Chan, Tak Wai; Chen, Wenli; Cheng, Hercy N. H.; Gu, Xiaoqing; Liao, Calvin C. Y.; Looi, Chee Kit; Mason, Jon; Murthy, Sahana; Pi, Zhongling; So, Hyo-Jeong; Wong, Lung Hsiang; Wong, Su Luan (2020). IDC Theory: Habit and the Habit Loop. Research and Practice in Technology Enhanced Learning, v15 Article 10. Interest-driven creator (IDC) theory is a design theory that intends to inform the design of future education in Asia. It consists of three anchored concepts, namely, interest, creation, and habit. This paper presents the third anchored concept habit as well as the habit loop. IDC theory assumes that learners, when driven by interest, can be engaged in knowledge creation. Furthermore, by repeating such process in their daily learning routines, learners will form interest-driven creation habits. The habit loop, the process of building such a habit, consists of three component concepts–cuing environment, routine, and harmony. The cuing environment is a habit trigger that tells the students' brain to get prepared and go into an automatic mode, letting a learning behavior unfold. Routine refers to the behavioral patterns the students repeat most often, literally etched into their neural pathways. Harmony refers to the affective outcome of the routine activity as well as the integration… [Direct]

Cunningham, Judith (2017). From Cosmic Education to Civic Responsibility. NAMTA Journal, v42 n3 p19-28 Sum. Bookending her article with questions for the Montessori practitioner, Judith Cunningham provides a theoretical overview of how the Montessori child is empowered to enact social change and is inspired to work for the betterment of the world. Cunningham lays the foundation by describing the world in which Maria Montessori lived and how the events of her time shaped her work and thinking. She discusses the importance of the unity that is formed through Cosmic Education and how important this unity becomes to the mission of the adolescent, "By understanding his cosmic task, his contribution to the preservation and betterment of the world, and with the ultimate goal of creating true peace, the child is empowered." [This talk was presented at the NAMTA Adolescent Workshop at the AMI/ USA Refresher Course, February 17-20, 2017 in Austin, TX.]… [PDF]

Smith, David J., Ed. (2013). Peacebuilding in Community Colleges: A Teaching Resource. United States Institute of Peace Offering lifelong and developmental learning to over 13 million students at nearly 1,200 schools, community colleges in the United States attract a student body with remarkable economic, ethnic, and cultural diversity. They provide students with skills and foundational knowledge upon which successful professional careers and rewarding personal engagement can be built. This identity makes community colleges uniquely suited to teach global awareness and community building. Yet the development of peacebuilding and conflict resolution curricula is still a relatively new effort at these institutions. In "Peacebuilding in Community Colleges," David Smith underscores the importance of community colleges in strengthening global education and teaching conflict resolution skills. Enlisting contributions by twenty-three community college professionals, Smith has created a first-of-its-kind volume for faculty and administrators seeking to develop innovative and engaging peacebuilding… [Direct]

(1989). European Environmental Education for Our Common Future. European Regional Seminar Report. Report from the Norwegian National Commission for UNESCO Seminar (Lillehammer, Norway, May 7-12, 1989). A seminar on the promotion of international cooperation and peace through environmental education (EE) within the framework of the UNESCO Associated Schools Project was held in Norway. The seminar was held against the background of increasing concern about environmental questions and an increasing awareness that the well-being and the future of the world depend upon reaching and maintaining harmony of nature and humankind. The seminar had three specific objectives: (1) to identify EE activities carried out by the Associated Schools; (2) to examine effective teaching materials, approaches and materials developed by the Associated Schools; and (3) to prepare the framework for a teacher's handbook for use in European secondary schools. Included in this document are: (1) a summary of deliberations; (2) a definition of the goals of EE; (3) a review of the status of EE in Associated Schools; (4) a review of the content, approaches and effective teaching methods for EE in Europe; (5)…

G√∂rg√ºt, Ilyas (2018). Values Education and Physical Education in Turkey. International Education Studies, v11 n3 p18-28. In the 21st century, science and technology have led to so many negative situations as well as positive developments for humanity. These negativities also affect human beings in a very intense way and in a natural result of this, people affect other's livings negatively. The general belief that the decelerating the events, actions and moral corruptions which lead to missing the peace of communities and the abolition of this negative situation will be ensured only by the development of the values which the individual possesses. Also states are taking precautions and making plans for this issue. So, value education in many countries has recorded a rapid acceleration in recent years. In Turkey, there are also some sections which have theoretical course curriculum and some scientific activities about values. However, it is considered that development in value and value education concepts are not enough and the applied courses such as physical education and sports, which aim to improve… [PDF]

Awada, Ghada; Diab, Hassan; Faour, Kawthar (2018). A Call for Curriculum Reform to Combat Refugees Crisis: The Case of Lebanon. Curriculum Journal, v29 n1 p43-59. The study was set to elicit teachers' perceptions of adopting a new curriculum integrating Human Rights Education (HRE) into most school subjects and developing textbooks which could address the mainstreaming of the Syrian children into the Lebanese schools especially after the influx of more than 1.2 million Syrian refugees who migrated to Lebanon due to the outbreak of civil war in Syria in 2011. The present study employed a descriptive qualitative methodology design. Thus, the policy context and current HRE literature were assessed and reported along with the responses to a survey developed by BEMIS, a national body established in 2001 to promote and develop capacity and support inclusion and integration of ethnic minorities in Scotland. The BEMIS survey was conducted as a mapping exercise eliciting data required to help address the study questions. The study findings yielded recommendations that underscored the necessity of developing new curriculum and textbooks integrating HRE… [Direct]

Packard, Rosa (1987). Projects for Peace: We Can Take Action. Just prior to the outbreak of World War II, Maria Montessori called attention to the task of educating for peace. This concern for peace intensified in the nuclear decades that followed and formed the basis for the regional seminar held in Boston. At the Boston workshop, the Academy Award winning documentary, "Women for America: For the World" was shown. For some, the message of citizen empowerment was new, and for some, a renewal. Following the film, the group participated in an activity to develop the skill of articulating positions without interruption within the temporal frame of three minutes. This activity is based on the assumption that Montessori-influenced education is, by definition, education for peace, and that it is a social change activity. Participants then engaged in small group discussion which were then reported back to the whole group. Each of the group discussions focused on a different aspect of Montessori-influenced education. (SM)…

Vaughn, Jack, Ed. (1968). Peace Corps Seventh Annual Report. This seventh annual report of the Peace Corps states that the two greatest achievements of 1968 are intangible. First, the Peace Corps achieved a new measure of cooperation with the people in its host countries. In the summer of 1968 for the first time, hosts helped to recruit volunteers in the United States and became members of overseas staffs. Second, as volunteers came home, hundreds answered the call of large cities seeking high-quality teachers for low-quality schools. Also during 1968, the Peace Corps shifted a large portion of its training out of the United States and into host countries. Pre-service language training was further intensified. In the future, as more Volunteers apply to the problems of the United States the knowledge and insight acquired in helping people overseas, the full value of the kind of "education" Peace Corps experience can provide will be realized. (The document includes a statistical profile chart for 1968.) (se)… [PDF]

Rebekah R. Gordon (2022). Laboring for the Motherland: A Mother-Artist-Researcher-Teacher's Reconfiguration of the State-Sponsored Transnational Teacher. ProQuest LLC, Ph.D. Dissertation, Michigan State University. This arts-based inquiry explores historical and contemporary configurations of state-sponsored transnational teachers, or those who teach overseas in programs that are financially and/or programmatically supported by their home government. In the U.S., some examples of state-sponsored transnational teaching programs include the Peace Corps, the Fulbright Specialist Program, and the English Language Fellow Program. Standing on feminist grounding, I draw upon maternal concepts from the field of mother(hood) studies to frame my exploration and to interrogate and disrupt the patriarchal systems in which state-sponsored transnational teaching is situated. More specifically, I extend a/r/tographic methodology to include my identifications and embodied perspectives as a mother-artist-researcher-teacher. My proposed methodology of m/a/r/tography affords me the opportunity to think intergenerationally about the ways that orientations, collective body memory, family histories, and national… [Direct]

Allen, Kristen (2016). Achieving Interfaith Maturity through University Interfaith Programmes in the United Kingdom. Cogent Education, v3 n1 Article 1261578. Given the recent surge in acts of violent, religious extremism around the world, this report investigates whether and how institutes of higher education in the United Kingdom are developing interfaith maturity in their student population. Using King and Baxter Magolda's framework for intercultural maturity, I analyze three case studies: The University of Cambridge's Inter-Faith Programme and their scriptural reasoning program, London School of Economics and Political Science's Faith Centre and its Faith and Leadership Certificate, and the University of Edinburgh's multi-faith Chaplaincy and its Camino Peace Pilgrimage. Following the case study analysis, this report provides practical, policy recommendations meant to assist higher education administrators and policy-makers improve their interfaith programs with the intent to encourage their students to be respectful, engaging, and open to an increasingly diverse world…. [Direct]

Reeve, Ines; And Others (1988). Democracy in Action: 40 Years, Federal Republic of Germany. A Practical Guide for Teachers. This guide celebrates the 40th anniversary, in 1989, of the Federal Republic of Germany and is designed to provide an opportunity to review how firmly the principles of democracy have become established in the people and the government of West Germany today. Part 1 gives an overview of the West German democratic experience, covering such topics as the historical background of the Federal Republic, the development of the Basic Law (Grundgesetz), political parties, social programs, security and peace, trends in education, and demographic changes. A time line of related political and economic events, a glossary of German political terms, and a list of 30 publications on the Federal Republic are included. Part 2, "Teaching Strategies and Getting the Word Out about German Events," contains six teaching suggestions for elementary and intermediate levels, nine instructional suggestions for advanced or high school level, a lesson plan for comparing the U.S., French, and West… [PDF]

Ross, Karen (2017). Untangling the Intervention-Context Dyad through Horizontal Comparison: Examples from Israeli Peacebuilding Organizations. Comparative Education Review, v61 n2 p327-353 May. In this article, I argue for the importance of conducting comparative studies of educational interventions implemented within the same sociopolitical environment. Taking into account both arguments for comparative research in education and recent calls for context-rich vertical case studies, I suggest that horizontal comparisons in a single environment provide a nuanced view of divergent programmatic approaches and outcomes and allow us to better understand the agency of actors in the educational realm. I draw on the concept of multilevel opportunity structure to explore the work of two encounter organizations in Israel bringing together Jewish and Palestinian youth–Peace Child Israel and Sadaka Reut–and explain why the responses of each organization to shifting political environments in the Israeli context over the past 30 years, especially post-2000, led to different outcomes in terms of organizational survival. My analysis demonstrates how methodological choices affect the… [Direct]

Lembo, Rosario (1989). Education to International Solidarity. The multiplicity of groups concerned with education for peace and international solidarity makes it difficult to reconstruct the processes and activities aimed at international solidarity. The motives for this type of education rise from a growing sensibility shown by the Italian public toward international understanding and world-wide problems such as hunger and famine. There can be no real development toward the goal of solidarity if the flow of information exchange and cultural relations proceeds only in one direction. Exchange must occur in a circular motion, from hemisphere to hemisphere, and within hemispheres. The main promoters in Italy of education for solidarity include a variety of organizations, in both the public and private sectors, ranging from the Ministry of Education to university experts to private human rights groups. (PPB)…

Gee, James Paul (2017). Teaching, Learning, Literacy in Our High-Risk High-Tech World: A Framework for Becoming Human. Teachers College Press This is a profound look at learning, language, and literacy. It is also about brains and bodies. And it is about talk, texts, media, and society. These topics, though usually studied in different narrow academic silos, are all part of one highly interactive process–human development. Gee argues that children will need to be resilient, imaginative, hopeful, and deliberate learners to survive the deeply complex and unpredictable world in which they live. In a world beset by conflicting ideologies that give rise to hatred, violence, and war, Gee urges us to look to a broader set of ideas from seemingly unrelated disciplines for a viable vision of education. This book proposes a framework of principles that can be used to reconceptualize education, specifically literacy education, to better prepare students to be collaborators toward peace and sustainability. This book (1) Offers a new set of ideas about literacy, learning, and human development in a risk-laden, digitally driven modern… [Direct]

McGinnis, James B. (1977). A Strategy Guide for Schools and School Systems in Education for Peace and Justice. This is a revision and update of an earlier curriculum guide designed to meet the needs of educators in implementing education for peace and justice (EPJ) in both public and religious school systems. The guide is divided into four parts, with an introductory essay presenting the goals for an EPJ program. Goals of the program include: developing skills for nonviolent conflict resolution; searching for causes of and alternatives to war; recognizing institutional violence (racism, sexism, imperialism, etc.); developing global awareness of the interdependence of nations; generating alternatives for future societies and institutions; building cooperative structures in the classroom and school; promoting the values of peace and justice; patriotism; integrating the values of peace with the making and living of peace; and understanding and living Christian hope. Part 1 outlines a step by step process for looking at, deciding, planning, and implementing EPJ programs. Using the collective…

Collison, Holly; Darnell, Simon; Giulianotti, Richard (2021). Volunteers in the Sport for Development and Peace Sector: Antinomies, Liminality, and Structural Relations. Sport, Education and Society, v26 n9 p952-965. In this paper, we seek to advance understandings of the contemporary global 'sport for development and peace' (SDP) sector, with respect to volunteers and volunteering in low- and middle-income countries (LMICs). Volunteers play a critical role in organizing and delivering SDP social intervention programmes across the world; most SDP volunteer work is undertaken by local young people who are often presented as a current peer or future community leaders. Specifically, we utilize a unique combination of the concepts of antinomy and liminality to examine systematically the 'in-between' positions, roles, and experiences of SDP volunteers. Our analysis spotlights three sets of antinomy. First, categorical antinomies relate to the liminal or in-between positioning of volunteers in terms of their socio-demography (e.g. between adolescence and adulthood), status within NGOs (as neither paid employees nor programme user groups), and their standing between NGOs and communities. Second, the… [Direct]

Rubin, Beth C. (2016). We Come to Form Ourselves Bit by Bit: Educating for Citizenship in Post-Conflict Guatemala. American Educational Research Journal, v53 n3 p639-672 Jun. Over the past several decades, the implementation of democratic citizenship education has become a common prescription for the civic reconstruction of post-conflict societies. Across the globe, educational changes are seen as fundamental to the creation of peaceful, tolerant, and democratic civic identities, the key to "social reconstruction, a better future, and a lasting peace." Drawing on qualitative data from varied schools in postwar Guatemala, this article illustrates a critical dilemma in post-conflict civic education: the difficulties of engaging directly with past and present injustice while moving toward a shared national identity. Global models of democratic, multicultural, and human rights education alone are inadequate for creating a new sense of citizenship in a country in which young people's sense of belonging and their interpretations of the past are deeply connected to how their communities are positioned within a profoundly inequitable power structure…. [Direct]

Gallagher, Tony (2016). Shared Education in Northern Ireland: School Collaboration in Divided Societies. Oxford Review of Education, v42 n3 p362-375. During the years of political violence in Northern Ireland many looked to schools to contribute to reconciliation. A variety of interventions were attempted throughout those years, but there was little evidence that any had produced systemic change. The peace process provided an opportunity for renewed efforts. This paper outlines the experience of a series of projects on "shared education", or the establishment of collaborative networks of Protestant, Catholic and integrated schools in which teachers and pupils moved between schools to take classes and share experiences. The paper outlines the genesis of the idea and the research which helped inform the shape of the shared education project. The paper also outlines the corpus of research which has examined various aspects of shared education practice and lays out the emergent model which is helping to inform current government practice in Northern Ireland, and is being adopted in other jurisdictions. The paper concludes by… [Direct]

Yazici, Fatih (2017). Preservice History Teachers' Attitudes towards Identity Differences. Higher Education Studies, v7 n3 p11-24. The ongoing changes in history education in support of diversity have an effect on Turkey even if on a limited scale. Although the current history curriculum in Turkey promotes the identity transmission instead of respecting different identities, it also has some goals such as "teaching the students about basic values including peace, tolerance, mutual understanding, democracy, and human rights, and making them sensitive about maintaining and improving these values," which is compatible with the contemporary understanding of history education. However, it must be noted that the attitudes and perceptions of teachers are as important as their presence in curriculum in terms of reaching the aims of history education. The aim of this study was to reveal preservice history teachers' attitudes towards identity differences. Identity Attitudes Scale (IAS), which was developed by Yazici (2016) to measure the attitudes towards identity differences, was conducted on 314 preservice… [PDF]

Fitz-Gerald, Ann; Macphee, Paula-Louise (2014). Multiplying a Force for Good? the Impact of Security Sector Management Postgraduate Education in Ethiopia. Journal of Peace Education, v11 n2 p208-224. This paper argues for the importance, benefits and wider impact of a donor-funded, locally supported postgraduate programme in security sector management (SSM) for government officials in Ethiopia. With the exception of specialised education and training programmes within the field of peace and conflict studies, the role of education in conflict-affected and developing countries has been examined predominantly in the context of primary education. Questions remain concerning the extent to which institutional leaders of post-conflict countries have access to the necessary skill-sets and levels of knowledge required to support the advancement of systems of governance, helping enable these countries to achieve the development goals set out by both internal and external actors. This paper examines the situation on the ground in Ethiopia which drove the demand for a Cranfield University MSc programme in SSM. The paper also outlines the process and implementation requirements which shaped… [Direct]

Bennett, Roger V. (1979). Interrelationships Among Curriculum and Instruction Variables and Learning Outcomes in Project P.E.A.C.E. The paper focuses on development and implementation of the curriculum phase of an urban environmental studies program entitled Project Environmental Action Community Education (P.E.A.C.E.) The curriculum model developed for P.E.A.C.E. was based on the premises that it should be created by relevant consumer groups as well as educators, comprehensive in scope, and transferable to other segments of society. Project members generated eight instructional modules, a teacher inservice module and a leadership module. Examples of modules included Urban Environmental Development and Planning, Social Services and the Urban Environment, Economics and Politics of Resource Management, and Leisure Activities in the Urban Environment. The modules were field tested by 24 teachers in 10 urban schools in Memphis (Tennessee). Modules were evaluated by students using various measurement instruments including the Module Activity Questionnaire, the individual module tests, the Environmental Aptitude…

Williams, Jennifer (2020). Educators Are the Global Goals. Childhood Education, v96 n5 p22-28. In 2015, the world, led by the United Nations, came together to create a blueprint of progress to build a better and more sustainable future for all. Identifying 17 goals–known as the Global Goals or the Sustainable Development Goals (SDGs)– to achieve such outcomes as no poverty, zero hunger, and reduced inequalities, the global society had developed an Agenda for Sustainable Development–a collective plan for the planet and its people to be met by the year 2030. The education field has their very own Global Goal: SDG 4: Quality Education for All. The work educators do in teaching and learning actually intersects with all of the Global Goals. From the time children enter school, they learn about Life on Land (SDG 15) and Life Below Water (SDG 14). Likewise, Clean Water (SDG 6), Climate Action (SDG 13), and Responsible Consumption and Production (SDG 12) are familiar topics in science classes across grade levels. In their classrooms every day, educators are immersed in work around… [Direct]

Yeoh, Miranda P. (2017). Global Citizenship Education in Secondary Science: A Survey on ASEAN Educators. Journal of Science and Mathematics Education in Southeast Asia, v40 n1 p63-82. Science is for all students in all countries; and this is a principle of equity. An explicit aim of science education is to create a high level of scientific literacy so that students have a greater understanding of science content knowledge that is associated with life, the physical world and earth sciences. As 21st century citizens, it is essential to use our scientific literacy and knowledge to address issues like environmental protection and sustainable development of our nation, region and our world. A survey was completed by 60 educators from the ASEAN region concerning their perceptions of their identity as regional and global citizens, the factors that contribute to such perceptions, the issues for which they would advocate and the roles that science and/or math education has played to bring about their realizations as regional and global citizens. Several respondents provided suggestions on how Global Citizenship Education (GCE) may be embedded in math and science education…. [Direct]

Hu, Yanhua; Wei, Liqing (2018). Retrospective and Prospects for China's International Educational Exchange in the 40th Anniversary Year of Reform and Opening Up. Frontiers of Education in China, v13 n4 p532-552 Dec. International exchange is an important part of China's educational opening up, cooperation, and connection with other countries. It also serves as a unique strategic resource, helping to develop and consolidate mutual political trust, diplomatic exchange, economic and trade relations, cultural exchange and educational cooperation between China and other countries in the world, thereby enhancing China's international image. We have seen positive contributions made to our progress towards peace among peoples, and noted the irreplaceable role played by China. International educational exchange is an important part of global international student flows. Since the founding of the People's Republic of China, especially in the 40 years of reform and opening up, China has experienced a development process in education from language students to students at all levels and from quantity to quality. The change in the type of international students studying in China and of Chinese students… [Direct]

(2018). Budget of the U.S. Government, Fiscal Year 2019. Office of Management and Budget, Executive Office of the President "Budget of the United States Government, Fiscal Year 2019" contains the Budget Message of the President, information on the President's priorities, and summary tables. 2018 has seen boosted economic growth, the creation of more than two million jobs, and the addition of nearly $5 trillion in new wealth to the stock market. Unemployment is at a 17-year low, wages are rising, and jobs are returning to America. Starting soon, hardworking Americans are going to see increased take home pay because of the massive tax cuts and tax reform legislation that was enacted at the end of last year. President Trump's 2019 Budget builds upon the successes over the past year and rests on the following pillars of reform: (1) Ending wasteful spending; (2) Expanding economic growth and opportunity; (3) Preserving peace through strength; (4) Building the wall, dismantling transnational criminal organizations, and enforcing immigration laws; (5) Rebuilding Infrastructure; (6) Supporting American… [PDF]

Kyte, Darlene (2016). Toward a Sustainable Sense of Self in Teaching and Teacher Education: Sustainable Happiness and Well-Being through Mindfulness. McGill Journal of Education, v51 n3 p1143-1162. This paper examines the effects of mindfulness practice through "pranayama," hatha yoga, and meditation on practicing teachers in an inner city school to determine if practices of this nature could contribute to sustainable sense of self, sustainable happiness, and well-being for practicing teachers and pre-service teachers. Furthermore, mindfulness practice is discussed in the context of new pedagogies that are contributing to the transformation of teachers, students, and education. This inquiry has demonstrated that this process not only offers the practitioner serenity, awareness, peace, and well-being: but the benefits of the practice move far beyond the personal environment of those practicing teachers and into the classroom and school community providing opportunities for transformation; growing sustainable happiness and well-being…. [Direct]

Denman, Brian D.; Hilal, Kholoud T. (2013). Education as a Tool for Peace? The King Abdullah Scholarship Program and Perceptions of Saudi Arabia and UAE Post 9/11. Higher Education Studies, v3 n2 p24-40. Since 9/11, Saudi Arabia has made significant attempts to change its public image because of its alleged association with global terrorism. Given its charitable interests in promoting education as a tool for peace within the Arab region, it has established the King Abdullah Scholarship Program (KASP), considered to be the most heavily endowed overseas scholarship program ever offered by a nation-state. Since 2005, over 120,000 Saudi university students have been financed by this scholarship to pursue their university studies abroad. This investigation concerns student perceptions of Saudi and Emirati students studying abroad ten years after the tragedy of 9/11. It draws from 30 face-to-face interviews of international students in Australia about their perceptions and viewpoints of Saudi Arabia and the Arab World pre- and post 9/11. It centers on Saudi and Emirati students and suggests that education can be a tool for peace…. [PDF]

Minaz, Muhammet Baki; Tas, Halil (2019). The Impact of Biography-Based Values Education on 4th Grade Elementary School Students' Attitudes towards Tolerance Value. International Journal of Progressive Education, v15 n2 p118-139. This study seeks to determine the impact of biography-based values education on 4th grade elementary school students' attitudes towards tolerance value. Within the study, an experimental method with pre-test and post-test control group was used to find out the difference between attitudes towards tolerance value adopted by the students of the experimental group in which biography-based values education was practised and by the students of the control group in which it was not practised. In addition, in this study, which includes both quantitative and qualitative techniques, quantitative data were collected through tolerance attitude scale while qualitative data were collected through interview forms. All data collection tools were developed by researchers of the study. In this study, quantitative data were analysed through arithmetic average, frequency, independent samples t-test, Kruskal-Wallis H test and Mann-Whitney U test, while descriptive analysis approach was given preference… [PDF]

Dunn, Jeffery W. (2013). For Community Sake. Philosophical Studies in Education, v44 p100-109. This article examines whether religious education plays a role in the promotion of harmonious international relations, arguing that a broad religious education with a dialogical approach goes to the heart of what it means to be a citizen in a global community. Christian theologian Hans Kung argues in his book "Judaism: Between Yesterday and Tomorrow" that: (1) there will be no peace between nations if there is no peace between religions; (2) there will be no peace between religions without dialogue between the religions; and (3) there will be no dialogue between the religions without investigation of the foundations of the religions. However, democratic societies, which observe a separation of religion and state, are weary of introducing religious education in public institutions of learning. In this article, the author states that he moves toward Kung's vision of dialogue as it relates to Walter Feinberg's discussion of liberal pluralism's requirements, and… [PDF]

Tenret, Elise (2016). Exclusive Universities: Use and Misuse of Affirmative Action in Sudanese Higher Education. Comparative Education Review, v60 n2 p375-402 May. Although characterized by repeated ethnic conflicts, Sudan has implemented affirmative action at universities since the 1970s for students coming from war zones and remote areas. The implementation of compensatory measures has been promoted–somehow imposed–by the several peace treaties and by the massive expansion of higher education during the 1990s. The former have led to the creation of "special admission," mainly for students coming from conflict zones; the latter has led to the creation of "state admissions," which favor local recruitment for the newly created universities. However, those measures have proved inefficient for several reasons: first, the lack of consistency of the policy; second, the lack of political will; third, the lack of monitoring. The wider context–the liberalization of higher education and the independence of South Sudan–has also contributed to diminishing the scope of the policy…. [Direct]