportunities for teaching/learning peacebuilding citizenship… [Direct]

Amutuhaire, Tibelius (2023). Improving Access and Equity in East African Higher Education through Internationalization. FIRE: Forum for International Research in Education, v8 n1 p22-39. The 1998 UNESCO World Conference on Higher Education in Paris recommended that global higher education institutions should internationalize and reduce inequalities between developed and emerging countries. Since then, universities strive to incorporate an international dimension in their service. The aim was initially guided by the 20th century understanding of internationalization being just, fair, and an equitable process that promotes peace and mutual understanding. However, under the influence of the General Agreement on Trade in Services and competition, internationalization changed focus and became less inclusive. This paper explores inclusive international education in East Africa using narrative review methodology. Findings suggest that rather than promoting access and equity in higher education, internationalization, for example, excludes economically disadvantaged, disabled, and adult learners. Thus, in addition to internationalization at home, inclusive… [PDF]

Abu Ahmad, Manal Yazbak; Ben Hagai, Ella; Dembo, Robert; Dessel, Adrienne B. (2017). Support for Palestinians among Jewish Americans: The Importance of Education and Contact. Journal of Peace Education, v14 n3 p347-369. The violent and protracted Israeli-Palestinian conflict continues, and Jewish Americans play a significant role in influencing related US foreign policy as well as in promoting positive interactions with Palestinians globally. Diaspora populations have played an important role in international peace processes and American Jews are actively involved in peace efforts for Palestinian human rights. Previous research indicates a relationship between views about Israel, knowing Palestinian narratives, and promoting peace processes. Thus, the attitudes and experiences that Jewish Americans have are important to understand and predicting their support for Palestinians. An online internet survey distributed to Jewish listservs (n = 173) measured variables of gender, age, political views, Jewish socialization, family and own attitudes about Israel, courses on the conflict, and having been to the West Bank. Results indicated younger, more liberal Jewish Americans who had taken courses and been… [Direct]

Pois, Anne Marie (1989). Educating Women for Peace: The United States Section of the Women's International League for Peace and Freedom and Political Organization during the 1930s. The focus of this paper is the U.S. section of the Women's International League for Peace and Freedom (US WILPF) and its efforts to mobilize an activist and durable women's peace reform organization in the 1930s. Members wished US WILPF to serve as an avenue for expanding women's political power and for reaching the goals of nonviolent change and economic and social justice at all levels of national and international life. It was the first modern women's peace organization to emerge after World War I. With its national headquarters in Washington, D.C., it functioned as a public interest group with Dorothy Detzer as chief lobbyist, while local branch members applied pressure on legislators and officials and attempted to educate communities on peace issues. Mildred Scott Olmstead, the national organization secretary, worked to expand and strengthen the group at the grassroots level in order to increase US WILPF's political clout. This two-pronged approach to peace education–lobbying… [PDF]