Carson, Terrance R. (1989). A "Race" between Education and Disaster: Curriculum for the Survival of the Species. The world is in crisis, and the future survival of humankind is in question. Technology encourages communication in terms of speed and efficiency, and it is the task of educators to rediscover alternative languages. While the global crises of peace, the environment, the economy, and education are prominent, the opportunities are also great if understanding can be achieved of what these mean in terms of educating for a more peaceful future. For teachers it will mean enlarging perspectives from the national frame of reference to the global. This implies that teachers need to face up to the planetary crises without becoming overwhelmed; that the concept of security needs to be broadened to include economic and environmental, as well as national, security; and that the old habits of domination must be thrust aside to make room for a new emphasis on humanity. Modifications in curicula in response to the global crises include shifting from specialized to integrated knowledge and from…

Buckner, Elizabeth; Kim, Paul (2012). Storytelling among Israeli and Palestinian Children in the Era of Mobile Innovation. Educational Media and Technology Yearbook Existing literature in educational technology and media has tended to overlook the larger role educational institutions play as socializing forces, which instill children with national identities and values. Recognizing the important role schools play in forming children's characters and perspectives on social problems, this article advocates a research agenda that focuses on how educational technologies serve as tools to combat larger social issues such as peace, health, and poverty through innovative approaches to traditional curricula and schooling. Focusing specifically on the ongoing Israeli-Palestinian conflict, this article specifies a model for global, mobile stories that strive to develop cross-border awareness and promote a sense of global identity. This study presents findings from the collection of 185 stories from Palestinian youth, and suggests avenues for future research at the intersection of education, technology, and innovative approaches to solving social problems…. [Direct]

Ortuoste, Maria (2012). Youth, Life, and Politics: Examining the Everyday in Comparative Politics. PS: Political Science and Politics, v45 n2 p285-290 Apr. The traditional way of introducing comparative politics to freshmen, which is through the study of institutions, is contrasted with an alternative approach. An everyday-politics approach compares the daily struggles of global youth–how they cope in times of peace and war, and with issues of wealth and poverty, identity, education and employment, and citizenship and immigration. This approach contains four elements: juxtapositions, recognition of the vicissitudes of growing up in a more complex world, the use of stories, and social action in our daily lives. This combination \gently\ introduces the concepts of comparative politics but with an emphasis on how politics affect the lives of other young people. These stories also show the various forms of political participation and political resistance in different countries. An everyday-politics approach, while still experimental, seems to yield some positive results in helping students care about politics, gaining an understanding of… [Direct]

Moskowitz, Gertrude (1996). Culture Shock in Your Own Backyard: Initiating Multicultural, Global, and Peace Education. Mosaic: A Journal for Language Teachers, v3 n3 p1,3-8 Spr. This article presents an interesting way to focus on diversity in second-language instruction and methods classes. The method involves taking students on field trips to such events as cultural fairs; observing holidays, such as the Chinese New Year; and visiting homeless shelters, foreign restaurants, and houses of worship for different faiths. (11 references) (Author/CK)…

Dungen, Peter van den (1993). On the Creative Principles, Message and Thematic Content of a Peace Museum. Peace Education Miniprints No. 49. The struggle for peace is a story filled with action, drama, and heroism that should be presented in a peace museum based on a careful selection of themes and the events, individuals, and movements within each theme. An outline provides 18 possible major themes to be addressed in the content of a peace museum in order to present a comprehensive picture of the history and evolution of peace: (1) the unity and fragility of the globe; (2) the experience of Hiroshima and Nagasaki; (3) the anti-nuclear weapons movement; (4) wars and weapons of the post-1945 world; (5) oppositional movements to the military threat and the militarisation of society; (6) the idea of peace in antiquity and in the world's religions; (7) the faithfulness to the pacifist doctrine of heretical sects in the Christian world in the Middle Ages; (8) the enlightenment and the growth of the peace sentiment; (9) following the end of the Napoleonic Wars in 1815; (10) the development of the organized peace movement in… [PDF]

Ben-Porath, Sigal (2006). Teaching under Fire. Penn GSE Perspectives on Urban Education, v4 n2 Fall. Civic education, democratic principles, peace and war are tangled together in many ways. When teachers teach children to be citizens, they inform them of processes and practices in which they can and should engage; they inform them of the relations they are to have with their state through its proper institutions; they teach them what they can expect of their country, and what it can expect from them. When democratic stability is threatened by external perils such as terror attacks and conflict, and by the correlating internal responses such as suspension of rights and the narrowing public agenda, civic education becomes an even more crucial factor for the preservation of a stable democracy. In times of war, the boundaries of the political are redrawn. The conceptualization of citizenship is reformulated, and the relations between individual and state change their contents to express different expectations. The education system, with its teachers, administrators and other… [PDF]

Taka, Miho (2020). The Role of Education in Peacebuilding: Learner Narratives from Rwanda. Journal of Peace Education, v17 n1 p107-122. This paper examines the role of education in post-conflict recovery and peacebuilding, because there is a limited evidence base, specifically from the learners' point of view. The findings from Rwanda, where education was used for discrimination and marginalisation throughout its history and is now a pillar of national unity and reconciliation in the post-genocide education reforms, contribute to the literature on education and conflict. They have highlighted two unique roles of education in peacebuilding: providing cognitive rewards and transforming the values of learners, which enables humanisation…. [Direct]

Rodriguez, Dina (2008). The Social Impact of Research at the University for Peace. International Social Science Journal, v59 n191 p35-41 Mar. The University for Peace (UPEACE) was established in 1980 within the UN framework, with the mission to undertake postgraduate education, training and research on issues related to conflict prevention, security and peace. The Department for Gender and Peace Studies at UPEACE is motivated by the idea that peace, gender equality and gender equity are inextricably linked. Through gender mainstreaming, the Department aims to inspire decision-makers to use a gender perspective as an instrument of analysis to avoid gender-based discrimination, injustice and inequality and to take advantage of the particular qualities that men and women possess when working to prevent violence, transform conflicts or influence post-conflict environments…. [Direct]

Jang, Bosun; Kim, HyeJin; Moses, Kurt D.; Wils, Annababette (2011). Viewing the Reconstruction of Primary Schooling in Southern Sudan through Education Data, 2006-2009. Prospects: Quarterly Review of Comparative Education, v41 n2 p283-300 Jun. After one of the longest wars in the history of Africa, Southern Sudan accomplished one of the world's quickest education reconstruction programmes. Once the Comprehensive Peace Agreement (CPA) was signed in 2005, the international donor community and the government and people of Southern Sudan united under a common goal: to increase access to education for both children and adults. Southern Sudan's experience leads to three lessons. First, countries entering a post-conflict situation should anticipate and plan for the possibility of a large and rapid influx of new students immediately after hostilities end. Second, after a prolonged conflict, an alternative education system is critical to allow children, and the young adults who were previously deprived of education, the opportunity to acquire the skills they need to earn a living. Finally, donors must respond rapidly, demonstrate considerable flexibility, forgo extensive planning and documentation before acting, and be willing to… [Direct]

Appiah-Thompson, Christopher (2020). The Concept of Peace, Conflict and Conflict Transformation in African Religious Philosophy. Journal of Peace Education, v17 n2 p161-185. This article explores the African religious, cultural and philosophical dimensions of peace, conflict and conflict transformation. It seeks to examine African traditional religious and philosophical ideas as resources for the promotion of peace and justice and their implications for intra-state and inter-state conflict resolution activities. Specifically, it examines how the cultural dimensions of peace and conflict and its nonviolent resolution as expressed in the traditional religious and philosophical oral texts (the documented proverbs and symbols) of the Akan people of Ghana can contribute to our understanding and mechanisms for conflict transformation and peacebuilding strategies in Africa. It argues strongly for the promotion of some of the understudied positive elements in the religious and philosophical traditions of Africa for finding solutions or 'cures' for contemporary conflicts in Africa such as electoral disputes and internal ethnic conflicts, and their peaceful… [Direct]

Kasherwa, Amani C. (2020). 'The Role of Youth Organizations in Peacebuilding in the African Great Lakes Region: A Rough Transition from Local and Non-Governmental to the National and Governmental Peacebuilding Efforts in Burundi and Eastern DRC'. Journal of Peace Education, v17 n2 p123-160. The youth is generally considered as the pillar of society. However, over the last many years, the views, power and potentials of the youth in the Great Lakes Region (GLR) have not been effectively harnessed in peacebuilding initiatives. Despite their ever-increasing numbers and influence at community level; young people are frequently overlooked in programmes for the prevention, response and transformation of conflicts. In extremely difficult conditions, some youth organizations are constructively contributing to promoting the culture of peace at community level. However, initiatives of these youth organizations are limited by the prevailing resistance to the emerging youth culture, inadequate institutional support, financial constraints and the failing post-war transition to peace. Based on a broader empirical study on the role of youth organizations in peacebuilding in the GLR; this article critically examines the lack of a smooth transition for young people from efforts at the… [Direct]

Snauwaert, Dale T. (1993). Democracy, Education, and Governance: A Developmental Conception. SUNY Series, Global Conflict and Peace Education. The central thesis of this book is that the developmental conception of democracy provides the theoretical foundation for an alternative model of school governance devoted not to efficient integration of students into a hierarchical labor force, but to development as unique human beings. This will necessitate an organizational structure that involves teachers directly in the formation of educational policy. Parental involvement is critical, and leadership must be conceived of in terms of guidance. The community must be involved, and students themselves, at least at the high school level, must become involved in governance. School-based management is vital in urban areas where participative decision making offers hope for restructuring. The experiences of Chicago (Illinois) with school reform and those of Saint Louis (Missouri) and Dade County (Florida) provide examples of school-based management and community empowerment as they are being enacted in urban schools. This approach…

Thelin, Bengt (1998). Fostered to Internationalism and Peace: Biographical Notes on UN General Secretary Dag Hammarskjold. Peace Education Miniprints No. 97. This paper presents some biographical glimpses of Dag Hammarskjold's childhood and youth. It is a period of the life of the late United Nations (UN) Secretary General (1905-1961) that has been dealt with very little by his biographers. Hammarskjold's private archives at the Royal Library in Stockholm are now available for research. These sources lead to two observations: (1) his family background, the intellectual, cultural, and international environment in which he grew up and lived were important preconditions for his later career; and (2) they deepen and confirm the knowledge of his intellectual capacity and moral integrity, showing that these characteristics, as well as his religious and responsible nature, matured early in his life. Contains 6 notes and references. (BT)… [PDF]

Guilherme, Alexandre; Morgan, W. J. (2012). \I and Thou\: The Educational Lessons of Martin Buber's Dialogue with the Conflicts of His Times. Educational Philosophy and Theory, v44 n9 p979-996 Nov. Most of what has been written about Buber and education tend to be studies of two kinds: theoretical studies of his philosophical views on education, and specific case studies that aim at putting theory into practice. The perspective taken has always been to hold a dialogue with Buber's works in order to identify and analyse critically Buber's views and, in some cases, to put them into practice; that is, commentators dialogue with the text. In this article our aims are of a different kind. First and fundamentally, we demonstrate the political and social ontological basis of Buber's thought; that is, we show that Buber, the philosopher of dialogue, held an authentic dialogue with his time, and demonstrate that Buber's work, in this case \I and Thou,\ holds a dialogue with its Zeitgeist; that is the text dialogues with its Zeitgeist. This approach leads us to our second aim, which is to demonstrate that Buber's thought remains relevant to our times, particularly when it serves as a… [Direct]

Kell, Peter; Lysaght, Georgia (2011). Building Future Sustainability and Democratic Practices: The Role of Adult Education in Post-Conflict Communities. International Journal of Training Research, v9 n1-2 p152-163. This paper documents and analyses a range of literature and policy statements that identifies issues and looks at the role which adult education plays in building communities and peace in post-conflict states. This paper explores and documents these developments in countries in close proximity to Australia which have been viewed by the former Australian government as constituting an "arc of instability". This is a term which will be critically discussed in the paper for the way in which it positions the nations of the Pacific and Australia's foreign policy as well as its aid and development policy. This paper reviews existing orthodox approaches to the region and development and discusses the criticisms that have been levelled at the status quo. (Contains 1 table.)… [Direct]

Tusiime, Michael (2013). Toward Democratic Education and Transformational Learning: An Examination of Students' Experiences at Kigali Institute of Education. ProQuest LLC, Ed.D. Dissertation, Northern Illinois University. This dissertation examines the experiences of Kigali Institute of Education students using a framework of democratic education theories. In Rwanda, the discriminatory and non-critical education system is believed to have been one of the major causes for the civil strife that has characterized the country, beginning in its post independence to its culmination in the 1994 genocide. These injustices have been associated with the colonial education system that promoted cultural supremacy over the indigenous populations. Also, such injustices can be blamed on education's failure to incorporate issues of social justice during the educational reconstruction in post-colonial times. After 1994, Rwanda instituted educational reforms, in part, to facilitate the process of democracy, peace building and active citizenship. By reviewing curriculum documents and conducting in-depth and focus group interviews, this study sought to analyze students' and teachers' experiences in light of the post-1994… [Direct]

Van Dyke, Blair (1996). Consensual Educational Perspectives in Post-Accord Palestine. This study proposed to gather, in a systematic fashion, ideas from Palestinian educational leaders about the nature of a culturally Palestinian educational system. The semi-structured interviews focused on the questions: (1) What changes have occurred in Palestinian education since the 1993 peace accord?; (2) What are the central Palestinian cultural values that should guide education in Palestine?; (3) What are the barriers that hinder the inclusion of these Palestinian values into a future school system?; (4) What are possible solutions, consistent with Palestinian society and culture, to overcoming these barriers?; and (5) What implications do the core Palestinian values have for determining governance, curriculum, teaching, and learning in post-accord Palestinian schools? Twenty-nine Palestinian educational leaders were selected by intensity sampling from university faculties, Palestinian National Authority (PNA) officials, and practicing K-12 educators. A demographic… [PDF]

Synott, John (1996). Australian Aboriginal Constructions of Human, Society, and Nature in Relation to Peace Education. Peabody Journal of Education, v71 n3 p84-94. Examines fundamental notions underlying the discourse on being or ontology of Australia's aboriginal people. Suggests that peace educators must include indigenous perspectives in their theorizing in order to end ethnocentric biases in a supposedly global paradigm. Notes that the holistic paradigms of indigenous peoples have much to offer peace educators in their approaches to appropriate, sustainable societies. (SM)…

Melton, Brian S. (2017). The Impact of Missionary Service on the Spiritual Development and Psychological Wellbeing of Mormon College Students. ProQuest LLC, D.A. Dissertation, George Mason University. Mormon college students may leave or delay their studies to serve missions for their church, typically for 18 to 24 months. This dissertation studies the impact of serving a mission on the spiritual development and psychological wellbeing of these students. Using a two-factor ANOVA fixed-effects, nonexperimental design, five measurement scales on spiritual development were assessed of males and females who served and had not served as Mormon missionaries. These measures were equanimity, ecumenical worldview, religious engagement, religious struggle, and spiritual quest. A sixth measurement scale was used to address psychological wellbeing. The 46-item survey was from the College Spiritual and Belief Values (CSBV) survey, from the Higher Education Research Institute (HERI) at the University of California, Los Angeles (UCLA). The survey was completed by 373 Mormon college students, 179 of whom had served missions. The survey participants were students from one of two universities, one… [Direct]

Correia, Luis Grosso (2011). "The Right Kind of Education for the Right Individual": Comparative Education Studies According to the "Educational Yearbook" of the Teachers College (1924-1944). History of Education, v40 n5 p577-598. The International Institute of Teachers College, Columbia University, New York, continuously published its "Educational Yearbook", in a total of 21 editions, in order to "provide students of education sciences with the world education theories and practice". Headed by Isaac L. Kandel, the journal followed a traditional editorial line in its first issues, which came to change and shift to new themes and methodologies during the 1930s, as social, economic and political problems spread. This journal was a specifically academic initiative, in that it fell outside the scope of governmental or international organisations. This study will focus on the content of the different issues of the "Educational Yearbook". It will also reflect on the most sensitive issues concerning the interwar period and, ultimately, it will highlight the underlying goals of this publication: the defence of peace, democracy and intellectual cooperation on the subject of education and… [Direct]

Al-Aarj, Shireen; Dagan, Myriam (1998). Proposed Curriculum, Written by: The Peace Education Forum for Palestinian and Israeli Educators. This booklet is the result of more than one year of meetings from 1997 to 1998 between 16 Palestinian and Jewish Israeli educators from both formal and informal educational systems. The establishment of this forum was supported by the "People to People Program" whose main goal is to enhance dialogue and relations between Palestinians and Israelis based on equality and reciprocity. The booklet documents long discussions of difficult issues, of insights from those discussions, and of the will and commitment of all the participants to educate for peace and dialogue in both societies. The booklet includes the description of the group process, activities on four different subjects, and the impressions of some of the participants. The proposed activities in the booklet represent just the first draft. The group will continue to meet and to use the proposed activities in their schools. After getting feedback from the students about the activities, the educators will work to… [PDF]

Hill, Bob, Ed. (2003). Queer Histories: Exploring Fugitive Forms of Social Knowledge. This document contains eight papers from a conference on fugitive forms of social knowledge that was sponsored by the Adult Education Research Conference (AERC) Lesbian, Gay, Bisexual, Transgender, Queer, and Allies Caucus. The welcome address, "Working Memory at AERC: A Queer Welcome…and a Retrospective" (Bob Hill), explores the emergence and development of research with and by lesbian, bisexual, transgender, and Queer learners in the context of the AERC. The authors and titles of the seven conference papers are as follows: "Sobears: Finding Space, Seeking Community" (John Egan); "Gay and Lesbian Issues in Chinese Social Context" (Robert Lee); "How Lesbians Learn to Negotiate the Heterosexism of Corporate America" (Julie Gedro); "Building a Queer Cultural Change Network in Alberta through Community and University Initiatives" (Andre P. Grace, Kristopher Wells); "So You Know about the Queers: What Campus Environment Studies… [PDF]

(1988). International Education for Adults. Sub-Regional European Seminar on International Education for Those Responsible for Non-Formal and Adult Education (Murikka, Finland, June 7-12, 1987). Final Report. Publications of the Finnish National Commission for UNESCO No. 43. This document includes three parts and six appendixes. Part 1 is the general report of the 1987 UNESCO seminar on international education for adults held in Finland. Among the topics covered are key issues and the role of leaders of nonformal education and of adult educators in international education. Part 2 provides the reports of four working groups: (1) adult educators' training; (2) methodology; (3) educational equipment and materials; and (4) research and experimentation. Part 3 provides 11 recommendations for UNESCO to implement. (The recommendations center around assisting adults and fostering international exchange and cooperation, developing concepts of continuing education and inservice training, establishing networks, offering workshops, promoting public libraries, supporting and encouraging the translation of literature, improving the supply of database and computer programs, and making full use of UNESCO's participation program.) Appendix 1 provides the seminar agenda…

Pacheco, Ivan Francisco (2013). Conflict, Postconflict, and the Functions of the University: Lessons from Colombia and Other Armed Conflicts. ProQuest LLC, Ph.D. Dissertation, Boston College. "Education and conflict" has emerged as a new field of study during the last two decades. However, higher education is still relatively absent from this debate as most of the research has focused on primary and non-formal education. This dissertation is an exploratory qualitative study on the potential role of higher education in peacebuilding processes. The conceptual framework for the study is a taxonomy of the functions of higher education designed by the author. The questions guiding the dissertation are: 1) What can we learn about the role of higher education in conflict and postconflict from the experience of countries that have suffered internal conflicts in the last century? 2) How are universities in Colombia affected by the ongoing armed conflict in the country? 3) How can Colombian higher education contribute to build sustainable peace in the country? First, based on secondary sources, the dissertation explores seven armed conflicts that took place during the… [Direct]

Zembylas, Michalinos (2011). Ethnic Division in Cyprus and a Policy Initiative on Promoting Peaceful Coexistence: Toward an Agonistic Democracy for Citizenship Education. Education, Citizenship and Social Justice, v6 n1 p53-67 Mar. This article uses as a point of departure for its analysis a recent educational policy initiative to promote peaceful coexistence in the context of ongoing ethnic division in Cyprus. It is argued that, although it seems as if the teaching of peaceful coexistence is a laudable initiative that can contribute toward unity and democratic state-building for all Cypriots, the insistence on assuming that there are two conflicting and immutable ethnic identities could slow down and be potentially counter-productive to the country's effort for reconciliation and democratic state-building. The author argues that a framework of "agonistic democracy" provides the needed critical perspective in education from which to launch an understanding of the community as a contingent achievement of political action. As such, an agonistic framework of democracy in citizenship education suggests the disentanglement of goals for peace and reconciliation from state-sanctioned efforts that appeal to… [Direct]

Inojosa, Rose Marie (2010). Promoting the Earth Charter in Sao Paulo's Municipal Education System. Journal of Education for Sustainable Development, v4 n2 p235-242 Sep. This article presents the process of widespread teacher training based on the Earth Charter in the municipal area of Sao Paulo, Brazil, South America. This effort diffused knowledge of the Earth Charter through 800 educators and by means of them, to one million children. This process was developed by the team from UMAPAZ–Open University of the Environment and the Culture of Peace–working with the city Office of Greening and the Environment and the city secretary of education. It was one of a set of municipal initiatives regarding climate change. (Contains 5 notes.)… [Direct]

Hadjisky, Maryellen G., Ed.; Stroll, Florence B., Ed. (1972). Peace Education in the Pre-School Years: A Mental Health Approach. Pre-School Project. The Center for Teaching about Peace and War at Wayne State University, Detroit, Michigan, was established to further new approaches for the study of peace and war on all educational levels and to collect and disseminate information on the subject. The Pre-School Project, which marks the Centers' beginning effort in the mental health disciplines, is based on the conviction that deep feelings about aggressive impulses and characteristic ways of dealing with conflict are learned in early childhood. The Pre-School Project and the programs it offers parents, teachers, and students are described in this publication. Excerpts of speeches given at workshops initiated by the project comprise a major portion of the booklet. (Author/RM)… [PDF]

Russ, Adryan; Webster-Doyle, Terrence (1993). War: What Is It Good For? Peace Education in the Classroom: A School Curriculum. This unit of materials focuses on understanding conflict, individually and in the social extreme of war. The unit's purpose is to examine the underlying primary factors that create conflict in relationships and explore alternatives for resolution. The 20 lessons include: (1) "The Beginner's Eye"; (2) "Discovering the Wise Master"; (3) "Our Old Brain: Its Fight for Survival"; (4) "I Am What I Think"; (5) "Survival Begins in my Mind"; (6) "Do I Fight or Do I Run?"; (7) "I'll Join a Group!"; (8) "My Group Knows Best!"; (9) "The Enemy: Someone Who's Different"; (10) "The Hero: Someone We Want to Be"; (11) "The Bully: A Person with Problems"; (12) "Fear: The Only Enemy We Have"; (13) "Respect: The Act the Conquers Fear"; (14) "The Real Source of Power"; (15) "Does Your Brain Know Who You Are?"; (16) "The Military Is a Way of…

Reardon, Betty A. (1996). Responding to a Major Problem of Adolescent Intolerance: Bullying. Peace Education Miniprints No. 82. In this article the phenomenon of bullying is discussed, using a model for detecting and monitoring cases of bullying used by Japanese teachers. Bullying is viewed as symptomatic of a deeper problem, lack of respect for the dignity and integrity of others. Such respect is a central value in a culture of peace. Bullying is a major threat to tolerance in the schools and a moral challenge to educators. At the same time bullying cases also present an opportunity for teaching moral development, as well as personal and social responsibility. Sections include: "Behavioral Indicators of Intolerance,""Victim's Behaviour at School,""Social Circumstances of the Victim at School,""Physical Appearance and Home Behaviour of a Victim," and "'V' Presention of School Bullying."… [PDF]

Wessels, Michael G. (1993). Building a Sustainable World: Technology, Values, and Social Choices. Peace Education Miniprints No. 41. Planetary life support systems are at risk, and clean air, unpolluted water, and arable land are increasingly scarce. Environmental problems such as ozone depletion and the threat of global warming transcend national boundaries and confront our species with fundamental questions about survival, quality of life, and responsibility to future generations. The purpose of this paper is to give an overview of the ecological crisis and to discuss the role of technology in the evolution, management, and correction of the crisis. It is suggested that what is needed to correct environmental problems is nothing less than a large scale transformation, including changes in institutions, norms, social practices, values, and lifestyles. Contains 39 references. (Author/DB)… [PDF]