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stephknox24

AFWW :: To Abolish War - 0 views

www.afww.org/ToAbolishWar.html

peace_education

shared by stephknox24 on 20 Jan 11 - No Cached
  • stephknox24 on 20 Jan 11
     
    The thesis of this essay is that the institution of war could be abolished through a combination of Constructive Programs and Obstructive Programs. Good works alone won't end war. To transform dominator, warring cultures into egalitarian and nonwarring ones, Constructive Programs are needed to prepare the way, to establish the groundwork for a new lifestyle. But alone they will not result in a paradigm shift to a Gene Roddenberry-style Star Trek future on earth in which there is gender and racial equality, poverty has been eliminated, and conflicts are resolved by the rule of law instead of through military force. Paradoxically, Constructive Programs unless paired with the force of Obstructive Programs can enable dominator cultures to remain firmly in place. Moreover, to bring about a major social transformation we will need leaders to unite men and women as full partners in shaping a massive cultural shift to a more egalitarian, just, and nonwarring future.
Teachers Without Borders

Indian culture reflected poorly in school syllabi, finds survey - Hindustan Times - 0 views

www.hindustantimes.com/...Article1-801310.aspx

culture school survey India report study

shared by Teachers Without Borders on 24 Jan 12 - No Cached
  • Teachers Without Borders on 24 Jan 12
     
    The survey found that texts such as Ramayana, Mahabharata and tales from Panchatantra, Jataka and Hitopadesha were omitted from textbooks but Aesop's Fables had been included. "It is shocking that the south and north-eastern parts of India are almost neglected in the textbooks which are overwhelmingly tilted toward central and north India," said the survey report, which rated books on different parameters such as tradition and culture, history, heritage, Indian thought and spirituality.
Themba Dlamini

Dept of Arts and Culture - bursary circular and Application form. - Phuzemthonjeni.com - 0 views

phuzemthonjeni.com/...-circular-and-application-form

Dept of Arts and Culture - bursary circular Application form.

shared by Themba Dlamini on 26 Jan 12 - No Cached
  • Themba Dlamini on 26 Jan 12
     
    Dept of Arts and Culture - bursary circular and Application form.
Meghan Flaherty

A Culture Of Teaching Peace - 2 views

www.commondreams.org/...0616-01.htm

peace_education culture_of_peace

shared by Meghan Flaherty on 15 Jul 10 - Cached
  • Teaching peace also places importance on the process of education, i.e. the structure of the classroom, shared power between teacher and student, and a cooperative, co-creative learning process where factors like race, religion, background and learning ability are honored as swaths of fabric in a colorful cultural quil
  • he case of the Program Pendidikan Damai , a peace education program specifically designed for the province of Aceh, Indonesia, is a good example of a culture of teaching peace. In response to the pandemic brutal war between the Free Aceh Movement and the Indonesian military which has caught tens of thousands of civilians in the crossfire, local educators solicited the advice of international non-governmental organizations in creating a curriculum rooted in principles of nonviolence. The curriculum incorporates tenets of Islamic teaching as well as Acehnese culture, and is thus aptly relevant to the students who, frustrated with the level of violence in their cities and countrysides, decided to participate in workshops and trainings to learn how they can be agents of positive change in their communities. The local schools have adopted the curriculum and have begun teaching the lessons during school hours.
  • teaching peace gives students the tools to constructively deal with the problems they encounter on both a personal and global level, and it helps them understand their responsibility for elevating the collective human experience.
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  • Since formal education often leads to future job prospects, a culture of teaching peace ought to offer dynamic examples of careers with a conscience, or choosing a vocation which utilizes their unique gifts and talents and which is ecologically sound, morally upright and globally-minded. Giving evidence that peace is a viable and tangible career option can open doors and broaden students' perspectives.
  • Science teachers can teach peace by promoting environmental awareness and ecological thinking. Foreign language teachers can read and/or translate primary-source texts from the target language which detail experiences in personal, local, national and global peacemaking efforts. Physics classes can learn about the subatomic exchange of matter and energy which binds all humans to one another. Themes of peace and justice can be infused in every content subject so that peace is pervasive in the curriculum.
  • A comprehensive global network of educators promoting peace will create waves of new teachers who are motivated to teach peace
Teachers Without Borders

BBC News - What next for Scotland's educators? - 0 views

www.bbc.co.uk/...uk-scotland-12080792

Scotland curriculum reform teacher development

shared by Teachers Without Borders on 31 Dec 10 - No Cached
  • Earlier in the year, Dirk van Damme, the OECD's head of educational research, said of Scotland: "Too many leave school without qualifications or skills that matter in the labour market." He invited Scotland to take stock. "An egalitarian education culture is definitely not enough," Mr van Damme said. "The egalitarian and optimistic education culture in Scotland may even help to conceal the real issues," he said. Ministers hope improvements may come from an inquiry into what teachers are taught.
  • Earlier in the year, Dirk van Damme, the OECD's head of educational research, said of Scotland: "Too many leave school without qualifications or skills that matter in the labour market." He invited Scotland to take stock. "An egalitarian education culture is definitely not enough," Mr van Damme said. "The egalitarian and optimistic education culture in Scotland may even help to conceal the real issues," he said. Ministers hope improvements may come from an inquiry into what teachers are taught.
  • Under the radical change, rolled out to all secondary schools in August, teachers and pupils are now free to choose much of what they learn. Continue reading the main story “Start Quote The old system was good if you wanted school leavers good at producing widgets” End Quote And children will find out more information for themselves on the internet, rather than passively taking in information from teacher or a textbook. Supporters believe lessons will become livelier, more thoughtful and up-to-date. Others are worried that learning may become more modest and more hit and miss.
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  • "The new curriculum will encourage them to think for themselves, the key thing you need in a fast-changing modern world."
stephknox24

Cultivating Peace - 1 views

www.cultivatingpeace.ca/main.html

peace_education

shared by stephknox24 on 02 Aug 11 - Cached
  • stephknox24 on 02 Aug 11
     
    The tragic events of September 2001 and the escalation of conflicts around the world have focused attention on the urgent issues of world peace and human security. The seeds of the Cultivating Peace project were sown out of these events and the belief that long-term solutions require substantial shifts in how people of all cultures view global citizenship, conflict resolution, respect for human rights and care for the earth. Cultivating Peace is also founded on the belief that the strongest force available to shape cultural change is education.
stephknox24

El-Hibri Charitable Foundation - 0 views

www.elhibrifoundation.org/pei.html

peace_education foundation

shared by stephknox24 on 22 Aug 11 - No Cached
  • stephknox24 on 22 Aug 11
     
    The Foundation's Peace Education Initiative focuses on conflict resolution by bringing people together to find common ground and develop mutual respect. To that end, the Foundation: Seeks to advance the study and understanding of world peace by supporting cross-cultural approaches to peace-building and nonviolent conflict resolution.Fosters peace education to facilitate the transformation to a society where cultural diversity is embraced and governance reflects social justice and democratic practices.
Teachers Without Borders

About International Professors Project - International Professors Project - 0 views

internationalprofs.org/ternational-professors-project

international professors education

shared by Teachers Without Borders on 30 Sep 11 - No Cached
  • Teachers Without Borders on 30 Sep 11
     
    "International Professors Project is a worldwide organization focused on the long-term development of new International Professors as ambassadors of global education in search of understanding and learning. Our team of professors, fellows, and universities, using culturally appropriate methods and attitudes, works toward the goals of providing: University teaching; mentoring and curriculum development; dissemination of pertinent data and research; global collaborations and alliances. Cultural sophistication and background needed to address global pedagogical and curriculum issues."
Konrad Glogowski

BBC News - UK education sixth in global ranking - 2 views

www.bbc.co.uk/...education-20498356

education teachers ranking

shared by Konrad Glogowski on 30 Nov 12 - No Cached
  • The UK's education system is ranked sixth best in the developed world, according to a global league table published by education firm Pearson. The first and second places are taken by Finland and South Korea. The rankings combine international test results and data such as graduation rates between 2006 and 2010. Sir Michael Barber, Pearson's chief education adviser, says successful countries give teachers a high status and have a "culture" of education.
  • Looking at the two top countries - Finland and South Korea - the report says that there are many big differences, but the common factor is a shared social belief in the importance of education and its "underlying moral purpose".
  • The report also emphasises the importance of high-quality teachers and the need to find ways to recruit the best staff. This might be about status and professional respect as well as levels of pay.
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  • The rankings show that there is no clear link between higher relative pay and higher performance.
  • Konrad Glogowski on 30 Nov 12
     
    "The UK's education system is ranked sixth best in the developed world, according to a global league table published by education firm Pearson. The first and second places are taken by Finland and South Korea. The rankings combine international test results and data such as graduation rates between 2006 and 2010. Sir Michael Barber, Pearson's chief education adviser, says successful countries give teachers a high status and have a "culture" of education."
Teachers Without Borders

allAfrica.com: Kenya: Overcoming Cultural Obstacles to Girls' Education in Dadaab - 0 views

allafrica.com/...201204111049.html

Kenya refugees camps girls girls' education gender

shared by Teachers Without Borders on 16 Apr 12 - No Cached
  • Teachers Without Borders on 16 Apr 12
     
    Dadaab - A mix of cultural practices, such as early and forced marriage, as well as child labour, are depriving girls of education in the Dadaab refugee complex in eastern Kenya. Out of Dadaab's estimated population of 463,000 mainly Somali refugees, more than half are children under 18; of these about 38 percent attend school. The proportion of girls in the camps' primary and secondary schools is 38 and 27 percent, respectively, according to the UN Refugee Agency. A third of girls aged between 5 and 13 in Dabaab go to school; for those aged 14 to 17, only one in 20 are enrolled.
Teachers Without Borders

Video Games and Learning: Teaching and Participatory Culture in the Digital Age - 0 views

www.tcrecord.org/Content.asp

games learning students teaching education

shared by Teachers Without Borders on 04 Apr 12 - No Cached
  • Teachers Without Borders on 04 Apr 12
     
    ideo Games and Learning: Teaching and Participatory Culture in the Digital Age
Teachers Without Borders

Working Paper: Culture of safety in schools - mandatory or by choice - Documents & Publ... - 0 views

www.preventionweb.net/...v.php

disaster_preparedness hazards school_safety Bangladesh

shared by Teachers Without Borders on 20 Jan 11 - No Cached
  • Teachers Without Borders on 20 Jan 11
     
    This comprehensive manual on school safety intends to investigate and advocate how a culture of safety can be practiced or adopted to enable a safer environment (internal and external) for the future of Bangladesh, and especially for children.
Teachers Without Borders

Peace Education - 1 views

escolapau.uab.cat/index.php

peace_education peace education lesson ideas

shared by Teachers Without Borders on 01 Jun 11 - No Cached
  • stephknox24 on 01 Jun 11
     
    The Bank of Resources of Peace Education activities of the School For a Culture of Peace now has 50 activities in English. We invite you to take a look and use them freely! The Resource Bank makes available participative activities (role plays, group dynamics, and other methodologies) on peace education, conflict education, intercultural education and education for international understanding. There are 50 activities posted in English and 100 activities posted in Spanish and Catalan.
  • Teachers Without Borders on 01 Jun 11
     
    Peace education is understood to be "a permanent, continuous, and dynamic process rooted in concepts of positive peace and a creative outlook toward conflict. By focussing on socio-affective and problematizing causes, positive peace aims to develop a new culture of peace which enables individuals to critically discern the reality in which they are immersed and to act upon it …" (Jares, Xesús (1999). Educación para la paz, Madrid: Editorial Popular)
stephknox24

EPE - Home - 0 views

www.globalepe.org/index.php

peace_education

shared by stephknox24 on 30 Jun 11 - No Cached
  • Welcome to www.globalepe.org, a meeting place in cyberspace organized by Earth and Peace Education International (EPE).  Founded in 1992, EPE’s educational activities aim to promote our global community’s transition towards a culture whose institutions and norms are based on ecological sustainability, nonviolence, social justice, intergenerational equity and participatory decision-making. You are invited to join the global network of  educators and citizen-learners who seek to achieve these goals. We hope the  resources provided on this website will contribute to your efforts.
  • stephknox24 on 30 Jun 11
     
    Welcome to www.globalepe.org, a meeting place in cyberspace organized by Earth and Peace Education International (EPE).  Founded in 1992, EPE's educational activities aim to promote our global community's transition towards a culture whose institutions and norms are based on ecological sustainability, nonviolence, social justice, intergenerational equity and participatory decision-making. You are invited to join the global network of  educators and citizen-learners who seek to achieve these goals. We hope the  resources provided on this website will contribute to your efforts.
Teachers Without Borders

Thailand takes first steps on long road to inclusive mainstream education | Global deve... - 0 views

www.guardian.co.uk/...irst-steps-inclusive-education

thailand education inclusive education inclusion disabilities children schools

shared by Teachers Without Borders on 30 Mar 12 - No Cached
  • Cultural barriers continue to deny disabled children access to schools, but progress on inclusive education is finally gathering
  • The strict hierarchy of Thai society means the drive for inclusive education needs strong commitment from both politicians and school leaders. In the past decade, there has been significant political progress in moves to implement a system that ensures children with disabilities have access to mainstream schools. However, with cultural barriers and resistance from some headteachers, the journey towards fully inclusive education has only just begun.
  • Some headteachers Lennon spoke to were amenable to the concept of inclusive education, but didn't feel they had the resources or training to implement it effectively. Others, with decades of experience of working in special schools, felt this institutional model was more suitable.
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  • However, many headteachers in Vorapanya's study cited the Buddhist belief in the need for compassion as a reason they support inclusive education. Meanprasat private school in Bangkok, which combines western-style "child-centric" learning with a Buddhist ethos of moral ethics and regular meditation, is recognised as a national leader in integrated educational practices. In total, 130 of its 1,300 students are disabled. The school's philosophy is that children with disabilities "should have the chance to mix with society and be accepted by it". More than 5,000 teachers visit the school annually and attend workshops held to help spread good practice.
  • Nanthaporn (Nuey) Nanthamongkol, a six-year-old girl with Down's syndrome, was due to be sent to a distant boarding school before he intervened. "Without our work, Nuey would have been separated from her parents, sent to a school 80km away," says Lennon. "For kids with Down's syndrome, this is the worst possible thing you could do."
  • State schools, however, which have much less funding, have been described by Vorapanya as having "woefully insufficient resources" to implement inclusive education properly. Headteachers have complained that while schools can now access a minimum of 2,000 baht (approximately £41) funding for each disabled child, this is not enough to cover the required resources or training expenses. Another problem is that this funding can only be given if the child has been officially certified with a disability. Teachers have reported that some parents do not want this social stigma or are fearful that this certification will lead to discrimination.Despite the significant challenges, Lennon is optimistic. "We are making great strides," he says. "If we keep doing good, the results will surely follow."
Teachers Without Borders

allAfrica.com: Angola: Umbundu and Nganguela Vernacular Languages Introduced in School - 0 views

allafrica.com/...201201110200.html

education languages school instruction Angola curriculum

shared by Teachers Without Borders on 20 Jan 12 - No Cached
  • Teachers Without Borders on 20 Jan 12
     
    Lubango - The provincial department of Education, Science and Technology of Huíla Province, begins this school term with teaching the Umbundu and Nganguela vernacular languages in primary and secondary schools of Huíla Province, in order to allow children to improve learning, spirit of self-confidence and feeling of cultural integration.
Teachers Without Borders

IRIN Africa | ZIMBABWE: Thousands of girls forced out of education | Zimbabwe | Childre... - 0 views

www.irinnews.org/report.aspx

Zimbabwe education school girls girls' education Education Under Attack gender

shared by Teachers Without Borders on 16 Nov 11 - No Cached
  • HARARE, 7 November 2011 (IRIN) - Poverty, abuse and cultural practices are preventing a third of Zimbabwean girls from attending primary school and 67 percent from attending secondary school, denying them a basic education, according to a recent study which found alarming dropout rates for girls. ''Sexual harassment and abuse by even school teachers and parents, cultural issues, lack of school fees, early marriage, parental commitments and early pregnancies are some of the contributing factors to the dropout by the girl child,'' said the authors of "Because I am a Girl" by Plan International, a nonprofit organisation that works to alleviate child poverty.
  • According to the Plan International report, the long distances that children in rural areas have to travel to reach school, and the burden that girl children face because they often have to assume the responsibilities of being head of the household after the death of their parents, are other factors contributing to the high dropout rate for girls.
  • A 2005 government programme of forced evictions, known as Operation Murambatsvina (Drive out Trash), which uprooted some 700,000 people from urban areas across the country, compounded the difficulties of accessing education for girls from affected households. Amnesty International, in its report ''Left Behind: The Impact of Zimbabwe's Forced Evictions on the Right to Education'' released in October 2011, documents the ways in which the evictions disrupted the primary and secondary education of an estimated 222,000 children.
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  • The Amnesty International report notes that many girls at Hopley became sex workers, entered relationships with older men, or married at a young age after eviction from their homes, and the government's failure to support them to re-enrol in school.
  • Zimbabwe's education system, once considered a model for other African countries, has been steadily declining over the last decade due to the economic crisis. Many schools lack text books and other supplies.
Gwen Stamm

DeclaracioICIP_010610_ang.pdf (application/pdf Object) - 0 views

www.gencat.cat/...DeclaracioICIP_010610_ang.pdf

human_right_to_peace

shared by Gwen Stamm on 30 Jun 10 - No Cached
  • Gwen Stamm on 30 Jun 10
     
    Barcelona Declaration of the Human Right to Peace adopted on June 2, 2010 will be submitted to International Congress in December as part of the World Social Forum organized to celebrate the end the UN Decade for a Culture of Peace and Non-Violence. At this time nations from around the world will discuss and adopt the final text of the Declaration to submit to the UN.
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