(1999). The State of America's Children Yearbook, 1999. This report on the well-being of America's children highlights the critical need for renewed commitment to children by all sectors of society. The introduction describes health and educational outcomes for poor children and maintains that preparing all of the nation's children for the future and protecting them in the present is the greatest human rights and moral challenge facing the nation. The six chapters of the report focus on the following: (1) family income, including the pervasiveness of child poverty, the working poor, and legislative progress; (2) child health, including the problem of uninsured children and the Child Health Insurance Program; (3) child care, describing federal, state, and local initiatives, and presenting an action agenda; (4) education, including the Goals 2000 initiative, lagging international performance, reform efforts, and early and higher education; (5) children and families in crisis, including incidence estimates, the Adoption and Safe Families…
(1995). Saskatchewan Institute of Applied Science and Technology Education Equity Program. Annual Monitoring Report, July 1, 1994-June 30, 1995. Prepared in accordance with the Saskatchewan Human Rights Code (SHRC), this report details the status of educational equity as of 1994-95 at the four institutes of the Saskatchewan Institute of Applied Science and Technology (SIAST). Following an executive summary, part 2 outlines the organization of SIAST's Educational Equity Program (EEP), while part 3 lists the student groups designated as underrepresented in the SIAST student body: students of Aboriginal descent, disabled, visible minorities, and women. Part 4 provides data on the participation of these groups at the four SIAST campuses with respect to applications received, enrollment, graduation, withdrawal, and employment after graduation. Part 5 lists the percentages of these groups in the province as a whole, part 6 describes SIAST's long-term goals with respect to their participation, and part 7 describes trends in the groups' enrollment over the past 5 years. Part 8 describes SIAST's equity policy, detailing the roles and… [PDF]
(1993). The Struggle for Peace in Bosnia: Considering U.S. Options. Choices for the 21st Century. Alternatives for Public Debate and Policy Development. The conflict in Bosnia (Yugoslavia) has confronted U.S. leaders with fundamental questions about the use and capability of U.S. power abroad. This document brings the decision facing the United States into the classroom. The unit features a set of four divergent options for U.S. policy toward the Bosnian conflict, and a brief account of Yugoslavia's turbulent history. This unit was developed in response to the immediate crisis in Bosnia. It is meant to serve as the basis for a 1 to 2 day activity. Background reading offers a concise introduction to the events of the 20th century that have contributed to the current crisis in what was once Yugoslavia. The opening section of a report by the United Nations Commission on Human Rights on ethnic cleansing in Bosnia is included as a resource for students to draw upon. Four options for U.S. policy are suggested with variations on each and supporting and opposing arguments for each. The opinions are: (1) use force to stop the genocide; (2)…
(2002). Globalization, Child Welfare Policy, and the Economics of Social Uplift. Educational Foundations, v16 n3 p5-24 Spr. Explores both the development of child welfare in the United States and the impact of international declarations of human and child rights from a global perspective, focusing on: child welfare and the visiting teacher profession in the United States; research on the well-being of children; child welfare policy in an international context; the economics of social uplift; and the future of globalization. (SM)…
(2023). Opening up to the Unexpected: Reclaiming Emotion and Power in the Public Space of Music Education. Philosophy of Music Education Review, v31 n2 p155-169. Music education is a social act oriented around interactions between people in public spaces. These spaces provide opportunities for what Hannah Arendt calls natality, which we interpret as new and unexpected actions that arise in a shared space. Drawing from a range of ideas and experiences of Arendt, bell hooks, Joan Baez, Martha Nussbaum, and music education philosophers and practitioners, we argue that it is important for music educators to make room for this space by becoming more critically aware of their emotions. Opening up to the unexpected in human interactions can at times be difficult and elicit fear. It also calls for a civic love. Cultivating this kind of love includes recognizing that our emotions and matters of the heart are instruments of power that can support or hinder others from becoming actors in their own right. As agents within music education, we can strive to realize this by developing a critical pedagogic consciousness and reflecting on the unexpected and… [Direct]
(1995). International Education and the University. This collection of 15 essays discusses the integration of international education into higher education, focusing on the role of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and specific international education programs and activities at various institutions. Essays include: (1) "UNESCO's Approaches to Prompting International Education at the Level of Higher Education" (Dumitru Chitoran and Janusz Symonides); (2) "UNESCO Associated Universities Project" (Bernd Hamm); (3) "International Education: A Common Direction for Our Future" (James Calleja); (4) "An Institutional Framework for International Education" (Marlene Saliba); (5) "Peace Education: A World Perspective for the 1990s" (Ake Bjerstedt); (6) "Peace Studies in the United States at the University and College Levels" (Ian M. Harris); (7) "International Education and Higher Education in Brazil" (Brazilian National Commission…
(1991). Growth towards Peace and Environmental Responsibility. From Theory to Practical Implications. Publication Series B. Theory into Practice 67. This report presents the results and activity ideas created by a peace and international education project. The project implemented and evaluated activities suitable for primary school pupils over a three-year period. The goals, contents, and methods presented are those of peace and environmental education. The teaching suggestions, methods, and activity ideas are based on knowledge and research results in developmental and sociopsychological studies and on moral education. The report discusses the meaning, functions, and impact of peace and international education. Peace and environmental education are discussed from the following perspectives: integration, general pedagogical principles, implementation possibilities, and new learning theories and practices. The report tries to answer the question of how to create the values, attitudes, and skills that make people act for peace and global survival. The document discusses structural violence and education for positive peace, human… [PDF]
(1992). Multicultural Education for the 21st Century. NEA School Restructuring Series. This book presents a selection of readings that address multiculturalism and school restructuring as a reference for schools working to enrich their school-improvement agendas. The readings treat many areas within curriculum and student achievement. The 13 chapters are as follows: (1) "The Next Millennium: A Multicultural Imperative for Education" (C. F. Diaz); (2) "Multicultural Education: Nature, Challenges, and Opportunities" (J. A. Banks); (3) "Effective Teaching Practices for Multicultural Classrooms" (G. Gay); (4) "Institutional Climate: Developing an Effective Multicultural School Community" (V. O. Pang); (5) "Learning Styles: Implications for Teachers" (K. Swisher); (6) "Rethinking the Role of Gender and Achievement in Schooling" (J. Bernard-Powers); (7) "Evaluation Practices for the Multicultural Classroom" (R. J. Samuda and J. Lewis); (8) "We Speak in Many Tongues: Language Diversity and… [PDF]
(1993). Topicality Standards in CEDA Debate. One way to improve topicality debates in CEDA (Cross Examination Debate Association) debate would be to thoroughly study the field contextual meanings of propositional phrases prior to submitting them to a vote. Judges need to reward exemplary arguments and "punish" poor arguments by substantially lowering a team's speaker points for presenting such arguments. Well planned topicality arguments are as research-intensive as disadvantages or counterplans and require the same attention to organization and structure. While not a panacea, a reinvigoration of the importance of topicality argumentation could help restore the balance between impact-oriented arguments and case-specific refutational styles. Absent a plan statement, debate critics could evaluate topicality in the same fashion as "extra-topicality" arguments would be evaluated in a policy format. Topicality standard debates are generally not well presented. Confusion arises in two broad areas concerning… [PDF]
(1991). Education for Peace in the Classroom–Curriculum Development Strategies and Materials: A Case Study from Ireland. Peace Education Miniprints No. 24. This paper describes the curriculum development process involved in the production of a set of peace education materials developed by the churches in Ireland during the past 13 years. Peace education is concerned primarily with a positive approach to peacemaking and the development of people who internalize a positive vision of peace, have a real sense of justice, personal and social, and who are sensitized and helped to cope with the various social manifestations of violence and conflict in their own lives and the wider world. The document examines the educational rationale of this project in the context of the two educational systems operating in Ireland. The process by which the materials are produced fall under six headings: (1) teacher workshops; (2) writing phase; (3) piloting phase; (4) editing and rewriting; (5) dissemination; and (6) evaluation. The document outlines some of the issues facing the development of peace education in Ireland in the next decade. Some of these… [PDF]
(1991). Co-Operation for Reinforcing the Development of Education in Europe (CORDEE). Final Report of the Regional Consultation Meeting (Paris, February 12-15, 1991). This report discusses a meeting to examine proposals for a new European program in the field of education. The assistant director for education stressed the United Nations Educational, Scientific, and Cultural Organization's (UNESCO) concern that its attempt at developing cooperation in the field of education in Europe may build up yet another new bureaucracy and result in a duplication of effort or diversion of funds from efforts on behalf of developing countries. When discussing the agenda, the participants fully supported the initiative taken by UNESCO for the development of educational cooperation in Europe, and set out the methodological principles that should govern those new activities. They emphasized the need to pay greatest attention to: (1) the current priority needs of Central and Eastern European states within the framework of their reform process; and (2) establish direct and multiple contacts between educational communities that have been kept apart from each other…
(1990). Illiteracy in Industrialized Countries: Realities and Myths. Literacy Lessons. When considering illiteracy in industrialized countries, one should consider the following: (1) schools historically were not set up to transmit literacy skills, as evidenced by the fact that the geography and chronology of literacy are much less linked to the establishment of formal schooling than to the history of social development; (2) schools are not well equipped to teach basic skills because only children whose families provide the support and tuition they do not obtain in school can hope to progress at a normal rate, and remedial education is the kind of instruction most frequently hit by cuts in spending; (3) illiteracy does not cause poverty but illiteracy is highest among school leavers, minority groups, the long-term unemployed, and severely disadvantaged populations; (4) many illiterate people are not inarticulate or helpless, particularly those who ask for help in learning to read; (5) firm statistics on the extent of illiteracy are hard to come by and…
(1988). Communication, Development, and New Social Movements: A European Perspective. At the present time the social sciences implicitly or explicitly start from a normative vision which has a dialectical objective: a reasoning that is at once theoretical and practical, or that is both a political and a scientific discourse. A focus on Jurgen Habermas' theory of communicative action provides possibilities of shifting the frontier to interactive planning that explicitly takes up the problem of the relationship between authority and society. The theories and concepts of other European thinkers like Althusser, Gramsci, Lukacs, Weber, and Foucault, are also important for an understanding of the Western European intellectual climate. Habermas's theory envisions a number of new, collective decision-making forms. It must be seen as a directive for a new political praxis, a criterion against which the organization of both the political and the social life can be tested and judged. However, the political relevance of this third paradigm (emerging from criticism of the… [PDF]
(1984). South Africa/Time Running Out. Bill of Rights in Action, v18 n1 Apr. Based on the book, "South Africa: Time Running Out," a report of the Study Commission on U.S. Policy Toward Southern Africa, this 10-20 day unit of study is designed to help high school students learn about the history, geography, and present situation in South Africa and its relationship to the United States. The first of four sections provides basic background information, including an opening article describing a 1983 controversy over the proposed visit of a South African school inspector to an American high school; an article built around a student trip to South Africa; a section on American interests, policy objectives, and recommended actions toward South Africa; and an activity on South African history and geography. The second section focuses on Apartheid and the dynamics of South African life. This section contains eight short articles dealing with the current situation in South Africa, each beginning with factual information and ending with interviews with South… [PDF]
(1981). Global Issues in the Intermediate Classroom, Grades 5-8. This publication contains teacher developed activities for teaching about global issues in grades 5-8. The self-contained activities are organized into three major parts. Part I, \Global Awareness,\ introduces students to the concept of global education. Students are made aware of the nature of the world and the part they play in it as inhabitants of the planet. For example, the activity, \Global Connections,\ involves students in interacting with one another to discover how their class is connected to the rest of the world. Using a bingo game format, students look for classmates who fit appropriate squares on their game sheets. Each square represents a certain kind of \global connection.\ Through the activities in Part II, \Global Interdependence,\ students learn that they are connected to other people and countries in countless ways and that these links exist across cultures as well as time and distance. In the \Peanut Butter Crunch\ activity, students examine the effects of the… [PDF]