Ali Panahi; Hassan Mohebbi; Rebecca L. Oxford (2024). Rebecca Oxford's 50 Years of Contributions to Language Education and Related Fields: A Systematic Review. Language Teaching Research Quarterly, v41 p169-230. This article systematically reviews the quantity and quality of Rebecca L. Oxford's publications over five decades of research and publication in language education and related fields. The first section portrays Oxford's contributions in four thematic areas: language learning strategies, language teaching, psychology, and peace. For each theme, many of Oxford's publications and ideas are presented. The second section is an overview of her career achievements, such as books published, courses taught, and academic honors. The third and the fourth sections present the systematic review. Specifically, the third section explains in detail the methodology used by Panahi and Mohebbi for their systematic review of Oxford's work, while the fourth section presents results of the systematic review across 338 of her works (journal articles, book chapters, and books). Oxford's personal response is the last section…. [PDF]

Grob, Leonard M. (1985). Buberian Peace Education in the Mideast: A Buberian Critique. Educational Theory, v35 n4 p423-35 Fall. In 1979 in Israel, the Education for Peace Project on the Basis of Martin Buber's Philosophy was begun by Dr. Haim Gordon, incorporating Buberian Learning Groups as its cornerstone. This paper argues that Dr. Gordon departs from Buberian philosophy and imperils the success of his innovative pedagogy for peace. A response by Haim Gordon is offered. (MT)…

Giere, Ursula (1997). Adult Learning in a World at Risk: Emerging Policies and Strategies. Expectations and Prospects for the 21st Century As Voiced by Respondents to a 1996 UNESCO Questionnaire in Preparation for the Fifth International Conference on Adult Education (CONFINTEA V). CONFINTEA Background Document. Emerging adult education policies and strategies were studied through a survey of United Nations Educational, Scientific, and Cultural Organization (UNESCO) member states, nongovernmental organizations (NGOs), and social partners. Questionnaires were returned by 93 countries and 12 NGOs. The study focused on the following: social change and its impact on adult education since 1985; adult education around the world; trends in adult learning around the world; formal and nonformal adult basic education; adult literacy; adult learning and the technological revolution; vocational training for adults; education toward a culture of peace; education for a democratic, civil society; education and the all-round development of all individuals; formulation of a broader vision of adult learning; integration of adult learning into the lifelong learning system; the changing role of the state, universities, and NGOs; the strengthening of cooperative structures; new ways of financing adult… [PDF]

Sebaly, Kim P. (1983). The Global Education Movement and Achievable Reforms in the Pre-Service Education of Teachers. The importance of the current movement for global education in the elementary and secondary schools, and in higher education, has been indicated by the convening of the first national conference on global education, held at Easton, Maryland, in May 1982. During this conference, leaders in the field of global education presented issues and themes that were comprehensive and wide-ranging. This conference raised new questions about the meaning of global eductaion and extended the networks of those seeking to find appropriate answers. Activities and presentations at the conference concerned: (1) materials and technologies for teaching; (2) studies of cross-cultural settings and training programs; (3) studies of different beliefs about issues of world order; (4) preservice teacher education and global education; (5) curriculum innovation and institution building; (6) professional support groups; and (7) international participation in planning and implementing programs in global…

(1990). The African Adult Education Movement in Blossom. Report of the Secretary General to the Second General Assembly on the 1987-90 Period. Since 1987, many activities have been undertaken by the African Association for Literacy and Adult Education (AALAE). Perhaps the most important program activity has been the building of institutional capacities in the adult education movement. Important elements are organizational development, networking and solidarity, management development training, and small grants. Networks have been instituted to help members develop and implement programs. Under the Catalytic Initiatives Program, AALAE undertakes specific, concentrated action in particular subregions to strengthen adult education. The Exchange Program facilitates the sharing of experiences between adult educators and development activists. In other activities, the AALAE: (1) developed a program for Peace Education, Human and People's Rights; (2) began to build training capacities, especially through the training of trainers; (3) conducted a feasibility study to determine the need for an African Training Center for Literacy… [PDF]

Buchborn, Thade; Burnard, Pamela; Hebert, David G.; Moore, Gwen (2022). Reconfiguring Music Education for Future-Making: "How?". Music Education Research, v24 n3 p275-281. Global and societal changes present profound challenges and complexities for the future of music education practice and research. In these times of rapid change, four members of the MER editorial board reflect on the need to challenge normalising discourses of music education and encourage new understandings and/or territories within the field. In this viewpoint paper, we proffer four provocations on the themes of music(s) and social justice, climate change and sustainability, peace and democracy and enduring impacts of the COVID-19 pandemic and ask how music education can play a central role in future-making. The paper concludes with an invitation to consider special issue proposals that advance similar or new themes…. [Direct]

Hook, Glenn D. (1979). Japan: Political or Apolitical Education for Peace?. Prospects: Quarterly Review of Education, v9 n2 p223-31. Explores various programs and materials used in elementary and secondary schools in Japan to foster education for peace. Educational problems are identified relating to Japan's experiences during World War II and to differences in attitudes toward international understanding among generations. (DB)…

Van Galen, Jane, Ed.; And Others (1992). Sociopolitical Analyses. Educational Foundations, v6 n4 Fall. This theme issue of the serial "Educational Foundations" contains four articles devoted to the topic of "Sociopolitical Analyses." In "An Interview with Peter L. McLaren," Mary Leach presented the views of Peter L. McLaren on topics of local and national discourses, values, and the politics of difference. Landon E. Beyer's "Educational Studies and the Liberal Arts: Cultural Politics and Institutional Change" outlined the conceptual orientation to educational studies that formed the basis for efforts at institutional change and explored the nature of the institutional, bureaucratic, and cultural constraints to proposals. In "Sociopolitical Influences on Federal Government Funding of Gifted and Talented and Bilingual Education Programs," Ursula Casanova and Sheila Chavez examined the influence of various socio-political factors on government policies in federal programs for the gifted and talented and those for bilingual education and… [PDF]

van Stapele, Peter, Ed. (1987). The Necessity of the Arts in Education. Proceedings of the International Conference of the World Education Fellowship (32nd, Utrecht, Netherlands, August 12-18, 1984). Exploring the place of the arts in the precollege curricula, chapter 1 of these proceedings opens with an overview of the conference by Maria Meulenbeek. The papers in chapter 2 discuss the relationship between art and education and include the authors Hermann Rohrs, Peter van Stapele, Geoff Haward, and Jagjivan R. Sheth. Ways to bring art into the classroom are outlined in chapter 3, including papers on: "Negotiating the Drama Curriculum with Senior Secondary Students," by Frank McKone; "Puppets in Education in India" by Mabel Aranha; "Motivating International Understanding through Art: with Special Reference to the Foreign Language Classroom" by Esther Lucas; "Imaginative Literature: Antidote to Dogma–with Particular Reference to the Poetry of Wilfred Owen," by Rex Andrews; and "Educational Perspectives in Modern West Indian Novels," by Frank A. Stone. In chapter 4, Safia Sultana discusses how the study of art can help people live…

Jones, LaTuan T.; Trotter, Jennie C. (1998). Create Peace Now. The Peace Project: An In-School Suspension Program for Middle and High School Students with Violent Behaviors. The Peace Project was initiated in 1993 by the Wholistic Stress Control Institute in conjunction with three schools to develop an intervention for middle school students who were repeatedly suspended for violent behaviors. It is an in-school suspension program for violent youth. The project provides training and services in conflict resolution, stress management, and peace education in a 9-hour program. The program is a comprehensive, interactive program that uses lectures, videos, group discussions, and role playing. This manual is divided into four parts. The first section is an overview and evaluation report for the Project's third year of operation in a middle school in an inner city Atlanta (Georgia) neighborhood. In the third year 282 students participated in the program, 35 teachers received violence prevention training, and 30 parents received training or information. The Peace Project reduced the number of suspensions by 25 percent. Part II contains copies of all the forms…

Airaksinen, Timo, Ed.; Batra, Poonam, Ed.; Kozhevnikova, Margarita, Ed.; Webster, R. Scott, Ed. (2022). Humanizing Education in the 3rd Millennium. SpringerBriefs in Education. SpringerBriefs in Education This book proposes some insights and ideas into how education might be humanized. The chapters inform, provoke, and guide further inquiries into imagining and actualizing human education. It presents the view that education should be primarily understood as human education, which offers universal good for the entire planet. It centres around the significant values that make life, in a holistic sense, meaningful, worthwhile, and socially just. It discusses the fundamental idea that human education is the key to peace, individual and social freedoms, social justice and harmony, fraternity and happiness all over the world, and how educational ideals and methods must be reconsidered to achieve this end.This book originates from an international conference and round-table, "Human Education in the 3rd Millennium," in July 2019 in Dharamsala, India…. [Direct]

Reardon, Betty A. (2001). Education for a Culture of Peace in a Gender Perspective. The goal of this study unit on education for a culture of peace in a gender perspective is to assist teachers in their efforts to educate caring and responsible citizens, open to other cultures, able to appreciate the value of freedom, respectful of human dignity and differences, and able to prevent conflicts or resolve them by nonviolent means. Designed as a resource for teacher education, the manual is relevant for secondary schools and can also be used for secondary school teacher preparation and for facilitators of non-formal adult education. It responds to the demands of a growing number of educators who want to be part of a global movement toward a culture of peace and to provide their students with learning experiences in holistic and gender-sensitive human rights and peace education. The manual is divided in two parts: Part 1, the social foundations component, offers an overview of the developing field of education for a culture of peace, its purposes, the issues it…

(2021). Girls' Education: The Path to Progress. Global Partnership for Education Although more girls than ever go to school today, 129 million girls worldwide are still denied an education. Educating girls generates huge dividends for economic prosperity, gender equality, climate resilience, public health, and lasting peace and stability. GPE believes that all girls should be educated, healthy and safe, and it has taken bold steps to realize this vision by: (1) Hardwiring gender equality into everything we do; (2) Investing in girls; (3) Putting gender equality at the heart of education systems; and (4) Putting girls' education on the world stage…. [PDF]

(2012). Sustainable Library Development Training Package. Peace Corps This Sustainable Library Development Training Package supports Peace Corps' Focus In/Train Up strategy, which was implemented following the 2010 Comprehensive Agency Assessment. Sustainable Library Development is a technical training package in Peace Corps programming within the Education sector. The training package addresses the Volunteer competency, \Facilitate improved teaching and learning skills and practices.\ The purpose of this Sustainable Library Development Training Package is to support and provide guidance to Peace Corps Volunteers engaged in library projects as both primary work assignments and secondary project activities. The training package is intended to strengthen the work of Volunteers in partnership with their communities and to help Peace Corps better demonstrate its impact. This training package includes detailed session plans that provide a foundation in sustainable library development for all trainees or Volunteers in education projects that include library… [PDF]

Campina, Ana; Magalh√£es, Manuela (2018). Migrants and Refugees in European Union: "Warm Peace", Human Rights Education and Political Sustainability. Journal of Education and Training Studies, v6 n11a p29-32 Nov. Nowadays European Union migrant's situation, named as a crisis, has begun during the II World War due the Holocaust. Considering the EU position and their state member facing serious Human Rights violation as well as a political complex diplomatic development (inside and outside) the European context. Holocaust has obliged millions of European citizens to "escape" from their own countries to be able to survive. The political consequences of this movement were controlled based on the diplomacy considering the war context and each state "position". Due the most different reasons, along the 20th century the migration in, from and to Europe was an important and strong social movement but without a negative global political impact but economical. However, the last decade, especially after 2010 with the "Spring Arab" revolutions in Middle East and North Africa, Europe has been the destination of millions – illegal migrants and Refugees…. [PDF]

Akseer, Spogmai; Kovinthan Levi, Thursica; Vanner, Catherine (2020). South Sudanese Primary School Textbooks: Transforming and Reinforcing Conflict. Prospects: Quarterly Review of Comparative Education, v48 n3-4 p193-213 Jul. Primary school textbooks can provide space for learning about peace and inclusion but can also reinforce messages of inequality and division. This article describes a thematic analysis of South Sudan's textbooks for pupils in Grade 4 Social Studies, English, and Christian Religious Education. The analysis uses a conceptual framework that positions education as having multiple potential overlapping roles in relation to conflict–victim, accomplice, and transformer–to show that the textbooks' content contains some motions toward social change, but more often passively reinforces the status quo. While peace and social acceptance of diversity and gender equality are sometimes explicitly promoted, there is an overarching emphasis on maintaining and accepting social norms without critically interrogating the social structures that can foster inequality and lead to conflict. This analysis positions the textbooks primarily as accomplices to conflict, with some movement toward… [Direct]

Nordland, Eva, Ed.; Reardon, Betty, Ed. (1994). Learning Peace: The Promise of Ecological and Cooperative Education. This book is a collection of writings by American, Russian, and Norwegian scholars who, in 1988, launched the Project on Ecological and Cooperative Education. Formation of the group was motivated by the conviction that the planet needs an ecologically conscious culture to overcome the fragmentation and specialization that is typical of the worldview of dominant societies today. The book examines how knowledge about planetary problems at the end of the twentieth century, and fatal threats to the planet resulting from rivalries among powerful individuals, cultures and states, have an impact on environmental education. Chapter titles include: (1) "New World-New Thinking-New Education" (Eva Nordland); (2) "Learning Our Way to a Human Future" (Betty Reardon); (3) New Thinking: Its Application for New Learning" (Valentina Mitina); (4) "'Big Ideas' of Ecology That Every Peace Educator Should Know" (Willad J. Jacobson); (5) "Social Responsibility and…

Longstreet, Wilma S., Ed. (1988). Global Education. Louisiana Social Studies Journal, v15 n1 Fall. This issue contains an introduction ("The Promise and Perplexity of Globalism," by W. Longstreet) and seven articles dedicated to exploring the meaning of global education for today's schools. "Global Education: An Overview" (J. Becker) develops possible definitions, identifies objectives and skills, and addresses questions and issues in this area. "Toward a Coherent Curriculum for Global Education" (J. Becker) makes a case for improving and expanding the global dimensions of education due to the greater intermixing of peoples and cultures and the changing role of the United States in world affairs. "The Challenges Facing Global Education" (D. Metzger) identifies several barriers to the entry of global education into the social studies curriculum. "Is It a System? Building a Global Perspective in the Elementary and Middle Grades" (A. Angell) establishes the importance of systems thinking as an aid in helping students conceptualize… [PDF]

Ris, Ethan W.; Strohl, Nicholas M. (2023). The Higher Education Generation: World War I and the Truman Commission's Path to Universal College Access. Peabody Journal of Education, v98 n3 p269-283. The work of the 1946-1948 President's Commission on Higher Education was unquestionably influenced by the immediate aftermath of World War II. In this article, we examine the backgrounds and ideas of 10 commissioners to argue that their efforts were also deeply influenced by their experience of a different world war. The 1914-1918 "Great War" was a formative experience for each of the members, shaping their views of sociopolitics, opportunity, and the public purposes of education. Ultimately, these commissioners arrived at the belief that universal college access was the key to ensuring peace and democracy throughout the world. Their product, Higher Education for American Democracy, was anything but a dry federal report. Instead, it was a passionate argument for what higher education ought to be. As such, it closely reflected the lived experiences of its authors, who had been shaped by one shattering conflict, were responding to a second, and were determined to prevent a… [Direct]

Richardson, Norman (2022). Religion, Schooling and Conflicting Nationalisms: Educational Perspectives from Northern Ireland. Journal of Religious Education, v70 n3 p273-285 Nov. To what extent do teachers' sense of their religious, cultural and national identity impact on their attitudes and approaches to the teaching of religion in publicly funded schools in Northern Ireland? In a context where schooling remains largely separate according to perceived religious identity, can religious education contribute positively to the peace process in a society emerging from conflict? This paper will draw on research conducted with serving teachers, teacher education students and other groups to examine the role of religion in schools and to explore how it may contribute, positively or negatively, to the improvement of relations between communities still divided by conflicting nationalistic loyalties. Some comparisons will be made with the significance of religion in education in other conflicted societies…. [Direct]

Gonnella-Platts, Natalie (2022). Education Is Power for Peace and Security in Afghanistan: Take Action to Support the Rights of Afghan Women and Girls. George W. Bush Institute The Taliban's return to power in Afghanistan last year has produced a desperate humanitarian situation in the country. Nearly half of all households are experiencing acute food insecurity, maternal and infant mortality rates are rising quickly, and 97% of families are at risk of dropping below the poverty line. Most concerning is the intentional and vicious erasure of women and girls from public life by the Taliban, especially the ban on girls' access to secondary education and the rapid deterioration of education quality across the country. What is happening to the women and girls of Afghanistan creates not simply a moral imperative, but a growing threat to regional and even global peace, prosperity, and security. Dire as the situation may be, it is not hopeless. This report discusses steps the United States and allies can take, along with civil society and others, to mitigate the suffering of Afghan women and girls and provide opportunities in an otherwise bleak situation…. [PDF]

Bekerman, Zvi; Zembylas, Michalinos (2008). Dilemmas of Justice in Peace/Coexistence Education: Affect and the Politics of Identity. Review of Education, Pedagogy & Cultural Studies, v30 n5 p399-419 Nov. Lyotard (1988) argued that the major problem of this time may be understood in terms of two issues: the impossibility of avoiding conflicts and the absence of a universal genre of discourse to regulate them. In this article, the authors closely follows Lyotard's ideas to problematize claims about the university of justice. Then, the authors examine the ambivalence of inhabiting various positions of justice through considering the politics of identity in the context of conflict and the efforts for peacebuilding. Finally, the authors explore how ideas about the pragmatics of justice may enable educators to comprehend the affective politics of education and may encourage peace and coexistence practices. (Contains 1 note.)… [Direct]

Leue, Mary M., Ed. (1992). Challenging the Giant: The Best of SKOLE, the Journal of Alternative Education. Beginning in the mid-1960s, thousands of small alternative schools sprang up across the United States and Canada. These schools varied widely in programs and policies, but common factors among them were a disenchantment with conventional schooling, a desire to reform education, and (frequently) the belief that schools should be controlled by the population served, including children. The National Coalition of Alternative Community Schools was formed in 1976. Its journal from 1985 to 1990 was SKOLE (from a Greek word for the type of dialectical activity conducted by Socrates). This volume contains selected articles published during that period. Six articles profile small alternative schools: Shaker Mountain School (Burlington, Vermont); Sudbury Valley School (Framingham, Massachusetts); Metropolitan School of Columbus (Ohio); the Free School (Albany, New York); L'Ecole d'Humanite (Goldern, Switzerland); and Central Park East (New York, New York). Other articles and reprints discuss… [PDF]

Kalela, Aira (1982). Education for Peace and International Understanding in Finnish Adult Education. Adult Education in Finland, v19 n1 p34-39. A comprehensive and continuous emphasis on the promotion of education for peace and international understanding has been apparent in Finland in recent years. Finnish adult education has been informed and reformed by the introduction of principles of international education. (SK)…

Alguacil, Montserrat; Boqu√©, Maria-Carme; Ribalta, Dolors; Sala-Bars, Ingrid (2022). Discourses on Racism in Families with School-Aged Children in Catalonia. Journal of Peace Education, v19 n3 p303-329. Unfortunately, racism is a kind of violence present in current societies that embodies an attitude opposed to the culture of peace. In this scenario, the family has a relevant role to contribute to the development of values related to human rights. With the aim of identifying patterns and challenges to progress from a polarized debate to an empathetic and non-violent dialogue, the discourse between parents and children between 3 and 16 years of age is reviewed. For this purpose, a questionnaire was designed and 1,701 families in Catalonia (Autonomous Community of Spain) answered it. The results show that racism represents 9.7% of the controversial topics of conversation at home; the principal values and attitudes that guide the family discourse are: respect (23.1%), fighting injustice (18.7%), and equality (12.4%); families who claim to have suffered racism reach 6%; women and individuals with a low level of education are those who most believe that the economy would improve if… [Direct]

Lopes Cardozo, Mieke T. A. (2022). Learning to Become Smart Radicals: A Regenerative Lens on the Potential for Peace and Reconciliation through Youth and Education Systems. Journal on Education in Emergencies, v8 n1 p187-213 Mar. Media coverage and foreign policy around the globe often spread messages of fear about the possible radicalization of the world's growing youth population. More nuance was brought into these debates in 2015 by UN Security Council Resolution 2250 and the subsequent Global Study on Youth, Peace, and Security (Simpson 2018), while specific attention was directed at the potential of education to support young people's agency for peacebuilding. In this reflective piece, I aim to bring a fresh perspective to current education in emergencies thinking and offer insights into how a regenerative approach to education can help reshape it to prepare the younger generations to respond effectively to peacebuilding and to the related "wicked challenges." I bring together two existing conceptual frameworks–the 4Rs (Novelli, Lopes Cardozo, and Smith 2017) and Toma≈°evski's 4As (2005; see also Shah and Lopes Cardozo 2019)–that are directly relevant to the education in emergencies field…. [Direct]

Antoniou, Marios; Loukaidis, Loizos; Zembylas, Michalinos (2019). The Politicisation and Securitisation of Religious Education in Greek-Cypriot Schools. European Educational Research Journal, v18 n1 p69-84 Jan. This article is based on a year-long ethnographic research project on religious education (RE) in Greek-Cypriot schools and provides empirical evidence about the complexities emerging from teachers' attempts to address peace and security issues in a 'conflict-affected society'. The study shows that the reproduction of peace and security issues through RE is not the only possibility within a conflict-affected society; however, RE can be one of the tools to challenge normative ways of politicisation and securitisation by reframing pedagogical practices to instill cracks in the normative regime. These findings have two important implications. The first implication concerns teachers' important role in creating the pedagogical conditions that address issues of peace, conflict, politics and religion in productive ways; and the second implication is that teachers need to be provided with opportunities for teacher training and institutional support, if they are going to gain a deeper… [Direct]

Gideonse, Hendrik (1993). Successful? Apparently! Non-Formal? Hardly!. Teaching Education, v5 n2 p115-20 Spr-Sum. Paper responds to an article on a nonformal Peace Corps teacher education program that prepares teachers to teach English as a Foreign Language in central and eastern European countries, discussing various aspects of the program as important models for accomplishing the more diverse, larger, and problematic preservice education in America. (SM)…

Helal Hossain Dhali (2024). The Role of Coloniality, Decoloniality, and Education in Shaping Perspectives on Extremism: Exploring Perceptions among Students in Bangladesh. Routledge Research in International and Comparative Education. Routledge Research in International and Comparative Education This book extends a comprehensive overview of the treatment of extremism in education in Bangladesh, using a study of perceptions among students to explore proactive measures for the prevention of various types and forms of extremism prevalent among youth. It offers a critical, holistic, and student-centred study of the role of formal education in shaping perceptions of extremism and intersectional differences among individuals, drawing on data from university students. The author employs post-colonial theory and multicultural educational approaches to highlight how understandings of extremism differ across young adults and policymakers. Ultimately, it demonstrates that students' overall understanding of extremism is much broader than that of policymakers, and how understandings differ between male and female students at the intersection of rural and urban locations and socio-economic positions. As such, it foregrounds a need to involve and organize formal education as a proactive… [Direct]

Badrkhani, Parisa (2020). Iranian University Faculties and Managing Culturally Diverse Classrooms: Strategies for Peace Establishment in the Higher Education. Education and Urban Society, v52 n2 p234-256 Feb. There are large number of students from around the world who are planning to continue their education in the U.S. universities. They have different nationalities, cultural backgrounds, social beliefs, and so on. Moreover, the educators who are from different countries have the special cultures. This is their task to manage the culturally diverse classrooms to obtain the best results for the educational purposes. In this study, the focus was on three main issues: (a) teaching in multicultural higher education, (b) students' attitudes toward the different cultures (especially their classmates), and (c) the strategies the educators apply in the multicultural classroom to establish peace. Five Iranian faculties who were teaching English language literature subject, in California State universities, were selected and interviewed via Skype. The results showed that they had a very positive attitude toward teaching in multicultural classrooms. The educators claimed that they apply the… [Direct]