Syllabus

IP507 (Online) Peace Education

Arcadia University IPCR Summer Session II Amy Cox, PhD Kuch 105 coxa@arcadia.edu cell phone: 215 206 5903 Policy regarding feedback: I will return emails within 48 hours and grade your assignments within a week.

Welcome!

Welcome to your Arcadia University course, IP507- Peace Education. This course is designed to provide a broad overview of the related fields of peace studies and conflict resolution. We will reflect upon the various definitions, perspectives, actors, and tools available to practitioners and scholars in the field who seek to understand the interplay and relationship between peace, education and violent conflict. The goal of the course is to provide a basic foundation for understanding the nature of the relationship between education and peace. We will look at the role of education in the evolution of the state, the utility of education in state power and how education is used to both maintain and challenge the status quo. The latter part of the course will focus on a case study of Ireland and its segregated education system. Students will be challenged to develop an understanding of how education has historically been used to foster hatred, and conflict, and then how education might be used to reconcile two different communities. We will seek to address questions like: how do we write textbooks? How can we represent various sides of a conflict in teaching history? How can education bring about justice, peace

and reconciliation post conflict? We will thus explore each weeks topic through a mix of readings, discussions, and reflective questions. The final presentation will consist of a case study of Ireland and policy recommendations on how to reform the education system to promote peace bringing each weeks ideas into one comprehensive project.

Required Materials

Required readings: All readings and materials will be provided on blackboards. Minimum Technical Skills Expected 1. The ability to use a modern web browser, like Internet Explorer or Firefox, to navigate websites. 2. The ability to use your Arcadia e-mail address to send and receive e-mails. 3. The ability to learn My Arcadia features found in the Tutorials section of the course, as needed. 4. The ability to use word processing software to read, author, edit and save documents. 5. The ability to use a search engine, like Google, to find information on the web. Technical Support If you experience any difficulties with accessing the course or email please contact the IT helpdesk 215.572.2898. If you encounter a problem with an assignment or content in the course please contact me. Resources available In compliance with the Arcadia University policy and equal access laws, appropriate academic accommodations can be made for students eligible for such support. Students are encouraged to register with the Disability Services Office. Please contact either Kathryn Duffy (215-572-2122) or Linda Pizzi (215-572-4068) to verify your eligibility for appropriate accommodations. You can also reach the Disability Support Services website at http://www.arcadia.edu/academic/default.aspx?id=15850. Please speak to me about any requests for academic accommodations or other concerns as early in the semester as possible.

Writing Center The Arcadia University Writing Center operates on a collaborative, peer-to-peer tutoring model aimed at making better writers, not just better writing. Through open-ended talk, inquiry and writing, we help others better understand their own idiosyncratic writing processes. We believe when students understand themselves as writers, they can adapt responsibly to a wide variety of rhetorical situations across the disciplines.

Students from ALL disciplines, and at ALL stages of the writing process (prewriting, drafting, revising) come to the Writing Center to meet with trained consultants. There are also consultants on staff who have received additional training in how to support ESOL writers. You can schedule an appointment by calling (215-572-4051), dropping by the Writing Center (Landman Library, Lower Level), emailing us at writingcenter@arcadia.edu or by filling out our scheduling form. Here is the link to the form http://www.arcadia.edu/writing-center-appt-form/. A consultant will email you to confirm your appointment.

Evaluation (This covers QM standard 3.2) A B C D F 90% to 100% 80% to 89% 70% to 79% 60% to 69% Failure to complete required work

Discussion Posts - Blackboard Writing and Research Assignments (weeks 2, 4, 6 15% each)

20% 45%

Power point presentation/conflict analysis Introduction

35%

This course is being presented in an online fashion. It is important that you login on a regular basis (daily if possible) and work on a consistent basis to complete your requirements. Since we are not meeting face to face, it will be imperative that you participate in the discussion board, as well as on the phone and in Skype conferences with your instructor. Also, the Cyber Cafe is available for you to develop community outside of the course content. You will need to be self-motivated and try to stay as organized as possible; developing a schedule would be a good idea. I also suggest that you login in the beginning of the week and copy all assignments to a Word document. This will allow you to construct a quality answer, spell check, grammar check, and copy and paste it into the forum. Requirements for Discussion Board Sessions 1. Discussion Board responses are due Monday by 5pm, then everyone has until Wednesday at 5pm to respond to posts of each other. 2. When quoting the work of another scholar, it is important that you cite the work correctly. The following are examples of what is expected when referring to the work of another scholar. You should use APA standards for in-text citations. (see http://owl.english.purdue.edu/owl/resource/560/01/ )

Example within the context of the posting: "Constructivism is an epistemology, a theory of knowledge used to explain how we know what we know" (Lorsbach, 1997).

Example at the end of the posting: Lorsbach, A. (1997). Constructivism as a Referent for Science Teaching. Retrieved January 5, 2006, from http://www.exploratorium.edu/IFI/resources/research/constructivism.html

3.

You are required to respond to a minimum of two other student postings for forums that require interaction with your peers. I will be looking at the way you answer questions, analyze the postings and extend the conversation. Please use this opportunity to share your own experiences, but remember to support your assertions with current research findings. At this level we can all learn a great deal by sharing our experiences.

"Studies report that peer learning promotes greater conceptual and procedural gains for students, accommodates a broad range of learning styles, results in greater enjoyment of the learning task, and encourages a stronger persistence in learning" (Johnson & Johnson, 1999).

4.

Your postings will be evaluated based upon the substantive nature and how it efficiently addresses the question at hand. Simple responses such as "I agree" are of no value and will not be counted as an acceptable posting. Try to use what I call the "no scroll" rule. If you have to scroll a great deal to read the posting, it becomes an arduous task. Please try to be succinct and to the point. Strive to respond at the synthesis or evaluation levels.

Discussion Etiquette In this course, I welcome the creation of a dialogue that is open, thoughtful, and founded on the basis of research in the field. At times, some of you will not agree on the positions that are taken in the forum. This diversity is welcomed. However, each student must exercise respect for the thoughts and comments that are posted by their peers. If any posted comments are inappropriate or of an offensive nature, they will be removed from the forum and I will address the issue with the author of the content. Please follow the following guidelines: Never post, transmit, promote, or distribute content that is known to be illegal. Never post harassing, threatening, or embarrassing comments. If you disagree with someone, respond to the subject, not the person. Never post content that is harmful, abusive, racially, ethnically, or religiously offensive, vulgar or otherwise potentially offensive. Unit Schedule UNIT 1, Week July 12 Nationalism and the Roots of education Objectives: 1. Introduce or enhance conception of nationalism 2. Understand the connection between nationalism and education 3. Develop your ability to use online web tools, blackboard and cyber caf 4. Demonstrate your ability to follow instructions and locate open online sources Readings:

Edward Reisner (1922) Nationalism and Education Since 1789; a social and political history of modern education. found open source online @ http://www.archive.org/details/cu31924032694006

NOTE: please read Preface, Chapter 1 and a chapter of your choice on France, the US, Prussia or England. E.J. Hobsbawm (1990) Nations and Nationalism since 1780. Assignments: 1. Read through the entire syllabus and course outline in the Course Information section and if you have any questions, please post them to Questions and Concerns. If you have no questions or concerns, simply submit a post that says you have read and understand the syllabus. 2. Introduce Yourself to the Class write a short bio of yourself and post in the Cyber Caf. Include your name, occupation, educational background, some personal information you would like to share (hobbies, kids, favorite films) AND why you are taking the course. 3. Watch Video Clip: Noam Chomsky on Education (2 hours) http://www.youtube.com/watch?v=e_EgdShO1K8&feature=related 4. Answer two discussion questions online (by Monday at 10pm) and respond to at least two other posts (By Wednesday at 10pm): a. What does Reisner mean by nationalism? b. What is the relationship between education and nationalism? Read Chapter 3: the Government perspective Blackboard

Unit 2 Objectives Week of July 19 Nationalism, Education and Violent Conflict Identify and understand the relationship between nationalism, violent conflict and education Express the various ways education may contribute to war and violent conflict Describe major events and developments in the history of peace education

Readings EFA Global Monitoring Report- Summary 2011 The Hidden Crisis: Armed Conflict and Education found online @ unesdoc.unesco.org/images/0019/001911/191186e.pdf

Allen, Douglas. (2007) Mahatma Gandhi on Violence and Peace Education, Philosophy East and West 57: 3, pp.290-310. (Blackboard)

Assignments 1. Using online research and sources find 3 interesting websites that help you understand the relationship between education and societal violent conflict. Post your three web links on the discussion board with a 1-3 sentences explaining the site and what your learned from it. 2. Write a 1-2 page answer to this question: what is the relationship between education, nationalism and violent conflict? How does this relationship work and what do you think could/should be done to reduce violent conflict? (15%) 3. Read each others posts and respond to at least two other students with your thoughts, ideas and questions. ______________________________________________________________________________ Unit 3 Objectives Week of July 26 Peace Education Identify and understand the nature of peace education in societies in intractable conflict Describes two models for peace education

Unit 3 Readings Betty Reardon (1988). Comprehensive Peace Education: Educating for Global Responsibility, NY: Teachers College Press. READ Introduction and Chapter 1 pp. ix-11 (on blackboard) Daniel Bar-Tal and Yigal Rosen (2009). Peace Education in Societies Involved in Intractable Conflicts: Direct and Indirect Models, Review of Educational Research 79:2 pp. 557-575. (blackboard) Unit 3 Assignments

1. Discussion question: How can peace education facilitate peace and/or change? Due by Monday, 10pm. 2. Respond to posts from at least two of your classmates by Wed 10pm.

______________________________________________________________________________ Unit 4 Objectives week of Aug 2 Writing and Teaching Peace Education Identify and describe three ways education can be used to reconcile differences. Understand and explain how textbooks can be used as tools for creating difference or reconciling conflict Uncover what the role of education is in post-conflict social reconstruction Discuss, research and cite real world examples of how education has been used to promote peace and reconciliation Unit 4 Readings Falk Pingel. (2008). Can Truth Be Negotiated? History Textbook Revision as a means to reconciliation. The Annals of American Academy of Political and Social Science 617: 181. Pp. 181-198. Harvey Weinstein and Sarah Warshauer Freedman, and Holly Hughson. (2007). School Voices: challenges facing education system after identity based conflicts, Education, Citizenship and Social Justice 2:41. Pp. 41-71 Unit 4 Assignments 1. Conduct online research to find an example or case where education has been used as a tool to promote peace and reconciliation (besides the examples discussed in the readings) and one example/case where education has been used effectively to promote more violence, hatred and war. Write one page on each example explaining the case and how education was used to either promote peace or violence. (15%) 2. Read through conflict analysis pages/links of Practitioners Guide: Conflict Analysis by MethodFinder @ http://www.methodfinder.net/briefdescription59.html . Become familiar with the Onion as a tool for conflict analysis.

______________________________________________________________________________ Unit 5 Objectives week of August 9 23 (2 weeks) Ireland as a Case Study Identify themes of Irish History Familiarize students with history of Northern Ireland Develop understanding of competing nationalisms Define concept of ethnocentrism Connect and understand concepts of ethnocentrism, nationalism and education Explain several theories of how curriculum can be used to undermine ethnocentrism Clarify integrated education

Unit 5 Readings J. Darby (1995). Conflict in Northern Ireland: A Background Essay, from his book Facets of the Conflict in Northern Ireland. Open source http://cain.ulst.ac.uk/othelem/facets.htm#chap2

Study on History Education and National Identity in Northern Ireland found online @ www.heirnet.org/IJHLTR/journal5/Barton.rtf

A. Smith (2003). Citizenship Education in Northern Ireland: Beyond National Identity? in Cambridge Journal of Education 33: 1 pp.15-31. J. Rusen (2004). How to Overcome Ethnocentrism: Approaches to a Culture of Recognition by History in the 21st Century, in History and Theory 43: pp.118-129. B. Hayes, I. McAllister and L. Dowds (2007). Integrated Education, Intergroup Relations and Political Identities in Northern Ireland, in Social Problems 54: 4 pp. 454-482. Unit 5 Assignments 1. Explore the BBCs website on Northern Ireland, watch short videos and read the commentary on civil

rights, battle of the bogside, the long war and endgame for excellent and really cool information @http://news.bbc.co.uk/panorama/hi/front_page/newsid_7968000/7968671.stm 2. Find maps of Belfast and Derry that show where Catholics and Protestants live. 3. Using the Onion as a guide conduct online research to identify and post with citations: (15%) DUE BY AUGUST 20, 10pm

a. Who are the key stakeholders in the conflict in Northern Ireland b. What are the core conflict issues c. What is the NI Catholic Churchs position on education reform and integration d. What is the Protestant (Presbyterian Church) Rev. Ian Paisleys Church position on education reform e. Identify 2 NGOs working on education reform and identify their strategies 4. Discussion post question: Who or what are the main obstacles to integrating schools and why? Due By AUGUST 20, 10pm

5. Respond to each others posts by Wed, August 22, 10pm. _____________________________________________________________________________________ Unit 6: Week of August 23 - Presentations, Conclusions Unit 6 Objectives: Conduct online research to analyze the conflict around education in Northern Ireland: find evidence to determine who the key stakeholders are, what their positions, needs and interests are and prepare a power point presentation. Understand and evaluate current challenge to NI education Develop and deliver a 10 minute power point presentation

Unit 6 Readings: C. Ruane (2007). Outlining a Vision for our Education System, presented to the Northern Ireland Assembly. found open source http://cain.ulst.ac.uk/issues/education/education.htm

Unit 6 Assignments: 1. Fill out course evaluations 2. Give a 10-15 minute presentation on the problem of integrated education in Ireland with a power point presentation. Post presentation online. Include citations and a bibliography. (35%) Due August 26 by 10pm 3. Peer interaction: ask each student in the course at least one key question about their conflict analysis and respond to questions posed to you. DUE AUGUST 28, 10pm 4. Discussion post: What is the greatest obstacle to using education to promote peace? Why? What needs to be done to use education in the US as a platform for peace? DUE AUGUST 26, 10pm