Language: English

ISSN: 1071-6246

Language: English

ISSN: 1054-0040

Abstract/Notes: Montessori Model UN

Language: English

ISSN: 1522-9734

Abstract/Notes: The purpose of the study was to determine if consistent and purposeful Grace and Courtesy lessons would result in a decrease in student conflicts and disruptive behaviors. The study was conducted in a private Montessori school in Metropolitan NYC. The subjects were 21 Early Childhood (ages 3 to 6) students. Sources of data included a checklist of Grace and Courtesy lessons, a Zone Map to document places of conflicts/disturbances, and a Redirection/Incident journal documenting redirections and incidents by child, and the lessons given them. The conclusion was that there was not enough time to fully develop what is now understood to be a lengthy and intensive research study. The presence of “outlier” students also detracted from the message the lessons were providing. I will continue to deliver the Grace and Courtesy lessons as planned, and will reapply the same processes at the commencement of the next school year.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: This article examines the impact of four peace education programs involving Pakistani youth to illuminate peace education’s role in peacebuilding efforts in conflict contexts. It argues that alumni tried to replicate their individual transformations as stimulated by these peace education programs. They did so through community-level projects modelled after the same program processes that had transformed them. Impact on peacebuilding was supported by peace education programs combining different theories of change, focusing on follow-on projects, and providing support structures for alumni. Because alumni modelled their projects after their program experiences, programs should be more transparent in order to maximize impact.

Language: English

DOI: 10.1016/j.ijedudev.2019.02.006

ISSN: 0738-0593

Abstract/Notes: Peace education is arguably one of the underappreciated areas of study within the social sciences. Many lifelong, dedicated peace education professionals often feel undervalued by the military-industrial complex apparatus. Influential individuals and corporations that thrive in chaotic and conflicting environments every so often underestimate the relevance of peace educators. Educators find among academic and professional students an intensified urgency to learn the skills necessary to address real-world conflict; however, these courageous individuals are seemingly battling powerful forces with wealth and power. Although such happenings can be demoralizing, it is slowly galvanizing dedicated peace educators to evolve by altering their skill sets, remaining resilient, and growing from the ongoing challenges. In this dissertation, I sought to investigate the lived experiences of peace educators and explore, through their voices, the challenges they face as global conflicts spiral out of control. This study aims to share the peace educators’ voices first-hand. From the findings, the study unveils some of the invisible structural and systemic issues that often undermine peace educators’ efforts. Participants’ storylines showed that the job is interdisciplinary, transformative, and holistic. Bringing forth the narratives and interpreting their stories were pivotal in unearthing peace educators’ involvement in designing programs, developing conflict management strategies, and deepening their understanding of educational policies.

Language: English

Published: Fort Lauderdale, Florida, 2023

Language: English

DOI: 10.1080/10402659.2014.938003

ISSN: 1040-2659

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246