I recently had the pleasure of being at a workshop at my alma mater, George Mason. The organizers brought together a group of us focused on field-based experiential courses. I was asked to share about my own leadership of my program’s field based peace building course to Morocco. My colleagues there significantly improved my thinking especially as regards to the idea of “being transformed” by these courses, something we as faculty and students involved in field-based courses often talk…Continue
For about the past year, my team and I have been surveying and interviewing US public middle and high-school teachers nationwide about their experiences teaching 9/11. How have they approached teaching today’s students about one of the most painful, important and arguably divisive events in US history? Here’s what they had to say.
1. Most teachers (including history teachers) don’t see teaching about 9/11 as part of their curriculum. According to my survey 84% of teachers who don’t…Continue
Given that people from vastly different cultures naturally will have differing ideas on what “counts” as a human right, is it possible to foster enough consensus that collaboration for human rights across cultures is possible? I would argue yes, it is possible, and I would go even further. I say building this consensus around human rights in the 21st century is necessary because the realities of travel and communications technology, as well as an increasingly globalized economy,…Continue
I'll be presenting on critical peace education next week at the CIES 2012 conference, arguing that critical peace education (CPE) is vital to our efforts to achieve larger scale conflict transformation. One particular skill, collaborative problem solving, is not often described within the context of classic critical theory (Habermas 1989, Foucault 1995). Here is a key contribution of critical peace education to the project of global conflict…Continue