(1985). An Emerging Institution: The University for Peace in Costa Rica. Discussion Paper Series, No. 73. A new United Nations college, the University for Peace in Costa Rica, is discussed. After providing a brief historical sketch on peace efforts since the Ancient Greeks, the objectives of the United Nations University are identified. The University for Peace is a new international university that is part of the United Nations University network, a decentralized system of affiliated institutions. Costa Rican President Rodrigo Carazo proposed the establishment of the university to the United Nations, which took into consideration the recommendations of United Nations-affiliated bodies, as well as the comments of 10 nations. The following long-range goals for the university were suggested by the United Nations presidential commission: to seek solutions to psychosocial and natural problems that provoke tension, violence, and war in the world; and to contribute content and forms that may be useful in achieving world peace through education, knowledge, and research. Seven topics for…
(1983). The Model U.N. Program: Teaching Unreality. A United Nations Assessment Project Study. The Heritage Foundation Backgrounder No. 282. An evaluation of the instructional materials used by high school and college students who participated in the Model United Nations Program showed that the program is uncritical of the United Nations (U.N.) and biased against the United States and the West in general. These materials are strongly promoted by many prominent educational professional organizations. Examples of some of the biases found follow. The core curriculum being taught through the materials is the New International Economic Order (NIEO), which teaches that capitalist nations are exploiting poorer nations and that the solution to this exploitation is the massive redistribution of wealth from the developed nations to the Third World. There is no analysis of the internal problems of developing countries. Other curricula support the U.N. continual condemnation of Israel and South Africa, never mentioning PLO terrorist activities, the training of Angola troops by Soviet advisors, or the extensive U.N. funding of… [PDF]
(1976). Value-Centered Education and Moral Commitment. A policy statement on value-centered education is offered by the American Association of State Colleges and Universities (AASCU). Examples of different types of value-centered education are also identified. It is advocated that colleges provide more effective leadership in the areas of experience that prepare students to make future choices: personal, professional, and political. A key in responding to the needs of students lies in maintaining a strong emphasis upon the values traditionally associated with a liberal education and translating these into the contemporary setting. Curricula should be designed to acquaint students with the ways moral issues have been approached in the past, as well as how this knowledge can be applied to present and future dilemmas. Consideration should be given to developing university-wide interdisciplinary courses that emphasize universal ideas, along with expanded treatment of moral issues in specialized or professional programs. The university…
(1981). Multiculturalism: A Handbook for Teachers. This handbook was prepared from presentations made at an inservice workshop for teachers in Nova Scotia, Canada on multicultural education. In an introductory article, Paul Robinson describes his personal experiences in trying to prepare a multicultural curriculum, and the participation of members of Canadian ethnic communities in that activity. In the succeeding essays, Gil Scott explores the historical development of Canadian multiculturalism and multicultural policy; James Morrison examines the multiethnic composition of Atlantic Canada and Nova Scotia as a result of immigration; P.A. Johnstone examines educational implications of multiculturalism and educational approaches used in Nova Scotia; Gerald Boudreau identifies teacher characteristics and policy needs essential to effective multicultural education; Judith Gold outlines family, community, and socioeconomic factors that affect students and their learning; Van Roy Tobitt discusses the prerequisites of effective teaching…
(1978). Compulsory Education: Social Expectations. National Reports on the Theme for 1977 in Their Original Languages. 26th Assembly of Delegates. Reports prepared by various countries for presentation at the 1977 annual assembly of the World Confederation of Organizations of the Teaching Profession (WCOTP) are included in this document. The theme of the assembly was \Compulsory Education: Social Expectations.\ Countries reporting include: Austria, Bangladesh, Brazil, Brunei, Canada, Ivory Coast, Denmark, West Germany, England and Wales, Fiji, Finland, France, Ghana, Israel, Jamaica, Japan, Lebanon, New Zealand, Nigeria, Panama, Taiwan, Korea, Scotland, Spain, Sweden, Thailand, Trinidad and Tobago, United States, and Yugoslavia. Some reports are in the original languages. Each country reported information regarding the scope of compulsory education: they described the extent and time frame of compulsory education, placed compulsory education in perspective with regard to the overall pattern of school attendance, and examined the social expectations concerning compulsory education. In addition, each country commented on their…
(1979). Career Ladders and a Training Model for the (Re)Training of Direct Service Workers in Community Based Programs for the Developmentally Disabled. The report addresses the need for retraining direct service personnel in community based programs as a result of deinstitutionalization. The state of the art regarding state practices in job descriptions and classifications for paraprofessionals indicated the existence of few systematic attempts to retrain current instituional staff. Few examples of cooperation between states, municipalities, and institutions of higher education (IHE) were found. The remainder of the document presents information on training models, career development models, and other cooperative actions between agencies, IHEs, unions, and professional organizations. Career development is examined in terms of using task analysis to design career programs, developing job descriptions, and designing career ladders. Sample job descriptions are given for such community based positions as group home managers, production supervisors, and teacher assistants. The focus of the final section is designing inservice and…
(1979). Political Education for Teenagers: Aims, Content and Methods. The problems, practices, objectives, and desirability of political education in the secondary school social studies curriculum is evaluated. The author suggests that political education should be a compulsory subject in junior and senior high schools. The document is presented in eight chapters. Chapter I explores the relationship between adolescents and politics, with emphasis on alienation in modern society, sex differences, and class structure. Chapter II defines socialization, authority, and indirect and direct political socialization. Chapter III focuses on theories and methods of political education and evaluates objectives for various age groups. Chapter IV evaluates the benefits of beginning political education at various ages and concludes that students begin to be receptive to political ideas at the age of 13. Chapter V identifies important components of a child's political socialization, particularly the family, school, peers, and the mass media. Chapter VI stresses the…
(1973). Navajo Stories of the Long Walk Period. Presented by Navajo narrators for the Navajo people, this collection of stories reflects the Navajo perception of Navajo history and the "Long Walk" to Fort Sumner, emphasizing Navajo insight rather than historical events placed in chronological sequence. Collectively, these 40 stories reflect the following Navajo perceptions: events recalled in vivid clarity are typically blurred in time and sequence; the unresolved dilemma of who should be blamed for the "Long Walk" is a central concern, but there is great inconsistancy regarding places, groups, or people blamed (unlike most nations, the Navajo frequently blame themselves rather than others); there are important insights into the Navajo interpretation of specific Navajo historical events which differ significantly from the views of an outsider (e.g., close identification of events with the Navajo religion; an extreme sense of isolation, wherein the Navajo perceive themselves as beset, besieged, and surrounded…
(1974). Protective Services and Citizen Advocacy. Monograph No. 3. Presented are seven papers given at a conference on deinstitutionalization of the mentally handicapped which focus on protective services and citizen advocacy. Carol Sigelman stresses the following four concepts: follow-along (the monitoring of the developmentally disabled person in the community), advocacy, protection, and shelter, Alternatives for the provision of protective legal services for the developmentally disabled are considered by Gerald Bensberg. The present status and implementation of concepts of citizen advocacy in Nebraska are reviewed by Helen Zauha. Marie Moore describes a United Cerebral Palsy Association demonstration project of three models of advocacy programs which take into account demographic variables, differences in service availability and delivery, and differences in organization patterns. Parameters, definitions, and alternatives for protective services in Ohio are examined by Elsie Helsel. Phyllis Emory and William Parks also review aspects of… [PDF]
(1976). The Accommodation of Some Historic Determinants in a Culturally Pluralistic Society. Ways in which pluralistic communities can exist in peace and harmony through consent rather than force are discussed. Historical and sociological determinants, which should be considered when coexistence is sought, are politics, color, religion, nationalism, national aspirations, language, employment, and educational systems. Problems which arise in connection with these determinants are analyzed. For example, freedom of religion is universally desired but has often lead to dogmatism and war, as it did in Ireland, Lebanon, India, and Crete. Although language serves as the most intimate articulation of the individual and his group, it can also serve as a barrier to those who do not speak or understand the official language. Skin color has influenced governments to adopt policies of apartheid or integration, but each policy has encountered problems. Case studies of Rhodesia and South Africa are presented. The problems of dealing with the determinants in a way that fosters human… [PDF]
(2002). Peace Education Theory. During the 20th century, there was a growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse, domestic violence, and a corresponding growth in the field of peace education where educators from early child care to adult use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to peace. Peace education has five main postulates: (1) it explains the roots of violence; (2) it teaches alternatives to violence; (3) it adjusts to cover different forms of violence; (4) peace is a process that varies according to context; and (5) conflict is omnipresent. This paper traces the evolution of peace education theory from its roots in religious traditions of love, compassion, charity, and tolerance to modern theories based on reducing the threats of interpersonal and environmental violence. This brief review of some main contributors to peace education theory gives rise to… [PDF]
(2002). Equality and Diversity in Adult and Community Learning. This document is a practical guide to help managers of adult and community education programs in the United Kingdom address equality and diversity in the context of the Learning and Skills Council (LSC) remit and the Common Inspection Framework. The following are among the topics discussed in Sections 1-4: (1) learner-centered approaches (inclusive learning, widening participation, achieving learning goals, equality of opportunity, meeting community needs, meeting learners' needs, a curriculum fit for purpose, staff development); (2) a higher profile for equality and diversity (the LSC remit and the Common Inspection Framework); (3) the changing legal context (the MacPherson report, the Race Relationships (Amendment) Act of 2000, the Special Educational Needs and Disability Act of 2001); and (4) local education agency equality frameworks (neighborhood renewal, best value, Racial Equality Means Quality). Case studies highlighting good practice are included throughout these four… [PDF]
(1994). The Major Project of Education in Latin America and the Caribbean. Bulletin. This bulletin contains information about important educational strategies that have had an impact in South America. In "Current Trends in Educational Reforms," Juan Carlos Tedesco examines the major lessons that educational reforms have produced. "Education and Changes in the Latin America's Social Structure" (German Rama) starts out by recognizing that education in South America has been acknowledged as a process of political sociability of paramount importance in the shaping of the Republic and of its citizens since the Revolutionary Wars. Luis Ratinoff points out in "Educational Rhetoric in Latin America: The Experience of this Century," that proper individual performance rests on a common foundation of knowledge and shared cultural traditions. Bernadette Nwafor reports on class examination an assessment of academic achievement. Rita Dyer examines instructional developments in home economics. Equal educational opportunities for women are reviewed by… [PDF]
(2004). Knowledge, Education and the Limits of Africanisation. Journal of Philosophy of Education, v38 n4 p571-587 Nov. Africanisation has, during the last few decades, been a buzzword that has enjoyed special currency in South Africa. Africanisation is generally seen to signal a (renewed) focus on Africa, on reclamation of what has been taken from Africa, and, as such, it forms part of post-colonialist, anti-racist discourse. With regard to knowledge, it comprises a focus on indigenous African knowledge and concerns simultaneously legitimation and protection from exploitation of this knowledge. With regard to education, the focus is on Africanisation of institutions, curricula, syllabi and criteria for excellence (in research, performance, etc.). This paper, while sympathetic to the basic concerns that inform the calls for Africanisation, spells out the problems and limits of this project. For one thing, the idea of Africanisation may evoke a false or at least a superficial sense of belonging. For another, it may entail further marginalisation and derogation. Lastly, while it may emphasise relevance,… [Direct]
(2023). 'I Want My [Un]Happy Ending!' Queering "Happily Ever After" With/In a Primary Classroom. Sex Education: Sexuality, Society and Learning, v23 n2 p184-193. In this paper, I explore moments in past research when my sense-making faltered, my confusion/joy/longing proliferated, and my own feelings got the best of me. I discuss the generative potential of these 'analytical conundrums' via a queer map of messy 'complaints'. Within/across these complaints, I playfully attune to the sonic frequencies of "happily ever after" with/in diverse, intersecting dimensionalities. As I imagine them here, "complaint mappings" are provocations that invite us to sense/queer/reimagine educational research/practices/pedagogies that encourage subjects to live in one world–where having 'a life' becomes synonymous with having the right kind of intimate life. Specifically, I map out how literacy events are more-than-human scenes of entanglement, wherein gender/sex/uality/desire do not reside within individuals or things, but rather emerge via complex, entangled, and 'mobile' processes of attaching[left right arrow]relating. It is my hope… [Direct]