Little is done in schools at the formal and informal levels to address war and peace, especially in relation to what can and should be done to bring about peace. This volume seeks to provide a range of policy, pedagogical, curriculum and institutional analyses aimed at facilitating meaningful engagement toward a more robust and critical examination of the role that schools play in framing war, militarization and armed conflict.

Curriculum and Teaching Dialogue is a peer-reviewed journal sponsored by the American Association for Teaching and Curriculum. The purpose of the journal is to promote the scholarly study of teaching and curriculum. The aim is to provide readers with knowledge and strategies of teaching and curriculum that can be used in educational settings. The journal is published annually in two volumes and includes traditional research papers, conceptual essays, as well as research outtakes and book reviews. Publication in CTD is always free to authors. Information about the journal is located on the AATC website and can be found on the Journal tab at http://aatchome.org/about-ctd-journal/.

Truly international in scope, this Handbook focuses on approaches to discipline, surveillance and social control from around the world, critically examining the strategies and practices schools employ to monitor students and control their behavior. Bringing together leading scholars from a range of disciplinary backgrounds, the chapters scrutinize, analyze and compare schools' practices across the globe, providing a critical review of existing evidence, debates and understandings, while looking forward to address emerging important questions and key policy issues. The chapters are divided into four sections. Part 1 offers accounts of international trends in school discipline, surveillance and punishment; Part 2 examines the merging of school strategies with criminal justice practices; Part 3 focuses on developments in school technological surveillance; and Part 4 concludes by discussing restorative and balanced approaches to school discipline and behavior management. As the first Handbook to draw together these multiple themes into one text, and the first international comparative collection on school discipline, surveillance and social control, it will appeal to scholars across a range of fields including sociology, education, criminology, critical security studies and psychology, providing a unique, timely, and indispensable resource for undergraduate educators and researchers.

Provides a comprehensive reference for scholars, educators, stakeholders, and the general public on matters influencing and directly affecting education in today’s schools across the globe This enlightening handbook offers current, international perspectives on the conditions in communities, contemporary practices in schooling, relevant research on teaching and learning, and implications for the future of education. It contains diverse conceptual frameworks for analyzing existing issues in education, including but not limited to characteristics of today’s students, assessment of student learning, evaluation of teachers, trends in teacher education programs, technological advances in content delivery, the important role for school leaders, and innovative instructional practices to increase student learning. The Wiley Handbook of Teaching and Learning promotes new, global approaches to studying the process of education, demonstrates the diversity among the constituents of schooling, recognizes the need for and presents a variety of approaches to teaching and learning, and details exemplary practices in education. Divided into four sections focused on general topics—context and schooling; learners and learning; teachers and teaching; and educators as learners and leaders—and with all-new essays that look at what has been, what is, and what could be, this book is destined to inspire thoughtful contemplation from readers about what it means to teach and learn. Examines teaching, learners, and learning from a contemporary, international perspective, presenting alternative views and approaches Provides a single reference source for teachers, education leaders, and agency administrators Summarizes recent research and theory Offers evidence-based recommendations for practice Includes essays from established and emerging U.S. and international scholars Each chapter includes a section encouraging readers to think ahead and imagine what education might be in the future Scholars from around the world provide a range of evidence-based ideas for improving and modifying current educational practices, making The Wiley Handbook of Teaching and Learning an important book for the global education community and those planning on entering into it.

Over the course of the past decade and a half, we, Samuel Totten and Jon E. Pedersen, have co-edited a series of books on teaching and learning about social issues. Our goal has been to build a series that would broadly represent the work that has been undertaken over the past 110 plus years related to the field of teaching and learning about social issues. As we created and added to the series (see for example: Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field; Researching and Teaching Social Issues: The Personal Stories and Pedagogical Efforts of Professors of Education; Teaching and Studying Social Issues: Major Programs and Approaches), we came to the conclusion that the development of an annotated bibliography of the key works (books, chapters, articles, reports, and research) on a wide-range of issues/topics germane to teaching and learning about social issues was a logical addition to the series. In Educating About Social Issues in the 20th and 21st Centuries Volume 1: A Critical Annotated Bibliography (which was published in early 2012), the focus was on a host of programs, models, strategies and concerns vis-à-vis teaching and learning about social issues. This new book constitutes Volume Two in the series entitled Educating About Social Issues in the Twentieth and Twenty First Centuries and picks up where Volume One left off. Included in this book are the pioneering works of the following: Boyd Bode, Alan F. Griffin, G. Gordon Hullfish, Richard Gross, Robert Yager, and James Banks. Collectively, their work on social issues spans the period between the late 1930s through the present (with James Banks and Robert Yager continuing to publish through today). As for the subjects/topics (other than pioneers of teaching about social issues) addressed in this volume, they are: Issues-Centered Approaches to Teaching Geography, Addressing Social Issues in Sociology and Anthropology Courses, Peace Studies, The Vietnam War, and LBGT.

This book describes the various tactics used in counter-recruitment, drawing from the words of activists and case studies of successful organizing and advocacy. The United States is one of the only developed countries to allow a military presence in public schools, including an active role for military recruiters. In order to enlist 250,000 new recruits every year, the US military must market itself to youth by integrating itself into schools through programs such as JROTC (Junior Reserve Officers' Training Corps), and spend billions of dollars annually on recruitment activities. This militarization of educational space has spawned a little-noticed grassroots resistance: the small, but sophisticated, “counter-recruitment” movement. Counter-recruiters visit schools to challenge recruiters' messages with information on non-military career options; activists work to make it harder for the military to operate in public schools; they conduct lobbying campaigns for policies that protect students' private information from military recruiters; and, counter-recruiters mentor youth to become involved in these activities. While attracting little attention, counter-recruitment has nonetheless been described as “the military recruiter's greatest obstacle” by a Marine Corps official.

In this book, Kevin Kester details how the United Nations promotion of higher education for peace and international understanding sometimes unintentionally contributes to the reproduction of conflict and violence across diverse cultures. He shows this through an indepth examination of peace curricula, pedagogy and policy in one United Nations higher education institution, where he indicates how dominant philosophical and pedagogical models that signify acceptable peace education ultimately undermine the very goals of educational peacebuilding. Kester contends that theoretical and pedagogical training must develop beyond the dominant psycho-social, rational and state-centric assumptions that permeate the field today if higher education is to better contribute to personal and societal peacebuilding. Drawing from the fields of educational philosophy and sociology, he argues for new concepts of poststructural violence and second order reflexivity that can assist scholars in reducing conflict and building peace in lasting ways. He complements his fieldwork findings with personal reflections throughout the book to reimagine the transformative possibilities of peacebuilding education for the 21st century.

Nationality and Ethnicity in an Israeli School: A Case Study of Jewish-Arab Students explores the intersection of ethnicity, nationality, and social structure which is experienced through schooling and its effects on the performance of disadvantaged students. The book sheds light on the ramifications of the multilayered ethnic-class identities and explores the role of nationality in the reproduction of a depoliticized ethnic hierarchy in school and society. It offers an ethnographic case study of one Israeli high school that adopted critical pedagogy in order to empower underprivileged students that belonged to second and third generation of immigrant Jews from Arab countries. It also analyses the ways in which educational gaps are reproduced through the dominant national culture and identity and discusses the educational consequences of multiethnic school settings. The book will appeal to students, researchers and academics in the fields of sociology of education, education policy, peace education, Israeli studies, and critical pedagogy studies.

This book examines the implications of computer-generated learning for curriculum design, epistemology, and pedagogy, exploring the ways these technologies transform the relationship between knowledge and learning, and between teachers and students. It argues that these technologies and practices have the potential to refocus on the human factors that are at the center of the learning process.

This book examines the significance of care in education by shedding light on the invisible work of care in the day-to-day lives of teachers. Sandra Wilde weaves a philosophical commentary that explores the meaning of care in education, acknowledging its value and illustrating how it can be sustained in teaching.