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Descriptors:
Foreign Countries; International Cooperation; Research; Stakeholders; Health Sciences; Networks; Administrative Organization; Peace; Integrity; Collegiality; Sustainability; Conflict

Abstract:
Cross-border academic collaborations in conflict zones are vulnerable to escalated turbulence, liability concerns and flagging support. Multi-level stakeholder engagement at home and abroad is essential for securing the political and financial sustainability of such collaborations. This study examines the multilayered stakeholder arrangements within an international academic health science network contributing to peace-building in the Middle East. While organizational forms in this collaboration change to reflect the structural, epistemic and political expectations of various support groups operating locally and globally, the legitimacy of the international research and its contribution to the peace-building process last as long as institutional norms of academic enterprise--integrity, impartiality and collegiality--are sustained. This paper analyzes the reconciliatory strategies used by the collaborating health scientists to mitigate organizational turbulence, reduce resource asymmetries and continually build and rebuild bridges across stakeholder communities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Individual Development; Communication Skills; Religion; Comparative Analysis; Religion Studies; Criticism; Cultural Pluralism; Peace; Undergraduate Study; Graduate Study; Role; Dialogs (Language); History; Intercultural Communication; Departments; Curriculum

Abstract:
Comparative Religion is seen as an important curricula because it could serve as a mechanism for enhancing cross-cultural religious communication. The authors seek to examine the role of Comparative Religion as an important science for enhancing dialogue skills. Such a communication skill, however, must be developed from both intra- and inter-civilizational levels. The authors have employed an historical and textual analysis to re-examine Comparative Religion and its methodology. The authors proposed new curricula in Comparative Religion studies including criticism of the methodologies used in Comparative Religion. This includes a new methodology that considers the existing multicultural religious phenomenon as well as post-September 11, 2001 developments and the plans for departmentalization of Comparative Religion. For further benefit toward peace, harmony, and accepting co-existence, this study also highlights suggestions for developing the undergraduate and postgraduate programs at the higher education level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Children; Information Dissemination; Conflict; Childrens Rights; Access to Education; Educational Quality; Civil Rights; Peace; War; Data Collection; Research Methodology; Educational Opportunities

Abstract:
Poor-quality, or completely absent, data deny millions of children the right to an education. This is often the case in conflict-ridden areas. The 2011 Education for All Global Monitoring Report (UNESCO 2011b) identified four failures that are holding back progress in education and damaging millions of children's lives: failures of protection, provision, reconstruction, and peace-building. Thus, the critical lack, and the varying quality, of data on education and on human rights violations against children during and after armed conflicts amount to what can be termed the fifth failure of the international community. This article examines how currently available data, and monitoring and evaluation systems, can be used and improved to better estimate the situation of children in conflict-affected countries, in particular with respect to education. In the light of international standards for data dissemination and data quality, it highlights the need for governments and the international community to expand our current capacity to provide general information on the impact that conflict has on education, children, parents, and schools, to ensure the right to education for millions of children living in conflict-affected countries. Such an effort would include specific steps to ensure higher data quality in terms of completeness and accuracy, timeliness, serviceability, and methodological soundness. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Peace; Conflict Resolution; Vignettes; Simulation; Case Method (Teaching Technique); Educational Games; Games; Teaching Methods; Experiential Learning; Instructional Design

Abstract:
Simulations and games can offer valuable insight into the management of conflict and the achievement of peace. This special symposium issue of "Simulation & Gaming" examines several such approaches, used in both educational settings and to prepare practitioners to deal with the concrete challenges of peacebuilding. In the introduction, the authors offer some brief thoughts on the how and why of simulations and games-based approaches, scenario choices (abstract, fictional, and real world), intended audiences, and design approaches. They also address the question of how games might (or might not) contribute to policy making in this field. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Sciences; Conflict; Role Theory; Vignettes; Game Theory; Controversial Issues (Course Content); Design Requirements; Educational Games; Material Development; Change Strategies; Simulation; Peace; Learning Activities; Creative Activities

Abstract:
Attentiveness to and transparency about the methodological implications of the level of analysis selected for peace and conflict exercises constitute essential elements of good game design. The article explores the impact of level of analysis choices in the context of two key portions of exercises, scenario construction and role specification. It weighs the consequences of these choices in terms of the differing conclusions one can draw from exercises and potential pitfalls of careless choices. Finally, it argues that level of analysis considerations in game design parallels specific debates within segments of the social science literature, connections that are also explored in this article for their relevance to game design. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Military Personnel; Nongovernmental Organizations; Peace; Terrorism; Armed Forces; Cultural Awareness; War; Games; Military Training; Teaching Methods; Religious Factors; Conflict Resolution; Models

Abstract:
Today's military personnel fight against and work with a diverse variety of nonstate actors, from al-Qaeda terrorists to major nongovernmental organizations who provide vital humanitarian assistance. Furthermore, the nontraditional battle spaces where America and its allies have recently deployed (Kosovo, Afghanistan, Iraq) include a wide range of activities quite different from classic military campaign. How can the United States and its allies train its military personnel to think through the intersection of issues regarding working alongside and against nonstate actors, particularly in culturally sensitive environments? This article describes one such approach, the development of a war game for peace, designed for U.S. military officers and now utilized in the classrooms of several military colleges. More specifically, the article describes how reconstruction and stabilization operation decisions are modeled and worked through in the highly religious environment of contemporary Afghanistan through the use of an innovative board game, suggesting that this model can be applied to many other scenarios and classroom environments. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Power Structure; Foreign Countries; Constructivism (Learning); Graduate Students; Peer Teaching; Critical Theory; Simulation; Peace; Conflict Resolution; International Relations; Teaching Methods; Problem Solving; Critical Thinking; Political Science

Abstract:
This article reflects critically on simulations. Building on the authors' experience simulating the Palestinian-Israeli-American Camp David negotiations of 2000, they argue that simulations are useful pedagogical tools that encourage creative--but not critical--thinking and constructivist learning. However, they can also have the deleterious effect of reproducing unequal power relations in the classroom. The authors develop this argument in five stages: (1) They distinguish between problem solving and critical theory and define "critical thinking"--something not done by the simulation orthodoxy; (2) They describe the Camp David simulation. This is their contribution to the relatively small corpus of literature on simulating Palestinian-Israeli relations; (3) They review the constructivist learning and peer teaching accomplished through their simulation. This section is notable because it is authored by a graduate student who participated in the simulation as a meaning maker; (4) They review the manner in which simulations promote creative, not critical, thinking, and reproduce asymmetrical power relations; and (5) They reflect on the overall utility of simulating the Camp David negotiations in the classroom. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Student Relationship; War; Citizenship Education; Social Control; Citizenship; Peace; Social Change; Teaching Methods; Democracy; Case Studies; Discipline; Laws; Instructional Innovation; Teacher Attitudes; Prediction; Educational History; Curriculum

Abstract:
This article explores the tension between social control and democratic participation in the first American peace education curriculum, "A Course in Citizenship" (1914). Previously, this "Course" has been read as a case study of progressive era peace education, during which the call to teach democratically increased in volume. Building on this critical history, the "Course" can also offer historical perspective on the high value of discipline and obedience to law inscribed in some teachers' views of citizenship education. Read alongside archival transcripts from the American peace movement before World War I, the warrants for predicting future peace in the "Course in Citizenship" suggest that peace education requires innovative methods of constituting classroom authority on the basis of representation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Content Analysis; Interpersonal Relationship; Peace; Informal Education; Educational Practices; Teaching Methods; Conflict; Power Structure

Abstract:
This article reviews restorative practices (RP) as education in formal and informal contexts of learning that are fertile sites for cultivating peace. Formal practices involve instruction about response to conflict, while informal learning occurs beyond academic lessons. The research incorporated content analysis and a critical examination of the reported practices. The findings illuminate the nature of the practices and sources of power differentials in them. The discussion concludes with recommendations for the use of RP. Five identified opportunities for expansion and refinement of RP as informal and formal education resonate with, and extend, suggestions for this important aspect of peace education. (Contains 1 table and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Politics of Education; Peace; Political Attitudes; Teaching Methods; Political Influences; Foreign Countries; Teacher Education; Seminars; Humanism; Criticism; Cultural Context; Discourse Analysis

Abstract:
This paper investigates the interference of local politics with a peace education initiative in Greek-Cypriot education and the consequent impact on teachers' perceptions and responses. Focusing on a recent educational attempt to promote "peaceful coexistence", the authors explain how this attempt was seen by many teachers as being a part of a local leftist agenda and was therefore often rejected. When though the same initiative was positioned--through a series of teacher training seminars organised by the authors--within the global field of "peace education", and was grounded in humanistic ideals, the teachers appeared much more comfortable to engage with it. Taking the local political complexities into consideration, the authors argue that despite the existing thorough critiques of the humanistic discourse of peace education, a seemingly "neutral" humanistic discourse of peace education can be legitimised on the basis of two arguments: first, a humanistic discourse could serve as an entry point for talking about "peaceful coexistence" in schools and second, it might offer a way to overcome the strong political connotations that these concepts appear to have locally. (Contains 1 table and 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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