Brown, H. Douglas (1991). TESOL at Twenty-Five: What Are the Issues?. TESOL Quarterly, v25 n2 p245-60 Sum. A survey of current trends in teaching English to speakers of other languages identifies four themes involving: learner motivation and empowerment; an expanding international range of language policy issues; content-centered and task-based curricula and emphasis on peace and environmental education; and cooperative, learner-centered teaching. (42 references) (CB)…

McWhirter, Mary Esther (1971). The Days That Make Us Happy: Games Around the World. Childhood Education, 47, 8, 418-423, May 71. Specific games are described which may contribute to a program of education for peace, by deepening children's insights and feelings of affinity to people of other countries. (NH)…

McInnis, Edward C. (2019). The Peace Movement's Attitude toward History Education during the Age of Manifest Destiny. American Educational History Journal, v46 n1 p73-89. Some writers connected to the Peace Movement, many of whom were Quakers, expressed conflicting views on history's value to society and its ability to prevent unnecessary wars. These writers, mostly opponents to the United States' War with Mexico, argued that history education sometimes contributed to war by romanticizing militaristic government policies. History books of all kinds, they claimed, praised generals and warriors while neglecting the achievements of peaceful people. Although this group was small, the author shows that they warned the public that history education sometimes harms humanitarian causes and that nationalistic writers use history to manipulate the masses as well as inform them, especially children. Their arguments reveal anxiety not only over the United States' numerous military conflicts, but also with emergent educational institutions and the belief in the malleable, rather than set, nature of children. This essay also expands on the Peace Movement's… [Direct]

Selby, David (1994). Humane Education: The Ultima Thule of Global Education: Part Two. Green Teacher, n40 p23-31 Oct-Nov. In this two-part article, the author contends that humane education occupies the position of "Ultima Thule," the far-away, unknown, region, within the constellation of "educations" which global education embraces. This article looks at its relationship to peace and development education and concludes with two classroom activities. (LZ)…

Carlson, Kathleen, Ed. (1973). International Peace Studies Newsletter. Volume 2, Number 3. This newsletter, published three times a year, is designed to disseminate information on peace studies activities and programs in colleges and universities. Typical issues include descriptions of many peace studies programs on campuses; continuous listings of people and organizations that welcome materials on existing courses and programs; news of the Consortium on Peace Research, Education, and Development (COPRED) activities; announcements of conferences and meetings; descriptive statements on newsletter, journal, abstract and series publications; a feature article; and a brief job registry. The feature article in this issue provides suggestions which are based on experience at several campuses for starting a peace program. Another brief article discusses and analyzes the peace studies role. (SJM)… [PDF]

Agnihotri, Seema (2017). Critical Reflection on the Role of Education as a Catalyst of Peace-Building and Peaceful Coexistence. Universal Journal of Educational Research, v5 n6 p911-917. Human being since its evolution is continuously struggling to combat inherent prowess of violence and conflict as a part of biological species which is falling in an ambivalent position in the ecosystem. It was realized long years back that only peaceful coexistence can ensure the prolonged journey of humanity without any turmoil. But this realization and its implementation have always been a herculean task for those who tried to do it through different forms. In fact, they have to sacrifice their lives also for doing the same. The prevailing long history of wars, revolts, conflicts all across the world are the glaring examples in this regard which have tried to subvert the desire for peace among the peace loving people in a very indifferent manner. In due course of human evolution, various modes were taken to instill the significance of peace in the humanity. Religion, music, painting, folktales, architecture, etc. are used prominently to spread the message of peace by highlighting… [PDF]

Benton, Jean (2005). Using Action Research to Foster Positive Social Values. Rowman & Littlefield Education \Using Action Research to Foster Positive Social Values\ provides teachers with a unique framework in which to consider classroom violence. It uses actual case studies and working models done through classroom research to produce more effective classrooms that foster positive social values. The author lays out a theoretical framework for: (1) Considering the roots of violence and offensive behavior drawn from the underpinnings of society, family, community, and religion; (2) Reducing violence in the classroom through peace education and a pro-active processes; and (3) Introducing the reader to successful models of classroom practice aimed at reducing disruptive behavior that are based on a peace-building model of practice. Features include charts to summarize action research processes and a short bibliography of relevant literature. This book will empower all students, regardless of race, ethnicity, or socioeconomic status. This book is divided into 3 parts. The first part, Basis for…

Daniel Clark Orey; Milton Rosa (2024). Exploring Cultural Dynamism of Ethnomodelling as a Pedagogical Action for Students from Minority Cultural Groups. ZDM: Mathematics Education, v56 n3 p423-434. Mathematics education is inherent to the discourse of globalization, which often states that mathematical knowledge is universal. Certain global mathematical techniques and procedures found in many mathematics curricula around the world often discourage students to engage in creating their own mathematical knowledge. This suggests that dominant cultural values are defined as universal or at the very least labeled as normative, while peripheral mathematical knowledge is tagged as merely simplistic, primitivistic, folkloristic, and/or as forms of obsolete systems. Our main purpose here is to discuss how ethnomodelling promotes a holistic understanding of "local" and "global" approaches in mathematics education, which contributes to the development of a "glocal" comprehension of mathematical practices developed by members of distinct cultures, which means placing them at the center of the educational process. Through the development of ethnomodelling, this… [Direct]

Prasad, Surya Nath (1998). Education for Environment and Peace. Peace Education Miniprints No. 92. A series of facts about current environmental problems are presented. Many countries observe the need to make provisions in constitutions and laws concerning the protection or preservation of the environment. International meetings have been held during recent decades in order to manage this problem. The booklet notes that environmental awareness and ecological literacy are a necessity. Purpose and content for environmental education and peace are discussed and illustrated, with an emphasis on the close relationship between ecological balance and peace. Contains 26 references. (BT)… [PDF]

Matthew Schulte (2024). The Role of Community Service-Learning in International Schools: A Marginalized Approach?. Journal of Research in International Education, v23 n3 p207-223. International schools have historically grappled with the fundamental dilemma of providing a high-quality curriculum and qualification supporting international mobility, while promoting a culture of peace and understanding. The internationalist (ideological)-globalist (pragmatic) spectrum of approaches can be applied to understand this dilemma. Historically being balanced towards the globalist (pragmatic) end of this spectrum, rapid growth of international education markets can be seen to further marginalize the internationalist (ideological) perspective. Community Service-Learning is a core pedagogical approach of many international schools, grounded in the ideological perspective and supporting the development of international mindedness and global citizenship. This same spectrum is applied in this paper to the Community Service-Learning literature in order to examine how instrumentalist and market forces of globalization are influencing the practice. It is concluded that Community… [Direct]

Mihailov, Nikolaj (1984). Higher Education in Bulgaria and Education for Peace, Disarmament, and the Observance of Human Rights and Freedoms. Higher Education in Europe, v9 n2 p57-60 Apr-Jun. Education for peace and human rights in Bulgaria is approached through interdisciplinary study and not as a separate discipline in higher education, emphasizing the broad social and cultural growth of the individual student at all levels of the university curriculum. (MSE)…

Jin, Qingna; Kim, Mijung; Wagner, David (2021). Tensions and Hopes for Embedding Peace and Sustainability in Science Education: Stories from Science Textbook Authors. Canadian Journal of Science, Mathematics and Technology Education, v21 n3 p501-517 Sep. In this paper, we explore how science textbook authors reconciled their personal hopes with disciplinary and societal demands in their writing. Using a qualitative narrative storytelling research method, we interviewed four Canadian science textbook authors about their hopes and the challenges they encountered in their writing. To understand their hopes, we distinguished between transcendent and immanent hopes, a distinction that was motivated by our initial interpretation of the interviews. All the authors described difficulties in addressing social issues in their science textbook writing in the processes of authorization and resistance from science teachers, which located their hope in the transcendent domain. Yet, their immanent hopes with the agency also emerged in the discussion of teachers' actions to develop and use alternative texts that engage with local socio-environmental issues, rather than on textbook content innovations. This suggests the need to support developing and… [Direct]

Bunmi Isaiah Omodan (2024). Deradicalising Student Unrest in South Africa Using Decolonial Approach. Perspectives in Education, v42 n4 p171-185. South Africa has seen a surge in student protests, with virtually every institution of higher education experiencing some degree of disrupted productivity. This paper is a theoretical argument that presents the proponents of decoloniality as a tool to deradicalise students' minds against radical student unrest in the university system and answers the question of how to deradicalise student unrest using decoloniality as a tool. The study is located with a transformative worldview, and the argument was analysed using conceptual analysis to make sense of the argument. The study is structured to explain what decoloniality is in relation to decoloniality of the minds, the assumptions, and its correlational evidence with the deradicalisation of student unrest. The findings revealed that disrupting colonial ideologies, knowledge reclamation, changing discourse structures, and decolonising practices are dimensions needed to decolonise student mindset towards deradicalisation of student… [Direct]

Allardyce, Gilbert (1990). Toward World History: American Historians and the Coming of the World History Course. Journal of World History, v1 n1 p23-76 Spr. Seeks to define world history through an analysis of its historical antecedents. Concentrates on the efforts of three historians–Louis Moreau, William H. McNeill, and Leften S. Stavrianos–to establish world history's place in education. Analyzes the relationship between world history, peace, and global education and the state of world history in the schools. (RW)…

Al'Abri, Khalaf Marhoun; Al-Naabi, Ishaq Salim; Ambusaidi, Abdullah Khamis (2022). Are Schools in Oman Planning to Produce Global Citizens? A Critical Analysis of Schools' Visions and Missions. Citizenship, Social and Economics Education, v21 n2 p118-135 Aug. This paper investigates the existence of GCED principles in Omani Basic Education schools' visions and missions. A qualitative exploratory collective case study research design was used by analysing 50 schools' vision and mission statements for the existence of five GCED principles: peace and conflict, human rights, identity and diversity, environment concerns, commitment to social justice, democracy and equity. The results revealed the varying existence of GCED principles, with commitment to social justice, democracy and equity principle being the most evident principles and the environment concerns principle the least evident in the dataset. For enabling schools to produce global citizens, schools need a revision of their visions and missions for better inclusion of GCED principles…. [Direct]

Breidlid, Anders (2010). Sudanese Images of the Other: Education and Conflict in Sudan. Comparative Education Review, v54 n4 p555-575 Nov. Education can contribute to peace and reconciliation as well as to conflict and strife. The complex, often contradictory role of education in conflict is explored in this article in relation to Sudan. The focus of the article is the North-South conflict, bearing in mind that other, "minor" wars and military clashes in both the North and South have "each fed into and intensified the fighting of the overall North-South war." The author examines the pre- and postconflict political discourses and the educational discourses employed in relation to the ideological, religious, and military struggle between the Sudan People's Liberation Movement/Army (SPLM/A) in the South and the Khartoum government in the North. In addition, the author will discuss how the political and educational discourses contributed to the reconstruction of the country and to the simultaneous sustaining and undermining of the 2005 Comprehensive Peace Agreement (CPA). (Contains 2 tables and 19… [Direct]

Roij, Azril Bacal, Ed. (2022). Transformative Research and Higher Education. Emerald Publishing Limited Providing a critical look at how it is possible for institutions of higher education to go beyond the institutional constraints that plague the neo-liberal university, the authors of this volume explore the powerful role of transformative university-based research and education. An emerging global network of concerned teachers and researchers who are currently engaged in dialogue with civil society and social movements, seek to construct another possible post-pandemic world built on premises of democracy, justice and peace. The emphasis on transformation points to alternative ways of doing research and education, associated with critical pedagogics and participatory action-research. This approach entails an intentionality to intervene in the debate and actual modus operandi of university research and education. It seeks to replace the existing vertical division of labour between administrators, teachers and students with an alternative collaborative organization of the production and… [Direct]

Osler, Audrey; Pandur, Irma Husic (2019). The Right to Intercultural Education: Students' Perspectives on Schooling and Opportunities for Reconciliation through Multicultural Engagement in Bosnia and Herzegovina. Intercultural Education, v30 n6 p658-679. In post-conflict societies, such as Bosnia and Herzegovina, education is recognised as a key factor in reconciliation. Yet the 1995 Dayton Peace Agreement set in process arrangements that mean that Bosnia and Herzegovina's three constituent ethnic groups (Bosniaks, Croats and Serbs) are educated separately. This paper examines students' right to integrated schooling and an intercultural education, in keeping with the UN Convention on the Rights of the Child. It reports on small-scale empirical research on the impact of integrated and segregated education on students, focusing on the experiences of students who have had access to Bosnia and Herzegovina's only fully integrated school. There are tensions between the competing educational rights of students and the cultural rights of ethno-cultural communities. Since entrenched political problems hinder the reestablishment of integrated public schooling, the paper considers the potential of service-learning and multicultural community… [Direct]

Cathy Weng; Chichuan Yang; Kifle Kassaw; Melese Astatke (2024). Online Learning Environments for Transferable Skills Development: A Systematic Literature Review from 2013-2022. Interactive Learning Environments, v32 n10 p6894-6914. This review examined the impact of online learning environments (OLE) on acquiring transferable skills (TS) through an analysis of 31 papers from the Web of Science database. Significant attention is given to critical thinking and communication skills, with moderate consideration given to creativity, problem-solving, and cooperation skills. Lesser emphasis is placed on negotiation, decision-making, self-management, resilience, and participation, while respect for diversity and empathy skills remains unexplored. STEM dominated the research focus in many articles, primarily focusing on higher education institutions, with limited attention to primary and secondary schools. Learning management systems (LMS) and online platforms are widely used for teaching TS. Quantitative research methods predominated, emphasizing the cognitive dimension of TS, and limited exploration of the social dimension. Therefore, OLE significantly impacts TS development, contributing to a more knowledgeable… [Direct]

Wolf, Aline D. (1996). Nurturing the Spirit in Non-Sectarian Classrooms. This book reiterates the fundamental purpose of Maria Montessori's philosophy of bringing about a "better world by nurturing the spirit of the child." The book draws upon published authorities on the importance of the nurturing of the spirit, along with experiences of active Montessorians for everyday examples of nurturing spirituality in the classroom. The book is divided into three parts with 21 chapters. Part 1, "The Meaning and Importance of Spirit," contains: (1) "The Spiritual Legacy of Maria Montessori"; (2) "What Does 'Spirituality' Mean"; (3) "The Differences between 'Spirituality' and 'Religion'"; (4) "Comparing 'Spirit' and 'Soul'"; and (5) "The Child – The Essence of Spirituality." Part 2, "The Spiritually Aware Adult," includes: (1) "Nourishing the Spirit of the Teacher"; (2) "Support for Deepening Spirituality"; and (3) "Community for Teachers." Part 3,…

Pherali, Tejendra (2016). School Leadership during Violent Conflict: Rethinking Education for Peace in Nepal and Beyond. Comparative Education, v52 n4 p473-491. This paper outlines the impact and professional tensions created by the decade-long armed conflict (1996-2006) on school leadership in Nepal. Drawing on qualitative interviews and discussions with school heads and teachers (n = 92), the study reveals that the onerous pressure of pupils' safety during crisis ultimately fell upon teachers and school leaders who faced direct violence on school grounds and communities they lived in. It was found that school heads were traumatised by consistent pressures, as manifested in the form of financial extortion, physical threats and abductions by the Maoists while the security forces frequently harassed them as Maoist sympathisers or confederates. Maintaining relational equilibrium with warring parties in order to ensure their personal and school survival was a traumatic experience. Despite the enormity of effects on education during conflict, the post-conflict educational debates largely undermine the voice of those who were at the frontlines… [Direct]

Kahn, David (2016). Global Science and Social Systems: The Essentials of Montessori Education and Peace Frameworks. NAMTA Journal, v41 n2 p37-61 Spr. Inspired by Baiba Krumins-Grazzini's interdependencies lecture at NAMTA's Portland conference, David Kahn shows the unifying structures of the program that are rooted in the natural and social sciences. Through a connective web, these sciences explore the integration of all knowledge and lead to a philosophical view of life on earth, including human civilization. Kahn adds a new recognition of unified ecological summits that provide the real connectedness to the work that the next generation is doing to find global collaboration in making the world a better place…. [PDF]

Landeros, Judith; Urrieta, Luis (2022). "Hacer el hombre m√°s hombre": Fundamental Education, Deficit Perspectives, Gender, and Indigenous Survivance in Central Mexico. Comparative Education Review, v66 n3 p484-507 Aug. Under UNESCOs global mission, fundamental education became an essential tool for development that was praised for promoting peace and improving the human condition. The Centro de Cooperaci√≥n Regional para la Educaci√≥n de Adultos en Am√©rica Latina y el Caribe (CREFAL) hosted educators from throughout the Americas in P√°tzcuaro, Michoac√°n, to study and intervene through fundamental education programs in local Indigenous communities to implement agricultural, hygienic, arts, civic, and adult literacy projects. In this article, we rethink how fundamental education projects in the 1960s often viewed Indigenous communities in deficit and were implemented as "experimental" interventions with mixed goals. We situate this work within a decolonizing healing framework (Smith 2001) to re-write and re-right the: (1) generalized success of the fundamental education project documented in the CREFAL archives about Nocutzepo and (2) highlight the voices and counter-stories of Indigenous… [Direct]

Keeley, Richard (1981). Thoughts on the Curriculum of the Pulse Program. This paper examines the "Populorum Progressio," Pope Paul VI's 1967 encyclical on the "development of peoples," for a condensation of the chief tenets of Catholic social thought and for curricular guidelines. The author takes the word "development" to mean the concrete realizations of justice and peace. Fundamental education for peace and justice should address three major topics: The person (nature and character; potential or vocation); the person in community (institutions, order, and justice); and the person in culture and history (underpinnings for the conceptions and practices of institutions). The paper then discusses the general dimensions of these topics and examines how the curriculum of the Pulse Program at Boston College attempts to engage them. The basic idea of the Pulse Program is that students receive academic credit for participation in off-campus field projects which have a social action/social service orientation in coordination with a…

Fnu Elizarni (2020). Gender, Conflict, Peace: The Roles of Feminist Popular Education during and after The Conflict in Aceh, Indonesia. ProQuest LLC, Ed.D. Dissertation, Ohio University. This is a narrative inquiry study that presented types of women's activism during and after the conflict in Aceh, Indonesia (1976-2005). The study sought to explain how divergent women's activism becomes possible against the backdrop of this conflict and how the establishment of peace alters the patterns of their activism. Women's activism here was confined to the theory of feminist popular education. The popular education uncovers strategies utilized by women activists to foster women's economic, social and political interests during these tumultuous periods. Insights from eight women activists leaders supported by observation and relevant documents were analyzed to gain a better understanding of Acehnese women's movement in the two periods – during the conflict (1998-2005) and the post-conflict tsunami recovery period (2005-2015). Gender in each period was explored to reflect the underpinning of women activists in manifesting their feminist agendas in two separate periods. Although… [Direct]

Lee, Felicia (2019). Cultivating a Culture of Peace and Empathy in Young Children While Empowering Refugee Communities. Childhood Education, v95 n1 p16-23. Meeting the needs of children in refugee communities is a growing concern. Supporting their physical and emotional well-being is a challenge, as is protecting their right to quality education. Innovations are necessary to meet these challenges. Given the circumstances that have contributed to refugee crises around the world, education innovations that promote a culture of peace and empathy are particularly important…. [Direct]

Foo, Sue Fan, Ed.; Starlin, Clay M., Ed. (2008). Building A Culture Of Peace For A Civil Society. World Council for Curriculum and Instruction, Papers presented at the 12th World Conference on Education of the World Council for Curriculum & Instruction (Manila, Philippines, Aug 6-12, 2006). "Building a Culture of Peace for a Civil Society" consists of papers from scholars from around the world including: Canada, India, Japan, Nigeria, Philippines, Thailand, Turkey and the United States. This volume includes selected papers and lectures delivered at the 12th World Conference on Education of the World Council of Curriculum & Instruction (WCCI) held in Manila, Philippines from August 6-12, 2006. The nineteen papers and presentation outlines describe research and projects from 8 countries, range from preschool through university education and cover 10 topical areas. The topics include: ethics, morals and values in education as an essential strategy to create citizens who embrace a culture of peace; ecology and the environment and its relationship to social justice; language and its relationship to peace and social justice; adult education and its relationship to human rights; an emphasis on assets vs. problem areas in community development work and… [Direct]

Di Santo, Aurelia; Scott, Katie-Jay (2020). Please Remember Us: iACT's Little Ripples Helping Refugee Families during the Pandemic. Childhood Education, v96 n4 p6-13. During the COVID-19 pandemic, the vulnerable refugee populations of the world need more support than ever before. As refugees (both children and adults) struggle to make sense of this pandemic with very few to no resources, iACT, an international nonprofit organization that provides humanitarian action to aid, empower, and extend hope to those affected by mass atrocities, is working with refugee leaders, other humanitarian organizations, and volunteers to provide the necessary resources to help refugee children and families stay safe and healthy. While the COVID-19 pandemic necessitated suspension of iACT's innovative and cutting-edge early childhood education program Little Ripples (LR), iACT is nevertheless honoring LR's core values of peace, helping, and sharing by working with refugee and displaced community leaders living in Chad, Tanzania, Cameroon, and Greece to mitigate the consequences of program closures. The LR children's program is based on four fundamental program… [Direct]

Ademe, Enguday; Awgichew, Sisay (2022). History Education for Nation-Building in Ethiopia, Germany, Rwanda, South Africa, Switzerland, and USA: A Comparative Analysis. Cogent Education, v9 n1 Article 2113210. This study examined the role of history education for nation building in Ethiopia, Germany Rwanda, South Africa, Switzerland, and USA using a comparative research method. Student textbooks and syllabi were the main data sources. Document review was the principal data-gathering tool and the data was analysed qualitatively. Findings revealed that there are some aim and learning objectives embedded in the textbooks and syllabi to cultivate unity and patriotism, and promote democratic values that facilitate nation building. Except in the context of Rwanda and USA, in all countries national history textbooks gave more emphasis to regional and global topics than national topics. In Rwanda, South Africa, and Ethiopia centrally prescribed one-size-fits-all contents focused on national narratives that appear to intentionally overlook ethnic-narratives. After the historic genocide in Rwanda and apartheid in South Africa, history textbooks focused on peace and reconciliation, and settlement of… [Direct]

Nomisha Kurian (2024). Building Inclusive, Multicultural Early Years Classrooms: Strategies for a Culturally Responsive Ethic of Care. Early Childhood Education Journal, v52 n5 p863-878. The aim of this study is to contribute to the understanding of culturally responsive care in multicultural Early Years classrooms. Through an exploration of teachers' narratives in an Indian school, the study highlights the tools and strategies used by teachers to promote an ethic of care among a diverse student population of over 16 languages, 5 religions, and 35 ethnic communities. The study identifies three key categories of care practices: affirming and attuning, diffusing and soothing, and anchoring and building. Overall, the findings suggest that teachers employ a range of relational and aesthetic strategies to promote equality, collaborate with students in inclusive policies, and preserve marginalised cultural heritage. They also narrate folktales and mythology to reject exclusionary discipline and model peaceful responses to conflict. Finally, teachers build a shared classroom identity and cultivate students' capacities for care. This study aims to contribute to the theory… [Direct]