(1996). Education for International Understanding: An Idea Gaining Ground. This brochure is a partial follow-up to the 44th session of the International Conference on Education (ICE), \Appraisal and Perspectives of Education for International Understanding,\ held in 1994 in Geneva, Switzerland. While borrowing extensively from conference material (such as the speeches by heads of delegations, replies by member states to an International Bureau of Education (IBE) pre-conference survey, national reports, and round-table summaries), this brochure also includes personal ideas, experience, and opinions on important matters in today's countries: human rights, peace, and democracy. Despite the complexity of the challenges facing a rapidly changing world, the range of actions described in this work reflect a common will and offer further suggestions for a \new philosophy of education,\ that would incorporate some positive moral values common to all countries. With the dawning of the 21st century, bringing people closer together through what they have in common,… [PDF]
(2018). Education of the Girl-Child in Nigeria for a Just, Peaceful, Harmonious Society and Sustainable Development. International Online Journal of Education and Teaching, v5 n4 p768-786. International instruments, declarations and local laws set the pace for appropriate human development, peace and harmony. 10.5 million children in Nigeria are out of school; approximately 60 percent are girls (UNICEF, 2014). They are dropouts due to various factors: socio-cultural, economic, governance etc. vulnerable to forms of abuses, harms-female genital mutilation, insurgency effects and other negative influences which deny her rights and dignity are discussed. Assessments of education statistics at basic education level over (1990-2010) revealed imbalances in enrolments and gender disparity in favour of males and the education statistics from 2014 to 2016, revealed increases in enrolments and a gender parity index ranging from 0.80 to 1.0. Various government efforts and interventions by international development partners to bridge the gender gap and heal the harms are enumerated. Benefits of educating the girl child which are critical for the development of a just, peaceful,… [PDF]
(2005). Adult Education Providing Leadership Pathways to Peace through Adult Education in Palestine and Israel. Convergence, v38 n1 p91-104. This article determines the role played by adult education in peace efforts in Palestine and Israel. Specific institutions have been developed to target instruction in the democratic, non-violent means of problem-solving with peace as the objective. Textbooks have been cooperatively written with equal representation of all voices in languages that can be understood by the students. Specialty schools and courses have been provided to not only instruct in the basic knowledge of civic education, but also to demonstrate how to apply those values within a community, region or country. Future leaders of Palestine Territories and Israel have been removed from their environments and educated together in order to develop skills of peace preserving, honouring cultures, the need for limits, managing boundaries and immigration, and the importance of safety for all citizens. Adult education in Israel and Palestine has forged a new pathway by establishing processes for providing water and food to… [Direct]
(2022). Sustainable Development Principles in U.S. Sport Management Graduate Programs. Sport, Education and Society, v27 n1 p99-112. This study assesses the engagement of academic programs in sport management with global problems by using the United Nations' Sustainable Development Goals as a proxy measure of these problems, and gauges the degree to which sport management programs are positioning themselves as providers of knowledge and expertise in the area of sustainable development. To this end, the authors examined the program descriptions, learning outcomes and curricula of 84 graduate programs in sport management or closely related fields at 65 R1 universities in the United States. Using inductive thematic analysis, they identified seven themes that are shared across multiple program curricula. The seven themes were labeled: sport sociology and sport ethics; globalization and economic growth; sport for development and peace; health; climate, environment and sustainability; gender; and inequality, discrimination and social justice. The overall results indicate that the discipline has coalesced around a key… [Direct]
(2018). Faith and Experience in Education: Essays from Quaker Perspectives. Trentham Books This book emerges from a deep concern about the direction of educational policy in the last decade and its effects on children, teachers and school leaders. It addresses contemporary educational issues from the perspectives of justice, peace, equality and truth, and is informed by Quaker approaches to these values. It presents a coherent approach to education, including subject teaching, that resonates with the authors' deep integrity in practice and in making sense of education. Contents include: (1) Introduction to Quakers, Quaker involvement in education, and this book (Don Rowe and Anne Watson); (2) Whose values? Which values? (Don Rowe); (3) Relational and restorative practice in educational settings: A values-based, needs-led approach (Belinda Hopkins); (4) Building, maintaining and repairing a peaceful culture in school (Anna Gregory); (5) Learning for emancipation (Tim Small); (6) Equality, truth and love in subject teaching: Cognitive care in the case of mathematics (Anne… [Direct]
(2018). La P√©dagogie √âvang√©lique Comme Guide Pour la Pastorale Scolaire (Evangelical Pedagogy as a Guide to School Pastoral Care). International Studies in Catholic Education, v10 n2 p104-118. The conciliar declaration Gravissimum Educationis states that "All men of every race, condition and age, since they enjoy the dignity of a human being, have an inalienable right to an education that is in keeping with their ultimate goal, their ability, their sex, and the culture and tradition of their country, and also in harmony with their fraternal association with other peoples in the fostering of true unity and peace on earth" (GE 1). This principle corresponds to the Christian vision of a nature common to all people but respectful of the individual and cultural differences that characterize the reality and history of peoples. This respect concludes in a common goal which is that of "fraternal association with other peoples" to guarantee "true unity and peace on earth." The Church has always operated in the field of education with these principles in mind. It has often outpaced civil society and established a fruitful dialogue between faith and… [Direct]
(2016). Research and Activism about Girls' Education for Global Democracy: The Case of the Campaign "Etna, Volcano of Peace," Catania, Italy. Policy Futures in Education, v14 n5 p578-589 Jun. According to a progressive interpretation of human development, girls' education should form an integral part of a full democratic system. Nevertheless, girls' education is threatened and attacked in many ways in current societies, be they authoritarian or democratic societies, developing or developed ones. In this article the two authors, both educators and researchers in education in Catania, Sicily, introduce their educational activities regarding the defence and promotion of girls' education for development and social change. Three activities are at the core of their current, local and global commitment to the issue: continual seminars on Intercultural Geo-History (with a special focus on the ongoing wars), operating simultaneous Skype connections (the so-called "Orbital Classroom"); the Intercultural Prayer Against War; and the campaign "Etna, Volcano of Peace." The article provides some details and describes partial successes of these educational activities… [Direct]
(1991). Nonformal Education Training Module. This Peace Corps Nonformal Education (NFE) training module provides training ideas for volunteers. This module contains 10 sessions, each designed to fit into a 3-hour period: (1) What is NFE? (2) adult learning; (3) helping people identify their needs; (4) facilitation skills–part 1; (5) facilitation skills–part 2; (6) NFE materials development; (7) games in NFE; (8) planning; (9) evaluation; and (10) looking back/looking ahead. Each session contains the following sections: rationale; objectives of session; materials needed; trainer preparation/options; Peace Corps NFE manual reference; and activities–activity time, purpose, step-by-step, options, notes, "for next time," time savers, related references, and handouts. An introduction includes information on involving host country citizens in the workshop and facilitation hints, such as the following: encourage controversy, be aware of cultural sensitivity, encourage participants to take the training seriously, integrate… [PDF]
(2018). The History Syllabus in Post-Genocide Rwanda. Cogent Education, v5 n1 Article 1541495. This case study examined the questions: How are relations between Hutus and Tutsis portrayed in recent History syllabi in post-genocide Rwanda, and how may the narrative about these relations affect efforts towards educating for peace? The findings were based on a content analysis of four History syllabi for Ordinary and Advanced Levels published by the Rwanda Education Board between 2008 and 2015. These findings indicate that the syllabi promulgate an ethno-nationalist narrative of Rwanda's past. In this paper, we highlight stark contradictions in the syllabi between the goals of reconciliation, unity and critical thinking and the official narrative of blame for the genocide. Although the steadying hand of the ruling party has been credited with much of the success achieved in contemporary Rwanda, this study raises concern about the government's omnipresent role in shaping educational discourse. The final discussion presents the possibility for teachers to contribute to change by… [Direct]
(2018). A Qualitative Study on the Contribution of the Choir to Social-Cultural and Psychological Achievements of Amateur Chorists. International Education Studies, v11 n8 p119-126. A choir as a psychosocial and sociocultural phenomenon; makes important contributions to both music and to the general education of society through its educational and socialising features. With this research, it was aimed to determine the level of contribution of choir singing to social, cultural and psychological achievements of amateur chorists. As a result of the research, it has been found that choir singing contributes to the gaining of the habit of working together, to gaining in areas such as prestige and forming friendships, to develop ones worldview, to learn the cultural values of different countries, and to interiorize the cultural values of their own countries. In addition to this, it has been determined that the chorists participating in the choir work gain in achievements such as relaxation, happiness, peace, belonging, enthusiasm and, controlling ego, and it has also been found that choir affects the feelings of self-confidence and self-efficiency positively…. [PDF]
(1975). World Plan of Action: Decade for Women. The World Plan of Action adopted by the United Nations World Conference of the International Women's Year in Mexico City in July 1975 is presented in condensed form. The major purpose is to provide guidelines for national action over the ten-year period 1975-1985 as part of a sustained, long-term effort to achieve the objectives of International Women's Year. The report is addressed primarily to governments and to public and private institutions, women's and youth organizations, employers, trade unions, mass communications media, nongovernmental organizations, political parties, and other groups. The report calls for a clear commitment at all levels of government to take the action necessary to implement the plan and for governmental review of legislation affecting the status of women in the light of human rights principles and internationally accepted standards. The guidelines treat the following topics: peace, political action, education; employment, health, the family,…
(2016). Teaching Note–No Peace without Justice: Addressing the United States' War on Drugs in Social Work Education. Journal of Social Work Education, v52 n4 p503-508. The United States' War on Drugs encompasses a body of legislation characterized by punitive approaches to drug control. These policies have resulted in escalating incarceration rates and have extracted a particularly harsh toll on low-income people of color. This article argues that education on the War on Drugs is essential for effective practice with people affected by addictions and is also an important social justice issue. It is thus the responsibility of educators to incorporate a critical examination of drug policy into course work. Strategies for addressing drug policy in social work education are provided, including the use of guest speakers and multimedia presentations, case study assignments that prompt students to examine the intersection of policy and practice, and international drug policy comparisons…. [Direct]
(2020). Zhuangzi's Discourse on 'Contented Acceptance of Fate' and Its Relation to Catastrophe. Educational Philosophy and Theory, v52 n13 p1388-1399. Based on the analysis of "Zhuangzi" (especially the inner chapters), this paper attempts to illustrate the positive aspects of Zhuangzi's idea concerning contented acceptance of fate ("anming" ??), which is completely different from a fatalistic viewpoint. Through probing into the meaning of some important ideas and their interrelationships, such as the Dao, virtue, nature, and fate, this paper indicates the essentials of "anming": first, the prerequisite that makes "anming" toward life possible is what Zhuangzi calls 'clarity ("ming" ?)'. Second, the passive aspect that "anming" expresses is 'bearing/suffering', referring to a facticity that one must accept according to internal and external limits. Third, the positive aspect of "anming", referring to the concept of enabling man with his own limits to be at peace with worldly things, is what Zhuangzi calls 'following along ("Shun" ?)'. "Anming"… [Direct]
(2015). Pedagogical Discourses of Gender, Peace, and Equality: Jane Addams Children's Book Awards. Journal of Peace Education, v12 n1 p1-14. This article discusses a feminist critical discourse analysis research project of award-winning books of the Jane Addams Peace Association. Children's books carry societal messages that are gendered, raced, and classed, with award-winning books carrying an additional message of exceptionality as they are viewed as deserving of attention. Thus, the discourses they circulate are important points of analysis. This research, using data from the Jane Addams Children's Book Awards (focusing on books for older children – young adult literature), takes a feminist antimilitarist perspective to explore the sociocultural implications of children's literature for education and learning. I examine research with respect to award-winning literature, define my theoretical framework of feminist antimilitarism, explain my methodology of feminist discourse analysis, and detail my findings. I conclude that the awards as a whole function pedagogically to define conflict in ways that… [Direct]
(1970). Report on the Inquiry: Utilization of Scholarship in Teaching About War, Peace, and Social Change. Eighteen individuals representing eight social science disciplinary approaches, seven observers representing various educational positions, and eight staff members participated in an inquiry to discover how academic scholarship can be used to determine the understandings required in teaching about war and peace. Three substantive concepts — conflict, violence, and authority were discussed in an effort to determine what should be learned by students about each; the problem of interdisciplinary research on these and other topics was given theoretical consideration; and suggestions as to future work by individual and sponsoring organizations were explored. The inquiry provided an occasion for individuals with different academic viewpoints to discuss these inter-relationships and, offered an exchange between academics and educators. A brief critique of the inquiry program indicated it was overly ambitious, discussion was forced, the group too large, and that there was some… [PDF]