Dixon, James (1965). The Peace Corps in an Educating Society. This document is an abridged transcript of the discussion held by representative participants from educational institutions and the Peace Corps at the Brookings Institution Conference on July 22, 1965. The meeting was initiated with the belief that the academic establishment and the Peace Corps need each other. Three propositions were presented: (1) the Peace Corps should see itself as an educational institution; (2) colleges and universities should become more like the Peace Corps; (3) the relationship between the Peace Corps and American higher education should be permanently committed. As a result of this meeting, Sargeant Shriver established an Education Task Force to raise the level of Peace Corps "training" to "education" in order to see the education of Volunteers as a two- or three-year process continuing throughout their service. Among ideas from the discussion resulting in the Peace Corps' new education program were (1) a panel of faculty advisors who… [PDF]

Velloso, Agustin (1998). Peace and Human Rights Education in the Middle East: Comparing Jewish and Palestinian Experiences. International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education, v44 n4 p357-78. The author asks to what extent peace and human-rights education programs for Israeli and Palestinian children have fostered peaceful solutions to the differences between the Israeli and Palestinian people. He concludes that the programs are very limited and have made little impact in reversing the long educational legacy of mutual distrust and hostility. Contains 25 references. (AMA)…

Amin, Rooh UI; Haidar, Sham; Manan, Syed Abdul (2023). Beyond Market and Language Commodification: Contemplating Social-Market Value and Social-Welfare Concerns in Language Education Policy and Practice in Pakistan. Language and Education, v37 n1 p88-104. This study demonstrates how stakeholders' treatment of English language as the sole marketable/saleable commodity in educational setting can have implications for multilingualism and existing linguistic diversity in Pakistan. Language commodification refers to the valuation of languages as marketable/saleable commodities and their relative exchange value. The findings are based on semi-structured interviews with students, teachers, and administrators/principals conducted in schools and a university during three different PhD studies. This article specifically focusses on how stakeholders view English-medium education and indigenous languages. Given stakeholders' diversity-as-a-problem orientations and rationalization of English-medium education, we propose an epistemic reorientation in which the social-market value of languages and social-welfare considerations may become the basis of language-in-education policy and planning. Social-market value refers to the role languages play as… [Direct]

Block, Betty A.; Haneishi, Kanae; Prados Meg√≠as, Esther; Zarco, Emilia (2021). Thirdspace Movement Concepts in Physical Education Teacher Education. Quest, v73 n4 p323-341. In this age of racial inequality, dehumanization, social unrest, and calls for social justice, society needs an educational space in schools that emphasizes awareness of self and diverse others and acceptance practices. Expanding the higher education PETE curriculum to include movements and activities that place students as subjects of their own first-person subjective experiences will lead to the cultivation of mindfulness, motivation, and meaning within social, historical, and cultural contexts, and promote positive connections with self and others. The authors introduce a "Thirdspace" with practical strategies related to PETE programmatic reform that draws upon Eastern and Western movement forms that can lead to self-awareness, humanization, inner peace, and respect for others…. [Direct]

Smith, Michael (1989). Meetings of the (Peaceful) Minds: A Survey of Convention Opportunities for Peace Communication Researchers. A study was conducted to ascertain what speech communication convention outlets might be available to peace communication researchers. Seven issues of the Consortium for Peace Research Education and Development's (COPRED) "Peace Chronicle," a publication which offers one of the more comprehensive listings of conventions, events, and other peace resources available, were examined. Information was classified according to the following schema: communication related, educational training and peace studies, dispute resolution and mediation, personal and professional development, activism, talks and exhibits, science, international, and unrelated or unclear. The most frequently occurring conferences were those dealing with dispute resolution, peace studies, science, and international. Results indicated that very few outlets exist specifically for "peace communication" research. But the field is fertile for sharing research and expertise with professionals from other… [PDF]

Bright, Larry K.; Mahdi, Ghada S. (2010). Out of Crisis: Reflections of an Iraqi and an American on Advocacy for Andragogy. Adult Learning, v21 n1-2 p37-40 Win-Spr. Mahdi is an Iraqi doctoral candidate in adult and higher education and Bright is her doctoral advisor. The two have been involved in intensive dialogue about how they see their cultures, how they perceive the conflict in the Middle East, and how andragogical theory offers hope for changing learning and teaching approaches that can influence political and social philosophies of leadership. This conversation is a reflection of their advocacy for andragogy as a tool for change and peace. They discuss how an inclusive education can bridge two cultures, American and Arab together in meaningful ways. Following their conversations, their combined voices contemplate the following questions: (1) What does andragogy have to offer to people in cultures facing distress, conflict, and war?; (2) What is the relevance?; and (3) Why should people in the field of adult education care? They contend that adult educational theory, process, and research are elemental to a vision of a peaceful world and a… [Direct]

James, Juliana; Snyder, Thomas (1993). Integrating Technologies in Global Studies. Media and Methods, v29 n3 p22-24 Jan-Feb. Describes the curriculum at Frost Lake (Minnesota) Magnet School of Technology and Global Studies, which integrates technology, basic skills, and global education to teach respect for diversity and justice and peace issues in multicultural education. Objectives, activities, and resources for three sample lessons are presented. (LRW)…

Kual Ayai (2024). South Sudanese Females Refugees' Access and Enrolment into U.S. Post-Secondary Education. ProQuest LLC, Ph.D. Dissertation, Walden University. There are considerable challenges experienced by female South Sudanese refugees to access post-secondary education in the United States. Although these challenges are many, but little was known about their experiences to access and enroll into US post-secondary education. There has been a significant lack of research on how South Sudanese female refugees overcome these challenges to access and enroll in US secondary education. The purpose of this phenomenological qualitative study was to gain a deeper understanding of the challenges experienced by South Sudanese female refugees to access and enroll into US secondary education. Human capital theory was the theoretical framework used in this study. In-depth interviews were conducted with six South Sudanese female refugees to provide information about their socio-economic and cultural experiences in the host community. Findings revealed that education empowers them for self-reliance and gender equality, additionally, it empower them to… [Direct]

Haitch, Russell; Miller, Donald (2006). Storytelling as a Means of Peacemaking: A Case Study of Christian Education in Africa. Religious Education, v101 n3 p390-401 Sum. This article explores how storytelling can help create a space for transformational learning. In particular it looks at the role of storytelling in education for peace in Africa. It also touches on related issues, including the role of historic peace churches, the role of women, and the role of faith convictions, in the process of moving from violence to peace with justice. The case study for the essay is the "Watu Wa Amani" (People of Peace) conference held in Nairobi in 2004. (Contains 2 footnotes.)… [Direct]

Block, Betty; Haneishi, Kanae; Johnson, Marcus; Prados-Meg√≠as, M. Esther; Zarco, Emilia Patricia (2023). The Thirdspace Movement Model for Inclusion and Social Justice in Physical Education. Journal of Physical Education, Recreation & Dance, v94 n4 p41-50. This article introduces the concept of a new curricular model that addresses these issues through the body. The Thirdspace Movement Model can be integrated in K-12 Physical Education in coordination with other models. The Thirdspace Movement Model creates an environment where students practice movements and engage in critical discourse that address embodied identity. Through movements, the model fosters; 1) self-awareness which can lead to self-identity and self-acceptance, 2) embodied movement experiences that can lead to inner peace, 3) humanization, 4) acceptance of self and others, 5) reconciliation, 6) growth in connection with others, and 7) justice. The Thirdspace Movement Model can be integrated with existing PE units or introduced as a stand-alone unit. Self-awareness and listening to the messages the body sends begins the learning experience. Students then explore and express through developmental progression and movement patterns with self and others. The experience… [Direct]

Chang, Dian-Fu, Ed.; Isias, Pedro, Ed.; Issa, Theodora, Ed.; Issa, Tomayess, Ed.; Kommers, Piet, Ed. (2014). Proceedings of the International Conferences on Education Technologies (ICEduTech) and Sustainability, Technology and Education (STE) (New Tapei City, Taiwan, December 10-12, 2014). International Association for Development of the Information Society These proceedings contain the papers of the International Conferences on Educational Technologies (ICEduTech 2014), and Sustainability, Technology and Education (STE 2014). The International Conference on Educational Technologies (ICEduTech 2014) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding of what education needs and how to achieve it. Topics for the ICEduTech Conference include: (1) Education in Context: Education in the Network Society, Educational Games, Social Media in Education, Home Schooling, Students' Rights, Parents' Rights, Teachers' Rights, Student-Safe Searching, School Violence, Education and Tolerance for Peace and Education in Developing Countries; (2) Education as Professional Field: Teacher Education, Teachers' Professional Development, Teachers' Workload, Teacher Support for… [PDF]

Montandon, Edmee, Ed. (1983). Education for International Understanding, Peace, and Human Rights. Educational Documentation and Information, n226 p5-83. This 294-item annotated bibliography dealing with international education focuses on: general world problems and the new international economic order; education for peace, human rights, international cooperation, and comprehension; the system of associated schools; and reference works and teaching materials for teacher and classroom. Suggestions for activities recommended by various conferences are noted. (EJS)…

Neil Duane Lingle (2024). An Examination of Police Academy Cultural Competence Education and Training on New Police Officer Performance. ProQuest LLC, Ed.D. Dissertation, Kansas State University. Community colleges educate and train significant numbers of U.S. police officers. Even so, an erosion of public trust and confidence in the police has overcome communities nationwide (Fagan, 2008; Office of Community Oriented Policing Services, 2015). The high-profile law enforcement-related deaths of unarmed Black citizens have further heightened calls for police education reform nationwide (Whitfield, 2019).Community colleges are uniquely positioned to bring about social change, particularly in police reform and race relations (Dennis, 2020). Many states mandate diversity, implicit bias, or cultural competence curricula for police academy students; thus, new officers' cultural competence education and training begins in the police academy and establishes community expectations for law enforcement behavior and performance (Oakley, 2020). Effective cultural competence education and training of new peace officers could contribute to facilitating trust, legitimacy, and just policing… [Direct]

(1986). Close of Service Workshop. Trainer Guidelines and Workshop Materials. Training for Development. Peace Corps Information Collection & Exchange Training Manual No. T-07. This manual is intended for use by Peace Corps staff members and/or trainers contracted to facilitate the close of service (COS) workshop, the purpose of which is to help volunteers make the transition from the host country back to the United States. Chapter 1 provides an overview of the COS workshop. Chapter 2 is a trainer reference. It helps the trainer to become familiar with the content, structure, and style of the manual and offers guidelines on how to prepare oneself for the role. It also contains reference materials to aid the trainer in understanding adult learning and experiential training methods. Chapter 3 provides a detailed training design for a three- or four-day workshop. The twelve sessions are welcome and overview, COS procedures, reviewing your volunteer experience (parts 1 and 2), a look to the future, writing a career or life objective, exploring your options (parts 1 and 2), going home, feedback and recommendations to Peace Corps, development education–Peace… [PDF]

O'Leary, Rosemary; Tayaban, Dizon (2022). Striving to Publish in International Journals: A Case Study of a Small University in Rural Philippines. Journal of Public Affairs Education, v28 n4 p407-421. This article analyzes a recent Peace Corps Response project led jointly by a Filipino scholar and a U.S. scholar at a rural university in the Philippines with the goal of coaching faculty who seek to make it in the world of international scholarly research and publishing. The article first highlights ten major challenges including lack of internet, university bureaucracy, limited time, lack of training, clashing incentives, and lack of knowledge about professional opportunities. Ideas for leveling the playing field for scholars around the world are presented, including: Increased internet access, open access to the scholarly literature, streamlined university processes, more in-country research funding opportunities, individualized research consultations, group seminars offered by national and international professional organizations, enhanced graduate education on research process and methods, grant and fellowship opportunities that reach beyond elite institutions, funds to attend… [Direct]

Baratte, Linda L. (2005). Religious Education in the Prophetic Voice: The Pedagogy of Eileen Egan. Catholic Education: A Journal of Inquiry and Practice, v9 n2 p198-214 Dec. This article offers an overview of the life and work of Eileen Egan, a contemporary and passionate Christian leader whose values can inform religious education today. It argues that her critical questioning of the traditions, assumptions, and premises of Catholic teaching on war and peace is a sign of the emancipatory, transformative learning that is at the heart of what it means to engage in religious education. Peace educators, social activists, service learning directors, and Catholic political leaders have much to learn from her example and zeal…. [PDF]

Ekhaguere, G. O. S. (2000). African Higher Education and Training: Opportunities and Challenges. Higher Education in Europe, v25 n3 p373-79. Details several examples of distance networking initiatives in African higher education, including the African Virtual University. Describes challenges to expanded access and opportunity in tertiary education, including peace, stability, and good governance; national policies on access and equity; certification of off-shore educational providers; and quality and relevance. (EV)…

Dennis, Jeremy (2020). Managing (In)Equality through Simultaneity: Differentiation and the Rhetoric of Reform and Revolution in Higher Education. International Journal of Multidisciplinary Perspectives in Higher Education, v5 n1 p1-16. The coronavirus pandemic has heightened the sense of crisis in higher education, initiating a reconsideration of the conditions under which transformative change actually occurs. For some historians, the radical disruption of a social system occurs under four conditions: mass mobilization warfare, transformative revolution, state failure, and lethal pandemics. However, peace aids the return of inequality and its correlate, differentiation. Differentiation produces equality and inequality in education. Dismantling this simultaneity may be impossible without radical disruption. This study reveals how this conditionality challenges the egalitarian impulse in the rhetoric of reform and revolution espoused by change agents in academe. It marks the limits of these perspectives by surveying the academic models that treat differentiation as a feature rather than an anomaly in education…. [PDF]

Lesley Abbott; Samuel McGuinness (2024). Northern Ireland Pupils Transcend Cultural Difference through Transformed Integrated Schools: "We Don't Think about Religion When We're Passing the Ball, We Just Do It". International Journal of Inclusive Education, v28 n10 p2072-2087. Schooling for Northern Ireland children has over decades been in denominationally separate schools, until an integrated system was instigated by concerned parents in the late 1970s amidst growing political violence. By educating together Catholic and Protestant pupils and those of other religions or none, the hope was to contribute to peace in a conflict-prone society. The first integrated schools were planned and government funded. Then, in the early 1990s, some segregated schools sought to transform to integrated status through a detailed, formal process. In individual, face-to-face interviews, 11- and 16-year old pupils (n = 20), representing both school sectors and both the main cultural backgrounds, described their experiences of learning side by side for the first time with peers of a different tradition. Both younger and older pupils could discern the differences between their previous (segregated) and current (integrated) settings, saw the benefits of accepting and… [Direct]

Huber, Tonya, Ed.; Villanueva, Sara Abi, Ed. (2023). Global Citizenship Education at TAMIU Elevating Education at the Frontera: The Role of Faculty and Administrators. International Education Inquiries: People, Places, and Perspectives of Education 2030. IAP – Information Age Publishing, Inc. International Education Inquiries is a book series dedicated to realizing the global vision of Education 2030a. This vision involves "ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all." The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places and perspectives shaping Education 2030 outcomes. Education 2030 topics of interest include, but are not limited to: (1) Improving access to quality early childhood development, care and pre-primary education; (2) Ensuring equal access for all women and men to affordable and… [Direct]

Choi, Yoonjung; Kim, Yeji (2020). Deconstructing Neoliberalism in Global Citizenship Discourses: An Analysis of Korean Social Studies Textbooks. Critical Studies in Education, v61 n4 p464-479. This study explored ways in which official social studies textbooks in South Korea promote global citizenship given the dominant neoliberal ideology in the field of education. Employing soft versus critical global citizenship education (GCE) and critical discourse analysis, this study analyzed 12 middle-school (seventh to ninth grades) social studies textbooks that are mandatory in Korean public schools. The findings of this study demonstrate the prevalence of a neoliberal agenda and nationalist rhetoric in the global citizenship discourses in the textbooks. We discussed the extent to which themes for GCE including globalization, cultural diversity, peace, sustainability, and associated skills and dispositions were instrumental in perpetuating neoliberal economic values and nationalism while marginalizing social justice and multiculturalism in official textbooks…. [Direct]

Bartram, Peter E., Ed. (1984). Canadian Association for the Study of Adult Education. Proceedings of the Annual Conference (3rd, Guelph, Ontario, Canada, June 8-10, 1984). These proceedings contain 24 papers in English and 3 papers in French: "Adult Education and the Social Sciences" (Draper); "Readability as Applied to an ABE (Adult Basic Education) Assessment Instrument" (Taylor, Wahlstrom); "Quality of Worklife: Adult Education Administrators Speak Out" (McKee, Murphy); "The Problem of Journal Searching: The Case of Retrieving Adult Education Evaluation Articles" (Dobson); "Mutual Enlightenment in Edwardian Vancouver" (Hunt); "Psychosocial Representations and Adult Education" (Chene); "A Participatory Research Project against Sexism" (Chervin); "Change and Continuing Professional Education" (Rogers); "The Leadership Function of Government" (Selman); "Manifestations de meta-apprentissage en situation d'autodidaxie" (Tremblay, Danis); "Notes towards a Definition of Community in Adult Education" (Thomas); "The Origin and Major Influences… [PDF]

(1980). The Elements of a Network to Educate for World Security. This publication examines efforts to educate for peace and disarmament. A proposal by the Network to Educate for World Security for the establishment of a United Nations sponsored disarmament fund devoted to worldwide peace and security education is presented in Section One. Section Two contains papers that suggest how the traditional way to transmit culture (education) and the basic tool for forming and reforming adult opinion (communication) can transform the universal desire for peace into habitual practices of peace. The dual fear of arms and disarming in a world rife with complexities and conflict is explored. The third section focuses on classrooms from kindergarten through the post graduate level and discusses what is and can be done toward peace and security education in the schools. Issues and attitudes that divide integrating international and security topics into the curriculum are also included. Section Four expands the concept of education to include all ways adults…

Flora Chirani; Mary-Magdalene Wompakeah; Scholastica W. Azuah (2023). Teacher Placement and Its Impact on Students' Performance: The Perception of Teachers at Junior High Schools of the Kassena/Nankana Municipality. Educational Research and Reviews, v18 n11 p363-372. This study assessed the teacher placement and utilization and their impact on Basic Education Certificate Examination (BECE) performance in the Kassena/Nankana Municipality. The study has the following objectives: Factors influencing teacher placement in public basic schools and the impact of teacher placement on BECE performance. The study gathered data from 99 teachers from 10 Junior High Schools in the Municipality through questionnaire administration. The data on BECE performance of schools were obtained from the schools over 2015-2019. The schools were made up 5 urban and 5 rural schools. All descriptive analysis was done with SPSS, version 21.0. The study based on Hausman specification test, used random effect model to estimate the impact of teacher placement and utilization on BECE performance of the selected schools. Majority of the respondents considered ability to speak the local language, good health facility, easy access to professional development, access to information… [PDF]

Affolter, Friedrich W.; Miller, Vachel W. (2002). Helping Children Outgrow War. SD Technical Paper. Helping children outgrow war is an overarching goal of educational reconstruction in post-conflict settings, but responses must be highly adaptive and informed by insights gained from interventions elsewhere. This guidebook offers seven examples of successful interventions in post-conflict settings internationally, situating them within a framework that emphasizes the ecology of children's well-being and learning. To facilitate navigation of the guidebook, cases are organized according to post-conflict phases, including emergency, recovery, rehabilitation, and reconstruction. These phases indicate the stability of government and the health of civil society, important parameters for guiding programmatic choices. The cases illustrate many of the key dimensions of a comprehensive approach to helping children overcome violence and rebuild their lives. Following each case study is a discussion of critical theoretical issues and a set of questions regarding practical considerations for… [PDF]

Chastenay, Marie-Helene; Niens, Ulrike (2008). Educating for Peace? Citizenship Education in Quebec and Northern Ireland. Comparative Education Review, v52 n4 p519-540 Nov. This article explores the theoretical underpinnings of citizenship education as well as issues relating to educational practice to identify and discuss challenges that divided societies, which are characterized by conflicting national or cultural identities, may face in the development and implementation of such programs. Formal education curricula from Northern Ireland and Quebec are compared to identify how they promote citizenship in their divided societies. Both societies are characterized by high levels of segregation in education as well as other aspects of social and political life, but they differ in the extent to which conflict and violence are features of these societal divisions. In the authors' examination of citizenship education in Northern Ireland and Quebec, they outline a brief theoretical framework underpinning citizenship education and discuss issues affecting citizenship as a tool for promoting community relations and peace in modern societies in general and… [Direct]

Knezevic, Neven; Renders, Marleen (2017). The Potential of Conflict-Sensitive Education Approaches in Fragile Countries: The Case of Curriculum Framework Reform and Youth Civic Participation in Somalia. Journal on Education in Emergencies, v3 n1 p106-128 Jul. How can education services in fragile and conflict-affected settings sustain education results and help break the cyclical patterns of conflict that lead to massive reversals in development, including in education? This field note presents the case of the review of the curriculum framework in Somalia, a UNICEF-supported education intervention that intentionally engaged with the drivers of conflict. The note outlines how this mainstream education intervention, which has a widened focus on building youths' civic participation, can help to build a capacity for peace at various levels (individual, group, and policy) in terms of substance and process. It also provides emerging results, limitations, and observations about the intervention. The field note concludes by offering some reflections on inclusive and relevant service delivery as a critical part of peace- and state-building in fragile settings…. [Direct]

Van der Dussen Toukan, Elena (2019). Refugee Youth in Settlement, Schooling, and Social Action: Reviewing Current Research through a Transnational Lens. Journal of Peace Education, v16 n1 p1-20. How do refugee youth engage in peacebuilding, civic participation, and social action through their educational experiences? This article draws from transnational frameworks, specifically Ajrun Appadurai's notion of 'imagined worlds' with an emphasis on "ethnoscapes" as a framework through which to review literature on refugee young peoples' involvement in peacebuilding, participation, and social action in schools, focusing particularly on experiences from countries of settlement outside of refugee camps. This study examines current literature on refugee youth schooling and social engagement along three main themes: the student, the school, and the wider society. Each section considers the implications of the scholarly literature in a transnational framework, identifying what transnational flows (i.e. people, capital, ideas, media, technology, etc.) and what imagined worlds are reflected in the literature. In conducting this analysis, I aim to dislodge peacebuilding… [Direct]

Alhawsawi, Sajjad; Barrett, Angeline M.; Bunwaree, Vasant K.; Hanna, Helen; Motivans, Albert; Paulson, Julia; Sayed, Yusuf; Shields, Robin; Shrestha, Purna Kumar; Smail, Amy; Smith, Alan; Soudien, Crain; Sprague, Terra; Stack, Niamah; Sutherland, Margaret; Tungaraza, Frida; Turner, David; Unterhalter, Elaine; Vaughan, Rosie Peppin (2013). "COMPARE" Forum: The Post-2015 Education and Development Agenda. Compare: A Journal of Comparative and International Education, v43 n6 p783-846. As the 2015 target date for achieving the Millennium Development Goals (MDGs) approaches, there are a growing number of processes, preparations and debates on what a post-2015 agenda and framework will look like. The United Nations Development Group (UNDG) (as chaired by the United Nations Development Programme) is leading the planning of efforts to catalyse a "global conversation" on post-2015 through a series of some 100 national consultations and 11 global thematic consultations. The aim of these consultations has been to bring together a broad range of stakeholders to review progress on the MDGs and to discuss the options for a new framework. The overall global thematic consultation on education is co-led by the United Nations Children's Fund (UNICEF) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), with support from the Government of Canada, the Government of Germany and the Government of the Republic of Senegal. The education… [Direct]

Weiser, Margaret G. (1985). Childhood in a World of Tensions: 1985 World Council Meeting of OMEP. Childhood Education, v62 n2 p87-90 Nov-Dec. Focuses on highlights of annual OMEP conference entitled "The Child vs. Social and Domestic Tensions" held in Madrid in May 1985. Topics summarized include reports of various national projects, Andalusian Project in Spain, Education for Peace Project, and responses collected from 17 countries regarding international understanding in early childhood education. (DST)…