Carter, Nora Chambers (2012). Barefoot, Country, and Nappy: Life Lessons of a Colored Girl. Journal of Family Social Work, v15 n5 p449-460. The area of town where we lived was "Black Bottom." The name was given because there were no streetlights in the area. At night, you couldn't see your hand in front of your face. I thought the name came from being a Colored community. We had no idea how poor we were. Though I left our neighborhood long ago, the simple messages are timeless and invaluable. I long for the peace and simplicity of those times. I owe any positive impact made on children in care to the education the Bottom gave her people…. [Direct]

Ponte, Dana Adrienne (2016). The First Line of Defense: Higher Education in Wartime and the Development of National Defense Education, 1939-1959. ProQuest LLC, Ph.D. Dissertation, University of Washington. This study posits that the National Defense Education Act of 1958 (NDEA) represented the culmination of nearly a century-long process through which education was linked to national defense in periods of wartime, and later retained a strategic utility for defense purposes in times of peace. That a defense rationale for federal support of public higher education achieved a staying power that outlasted moments of temporary strategic necessity is due in large part to the efforts of individuals in the education and policymaking communities who were able to envision and promote a lasting, expansive definition of education for national defense–one that would effectively marshal federal funding for decades to come. In the latter half of the 20th century, it was precisely this definition that provided the rationale for further federal forays into public education in the United States, accumulating into a level of involvement that now feels commonplace. Despite its present predominance,… [Direct]

Kumar, V. Jurist Lionial (2013). Mental Health Status: A Study among Higher Secondary Students. Journal on Educational Psychology, v7 n2 p42-49 Aug-Oct. Education is the totality of the process within which the students experiences are structured in order to promote desired learning. Education is a plan and procedure for the development of an individual. Education helps to attain the goal of life of an individual. Student period is one of the important periods in life to plan their future. To achieve the goals of their study, mental health of the student is one of the important factors. Health is the condition of being sound in body, mind or spirit and especially free from physical disease or pain. Health is essential for good living. A sound mental health leads to peace and happiness to an individual. If the mental health of the student is good he can adjust himself with others in the school, home and society and he has confidence about his studies and career. The investigator made an attempt to study the Mental Health Status among Higher Secondary Students and give suggestions to improve the Mental Health Status of higher secondary… [PDF]

Hanratty, Brian Robert (2013). A Critical Evaluation of the Literature of the Troubles Project: Philosophy, Methodology, Findings/Outcomes. Research Papers in Education, v28 n5 p519-538. The paper presents a critical evaluation of the Literature of the Troubles Project which was aimed at using literature in an educational context to help cement the process of peace and reconciliation between Northern Ireland's divided communities. The Project, funded by the Esm√©e Fairbairn Foundation, ran from September 2007 to August 2009. Its aspiration was that, using a dialogical model of education, it would facilitate Key Stage four pupils to engage in verbal and written explorations of carefully selected Troubles literature; these explorations, it was hoped, would enhance the pupils' aesthetic and imaginative responses to the literature and also their oral and written skills while, at the same time, enabling them to reflect on, and perhaps modify, their often conflicted allegiances and identities. Against the background of an evaluation of the literary-critical and socio-educational contexts, the paper provides both an account of the Project's organisation and a detailed… [Direct]

Barakat, Sultan; Connolly, David; Hardman, Frank; Sundaram, Vanita (2013). The Role of Basic Education in Post-Conflict Recovery. Comparative Education, v49 n2 p124-142. The last decade has seen a growing recognition amongst international donors, development agencies, non-government organisations and academics of the vital role education can play in bringing about recovery following violent conflict, natural disaster and other crises. This has led to the development of increasingly targeted and sophisticated programme planning and management tools, for use by government ministries, UN agencies and non-governmental organisations in fragile contexts. Drawing on the 2010 independent study of UNICEF's Education in Emergencies and Post-Conflict Transition Programme, this paper explores the transformative role education can play in post-conflict recovery. It argues that while basic education assistance can have a catalytic role in helping states during the early stages of a transition out of violent conflict, there is the need for a better understanding of its role in building peace at the national, sub-national and community levels. The paper also argues… [Direct]

Ginsburg, Herbert P. (2014). My Entirely Plausible Fantasy: Early Mathematics Education in the Age of the Touchscreen Computer. Journal of Mathematics Education at Teachers College, v5 n1 p9-17 Spr-Sum. This paper offers an account of what early mathematics education could look like in an age of young digital natives. Each "Tubby," as the tablets are called, presents Nicole (our generic little child) with stimulating mathematics microworlds, from which, beginning at age 3, she can learn basic math concepts, as well as methods of calculation and number facts. Tubby presents Nicole with mathematics story books, which both she and her adult readers will enjoy. Tubby also offers guidance to parents and teachers on how to promote Nicole's math learning. On entrance to school, Nicole, along with her peers, experience an organized curriculum that includes real world activities, mathematics microworlds, interactive storybooks, and a textbook, all residing in peace and harmony within Tubby. Tubby has enough energy to help Ben, Nicole's teacher, to engage in multimedia pedagogy. Finally, Tubby conducts stealth assessment that provides Ben with actionable information on how to tailor… [Direct]

(2006). Report [of the] Expert Meeting on Intercultural Education, Section of Education for Peace and Human Rights (UNESCO Headquarters, Paris, March 20-22, 2006). United Nations Educational, Scientific and Cultural Organization (UNESCO) The Section of Education for Peace and Human Rights of the Division for the Promotion of Quality Education held an expert meeting on Intercultural Education from March 20-22, 2006 at UNESCO Headquarters, bringing together international experts from Australia, Bolivia, Egypt, Finland, Hungary, Korea, Lebanon, Mexico, Nigeria, South Africa and the United Kingdom, including UNESCO Chairs and academics, as well as representatives of NGO's, National Commissions and UNESCO staff from various sectors. The meeting was organized as part of the Section's activities on intercultural education, which are placed more broadly within the framework of UNESCO's activities on the Dialogue among Civilizations, the Rabat Commitment and the concerns of document 33 C/5, which requests the Director-General to continue to "strengthen initiative in the development of materials for education and intercultural and interfaith understanding." Further context was provided by the World Programme for… [PDF]

Byram, Michael, Ed.; Golubeva, Irina, Ed.; Hui, Han, Ed.; Wagner, Manuela, Ed. (2016). From Principles to Practice in Education for Intercultural Citizenship. Multilingual Matters The contributors to this volume have collaborated to present their work on introducing competences in intercultural communication and citizenship into foreign language education. The book examines how learners and teachers think about citizenship and interculturality, and shows how teachers and researchers from primary to university education can work together across continents to develop new curricula and pedagogy. This involves the creation of a new theory of intercultural citizenship and a procedure for implementation. The book is written by teacher researchers who aim to help other teachers, and concludes with reflections on the lessons they have learnt which will help others to implement these ideas in their own practice. The book is essential reading for foreign language educators and researchers, students in pre-service teacher training, and teachers in in-service training. This book is is comprised of three sections. Section 1, The Baseline: Learners' and Teachers'… [Direct]

Montjourides, Patrick (2013). Education Data in Conflict-Affected Countries: The Fifth Failure?. Prospects: Quarterly Review of Comparative Education, v43 n1 p85-105 Mar. Poor-quality, or completely absent, data deny millions of children the right to an education. This is often the case in conflict-ridden areas. The 2011 Education for All Global Monitoring Report (UNESCO 2011b) identified four failures that are holding back progress in education and damaging millions of children's lives: failures of protection, provision, reconstruction, and peace-building. Thus, the critical lack, and the varying quality, of data on education and on human rights violations against children during and after armed conflicts amount to what can be termed the fifth failure of the international community. This article examines how currently available data, and monitoring and evaluation systems, can be used and improved to better estimate the situation of children in conflict-affected countries, in particular with respect to education. In the light of international standards for data dissemination and data quality, it highlights the need for governments and the… [Direct]

Eliadou, Annita; Veletsianos, George (2009). Conceptualizing the Use of Technology to Foster Peace via Adventure Learning. Internet and Higher Education, v12 n2 p63-70 Jun. In this paper we present and discuss the findings of a systematic literature review on the use of educational technology initiatives to foster peace outcomes, and we relate those findings to Adventure Learning. In the first section of the paper, we suggest that technology-infused peace initiatives rely predominantly on targeting antecedents to peace, such as collaboration, interaction, communication, and understanding of the \other\, rather than peace itself, while at the same time employing varied pedagogies and technologies, with limited empirical support for sustainability of claimed positive outcomes beyond the end of an intervention. These findings align with numerous aspects of the Adventure Learning approach to education. In the second section of the paper therefore, we use Adventure Learning as a way to conceptualize the task of using technology to promote peace outcomes and propose important issues that need to be considered when designing peace-seeking Adventure Learning… [Direct]

Abbey, Devon; Wansink, Bjorn G. J. (2022). Brokers of Multiperspectivity in History Education in Post-Conflict Societies. Journal of Peace Education, v19 n1 p67-90. In post-conflict societies marked by strong negative stereotypes or delicate and sometimes unstable political contexts, teaching both knowledge and understanding of conflicting historical narratives has become a matter of educational urgency. Conversely, a framework for effective teacher training that prepares teachers to activate and facilitate the exchange of multiple perspectives has yet to be identified. This qualitative and exploratory research aims to answer the questions, what boundaries do expert teacher trainers believe that teachers in post-conflict societies encounter when brokering multiple perspectives in the classroom? Which teaching or training methods can teacher trainers use to help teachers reduce the impact of these boundaries? To advance the use of multiperspectivity in post-conflict history education and enhance history-teacher training design. Semi-structured interviews were conducted with twelve experts in history-teacher training to answer these questions. The… [Direct]

(2004). Nonformal Education Manual. Information Collection and Exchange Publication No. M0042. Peace Corps This manual is intended to provide both practical skills for engaging in nonformal education (NFE) and some underlying theory to help you define and develop your own approach to NFE. Based on two previously published Peace Corps resources, \Nonformal Education Manual\ (ICE No. M0042) and \Nonformal Education Training Module\ (ICE No. T0064), this resource represents a combination and elaboration of those manuals to bring together the best thinking from the past with the most current approaches in the field of NFE. The most obvious audiences for this manual are education Volunteers and those agriculture, business development, environment, health, youth development, and other Volunteers who are called upon to facilitate learning activities in their work, whether for in-school or out-of-school youth, colleagues or other adults. This manual includes ideas for those Volunteers who require theory and practical skills to conduct training workshops and learning activities in their… [PDF]

(1989). Improving Access to Preschool and Postsecondary Education. Hearings before the Subcommittee on Education and Health of the Joint Economic Committee. Congress of the United States, One Hundredth Congress, Second Session (December 14-15, 1988). Joint hearings on the process of improving access to preschool and postsecondary education in the United States were convened to examine the economic significance of improved access to the nation. James H. Scheuer presided. These 2 days of hearings were the last of 11 days; information given on the previous days, which focused on what the country must do to produce a skilled and competitive workforce, is contained in the report, "The Education Deficit." The present document includes testimony and prepared statements from numerous witnesses, including representatives of the states of Maine and Washington, the U.S. Chamber of Commerce, American Express, U S WEST, the New York State Bankers Association, Sky Chefs, Inc., the Brookings Institution, the Carnegie Endowment for International Peace, the American Council on Education, the Massachusetts Institute of Technology, the Community College of Philadelphia, George Washington University, Boston University, the National… [PDF]

Otto, Stacy (2012). Heeding Woolf's Great Teacher: Uncovering and Defusing an Education in "Unreal Loyalties". Democracy & Education, v20 n2 Article 4. In her 1938 epistolary novel and educational treatise, "Three Guineas," Virginia Woolf discusses "freedom from unreal loyalties" as key to educating for peace rather than for war, as was the concern in Woolf's time and remarkably remains of serious concern seventy-odd years later. This essay analyzes how modern-day, post-9/11 U.S. public education is influenced by a whole range of unreal loyalties and, in fact, how we as educators reify and reinscribe these. The argument uses Woolf's text as a theoretical frame to analyze select aspects of U.S. public education, concluding with an exploration of the meaning and value of giving up, moreover, defusing, incendiary unreal loyalties present within the U.S. school curricula…. [Direct]

Al Balhan, Eisa; King, Edith W. (1998). Peace Education and the Lives of Kuwaiti Children. Multicultural Teaching, v16 n2 p6-9 Spr. Summarizes the impact of the Iraqi invasion of Kuwait on Kuwaiti children and addresses the need for discussion of peace building and world awareness in children's classrooms. E. Al Balhan recounts his experiences and observations of children during and following the invasion. (MAK)…

McLean Hilker, Lyndsay (2011). The Role of Education in Driving Conflict and Building Peace: The Case of Rwanda. Prospects: Quarterly Review of Comparative Education, v41 n2 p267-282 Jun. This article considers the relationship between education, conflict, and peacebuilding in Rwanda. First, it examines the role that education played in the lead-up to the 1994 genocide, discussing whether and how the low levels of educational attainment, inequalities of access, curricular content, and teaching methods contributed to the conditions for violence. It then looks at approaches to rebuilding the education sector since 1994. Despite significant progress, for example in widening access and achieving gender parity at primary level, three significant challenges remain. First, educational opportunity continues to be unequal in the post-primary sector, with disparities of access between rich and poor, a severe lack of alternative and non-formal educational opportunities, and some ethnic dimensions to the disparities. Second, tensions remain over history teaching due to government attempts to impose a single "official" narrative of Rwanda's history. Finally, teaching… [Direct]

Drapela, Victor (1976). Peace Education in American Schools: An Unmet Need. Humanist Educator, 15, 1, 4-10, Sep 76. This article points out that aggression has had a positive value throughout American history and continues to be an important part of the culture and value system. The author traces the forms that aggression takes and suggests ways of incorporating values of peace and cooperation into the schools. (NG)…

Inkel, Maxine (1993). Celebrating African-American Traditions: Justice and Peace Education. Momentum, v24 n4 p71-72 Nov-Dec. Suggests Kwanzaa activities for family members, students, teachers, and/or children related to the African tradition of Nguzo Saba (the Seven Principles): Umoja (unity), Kujichagulia (self-determination), Ujima (collective work and responsibility), Ujamma (cooperative economics), Nia (purpose), Kuumba (creativity), and Imani (faith). (AC)…

Carey, Kate; Gallagher, Peg (2012). Connecting with the Well-Elderly through Reminiscence: Analysis of Lived Experience. Educational Gerontology, v38 n8 p576-582. Reminiscing is a therapeutic nursing intervention for older adults. Nursing students and elders who participated in reminiscing interviews were excited by this activity. Researchers across disciplines collaborated in this qualitative research project to clarify the meaning and experience of reminiscing for the student and the diverse elder. Following the student-elder interview, researchers conducted unstructured interviews with a purposive sample of students and elder participants. Four patterns emerged: discovery of the value of intergenerational interaction and relationships; rejection of stereotypes; a willingness to overcome painful aspects of reminiscence; and gerotranscendence wisdom and peace. These findings have implications for nursing education, nursing practice, and further research…. [Direct]

Mayton, Daniel M., II; Moore, Richard K. (1986). Values and Nuclear War Education: Is Teaching a Subversive Activity?. Discussion and analysis of the nature of conservative criticisms of nuclear war education and of the peace issue in general are provided in this paper. The general theme of the conservative criticism is that the proponents of such courses are deliberately serving the interests of the Soviet Union by subverting the morality of students away from the traditional American mainstream. The paper also suggests research strategies to empirically address the criticisms raised concerning nuclear war education. Nine students in a nuclear war course at Lewis-Clark State College (Idaho) were administered the Rokeach Value Survey and the Modified World Affairs Questionnaire. The results (which should be interpreted cautiously because of the small sample size) suggest that nuclear war education has had the effect of leading students more toward the \mainstream\ of popular thinking, and that although the broad amount of substantive knowledge obtained by these students in economics, physics,…

Hsu, Li-Hong Leo; Kohe, Geoffery Zain (2015). Aligning Olympic Education with the Liberal Arts: A Curriculum Blueprint from Taiwan. Physical Education and Sport Pedagogy, v20 n5 p474-489. Background: For some time the Olympics have enjoyed a relatively cosy, and quite unsurprising, relationship with Physical Education and its practitioners. Yet, as academics continue their critiques of all matters Olympic, this seemingly symbiotic partnership is being placed under much closer scrutiny. The debates are typically orientated around several key concerns, namely, the vagaries of Olympic discourse, the implicit assumptions that align Olympic idealism with "good" moral education, the relevance of Olympic values in young peoples' lives, the Olympic industry's politicizing/colonizing of educational domains, and the utility of Olympic ideals for affecting social, cultural, and (physical) educational change. One other discussion thread, which we add to in this paper, has been the (in)congruencies between Olympic idealism and non-Western cultural contexts and educational frameworks. Combined, the scholarly voices essentially encourage theorists and practitioners to… [Direct]

Ahmad, Zaid; Pasha, Nourollah (2014). Fundamentalism or Pluralism: Iranian Youth's Orientation. British Journal of Religious Education, v36 n3 p298-314. Islamic fundamentalism is an extreme perception of Islam that views "the 'Other' as the enemy demonized" against the "West", which also views the Muslim "enemy within". In contrast, pluralism perceives 'others' as different people, with different values from us. While the fundamentalist seeks to engage in war with the enemy/other, pluralism tolerates difference/conflict with others in peace and in the spirit of mutual acceptance. This article spells out the potential contributions to research regarding fundamentalism stemming from different approaches in Iran. Drawing on data collected from 31 individual in-depth interviews with Tehranian high school students and 206 questionnaires that were filled in by students who were randomly selected from 4 of 19 zones of Education in Tehran, their perceptions about pluralism and fundamentalism will be presented. The aim is to help move debate about fundamentalism beyond the pejorative labelling and to explore the… [Direct]

Sharma, Motilal (1990). Educational Broadcasting and Distance Education as a Strategy for Revitalizing Education of the Disadvantaged. For developing nations, education can equalize opportunities, especially for the deprived and disadvantaged, and therefore must be delivered with efficiency and quality. Conventional ways of spreading education are proving to be inadequate in the face of rapidly expanding populations. There is a marked need to supplement formal schooling with nonformal education, distance education, and out-of-school education. Education for the complete person should be the goal. New systems of education must be developed to promote self-reliance, encourage community participation, and strengthen positive humanism for the goals of improving the quality of life and developing peace. A silent revolution in education is taking place all over the world as distance education emerges as an alternative system. Perhaps the most important group to target are illiterates because their numbers are increasing and because literacy can be linked to vocational education. Through the use of new communications… [PDF]

(1971). Meetings of the 1970-71 War/Peace Curriculum Implementation Committee. Workshop Report. This document reports on second year meetings of a curriculum development project in the war/peace field; SO 001 259 is the first year's report. Twenty-two teachers of English, science, and social studies participated for an introduction to the Project and its goals, and for experience in a conflict simulation game. Other purposes were to: 1) test the application of a new set of criteria for evaluating the value and political assumptions of resource materials and to demonstrate the necessity for such criteria; 2) outline the resources available; 3) present an introductory outline of the technical aspects of curriculum development. The simulation game is described in detail and summary of the discussion on social crisis in the United States is included. Appendices present sample questions from the resource evaluation, and guidelines for preparing a teaching-learning unit. The second workshop was devoted to developing objectives, techniques, and content of interdisciplinary units on… [PDF]

Schrum, Lynne M. (1991). Telecommunications: Working To Enhance Global Understanding and Peace Education. This paper describes educational activities that make use of microcomputers and information networks to link elementary and secondary students electronically using telecommunications, i.e., communication across distances using personal computers, modems, telephone lines, and computer networks. Efforts to promote global understanding and awareness are also described, with emphasis on teacher and educator cooperation in international distance education projects that focus on cultural similarities and differences as well as issues of importance such as world peace, the Gulf War, management of global water resources, and the plight of the homeless. It is noted that students from Australia, the Soviet Union, Denmark, Germany, the Netherlands, Israel, the United States, Norway, and many other countries have engaged in dialogues via telecommunication media, and that, in most countries, the primary obstacle to participating in an international project is funding. Other obstacles cited… [PDF]

Bellot, Andrea Roxana; H√ , T√∫-Anh; L√™, Th√πy Phuong Th? (2022). High-School Students' Perception of the American War through Literature: A Case Study from H? Ch√≠ Minh City, Vietnam. Journal of Peace Education, v19 n1 p91-121. The present case study explores the reception of American War literature among Vietnamese high-school students. In April and May 2020, seventy-seven seventeen-year-old students from "L√™ H?ng Phong High School for the Gifted" (H? Ch√≠ Minh City) participated in this study by answering Google form surveys about literary texts that form part of the Vietnamese national curriculum. The main findings show that 86% of the students deem it necessary to study literary works about the American War because of the historical and documentary value they provide. A vast majority of participants (95%) would be interested in reading literary texts written by American authors to learn about the war from a transnational perspective. This would require an alternative approach to the teaching of the American War in general, and its literary works in particular, with a revision of the national curriculum to include a wider variety of texts and authors…. [Direct]

Lustick, Hilary (2022). Schoolwide Critical Restorative Justice. Journal of Peace Education, v19 n1 p1-24. How can restorative justice, an increasingly common alternative to zero tolerance discipline, serve as an opportunity to both close the racial discipline gap and promote more critical awareness of structural inequality? Using Knight and Wadhwa's (2014) concept of critical restorative justice, I analyzed interviews with youth leaders and staff at one urban charter high school who strove to implement schoolwide restorative justice practices with an explicit lens toward resisting structural oppression and the schools to prison pipeline. Despite evidence of this explicit commitment, participants still tended to favor exclusionary discipline, particularly to maintain order. It may benefit leaders to anticipate the countervailing pressures they will encounter as they try to enact restorative justice practices within districts and communities that are accustomed to punishment and order as markers of 'good' leadership. There also needs to be a greater emphasis on the words and deeds that… [Direct]

Leming, Tove; Steele, Annfrid Ros√∏y (2022). Exploring Student Teachers' Development of Intercultural Understanding in Teacher Education Practice. Journal of Peace Education, v19 n1 p47-66. Teachers' intercultural understanding has a growing importance in teacher education. In a society with more diverse classrooms, there is an increasing need for teachers with a broad intercultural understanding. Student teachers who have had school practice in different cultural settings have a broader understanding of their multicultural pupils and are better equipped for related challenges and opportunities. This is paramount in classrooms including pupils of migrant and refugee backgrounds. In the field, there has been a growing understanding for this matter and there have been multiple studies of multicultural student teacher practice. However, further research is needed to understand the competence student teachers get from diverse school practice. Therefore, our focus is to explore to what extent student teachers can gain intercultural competence and professional development from practice in different cultural contexts…. [Direct]

Ng, Shun Wing (2012). Rethinking the Mission of Internationalization of Higher Education in the Asia-Pacific Region. Compare: A Journal of Comparative and International Education, v42 n3 p439-459. This article adopts the critical theory approach to reflect and analyse the impacts of globalization on the internationalization process of higher education in the Asia-Pacific region. It argues that globalization forces many of the higher education institutions in the region to follow global practices and ideologies of the Anglo-American paradigm without developing their own unique systems and honouring the rich cultures of their own countries. While higher education institutions are indulging in internationalization in terms of marketization and economic pragmatism, they have to ask themselves, "What is missing in the process of internationalization?" This article argues that internationalization of higher education contributes to building more than economically competitive and politically powerful states. It represents a commitment to the development of an internationalized curriculum where the pursuit of global citizenship, human harmony and a climate of global peace is… [Direct]

Ahmad, Mahmud; Ibrahim, Haslina; Kadir, Nor Adina Abdul; Khambali @ Hambali, Khadijah Mohd; Nor, Mohd Roslan Mohd; Senin, Nurhanisah; Shaharud-din, Suhaida; Sintang, Suraya (2013). The Role of Comparative Religion Curricula in Intra-Inter Civilizational Dialogue. Religious Education, v108 n1 p28-40. Comparative Religion is seen as an important curricula because it could serve as a mechanism for enhancing cross-cultural religious communication. The authors seek to examine the role of Comparative Religion as an important science for enhancing dialogue skills. Such a communication skill, however, must be developed from both intra- and inter-civilizational levels. The authors have employed an historical and textual analysis to re-examine Comparative Religion and its methodology. The authors proposed new curricula in Comparative Religion studies including criticism of the methodologies used in Comparative Religion. This includes a new methodology that considers the existing multicultural religious phenomenon as well as post-September 11, 2001 developments and the plans for departmentalization of Comparative Religion. For further benefit toward peace, harmony, and accepting co-existence, this study also highlights suggestions for developing the undergraduate and postgraduate programs… [Direct]