Jones, Sharon (2021). Finding Our True North: On Languages, Understanding and Curriculum in Northern Ireland. Curriculum Journal, v32 n3 p444-458 Sep. Language learning can open up new worlds and deepen understanding of our own. It can foster awareness of other people, other places and cultures, and bring social and educational benefits. Northern Ireland (NI) is an increasingly multilingual region that is emerging from conflict into a welcome, but fragile, peace. It faces unique uncertainties caused by Brexit, as well as the need to develop empathy in face of the COVID-19 pandemic. Concerns have been expressed also about academic underachievement and mental health amongst its young people. Against such a background, this paper explores the current context in NI relating to languages, and curriculum policy and practice in language education. It argues that young people in NI are poorly served, and that curriculum reform with respect to languages is timely. The paper makes five key recommendations: (1) Reform of curriculum, policy and practice relating to language education in NI; (2) Introduction of statutory language learning in… [Direct]

G√ºll√º, Esin (2021). Metaphorical Perceptions of Physical Education and Sports: An Evaluation from the Perspective of Preservice Teachers. African Educational Research Journal, v9 spec iss 1 pS9-S15 May. This study has been designed to examine pre-service teachers' metaphorical perceptions of physical education and sports. In this study, phenomenology, one of the qualitative research designs, was used. The study group consists of 60 pre-service teachers studying at the Department of Physical Education and Sports Teaching at Sirnak University during the 2020-2021 academic year. Research data were obtained from the statements of students who were asked to complete the sentence "Physical Education and sports are like … for me because … ". Research data were analysed using the content analysis method. The analysis of the data consists of stages including classification, elimination, category development, validity and reliability tests, and interpretation of the metaphors obtained in the study, respectively. Six categories were created in this study in which the metaphorical perceptions of pre-service teachers of the concept of physical education and sports were examined…. [PDF]

Nduka-Ozo, Stella Ngozi (2016). Counselling for Sustainable Peace in Tertiary Institutions in Nigeria. Journal of Education and Practice, v7 n32 p46-51. This study reviewed the nature of peace in Tertiary Institutions in Nigeria using Ebonyi State University as a case study. The purpose of the study was to review the various factors responsible for lack of peace. The sample was drawn from the three hundred level students of the Faculty of Education. Thirty students were selected from each of the seven departments making a total of 210 students–l05 males and 105 females. A researcher made instrument named factors responsible for lack of peace in Tertiary Institutions (FRLPTI) was used as the instrument for data collection. The reliability of the instrument was established for internal consistency using the Pearson Product Moment which yielded reliability co-efficient of 0.78 after a test-retest carried out on some selected students from the Federal University students in the state. The results of the study were presented in 5 tables based on the four research questions and hypothesis formulated while the data collected were analyzed… [PDF]

Nduka-Ozo, Stella Ngozi (2016). Counselling for Sustainable Peace in Tertiary Institutions in Nigeria. Journal of Education and Practice, v7 n31 p96-101. This study reviewed the nature of peace in Tertiary Institutions in Nigeria using Ebonyi State University as a case study. The purpose of the study was to review the various factors responsible for lack of peace. The sample was drawn from the three hundred level students of the Faculty of Education. Thirty students were selected from each of the seven departments making a total of 210 students–l05 males and 105 females. A researcher made instrument named factors responsible for lack of peace in Tertiary Institutions (FRLPTI) was used as the instrument for data collection. The reliability of the instrument was established for internal consistency using the Pearson Product Moment which yielded reliability co-efficient of 0.78 after a test-retest carried out on some selected students from the Federal University students in the state. The results of the study were presented in 5 tables based on the four research questions and hypothesis formulated while the data collected were analyzed… [PDF]

Orsini H., Maria Carolina (2022). Building a Culture of Peace and Non-Violence in Vulnerable Schools: Aulas de Paz in Venezuela. Childhood Education, v98 n4 p30-35. Violent and aggressive behaviors are social and health problems that have grown exponentially in Latin American countries. During the last two years, the COVID-19 pandemic has worsened the situation. In response to these problems, the Association for the Development of Comprehensive Education and Communities (Aseinc) has provided education and training programs for teachers and K-6 students in Venezuela since 2009. Through the years, Aseinc identified the urgent need to support their beneficiaries with tools to "fight" violence. Their response was to create and implement a structured program to reduce violence in schools, promoting a culture of peace and non-violence for children and adolescents that would be transferable to their families and communities. As part of this mission, a multidisciplinary team of professionals from Aseinc created Aulas de Paz in 2019. Initially, all concepts were gathered in an activity booklet that provided socio-emotional skills to teachers… [Direct]

Lee, Chee Hye (2021). A Historical-Structural Approach to ESL Ideology in Korea. English Teaching, v76 n1 p79-104 Spr. Based on the socio-historical dynamics of English ideologies that percolated into Korean society, this paper explored the significant aspects of ESL ideology in the Korean context. Despite the generally accepted EFL context in Korea, the country is situated at the intersection between two categories: ESL from a perspective of English ideologies and EFL from a perspective of societal context. As a proto-ideology of English, ESL ideology, which dates back to the United States Military rule in Korea, was further theoretically developed by the Peabody/Korean team, and its implementation was attempted by the Peace Corps. Although activating ESL has failed in Korean society, its ideology "per se" remains unchanged, (re)generating other English ideologies including "Spoken English First," "Ten-year English Fiasco," and "Earlier the Better English Education" ideologies. This study found that the discrepancy between ESL as the ideological domain and EFL… [PDF]

Margaret Beagle (2024). Community over Control. Montessori Life: A Publication of the American Montessori Society, v36 n1 p24-31. Montessori came to the United States at the turn of the 20th century, and the Method was, at first, accepted with enthusiasm. But it wasn't long before the honeymoon was over – American educators wrongfully accused Montessori of being behind the times of educational research of the day. One of these early criticisms of Montessori education targeted the amount of freedom given to children. The perceived wisdom of the era viewed teachers as the center of the classroom, and Montessori's critics were uncomfortable with the concept decentering the adult to educate the child. And what does this mean for cultures who do not have the same values around "peace and quiet?" In what ways does this idea of peaceful and quiet impact the neurodivergent children in our environments. A Montessori classroom should run on self-regulation, personal responsibility, and social harmony – not adult-imposed rules. Children need order, and adults must create an orderly environment. It sounds simple,… [Direct]

Danesh, H. B. (2008). Creating a Culture of Healing in Multiethnic Communities: An Integrative Approach to Prevention and Amelioration of Violence-Induced Conditions. Journal of Community Psychology, v36 n6 p814-832 Aug. In this article, the author describes the nature and dynamics of the culture of healing and the prerequisites for its creation. The concept of the culture of healing emerged over the course of 7 years of implementation of the Education for Peace (EFP) Program in over 100 primary and secondary schools in the ethnically divided Bosnia and Herzegovina (BiH). The process of change from conflict-based to peace-based ways of thinking and behaving in this multiethnic society, slowly and painfully emerging from a devastating civil war, is described and the dynamics of interface between a culture of healing and individual psychological processes are described. In the culture of healing, health is defined as a state of organic unity–wholeness, equilibrium, balance, and harmony–and healing as the process of creating unity in all aspects of individual and community life. At the core of this process is the essential transformation from conflict-based to unity-based worldviews–ideas, attitudes,… [Direct]

Levent Uzun (2024). We Have a Lot in Common: Cognate Words. European Journal of Education, v59 n3 e12675. This study presents a list of 2022 Bulgarian-Turkish cognate words that can be used to facilitate vocabulary acquisition and cross-linguistic awareness. The list was created manually through a multi-step process that involved scanning the database of an online dictionary to identify Bulgarian words that had the same or similar forms in Turkish. For each cognate word identified, its Bulgarian and Turkish forms and English meanings were recorded, and their accuracy was checked through additional sources and expert consultation. The final list of cognate words includes only those confirmed based on linguistic criteria and expert judgement. The use of cognate words in language teaching methods such as total physical response and teaching proficiency through reading and storytelling can enhance the effectiveness of these methods by helping students understand and remember new vocabulary and building their confidence in language learning. Additionally, this study highlights the potential… [Direct] [Direct]

Ray, Douglas, Ed.; And Others (1994). Education for Human Rights. An International Perspective. Studies in Comparative Education. This book presents theoretical studies and national experiences of how education might respond to war, natural catastrophes, or disease, thereby making people more aware and successful at managing difficult situations. The volume's 15 authors, drawn from many parts of the world, deal with human rights (especially those of women, children, minorities, and indigenous populations), equality of educational opportunity, cultural values, social responsibility, international understanding, cooperation, and peace. Following an introductory chapter by Douglas Ray, papers and authors are listed as follows: "Rights, Education, and the Evolution of the Curriculum" [Canada] (Douglas Ray); "Cultural Values and the Free Development of Personality" [Canada] (David Radcliffe); "Toward an International Definition of Education for Social Responsibility" [Canada] (Douglas Ray); "The Distinction between Education about Peace and Development and Value-Centred Education…

Dolan, Maureen A. (2012). Body, Mind, Spirit: Twelve Juicy Stories of Transformation from Yoga Practice in Higher Education. ProQuest LLC, Ph.D. Dissertation, California Institute of Integral Studies. The subject of this inquiry is to explore university students' stories of transformation from the practice of integral yoga in an undergraduate course exploring human biology, health, and spirituality. The stories of participants give evidence for successful educational performance when yoga and meditation are combined with academic learning in higher education. The legitimacy of introducing mindful yoga as an integral part of higher education is further enhanced by the connections to transformative adult learning theories, scientific studies on the impact of yoga and meditation, and systems knowledge. This inquiry examines the integration of the body/mind/spirit complex for adult learning in the "Body, Mind, Spirit: Yoga and Meditation" course in the School for New Learning at DePaul University in Chicago. During the course, students examine the interconnections of biology, spirituality, social change, and community/individual health. The inquiry includes narratives from… [Direct]

Dawo, Jane Irene A.; Wagah, Mical Ongachi (2011). Teaching Conflict Management Skills in Schools: Prerequisite for Peace and Achievement of Millennium Development Goals in Kenya. Educational Research and Reviews, v6 n17 p902-905 Nov. The Kenyan society is experiencing a lot of conflicts, some with devastating effects such as deaths, starvation, disease and destruction. These normally arise out of difference between people. Secondary schools being part of the society have not been left out of this challenge as evidenced by mass media reports on strikes, demonstrations and resulting closures. This being the formative age of the youth who are the majority of the Kenyan population according to 2009 census results, the opportunity of their being in school may be exploited by the society to address conflicts as a major challenge to peace today. The Ministry of Education can impart a curriculum that would perpetuate peaceful conflict management skills in the youth. So far, this has evidently not been done adequately creating gaps for mishaps such as the 2008 post-election violence, whereby if the international community had not timely sent the former United Nations Organization Secretary General, Koffi Annan of Ghana… [PDF]

Alp, Gamze; Coskun Onan, Berna (2023). Using Comics for Climate Change in Science Education: Students' Solutions and Aesthetic Subtleties. Journal of Baltic Science Education, v22 n2 p215-231. To constitute awareness of climate change, hearing the solutions of students in their words and seeing visual products by creating experiences in schools is vital. This case study was limited to sequential implementations of climate change in the natural sciences teaching process in 5th grade. After an education process on using Pixton, 12 students transformed their learning into digital comics. This research aimed to reveal the problems created by students through digital stories about climate change, solutions they suggested for climate problems, and aesthetic subtleties they applied to express themselves. Digital comics created by students, researcher notes, observations, and students' view forms were used as data collection tools. Finally, vital solutions to problems such as global climate change, pollution, destruction of the natural environment, and extinction of living creatures were created by students during this case. Important solutions consisting of preventing global… [PDF]

Mehmet √ñzcan (2023). High School Teachers' Work Motivation: A Mixed Research Method. Discourse and Communication for Sustainable Education, v14 n2 p17-36. This study aims to reveal the work motivation of high school teachers and was carried out with an explanatory sequential design, which is one of the mixed research methods. There were 284 participants in the quantitative stage and 15 participants in the qualitative stage of the study. At the quantitative stage, a work motivation scale was used, while in the qualitative part, an interview form consisting of 4 questions was used. As independent variables, gender, branch, professional experience and education level were used. As a result of the analysis, high school teachers' work motivation levels do not significantly differ in terms of educational level and professional experience but significantly differ in terms of gender and branch. The mean score of high school teachers' team cohesion, job integration, commitment to the institution and personal development level are found high. The Kaiser-Meyer-Olkin (KMO) value of the work motivation scale used in the quantitative part of the… [Direct]

Fetherston, Betts; Kelly, Rhys (2008). Productive Contradictions: Dissonance, Resistance and Change in an Experiment with Cooperative Learning. Journal of Peace Education, v5 n1 p97-111 Mar. This article discusses a qualitative research project designed to investigate processes and outcomes of learning in a first-year undergraduate course–\Introduction to conflict resolution: theory and skills\ (ICR)–taught in the Department of Peace Studies at the University of Bradford. The research project was set up to help us understand how students experienced two \innovations\ introduced to the course in January 2006–the use of a cooperative learning methodology in the classroom, and the introduction of a reflective portfolio as the main assessment format. The article discusses some of the benefits of using cooperative and reflective learning for teaching conflict resolution theory and skills in a large and diverse class. The article also describes and analyses some of the resistance and contradictions that emerged as we introduced our \new\ pedagogy. It also explores some contradictions between our aims and practice, and how these were experienced by students. In conclusion,… [Direct]

Jalbani, Laraib Nasir; Khan, Najmonnisa (2022). Analyzing Social Studies National Curriculum and Textbooks for the Concept of Global Citizenship: A Content Analysis. Journal of Education and Educational Development, v9 n1 p68-88 Jun. This qualitative research study was an attempt to analyze the National Social Studies curriculum and textbooks of Grades IV-V in the context of Global Citizenship Education after reviewing the National Education Policies of Pakistan developed in 2009 and 2017. These two policies emphasize developing individuals who are critical thinkers, intellectuals, independent, and responsible global citizens. Data were collected with the help of a checklist for the relational content analysis of student learning outcomes, teaching and learning process, assessment, and evaluation process within the scope of 8 global citizenship dimensions given in the UNICEF global citizenship framework (2013). Major findings of the thematic analysis include the integration of global citizenship elements in the National Curriculum and textbooks of Social Studies to a great extent. Learning objectives as well as teaching and learning process designed for Grades IV and V emphasize the knowledge and understanding of… [PDF]

Dupuy, Kendra; Urdal, Henrik; √òstby, Gudrun (2019). Does Education Lead to Pacification? A Systematic Review of Statistical Studies on Education and Political Violence. Review of Educational Research, v89 n1 p46-92 Feb. Does more education lead to less political violence, and may education thus be a tool for peace? This article provides the first systematic review of the existing quantitative literature on education and political violence. Looking at arguments pertaining to levels, expansion, inequality, and content of education, we identify 42 quantitative studies from the time period 1996 to 2016 that test the relationship between various measures of education and political violence. An emerging scholarly consensus seems to be that education has a general pacifying effect. However, this general conclusion is challenged by recent evidence showing above-average levels of education among terrorists and genocide perpetrators. This, as well as other findings, underscore that the relationship between education and political violence is complex and multidimensional, depending on type of political violence, mediating factors, and level of analysis. We conclude with policy implications from our findings… [Direct]

Morelli, Umberto (2019). From National Cultural Paradigms to European/Global Cultural Paradigms: A Copernican Revolution. Journal of Social Science Education, v18 n3 p29-40 Fall. Purpose: To stress the existential crisis of European integration and the need to shape the European citizen, who forms the foundations of unification, which can no longer be based only on economic conditions. Methods: Analyse the contradictions in the integration method adopted so far by member states and the fallacious solutions proposed by national-populist movements. Findings: An education system is needed that is aimed at shaping, alongside the citizens of its own nation-state, the cosmopolitan citizens of a united Europe, who are convinced that to preserve peace, democracy and well-being the continent must be unified…. [PDF]

Adams, David (2013). Education for a Culture of Peace: The Culture of Peace News Network as a Case Study. Journal of Peace Education, v10 n3 p230-241. The Culture of Peace News Network, an internet news service, is analyzed in the framework of a general approach to education for a culture of peace. Its format reflects the eight program areas for a culture of peace as adopted by the UN General Assembly. Among its other operating principles are universality of news with all cultures and regions of the world given equal priority, requirement that reflection be accompanied by action and that news should be positive and open to debate, that "slow news" is as important as "fast news," and that readers should participate by writing as well as reading. The Network has yet to achieve its goal of forcing commercial media to consider actions for a culture of peace as newsworthy, but it is suggested that this will depend on the growth of the global movement for a culture of peace which remains rather small at the present time…. [Direct]

Yablon, Yaacov Boaz (2009). Promoting Peace Education via Voluntary Encounters. Cambridge Journal of Education, v39 n4 p505-521 Dec. As current study of contact between groups is somehow limited and self-referential, the present study joins other studies that suggest a deeper examination of intergroup contact in wider social processes which recognize the complex nature of intergroup relationships. A qualitative multiple-methods approach, supported by quantitative measures, was used to study a voluntary dialogue group of religious and secular students in Israel, to reveal its underlying force-driving processes and study its contribution to the enhancement of positive relationships between the groups. The findings reveal the strengths and weaknesses of such voluntary encounters and point to four fundamental factors for the formation and enhancement of this new venue for intergroup contact intervention programs: motivation, cooperation, meeting coordinator and group facilitator, and enjoying the meetings. Possible implications for school pedagogy and for the enhancement of positive intergroup relations are discussed…. [Direct]

Aggestam Pontoppidan, Caroline; Hueske, Anne-Karen; Iosif-Lazar, Lavinia-Cristina (2022). Sustainable Development in Higher Education in Nordic Countries: Exploring E-Learning Mechanisms and SDG Coverage in MOOCs. International Journal of Sustainability in Higher Education, v23 n1 p196-211. Purpose: This study aims to explore the extent and types of E-Learning used, as method and tool, to support education for sustainable development (ESD); and to understand the coverage of Sustainable Development Goals (SDGs) in massive open online courses (MOOCs). Design/methodology/approach: The study extends the morphological box of ESD in higher education by nonformal and informal education, exploring the types of blended and online learning and adding the SDGs as a new criterion. The study subjects are Nordic UN Principles for Responsible Management Education (PRME) members. Through content analysis and thematic coding of reports by higher education institutions (HEIs), different E-Learning methods are identified; furthermore, 30 MOOCs are analyzed. Findings: HEIs apply a variety of blended and online learning to advance ESD for formal and nonformal education. The MOOCs offered by Nordic HEIs predominantly cover four SDGs (9: Industry, Innovation and Infrastructure; 13: Climate… [Direct]

Rustin, Bayard (1973). How Can We Achieve World Peace?. Social Education, 37, 7, 614, Nov 73. The political and value structures involved in the change process for achieving peace are discussed. Suggestions for achieving the social change needed for peace which are related to education involve an emphasis on conflict resolution techniques and the capacity to analyze a culture in terms of its values. (KM)…

Buller, Rachel Epp (2021). Activism, Art, and Design: Bringing Social Justice to Life in the Higher Education Curriculum. Art Education, v74 n1 p31-39. Because she has seen students increasingly advocating for social justice and for their intersectional identities, Rachel Epp Buller hoped that developing a new course called Activism, Art, and Design might offer students models of how to leverage art for social change, while also connecting to their institution's values. She is an associate professor at Bethel College, a Mennonite-affiliated institution, where all students take coursework in peace, justice, and conflict studies (PJCS) as a general education (GE) requirement. By creating a new course–Activism, Art, and Design–in 2016-2017, she aimed to center art in this values-based discussion which would offer an unique opportunity to teach social justice through a different disciplinary lens. This article describes how she structured the course around historical and contemporary examples of artists and designers who became activists, seeking societal change through nonviolent protest. She also reflects on what takeaways and… [Direct]

(1991). International Understanding at School. Bulletin No. 59-60 1991. International understanding and peace through school education is a basic aim of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and the Associated Schools Project. The feature articles in this bulletin issue discuss declarations and statements relevant to the promotion of peace and projects for international education. The Seville Statement proposes a clarification of major scientific misconceptions to provide a solid base for education towards international understanding. The Yamoussokro Declaration defines the positive content of peace, identifies promising fields for peace, and outlines a program for peace. The Montevideo Declaration reaffirms the importance of democracy and recommends states and relevant organizations commit to promoting democracy. The Paris Statement discusses international assistance in the fields of education and training in non-racial, democratic, post-apartheid South Africa. The four other articles discuss international… [PDF]

Jovanovic, Rodoljub; Maric, Dea (2020). Controversy in the Classroom: How History Teachers in the Western Balkans Approach Difficult Topics?. Journal of Curriculum Studies, v52 n5 p636-653. In the context of legacies of mass violence and political oppression during the recent past in the Western Balkans (Albania, Bosnia and Herzegovina, Kosovo, North Macedonia, Montenegro and Serbia), history teaching is seen as an important factor in building sustainable peace and democracy. Caught between various national and international policy actors, history teaching has been subject to frequently overlapping and inconsistent reforms. Despite prolific research on history education in the Western Balkans teachers' experiences of history education and its transformation have largely remained unexamined. This paper explores history teachers' perceptions of and approaches to the topics they find difficult to teach. The paper draws on data gathered through an online survey that yielded 793 responses from history teachers and 14 regional history education expert interviews. The results show which topics teachers consider difficult to teach in six Western Balkan countries, and how… [Direct]

Tahvildary, Negin; Torres, Yanelly; Walsh, Nichole (2022). Impact of Mediator Mentors Service-Learning on College Student Social-Emotional Expertise and Cultural Competence. Journal of Practical Studies in Education, v3 n1 p3-13. Mentorship in the field of service-learning has many variations. The utilization of peace circles has been on the rise as a way of bringing inclusion and cultural awareness when interacting with diverse perspectives in a group setting. Research on the impact of service-learning experiences on college students reflects that participation in these high-impact practices in higher education lead to positive outcomes through engagement in active learning practices that will impact their future careers. The purpose of this study was to investigate the potential factors that impact college students' own growth and development within mentorship service learning experiences in virtual settings with school-aged students. Using Likert-style retrospective survey questions with open-ended responses, this mixed-methods research explored the impact of participating in mentorship service learning on college students' development of social-emotional and cultural competence. The findings of the study… [PDF]

(2022). 21st Century Community Learning Centers: Inspiring Learning. Supporting Families. Earning Results. Afterschool Alliance Afterschool programs inspire kids to learn, help them make better decisions, and give parents peace of mind. Throughout the pandemic, 21st Century Community Learning Centers have kept kids engaged and learning and met the needs of families nationwide. But the demand for these programs far exceeds the supply. 21st Century Community Learning Centers provide afterschool and summer learning opportunities in every state. Programs are selected for funding based on their ability to meet the needs of students and families and their connection to education priorities in the state. Although many states reported disruptions in data collection during the pandemic, promising findings illustrate positive academic and behavioral gains among participants. Additionally, surveys of program providers found that through the pandemic, 21st CCLC programs were more likely to adapt to the needs of the children and families they served, from connecting with youth remotely during school closures and state… [PDF]

Weiner, Daniela R. P. (2020). American and British Efforts to Democratize Schoolbooks in Occupied Italy and Germany from 1943 to 1949. Journal of Educational Media, Memory and Society, v12 n1 p121-145 Mar. During the Allied occupation of the Axis countries, education and the revision of educational materials were seen as a means of ensuring future peace in Europe. Most scholarly literature on this topic has focused on the German case or has engaged in a German-Japanese comparison, neglecting the country in which the textbook revision process was first pioneered: Italy. Drawing primarily on the papers of the Allied occupying military governments, this article explores the parallels between the textbook revision processes in Allied-occupied Italy and Germany. It argues that, for the Allied occupiers involved in reeducation in Italy and Germany, the reeducation processes in these countries were inextricably linked. Furthermore, the institutional learning process that occurred in occupied Italy enabled the more thorough approach later applied in Germany…. [Direct]

Chapman, Susan Narelle; O'Gorman, Lyndal (2022). Transforming Learning Environments in Early Childhood Contexts through the Arts: Responding to the United Nations Sustainable Development Goals. International Journal of Early Childhood, v54 n1 p33-50 Apr. UNESCO's Education for Sustainable Development Roadmap highlights the need to transform learning environments by integrating the 17 Sustainable Development Goals from United Nations Agenda 2030. This presents challenges for early childhood education in establishing a trajectory to transform the way young children see the world and themselves. These challenges include: reviewing adults' views of children's capabilities, developing strategies to support children's resilience and ensuring that children have their say, and pushing back against narrow views of children's learning. ECE supporting sustainability, global citizenship, human rights, and peace (see goals 4.2 and 4.7) can be underpinned by arts experiences that allow young children to engage with others' lived experiences. This paper supports the notion that the arts can play a crucial role in supporting transformative education and addressing the challenges facing ECE for sustainability. Through an Arts Immersion approach to… [Direct]

Chen, Yarong (2022). Experimenting with a Global Panacea: UNESCO's Fundamental Education Programme in China, 1945-1950. International Review of Education, v68 n3 p345-368 Jun. The United Nations Educational Scientific and Cultural Organization (UNESCO) was set up in the aftermath of World War II with the mandate of safeguarding global peace by promoting international intellectual cooperation across national boundaries. UNESCO's first flagship educational initiative, launched in 1946, was the Fundamental Education programme, which ran until 1958. This article traces the role of China in the history of this UNESCO project, both in terms of inspiring the initial concept and in terms of piloting it. The author maps out a transnational network of concepts, ideas, people, institutions, funds, etc. that shaped the programme. Informed by scientific experimental methodology, the design of UNESCO's ambitious Fundamental Education initiative was to implement long-term, systematic and comprehensive schemes addressing illiteracy, public health, civil education and livelihood, etc. While the actors collaborating in this project shared some beliefs, their group as a… [Direct]