Muthoni, Murage Lucy; Njagi, Njoka Johannes; Wambugu, Gachahi Michael (2018). Assessment of Student Leaders' Skills Critical in Managing Student Affairs in Public Universities in Kenya. International Journal of Education and Literacy Studies, v6 n4 p107-113 Oct. The need to prevent eruption of unrests among students in universities continues to exercise the minds of higher education managers and policy makers in the world. Innovative approaches in the management of higher education designed to preclude students' riots continue to face immense challenges and ineffectiveness in universities in Kenya. One of the widely adopted approaches is that of involving democratically elected student leaders in the management of students' affairs in universities in Kenya. Despite the involvement of student leaders in the management of students' affairs in public universities, students' protests and riots continue to characterize higher education in Kenya. Consequently, there is need to examine the leadership skills that student leaders are expected to possess in order to perform their functions effectively so as to avert upsurge of strikes. This study sought to assess the student leaders' skills that are critical in managing student affairs in selected… [PDF]

Belyaeva, Ekaterina (2019). Axiological Aspects of the Socio-Cultural Interaction of Russian and Chinese Students in the Educational Space of the Russian Universities. NORDSCI, Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019). The development of cultural ties and cooperation between Russia and China in the field of education correlates with the current strategy of internationalization of Russian universities. Many Russian universities today tend to develop partnerships with Chinese universities. In particular, the number of Chinese students studying in Russian universities constantly increases; academic exchange programs are successfully implemented, the number of scientific contacts between representatives of universities of the two countries grows. The implementation of such cooperation is accompanied by problems of social and cultural interaction in the field of education of Russian and Chinese students. General purpose of the study was identifying the axiological component in the interaction of Russian and Chinese students in the space of the Russian university. Chinese students who study in Yekaterinburg universities (390 people), Russian students who study / live with Chinese (500 people), 10 Chinese… [PDF]

Murray, Jeffrey W. (2016). Peace Talks: A "Dialogical Ethics" Model of Faculty-Student Collaboration in the Undergraduate Classroom. Cogent Education, v3 n1 Article 1163764. At the 2015 CIDER conference on Higher Education Pedagogy, professors Abelson and Nelson discussed their intense and inspiring level of instructor-student collaboration, describing how they collaborate with their first-year students in the design of particular assignments and even overall course design at the unit level. This essay seeks to contribute to both our understanding and appreciation of such collaborative learning-centered strategies by applying a "dialogical ethics" model. The essay begins with an extended investigation of the ways in which the dramatistic philosophy of Kenneth Burke illuminates the grammatical, rhetorical, and dialogical mechanisms by which instructor-student collaboration fosters enhanced levels of student engagement in the process of education–including investment, ownership, and empowerment. In doing so, this essay explores how the notions of (i) disparate grammars and recalcitrance, (ii) consubstantiality and irony, and (iii) dialogue of… [Direct]

McGreal, Rory (2017). Special Report on the Role of Open Educational Resources in Supporting the Sustainable Development Goal 4: Quality Education Challenges and Opportunities. International Review of Research in Open and Distributed Learning, v18 n7 p292-305 Nov. Open Educational Resources (OER) and their offspring, Massive Open Online Courses (MOOCs), are becoming important factors in achieving the "Sustainable Development Goal 4: Quality Education" ("SDG4"). The OER movement is less than 15 years old and is growing rapidly as more and more nations and institutions adopt the view that publicly-funded research and educational content belongs to the people and should therefore be open and accessible to them. Canada can play an important role in supporting SDG4 by increasing its support for OER and open education in general, both in Canada and abroad. OER can be a significant aid in ensuring inclusive and equitable quality education and can promote lifelong learning opportunities for all. OER, by their very nature as freely available and usable learning resources, can be considered important, if not essential, for supporting the expressed goals in all areas of education. From pre-kindergarten to lifelong learning, including… [PDF]

Bromley, Patricia; Jimenez, Jeremy David; Lerch, Julia (2017). Education for Global Citizenship and Sustainable Development in Social Science Textbooks. European Journal of Education, v52 n4 p460-476 Dec. This article reviews the state of research and data on relevant content, broadly understood as sustainable development, in social science textbooks worldwide. Specifically, it examines the extent to which these textbooks could help learners to acquire the knowledge, skills and values that are needed to meet goal 4.7 of the United Nation's Sustainable Development Goals: "By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development." It reviews relevant literature and analyses three cross-national, longitudinal databases containing information that is coded from textbook content to assess the current state of knowledge. In addition to… [Direct]

(1998). Learning to Live Together in Peace and Harmony: Values Education for Peace, Human Rights, Democracy, and Sustainable Development for the Asia-Pacific Region. A UNESCO-APNIEVE Sourcebook for Teacher Education and Tertiary Level Education. This sourcebook is the outgrowth of a July, 1996 meeting held in Malacca, Malaysia, where the Asia Pacific Network for International Education and Values Education (APNIEVE) experts group articulated the Asia-Pacific longing for peace and harmony. The sourcebook is based on international education and values education, with emphasis on peace, harmony, human rights, democracy, and sustainable development in the region. Major emphases are placed on the meaning of Learning to Live Together, the core and related values needed to live together successfully and peacefully, and the development of learning experiences that will help teacher trainees and students actualize such values. Following an introduction, the sourcebook is divided into these chapters: (1) "The APNIEVE Philosophy"; (2) "The Asia-Pacific: Context and Conceptual Framework"; (3) "Education for Learning to Live Together"; (4) Guidelines for Teaching-Learning Materials and Sample Lesson Plans;… [PDF]

Kennedy, Rozelia Maria (2018). A Biographical Study of Bernard Lafayette, Jr. as an Adult Educator Including the Teaching of Nonviolence Conflict Reconciliation. ProQuest LLC, Ph.D. Dissertation, University of South Florida. The purpose of this study was to explore the life and work of LaFayette, nonviolence and conflict reconciliation from an adult education perspective. This study explores LaFayette's life from an early age through his involvement in the Civil Rights Movement, his contributions to adult education, and his current views on social change. The nonviolence conflict reconciliation LaFayette teaches is based on the philosophy and strategies of Martin Luther King, Jr. During the last 50 years, LaFayette has been kidnapped, threatened, and survived ventures into hostile environments in his effort to teach nonviolence philosophy, strategies, and methods. This historical/biographical study used semi-structured interviews to obtain information from LaFayette directly and from a plethora of media, books, and articles about him. Semi-structured interviews were also used to interview his family members and colleagues. Despite the numerous awards and recognitions LaFayette has received, he had not… [Direct]

(2018). Charting a Course for Success: America's Strategy for STEM Education. A Report by the Committee on STEM Education of the National Science & Technology Council. Executive Office of the President Since the founding of the Nation, science, technology, engineering, and mathematics (STEM) have been a source of inspirational discoveries and transformative technological advances, helping the United States develop the world's most competitive economy and preserving peace through strength. The pace of innovation is accelerating globally, and with it the competition for scientific and technical talent. Now more than ever the innovation capacity of the United States–and its prosperity and security–depends on an effective and inclusive STEM education ecosystem. Individual success in the 21st century economy is also increasingly dependent on STEM literacy; simply to function as an informed consumer and citizen in a world of increasingly sophisticated technology requires the ability to use digital devices and STEM skills such as evidence-based reasoning. The character of STEM education itself has been evolving from a set of overlapping disciplines into a more integrated and… [PDF]

(1912). List of Publications of the United States Bureau of Education Available for Free Distribution, September, 1912. Bulletin, 1912, No. 25. Whole Number 497. United States Bureau of Education, Department of the Interior This bulletin names and describes the publications of the Bureau of Education which, at the time of its compilation (September, 1912), are available for free distribution by this office. Many of these publications are of great value to teachers, students of education, librarians, and people having a general interest in education and the improvement of public and private schools. This bulletin lists publications on the following subjects: (1) Agricultural and mechanical colleges; (2) Agricultural education; (3) Alaska school and reindeer service; (4) American educational history; (5) Associations and congresses; (6) Barnard's American journal of education; (7) Bibliography of education; (8) Bureau of Education: Publications and work; (9) Education and crime; (10) Educational methods; (11) Educational values; (12) Foreign school systems; (13) Higher education; (14) Industrial and technical education; (15) Libraries; (16) Mathematics teaching; (17) Peace movement; (18) Professional… [PDF]

Yablon, Yaacov Boaz (2007). Cognitive Rather than Emotional Modification in Peace Education Programs: Advantages and Limitations. Journal of Moral Education, v36 n1 p51-65 Mar. Contact intervention programs are being used as the main vehicle to enhance positive relationships between conflict groups. Current research seeks to reveal the force driving processes that lead to positive contact between conflict groups, and points to the importance of emotional modification. Acknowledging the centrality of emotional modification, the present study points to the importance of defining the desired goals of contact interventions. It aimed to reveal which of the emotional, cognitive, motivational or behavioural components of intergroup relations were most enhanced in peace intervention programs for Israeli Jewish and Bedouin Arab high-school students in Israel. The findings indicate the cognitive realm as the most enhanced. These findings raise the question of the relevance of emotional modification in regions of persistent conflict, and suggest that intervention methods and desired outcomes must be closely linked. Finally, implications for moral education are… [Direct]

(2015). What Relief Agencies Should Know about the Educational Rights of Children and Youth Displaced by Disaster. Connecting Schools and Displaced Students Brief Series. National Center for Homeless Education at SERVE After disasters, displaced families long to return to a sense of normalcy. As such, reconnecting children and youth to school is especially important during this time. By providing the structure of the educational setting, schools can help children and youth overcome the trauma of a disaster and regain their academic and social stability. Once children and youth are in school safely, parents have the peace of mind and freedom to focus on other post-disaster details to help their families recover. This brief is directed towards relief agencies. Relief agencies play a critical role in connecting families, children, and youth who have been displaced by disasters to needed services, including enabling children and youth to continue their education. By understanding the educational services and supports that are available to homeless children and youth under federal law, relief agencies will be able to coordinate more effectively with schools and school districts (know as local… [PDF]

Osler, Audrey (2015). The Stories We Tell: Exploring Narrative in Education for Justice and Equality in Multicultural Contexts. Multicultural Education Review, v7 n1-2 p12-25. This paper focuses on the role of narrative in enabling educational processes to support justice and equality in multicultural societies. It draws on Bhabha's (2003) concept "the right to narrate", arguing that conceptions of multicultural education which focus exclusively on the nation are insufficient in a globalized and interdependent world. National narratives, promoted through history and citizenship education, not only deny minorities' perspectives but also encourage exclusive visions of the nation, maintaining the hegemony of the nation-state. Neighboring nations tell alternative, often contradictory, stories through their school curricula. Processes are closer to propaganda than the educational goal of critical thinking and contribute little to the realisation of justice and peace at home or the wider world. Promoting nationalism and a sense of national superiority may weaken the position of migrants and undermine regional and global cooperation. The paper argues we… [Direct]

Baldwin, Julie A.; Buhi, Eric R.; Daley, Ellen M.; Giuliano, Anna R.; Nyitray, Alan G.; Wheldon, Christopher W. (2017). HPV Vaccine Decision-Making among Young Men Who Have Sex with Men. Health Education Journal, v76 n1 p52-65 Feb. Objective: Human papilloma virus (HPV) vaccination is recommended for all men who have sex with men (MSM) in the USA until the age of 26 years. Despite this recommendation, vaccine uptake remains low. The purpose of this study was to (1) describe salient beliefs related to HPV vaccination among young MSM; (2) determine factors that underlie these beliefs; and (3) describe a model for HPV vaccine decision-making. Design: Qualitative descriptive study. Setting: Central Florida, USA. Methods: Semi-structured interviews (N = 22). Results: The majority of respondents had heard of the HPV vaccine, but generally perceived HPV as a women's health issue. Salient behavioural beliefs about HPV vaccination described physical (such as lowering risk and promoting overall health) and psychological benefits (such as protecting sex partners and providing peace of mind). There was some concern regarding the risks of vaccination including contracting HPV from the vaccine, not knowing if it would be… [Direct]

Kizil√ßelik, Sezgin (2015). An Evaluation of the Turkish Education System outside the Conflict between Old and New. Eurasian Journal of Educational Research, n59 p149-163. Basis of the Study: Education is considered to be a system that provides solutions to communal problems, developing individual skills, bringing enlightenment and peace to people. However, the situation is somewhat different in Turkey, for education, which is regarded as a problem-solving activity, has itself become a problem. The Turkish education system has become one of our most serious social problems. This problem essentially stems from discussions over which civilization Turkey belongs to: the Eastern or the Western. The conflict between old and new in the Turkish education system is essentially a struggle between those who claim that "Turkish society is an Eastern society" (anti-Westerners) and those who claim that "It is a Western society" (pro-Westerners). This dispute is directly related to the ongoing process of Westernization that started in the 19th century. The Turkish education system is suffering from the conflict between old and new. The article is… [PDF]

Aydin, Hasan; Tonbuloglu, Bet√ºl (2014). Graduate Students Perceptions' on Multicultural Education: A Qualitative Case Study. Eurasian Journal of Educational Research, n57 p29-50. Problem statement: The main responsibility in the implementation of multicultural education, which includes notions like equality, respect, and peace, as well as an equal opportunity for success for all students, belongs to teachers. The teachers' perception of and attitude towards multicultural education are directly related to how they will implement multicultural education. Some past studies indicate that there is an undeniable effect of culture on education, yet teaching candidates and managers often don't have sufficient knowledge of multicultural education. Data gathered from this study is expected to contribute to the literature on multicultural education practices expected to be included in Turkey's educational programs. Purpose of Study: The purpose of this study is to find out the perception of and the evaluation of multicultural education by participants who work as primary and secondary education teachers who are continuing their doctorate level education in curriculum… [PDF]

Hu, Yali (2016). Integrating Psychology and Philosophy: A Brief Analysis of "The Blessing of a Skinned Knee". International Education Studies, v9 n6 p15-21. A brief analysis of "The Blessing of a Skinned Knee" gives a glimpse of beliefs and practices cherished by the family that attempts to employ Jewish teachings to raise children. The child nurturing and rearing practices are in a degree enlightening and supplementing the existing literature in education. Prevention with the inspiration from time-tested lessons of philosophy drawn from Judaism and psychology theory could bring about a marked positive impact on child rearing. Three cornerstone principles of Jewish living–moderation, celebration and sanctification are frames of reference in developing philosophy of cultivating children. Moderation helps achieve the balance between what parents ought to do and what they should let go and tells priorities and values that make peace of mind accessible in the materialistic, anxious and highly competitive world. Gratitude is the most valuable character trait children need, for being grateful and celebrating what they are granted by… [PDF]

(1972). Pacifica Programs 1972 Catalog. Pacifica Programs, v3 n1. Audiotapes for alternative educational and cultural institutions have been selected from Pacifica's Tape Archives of over 10,000 programs for this third annual catalog. This 1972 catalog supercedes all previous Pacifica Tape Library publications, and includes many listings from previous years. The programs are listed under appropriate subject headings; each listing is provided with a brief description which includes its length in minutes. Subject areas under which the tapes are grouped include various minority and disadvantaged groups, ecological problems, drugs, alternative education, student dissent and peace, law and order, prison conditions, science and the threat of atomic war, broadcast industry, politics in America, psychology, philosophy, Asia, the Soviet Union, Africa, famous names, and creative people. (SH)…

Kaleeba, Ali; Rubagiza, Jolly; Umutoni, Jane (2016). Teachers as Agents of Change: Promoting Peacebuilding and Social Cohesion in Schools in Rwanda. Education as Change, v20 n3 p202-224. Education is seen to play a crucial role in the reconstruction of post-conflict countries, particularly in transforming people's mindsets and rebuilding social relations. In this regard, teachers are often perceived as key agents to bring about this transformative change through their role as agents of peace. This paper seeks to understand how teachers are positioned to promote peacebuilding and social cohesion in Rwandan schools in the aftermath of the 1994 genocide against the Tutsi. The paper draws on data collected for an on-going broader study researching the role of teachers in peacebuilding in post-conflict contexts of Rwanda and South Africa. The methods used for data collection were semi-structured interviews, focus-group discussions, questionnaires and classroom observations. Theoretically the paper is informed by the broader research framework on sustainable peacebuilding in post-conflict situations, using the four dimensions of "recognition",… [Direct]

Jepson, Jane C. (2018). Toward the Development of a Transformative Pedagogy through a Narrative Inquiry of Environmental Justice Activists and Feminist Environmentalists: Finding Meaning, Locating Praxis, and Connecting to Place. ProQuest LLC, Ph.D. Dissertation, California Institute of Integral Studies. This dissertation describes qualitative research on the worldviews of environmental justice activists and feminist environmentalists via an interpretive inquiry of narratives. The terms "environmental justice activists" and "feminist environmentalists" are used broadly to describe persons who explicitly or implicitly identify as social and environmental justice advocates and activists. Semi-structured, in-depth interview questions were asked about lifestyle choices of fifty persons to solicit intimate details on meaning-making. The theoretical framework of ecological feminism is augmented with narrative analysis and various socioenvironmental, indigenous, and decolonizing pedagogical models toward the development of a transformative ecological feminist pedagogy of peace, inclusive justice, and sustainability. The guiding question for this narrative inquiry is "what can be learned from the complexity of the lived experience of environmental justice activists… [Direct]

Ogundele, Michael Olarewaju (2014). Baneful Effects of Social Crises on Adult Education Goals' Achievement in Nigeria. Journal of Education and e-Learning Research, v1 n1 p1-4. This study examined the baneful effects of social crisis on goals achievement of adult education in Nigeria. The study however described the concepts, types causes and impacts of social crisis in Nigeria. The study went further to examine the major indicators of Adult education goals achievement and how the social crisis affects effective goals achievement in Nigeria. It was however concluded that social crisis such as insurgency, ritualism, killing, rioting, armed robbery, students unrest strikes, bombing and ethno-religious crisis affect effective implementation of adult education-programme in Nigeria. It was therefore recommended that crisis eradication in the country is everyone responsibility. Everybody should responsible for the security challenges that affecting the peace of the society and any strange person or objects should be reported to the nearest police station or any security agents in the community. Eradication of social crisis will enhance effective goals achievement… [PDF]

Snavely, Guy E. (2004). World Peace and the College: The Presidential Address. Liberal Education, v90 n3 p32-35 Sum. There are some notable gestures to inculcate the \will to peace.\ General approval by all the nations of the world seems now to be given to the World Court. The League of Nations, though not approved officially by the U.S., is generally admitted as approaching the ideal of its originator, the Commander-in-Chief of U.S. forces during the World War. Barriers of international prejudices that tend to international conflict are doubtless being broken down by the interchange of students and professors, fostered by the Institute of International Education and other great foundations of this country and abroad. Further progress toward world peace is a result of the Locarno Treaties. The greatest the war dogs will not again be unleashed. It is the author's feeling that this is the solemn obligation of the colleges to train their students in every way to have a \will to peace.\ This article discusses the experience of a recently ended war on a world scale and the intimations of future conflict… [PDF] [Direct]

(1994). The Major Project of Education in Latin America and the Caribbean. Bulletin. This bulletin contains information about important educational strategies that have had an impact in South America. In "Current Trends in Educational Reforms," Juan Carlos Tedesco examines the major lessons that educational reforms have produced. "Education and Changes in the Latin America's Social Structure" (German Rama) starts out by recognizing that education in South America has been acknowledged as a process of political sociability of paramount importance in the shaping of the Republic and of its citizens since the Revolutionary Wars. Luis Ratinoff points out in "Educational Rhetoric in Latin America: The Experience of this Century," that proper individual performance rests on a common foundation of knowledge and shared cultural traditions. Bernadette Nwafor reports on class examination an assessment of academic achievement. Rita Dyer examines instructional developments in home economics. Equal educational opportunities for women are reviewed by… [PDF]

Beechy, Atlee; Beechy, Winifred (1981). Study and Service in China. A description is given of the ten-week Goshen College Study-Service Trimester experiment at Sichuan Teachers College in China. Goshen College emphasizes international education and has a requirement in this area for all of its graduates. The trimester exchange program was developed to promote international education and world peace and prepare persons for active service in the world. As a part of the China-Goshen exchange program, eight teachers of English from Sichuan Province studied at Goshen College for nine months. The ten week field assignment for twenty Goshen students and two faculty members was in the English Language Department of Sichuan College. Pairs of Goshen students spent three hours a day in formal and informal classroom activities with Chinese students. The activities and field trips of the Americans are described, and the impressions the students had of China and their Chinese peers are summarized. (JD)…

Moshenets, Olena (2018). Professional Training of International Communication Specialists: The Example of Coventry University. Comparative Professional Pedagogy, v8 n4 p79-84 Dec. The article deals with professional training of international communication specialists in Coventry University. It is found that professional training of specialists in information communication in Coventry University takes into consideration today's challenges imposed by globalization, internationalization and integration processes and is characterized by flexibility, transparency of learning goals, clear learning outcomes and orientation towards practical application of the acquired knowledge, abilities and skills. It is specified that the scope of academic modules allows future specialists to understand the need to grasp the essence of communication, digital communication, reflexive communication, communication history, ethical communication, strategic communication, peace journalism, etc. It is clarified that they are trained to deal with communication in critical situations and come up with most relevant solutions. Based on the accumulated data, the following steps are suggested… [Direct]

O'Hara, Malachai; Schubotz, Dirk (2011). A Shared Future? Exclusion, Stigmatization, and Mental Health of Same-Sex-Attracted Young People in Northern Ireland. Youth & Society, v43 n2 p488-508 Jun. For more than a decade the Peace Process has fundamentally changed Northern Irish society. However, although socioreligious integration and ethnic mixing are high on the political agenda in Northern Ireland, the Peace Process has so far failed to address the needs of some of the most vulnerable young people, for example, those who identify as gay, lesbian, or bisexual. Public debates in Northern Ireland remain hostile to same-sex-attracted people. Empirical evidence from the annual Young Life and Times (YLT) survey of 16-year-olds undertaken by ARK shows that same-sex-attracted young people report worse experiences in the education sector (e.g., sex education, school bullying), suffer from poorer mental health, experience higher social pressures to engage in health-adverse behavior, and are more likely to say that they will leave Northern Ireland and not return. Equality legislation and peace process have done little to address the heteronormativity in Northern Ireland. (Contains 4… [Direct]

Vos, Robert (2002). Collaborating To Close the Achievement Gap. Central EXPRESS (Exceptional People Renewing Education for Students and Schools) is a collaborative partnership for systemic educational reform targeted to 14,000 students, over 700 teachers and other professionals, and 11 schools in one Miami, Florida, high school feeder district. It provides services, resources, and activities at multiple points in the pre-K to postsecondary continuum. The effort is assets-based and designed to build capacity within the student, professional, and parent community using a comprehensive, holistic approach. Project activities support standards-based performance for students. The initiative's main goals are to improve student performance in reading, math, science, writing, social studies, and technology infusion. One of the means of achieving that goal is providing professional development for teachers. Professional development activities include an instructional leadership cadre, a new teacher induction program, national conferences, a Master's… [PDF]

Reardon, Betty (1983). Obstacles to Disarmament Education. Centre for Peace Studies Occasional Paper No. 6. Obstacles to disarmament education fall into three general categories: political, perceptual, and pedagogical. At the elementary school level, these obstacles occur because of: (1) a lack of opportunities for cross-cultural experiences; (2) the socialization processes that enforce the belief that a child's culture is superior to and competitive with other cultures; and (3) the educational systems' roles in the development of national identity and loyalty. Obstacles occur at the secondary school level because of: (1) the reinforcement of nationalism and the promotion of military service; (2) an emphasis on competitive sports; (3) the pre-military service organizations, such as the Junior Reserve Officers' Training Corps (ROTC); and (4) a nationalistic approach to the study of history. Major barriers to disarmament education at the university level include a lack of resources to support these programs and the entrenchment of traditional disciplines that pay little or no attention to…

Duncan, Barry L.; McConnell, Stephen C. (1986). Practical Peace Efforts for a Psychologist: A Blueprint to Action. Recent evidence suggests that the 1982 American Psychological Association nuclear freeze resolution is reflective of a consensus among psychologists. The evidence also suggests that while the expressed attitudes of psychologists are supportive of the freeze, the attending demonstrative behaviors are not present. To facilitate overcoming this behavioral impasse and to emphasize that one psychologist can make a difference, a blueprint to action was developed at the individual, family, local, community, national, and international levels and in the areas of education, research, practice, and organizations. A broad array of options is presented ranging widely in time commitment and level of influence. Options are available at several levels: (1) individual (reflection, prayer, and voting); (2) family (nonviolence, conversation, and books); (3) local community (civic participation, school interest, and establishment of nuclear free zone); (4) national (letter writing and peace… [PDF]

DeMola, Sarah; Kelley, Caroline; Laidemitt, Heidi; Martin, Jaymee (2012). Professional Development through Community Partnership: How a Class Project Led to Graduate Student Teaching Practices. CATESOL Journal, v23 n1 p65-92 2011-2012. This article is written from the perspective of 4 current MA TESOL graduate students at the Monterey Institute of International Studies (MIIS). These students have written about their experiences by incorporating their theoretical and pedagogical English language-teaching knowledge into the growth and maintenance of a community-based ESL program at the Peace Resource Center in Seaside, California. The article highlights the continual development of their original peace and social justice-themed curriculum, which involves graduate students in Linguistics, Education, and non-TESOL courses at MIIS. The writers respectively reflect upon professional growth as a result of their commitment to the ESL program. In addition, their appendices and details of their work may serve as resources and tools for the TESOL community interested in curriculum development, needs assessment, community-based language instruction, language-program administration, ESL critical pedagogy, and content-based… [PDF]

Moradi Sheykhjan, Tohid; Rajeswari, K. (2014). International Curriculum of White Education through Teacher's Education for the 21st Century. Online Submission, Paper presented at the National Seminar on Reconceiving Teacher Education for Meeting the Challenges of the Knowledge Society (Thycaud, Thiruvananthapuram, Kerala, India, Nov 27-28th, 2014). This article explores theoretical and practical issues related to white education for international curriculum through teacher's education for 21st century. The theory of "White Education" will be a message for development of globalization, information technology, based on knowledge, human rights education, environmental education, international education, conflict resolution education, and development education as well as the desire for peace, changes are rapidly changing the goals, policies, curricula, contents and methods of education. The need to differentiate and re-thinking education and learning, both within and outside the school system, is gaining increased attention among education researchers, policy-makers. In the beginning of 21st century, we need a global perspective, multidimensional citizenship, new issues of mankind, innovative philosophy of individualistic, academic skills, zest for living, open school to society, teacher as learner, as researcher and as… [PDF]