Sihanouk, Norodom (1972). Peace Education in Cambodia. Social Science Record, 9, 2, 16-18, Win 72. …

Menking, Cornell (2008). Leadership Is the Key to Sustainable Community Development in Ecuador. International Journal of Educational Leadership Preparation, v3 n1 Jan-Jun. I come to the field of educational administration from a rather unorthodox background. The search which led me to education began as a Peace Corps Volunteer in Sierra Leone. I left there frustrated with what passed as "development". I heard the term "sustainability" thrown around and saw nothing sustainable about what was being done. I saw not only short-term improvement in people's lives, but also an incredible waste of resources and a feeding frenzy of development officers getting fat on NGO and western government funding. Sadly, in the years following my service in Sierra Leone, I also saw the peaceful Sierra Leoneans turn into symbols of humanity's darkest side (referring to the gruesome civil war in Sierra Leone). It was depressing, really. Fate took me next to working with immigrants in New Mexico with a literacy project. I found the results of education much more rewarding and tangible. My belief in the potential of education was confirmed once again as I… [PDF]

Poppema, Margriet (2009). Guatemala, the Peace Accords and Education: A Post-Conflict Struggle for Equal Opportunities, Cultural Recognition and Participation in Education. Globalisation, Societies and Education, v7 n4 p383-408 Nov. The Guatemalan educational system has been the most unequal system in the Latin American region ever since the 1950s. The indigenous Maya people, who constitute around half of the population, experienced the state mainly through repression, exploitative labour relationships and exclusion from education. The return to democracy and the peace process instilled great hopes for real change in many civil society organisations, including the Maya movement. Through their participation in national commissions, many of their demands were included in the Peace Accords of 1996. As regards the educational system, the main focus was on the greater participation of civil society, the expansion of educational opportunities, and an overall multicultural educational reform that sought to include the Maya culture and languages in the curriculum. A decade later, most of the agreements have been discredited. Powerful national and international actors have marginalised and undermined nearly all the civil… [Direct]

Gesser-Edelsburg, Anat (2011). Entertainment-Education: Dilemmas of Israeli Creators of Theatre about the Israeli-Palestinian Conflict in Promoting Peace. Journal of Peace Education, v8 n1 p55-76. Israeli-Palestinian peace is promoted through political and diplomatic channels, as well as indirect channels such as conferences, lectures, meetings, workshops and political journalism. However, there is less awareness of the extensive artistic activity in Israel surrounding peace and its implications for society, or of the uniqueness of the theatrical medium as a public medium that allows its viewers and participants to clarify their conflicts and positions related to the Israeli-Palestinian conflict. As part of a large and comprehensive study of plays about the Israeli-Palestinian conflict (which included mapping out and analyzing the themes of 37 plays about the Israeli-Palestinian conflict between 2005-2007, and checking the impact of some of the plays on teenage audiences), this study focused on Israeli theater creators who deal with the Israeli-Palestinian conflict. The goal was to specify the models, issues and strategies the creators used in plays about the conflict in order… [Direct]

Keray Din√ßel, Bet√ºl (2017). Analysis of Children's Songs in Terms of Values. Online Submission, Journal of Education and Practice v8 n26 p64-71. Children's songs inspire the love of music in children and improve their musical skills and at the same time, teach national values and societal rules, contribute to their personality development, make children feel happier, foster interpersonal communication and particularly contribute to the cognitive and linguistic development of children at early ages. Children's songs, which take place almost every moment of children's life, play an important role in transferring values to children. There are many classifications of value education, but Schwartz's value classification is a very comprehensive and an accepted type of classification. In the literature research, no studies have been done to examine the children's songs in terms of values. In this context, the aim of the research is to examine the 59 children songs which were qualified to the finals at the Popular Children's Song Competition organized by Turkish Radio Television Corporation between 2004 and 2015 according to… [PDF]

Cleven, Brian; Hill, Grant M. (2005). Using Student Surveys to Help Choose Physical Education Activities. Strategies: A Journal for Physical and Sport Educators, v18 n6 p6-9 Jul-Aug. Physical education has the potential to provide students with the means to achieve healthier lifestyles and obtain meaningful learning and social experiences. Unfortunately, not all students participate in physical education on a daily basis (Lowry, Wechsler, Kann, & Collins, 2001). This is due partially to the fact that many physical education programs have been marginalized or eliminated from school curriculums in order to make more time available during the school day for subjects that are considered more \academic\ in nature and subjects that are more central to basic education (Tannehill, 1998). Reduced time in physical education has been cited as a contributing factor to lower student activity levels and increased childhood obesity (Hill & Quam, 2003). In order to strengthen the presence of physical education in schools, it is important to not only argue for space in the overall school curriculum, but also to create programs that students find attractive and important. While… [Direct]

Schuckman, Hugh Erik (2012). Peace Corps Volunteers and the Boundaries of Bottom-Up Development: Mongolia, a Case Study. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. From President Kennedy's first announcement of a non-military US volunteer corps in 1961, the Peace Corps has been one of the preeminent government grassroots volunteer development agency. This study explores the history of the ambiguities inherent in this contention, pressure primarily stemming from the organization's role as both a governmental diplomatic and a popular grassroots development agency. The genealogy of conflict stems from three ill-defined and considered elements: the grassroots volunteer, development, and the discourses of grassroots programming. In bracketing these terms, this study illustrates the ways organizational epistemology is fractured among political actors, staff, and volunteers. Though the Peace Corps organizational rhetoric has shifted these categories over the years, the organization's political face has remained dominant in organizational attitudes and expressions. This dissertation underscores the disproportionate weight of this side of the discourse,… [Direct]

(2015). What School District Administrators Should Know about the Educational Rights of Children and Youth Displaced by Disasters. 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, so reconnecting children to school is especially important during this time. While providing the structure of the typical education setting, schools can help students overcome the trauma of a disaster and regain their academic and social stability. Once children are safely in school, parents have the peace of mind and freedom to focus on other post-disaster details to help their families recover. Subtitle VII-B of the McKinney-Vento Homeless Assistance Act (42 USC ß ß11431-11435), reauthorized in 2001 by Title X, Part C of the No Child Left Behind Act, ensures educational protections for children and youth in homeless situations, including many who have lost their housing due to natural disasters. It provides stability and support for students by requiring all public schools to enroll eligible students immediately, assess their needs, and provide or refer them to additional services as needed. This brief… [PDF]

Elworthy, Scilla; Gopinath, Meenakshi; Houston, Jean; Mani, Rama; Schwartz, Melissa (2014). Whole Mind Education for the Emerging Future. Prospects: Quarterly Review of Comparative Education, v44 n4 p591-606 Dec. At a time of unprecedented multiple crises threatening life on earth, the wholesale transformation of cultures and societies has never been more imperative. This article draws on insights and experiences of a group of women leaders who met in Oxford in October 2013, for five days of intensive thinking and discussion on the emerging future. They concurred that more than any other single factor, transformed educational institutions, curricula and methodologies could help meet the challenges of the 21st century and shape a positive future for the earth. They use the term Whole Mind education for the central feature of transformed educational models and posit three components of it as providing the greatest benefit: integration, creativity and peace. This article draws especially on the research and insights of a subset of the Emerging Future group, who have pioneering experience in innovative education, at all levels, across much of the world…. [Direct]

Field, Harriet (1996). A Wholistic Approach to Conflict Resolution. Conflict, as a natural part of daily life is to some extent inevitable in all child care centers. Children need to develop effective strategies to deal with conflict, and educators need to reduce the amount of conflict present in the total child care environment. Two roles early childhood educators can play in encouraging conflict resolution are (1) to assist children in developing conflict resolution skills and (2) to implement peace and conflict education curricula in the classroom. The wholistic approach to conflict resolution goes beyond these two child-centered approaches to include the administrative, parental, and teacher dimensions of conflict. This paper discusses several approaches to conflict resolution and includes the following sections: (1) "The Child Centered Approach," including individual negotiation and development of a conflict resolution curriculum from a global perspective; (2) "The Wholistic Approach," encompassing both children's and… [PDF]

Botes, Johannes; Wayne, Ellen Kabcenell; Windmueller, John (2009). Core Competencies: The Challenge for Graduate Peace and Conflict Studies Education. International Review of Education, v55 n2-3 p285-301 May. This article uses a case study of the assessment of a graduate program in negotiations and conflict management as a springboard for discussing several critical, but unanswered questions in our field. It raises questions regarding the lack of clear core competencies and expectations regarding curricula at the graduate-level of peace and conflict studies programs, as well as concerns over how educators in this field can or should assess their own work and train students for practice. It also addresses, via a comparative case analysis in Tajikistan, the degree to which the competencies and pedagogical approaches in this field are culturally bound. The picture that emerges from these case studies suggests that there have been important omissions in the way that the varied educational programs and the larger peace and conflict studies field itself have developed thus far…. [Direct]

Haigh, Martin (2016). Toward a Typology of Learning Invitations. Journal of Invitational Theory and Practice, v22 p24-47. Learning invitations are strategies that encourage learners to engage with education. Learning invitations take many different forms but the aim is to create these invitations intentionally and systematically. This might be easier if there were some guidance to different styles of learning invitations. The Dharmic typology proposed builds upon ideas from Sa?khya–Yoga, particularly the notion of the three qualities of life (Trigu?a), which together are thought to construct everything much as pixels of three primary (RGB) colors create every photograph. Sattva is light, peace, harmony; it evokes a reflective, ethical, and holistic approach and learning invitations based on emulation and spiritual self-realization. Tamas is heavy, veiled and obstructive; it evokes feelings of inertia, lethargy and fearfulness and learning invitations based on disgust, repulsion and the wish for reform. Sattva and Tamas are static but the third quality, Rajas, burns with the fire of action. Rajas is… [PDF]

Klassen, Frank H., Ed.; Leavitt, Howard B., Ed. (1976). International Perspectives of Teacher Education: Innovations and Trends. This book reports on three International Council on Education for Teaching world assemblies held in Singapore, Berlin, and Washington, D.C. The report is divided into six major parts, each presenting papers pertinent to the central theme under discussion. Section one deals with policies for teacher education on the regional, national, and international scale. In section two, lifelong and nonformal education are the topics under discussion. Papers deal with broad concepts of the subject, educational demands in changing societies, and nonformal education in developing countries. Curriculum innovations are the topic of the third section. New curriculum content is described, education for peace and achievement motivation are discussed, and a program for the clinical preparation of teachers is examined. Educational technology is the subject in section four. Ways in which a more scientific approach to teacher education can be introduced and how they may be implemented are discussed in the… [PDF]

Katie Hodgkinson (2024). Affective Recognition: Examining the Role of Affect in Education for Peacebuilding in Cambodia and Kosovo. Journal of Peace Education, v21 n3 p336-356. In this article I develop the conceptualisation of affective recognition as a means of deepening understandings of education's contribution to peacebuilding and social justice in conflict-affected contexts. Scholars have highlighted that one of the crises in peacebuilding education today is the failure to understand and harness the role of the transrational and the affective. I therefore bring together feminist theories of social justice and affective economies to analyse non-formal education programmes with young people in Cambodia and Kosovo and develop the concept of affective recognition. I contend that affective recognition demonstrates the central role of affect in enabling processes of peacebuilding and social justice through educational programmes…. [Direct]

Lisa Hilt; Nick Irwin; Rabab Atwi; Whitney McIntyre Miller (2024). Developing Peace Leadership: Lessons from the Peace Practice Alliance. Journal of Peace Education, v21 n3 p402-429. In 2020, Euphrates Institute piloted the Peace Practice Alliance (PPA), a virtual six-month program that brings together an international cohort of peacebuilders to learn peace leadership theories and develop related skills and practices. The program framework is based on integral peace leadership, which focuses on four interrelated areas of Innerwork, Knowledge, Community, and Environment. As part of an emergent field, limited research has documented the application of integral peace leadership in peacebuilder training and development programs. This paper, therefore, examines the pilot PPA program to understand the ways in which an online, global peace leadership training program can support the development of community peace leaders. Findings from interviews with 14 of the program's first cohort of 18 peace leaders revealed that the PPA supported their development through the content of the curriculum, the creation of a strong learning community, and the dual focus on theory and… [Direct]

Jessica Cira Rubin (2024). Reading the Violences of School through a New Lens: A Literacy Teacher's Changing Perspective in a US High School. Journal of Peace Education, v21 n2 p210-230. This analysis explores a literacy teacher's changing perspective about teaching in a prestigious high school after learning about ahimsa, or holistic nonviolence. Drawing from theories of transformational learning and critical pedagogy in addition to understandings of ahimsa, this article presents some of the participant's new perceptions about her teaching and about the culture of the elite high school where she worked, including perceptions of structural violence. New understandings suggest that in order for schools to be nonviolent spaces, structural violences need to be considered alongside more overtly visible forms of violence. There are also implications for teacher learning. When professional development supports transformational change, it can be both inspirational and unnerving, and might shift participants' perspectives and unsettle their ways of relating to established practices and familiar contexts…. [Direct]

Ozanne, Bill (2011). A Response to: Global Security, Religion and Education Development–A Crisis for the Field of Comparative and International Education?. Compare: A Journal of Comparative and International Education, v41 n5 p702-708. This paper presents the author's response to \Global security, religion and education development: a crisis for the field of comparative and international education?\ Prof. Lynn Davies's introduction to the Forum is interesting and provocative, and the author advances his response in the spirit of dialogue by looking at Davies's arguments, the studies by Mike Hardy, Massooda Bano and Arani and Kakia, and then advancing some case studies from other research. Davies in her introductory article proposes to identify dilemmas for comparative education in relation to education security and religion. The article begins with the threats to security, rather than balancing threats and peacemaking activities. There is a tendency, as with some courses on peace studies, to spend the time supposedly reflecting on peace while actually being preoccupied with conflict, examining, or more often suspecting, grounds for conflict rather than exploring positive growing points and the potentials for… [Direct]

Pherali, Tejendra J. (2013). Schooling in Violent Situations: The Politicization of Education in Nepal, before and after the 2006 Peace Agreement. Prospects: Quarterly Review of Comparative Education, v43 n1 p49-67 Mar. This article examines the contentious relationship between education and the Maoist insurgency in Nepal, analyzing the political intrusion on the education sector before and after the multi-party polity was restored in 1990, and the violent experiences of teachers and students during the decade-long conflict (1996-2006). It argues that the end of the conflict in 2006 has merely reduced the tangible attacks on education, as the political interference in the education system continues. During the post-accord transition, schools symbolize power centres in the community which provide a space for multi-party political scuffles…. [Direct]

Shannon-Baker, Peggy (2012). Elise Boulding's Work as a Framework for Dismantling "No Child Left Behind": Respect, Solitude, Imagination and Partnerships. Journal of Peace Education, v9 n2 p169-184. This paper utilizes the work of Elise Boulding as a theoretical framework for analyzing the potentials and shortcomings of the US educational policy, "No Child Left Behind Act of 2001" (NCLB). The interrelated concepts of respect, solitude, imagination, and partnerships from Boulding's scholarship are detailed. NCLB is summarized along with its historical context, based in the "Elementary and Secondary Education Act of 1965," its assumptions, goals, and the arguments of supporters and critics of the policy. Examples of how Boulding's concepts are and can be employed in the US classrooms, even despite NCLB, are discussed. Concluding the paper, the contradictions between the assumptions and results of NCLB and Boulding's framework are exposed to ultimately argue that "No Child Left Behind" must be largely dismantled in order to honor Boulding's legacy and challenge of enabling peace. (Contains 1 figure and 6 notes.)… [Direct]

Evers, Arnoud Theodoor; Hulsbos, Frank Arnoud; Kessels, Joseph Willem Marie (2016). Learn to Lead: Mapping Workplace Learning of School Leaders. Vocations and Learning, v9 n1 p21-42 Apr. In recent years policy makers' interest in the professional development of school leaders has grown considerably. Although we know some aspect of formal educational programs for school leaders, little is known about school leaders' incidental and non-formal learning in the workplace. This study aims to grasp what workplace learning activities school leaders value most, what work-related questions incite them to learn, what outcomes they achieve through workplace learning and what conditions support workplace learning of school leaders. In order to generate answers to the research questions, we conducted semi-structured interviews with 20 Dutch school leaders in secondary education, which also served as a form of reflection for the respondents. Results show that school leaders mostly value workplace learning through working on improvement and innovation and through reflection. In addition to outcomes for the school leader, working on improvement and innovation also leads to learning… [Direct]

Barker, Trevor; Lilley, Mariana; Meere, Jonathan (2016). Remote Live Invigilation: A Pilot Study. Journal of Interactive Media in Education, v2016 n1 Article 6. There has been a growth in online distance learning programmes in Higher Education. This has led to an increased interest in different approaches to the assessment of online distance learners, including how to enhance student authentication and reduce the potential for cheating in online tests. One potential solution for this is the use of remote live invigilation. This work reports on a small scale pilot study where a group of 17 online distance learning Computer Science students from 7 different countries (Egypt, Kenya, Saudi Arabia, Slovakia, Trinidad & Tobago, United Kingdom, Zambia) took part in an online test using remote live invigilation. Some examinees expressed concerns about data security and privacy. Furthermore, some examinees expressed concerns about the extent to which the remote live invigilation process would be intrusive, and impact negatively on their online assessment experience. Overall, findings from this study suggest that the remote live invigilation did… [PDF]

Gallagher, Mary Beth; And Others (1976). Educating for Peace and Justice: A Manual for Teachers. Fifth Edition. Background reading resource materials and teaching units for elementary and secondary teachers interested in teaching about peace and justice are presented in this resource manual. The units are designed to help students learn that nonviolent conflict resolution is possible and that war is not inevitable; realize that sharing our resources, helping the poor, and living more sparingly and responsibly is a matter of justice and not charity; and appreciate the differences in cultures around the world. Students view films, read books and journal articles, and are involved in role playing situations, library research, brainstorming, and classroom discussions. The manual contains an introductory essay which discusses goals of educating for peace and justice. The major portion of the publication consists of resource units on major issue areas including conflict, violence, and nonviolent conflict resolution; institutional violence; peace, justice, and law; racism; poverty in the United… [PDF]

Goods, Amy (2019). A Space to Learn. ProQuest LLC, Ph.D. Dissertation, City University of New York. In this dissertation, I explore what it means to different people, in different places throughout life's spectrum, to create a space to learn. This dissertation is a collection of work that I have written throughout my time at the CUNY Graduate Center. The chapters herein represent an arch of my learning over the past five years. The title, "A Space to Learn," has multiple meanings. For one, writing this dissertation has provided me a space to explore and reflect on a variety of topics, ranging from memory loss, to teacher preparation programs, to eugenics and special education, to tracking and science education, to video analysis, polysemia, polyphonia, and learning from difference. In the process of writing this dissertation, I have had the opportunity to delve into and investigate many interests. Though the topics within might seem, on the surface, varying, once read together, I believe that clear perspectives on teaching and learning emerge.Each chapter can stand alone,… [Direct]

Yemini, Miri (2014). Internationalisation Discourse What Remains to Be Said?. Perspectives: Policy and Practice in Higher Education, v18 n2 p66-71. Globalisation has affected many aspects of daily life, including education. In the last decade, "internationalisation" has become one of most popular terms in the education arena. A wide discourse exists, including the definition of internationalisation, its purpose, strategies, policies and practices, its assessment methods, and the motivation of different stakeholders to engage in it. Internationalisation is not a constant phenomenon, but rather a process undergoing continuous change, influenced by external and internal social, economic, political and academic factors. Much has been written about its current and future dimensions and directions. This paper aims to add more insights to the existing literature by presenting emerging directions in the field of internationalisation in education on global, national, organisational and individual levels. Specifically, I discuss the convergence and unification of two processes heretofore addressed independently-… [Direct]

Udongo, Betty Pacutho (2009). Science Education Policy for Emergency, Conflict, and Post-Conflict: An Analysis of Trends and Implications for the Science Education Program in Uganda. ProQuest LLC, Ph.D. Dissertation, Western Michigan University. This study analyzes the impact of armed conflicts on the development of education policy and particularly science education program in Uganda. Since independence from the British colonial rule, Uganda has experienced a series of armed conflicts, with the most devastating being the 21 years of conflict in Northern Uganda. The research study was guided by the following questions: (1) What is the level of government funding towards improving science education program in Uganda? (2) Have recent initiatives, such as free Primary and Secondary education, compulsory science, and 75% sponsorship for science-based courses, had a measurable impact on the proportion of students from the conflict-affected regions who enter tertiary institutions to pursue science and technology programs? (3) To what extent do the Ugandan Education Policy and, in particular, the Science Education Policy effectively address the educational needs of students affected by armed conflicts? The study employed a… [Direct]

Obidike, Ngozi Diwunma (2012). Peace-Promoting Skills Needs of Young Children Teachers: Perceptions of Nigerian Childhood Educators. African Higher Education Review, v6 p88-99 Jul. Many children today are exposed to acts of violence on television in their communities, and sometimes within their families. Although the violence is frightening and puts children in dangers, some children become accustomed to high levels of violence in their surroundings. These violent habits acquired become a way of life of these children in schools where these habits are often further reinforced by violence exiting in the schools. The early childhood educators, apart from educating children on literacy, therefore have the additional responsibility to expand children's thinking to help them to learn positive concepts about how people can live in harmony. This paper therefore, looks at peace-promoting skills needs of teachers of young children in Nigeria. The study was carried out in Anambra State. The sample was made up of all the forty-eight (48) Childhood Education professionals from the nine (9) universities in Nigeria offering childhood education. The questionnaire was the… [Direct]

Smala, Simone (2012). The Governmentality of Reconciliation: Adult Education as a Community Relations Technique in Northern Ireland. Discourse: Studies in the Cultural Politics of Education, v33 n2 p283-297. Despite a successfully negotiated peace agreement in Belfast in 1998, tensions between different community groups continue to exist in Northern Ireland. This situation creates a governmental need to find solutions to problems such as segregation, inter- and intra-group violence and other forms of sectarian antagonisms. On the one hand, this is attempted by disciplinary measures such as "peace walls" and an increased presence of state powers such as police and armed forces. On the other hand, community relations discourses remain a common refrain in Northern Ireland with their focus on a "conduct of conduct" approach. In this article, I seek to understand adult community education through community relations initiatives and designated anti-sectarian courses as a governmental technology in Northern Ireland designed to change technologies of the self. The article highlights the possibilities for a way forward inherent in this approach and links community relations to… [Direct]

White, Theodore P. (2013). Art a Waste of Time?. Harvard Educational Review, v83 n1 p93-95 Spr. The author describes his job as pretty mundane. He is a low-level government bureaucrat who sends a lot of emails and works with spreadsheets. Occasionally, when he gets to do something creative, like put together a sign, pamphlet, or slideshow, he feels a sense of peace and wishes he could do it more. This past spring, the author finally decided to ramp up his job skills and have some fun taking a college design class. In this article, he describes how he enjoyed learning some new skills and discusses how art education can enhance quality of life…. [Direct]

Schein, Deborah L. (2013). Research and Reflections on the Spiritual Development of Young Jewish Children. Journal of Jewish Education, v79 n3 p360-385. This article is about spiritual development for early childhood Jewish education. Findings from a research study defines the spiritual development of young children as an integration of deep connections, basic dispositions (strengthened from experiences of wonderment, awe, joy, inner peace), and complex dispositions (displayed through acts of caring, kindness, empathy, and reverence)–all reinforced by modeling and spiritual moments. Buber's philosophy of I and Thou, Heschel's views of radical amazement and the sublime, and Senge's system thinking offer lenses for integrating a Jewish perspective to this theory of spiritual development…. [Direct]

Roosevelt, Eleanor (2017). Obligation of Leadership. Childhood Education, v93 n3 p251. The transition to a new age is always a difficult one, and we are facing a transition into the atomic age. What's next? One of the first groups of people to feel the responsibility of this transition is, of course, the teachers. Teachers are confronted with the problem of preparing the child to live in a world which is changing as rapidly as ours is today. In 10 or 15 years, if we develop atomic energy for peace time uses instead of for destruction, one of the first results will be that the world will shrink. Therefore, our children must know more about their neighbors throughout the world and they must realize that in this new era we must have the advantage of having gone through a period of mechanization and development whereas many other nations will have to jump from using a crooked stick for a plough to a highly developed age where atomic energy is used extensively. The obligation of leadership is, therefore, apt to fall upon our children and they will have to decide the methods… [Direct]