PEACE EDUCATION:

A Special Interest Group of the American Educational Research Association

Newsletter

July, 2003

Vol.6, No. 2

Aline M. Stomfay-Stitz, University of North Florida,

Online Newsletter Editor

A SPECIAL INTEREST GROUP OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION

WELCOME!

We appreciate the comments from our SIG members as well as others who have read our SIG Newsletter. We especially wish to welcome those who have joined the SIG as new members after reading our Newsletter.

The purpose of the Peace Education SIG is to promote and disseminate research on issues related to peace, including scholarly work in the areas of social justice, human rights, conflict resolution, violence prevention, prejudice reduction and holistic education. This SIG is dedicated to cultivating a network for discussion and action on these important issues within AERA.

SIG members are from several corners of the globe, from a wide range of disciplines such as child advocacy, education, international studies, peace studies, psychology, public administration, sociology including government officials, policymakers, author, scholars, graduate students, and teachers – all committed to a more peaceful world for our new generation of children and youth.

Home Membership Newsletter Index

TABLE OF CONTENTS

. Message from the Chair

. Abstracts of Peace Education SIG Presentations, Annual Meeting,

April 2003

. Interactive Symposium: Peter Blaze Corcoran and William Schubert

. Peace Education Paper Sessions:

. Peace Education Roundtable Discussion Sessions:

. Graduate Students Shared their Research

. Related Sessions of Interest

. Online Resources for Peace Education/Peace Studies

. Recently Published Books on Peace Education/Peace Studies

. Election of Officers

. Call for Proposals – Annual Meeting - 2004

Message from the Chair: Edyth Wheeler

Welcome! First things first: What is the Peace Education SIG all about? The Peace Education SIG has been challenged to make sense of events that have occurred recently in the U.S. and throughout the world. We have a long tradition of examination of international as well as local issues related to peace, from conflict and peacemaking on the international scene to resolving conflicts on the school playground. The words “peace” and “education” guide our interdisciplinary research. Papers presented at the 2003 Annual Conference in Chicago reflect these unifying themes within the breadth of the research topics. In this spirit of welcoming many voices for greater understanding of peace, we encourage all who are reading this Newsletter to become involved: (1) join the SIG; (2) submit a proposal for the 2004 Annual Conference in San Diego and (3) sign up to be a reviewer, discussant or chair all wonderful professional development opportunities that can be done online from the comfort of your home or office. Look for the “how-to” instructions and timelines on the AERA home page. (www.aera.net). A fourth opportunity to be involved: Please consider joining the SIG leadership as an officer. As the in-coming Chair of the Peace Education SIG I am grateful to many others in this group who have worked tirelessly to support the mission of the SIG and to encourage others to bring their voices into the conversation. I extend heartfelt thanks to Blythe Hinitz, our immediate Past Chair (This is not an official position in the SIG by-laws, but please don’t tell Blythe). We also sincerely appreciate the contributions of Aline Stomfay-Stitz, who has also served as chair and is your Online Newsletter Editor. Elsewhere in this newsletter you will find the names of the rest of the SIG leadership. Thanks to each of you. Peace to you all. Edyth J. Wheeler, SIG Chair

Abstracts of Papers from

Annual Conference, 2003

Brief History of the Interactive Symposium

By Aline Stomfay-Stitz, Online Newsletter Editor

This Interactive Symposium in 2003 marks a very special anniversary – our Fifth since launching the Symposium in 1999. Let me share with you a few highlights from this event:

1999: Our Interactive Symposium began as a joint session with the International Relations Committee. The focus was on the International Dimensions of Peace Education and our participants literally came from several corners of the globe. We had Magnus Haavelsrud, pioneer peace educator from the Norwegian University of Science and Technology; Kathleen Modrewski, from the Friends World Program who shared her work with human rights projects in Mali; Gavriel Salomon from the Center for Peace Education in Haifa, Israel; and Alan Smith from the University of Ulster in Northern Ireland, a researcher on the integrated schools attended by Catholic and Protestant children.

2000: We launched the Interactive Symposium – Multiple Perspectives on Peace Education – on our own. We created a format so that participants would have time to ask questions of the panel and then all could network and meet together. This year, we invited Edith King, whose research has been on street children in several countries; Mary Lee Morrison on her research on Elise Boulding, pioneer peace researcher; Hetty van Gurp from Nova Scotia who shared how she founded a League of Peaceful Schools there; and Jan Visser, from UNESCO in Paris, truly an international group.

2001: Our Interactive Symposium included Ian Harris, one of our original SIG members, former SIG Chair and International Peace Research Association (IPRA Convenor (Director/Chairperson) and Kathy Bickmore, our newly elected Program Chair, sharing her Conflict Resolution Project in the Cleveland Public Schools.

2002: We invited Betty Reardon, pioneer peace education pioneer from Teachers College, Columbia Univ.; Diane Levin, Wheelock College, a leader/activist on Violence Prevention and Media Violence; and Debby Jennings, Hamilton Fish Institute, Washington, DC, who shared plans for a conflict resolution high school.

We continue to receive positive comments from our sessions and welcome any suggestions for future sessions. The Committee will continue to bring to our symposium those who have an important message to share about peace education research and projects.

INTERACTIVE SYMPOSIUM- 2003:

Peter Blaze Corcoran, (pcorcora@fgcu.edu) Florida Gulf Coast University, is a leading environmental educator and a special advocate for adoption of the Earth Charter, as created by the United Nations. He has written extensively to advance environmental and sustainability perspectives. He teaches a Colloquium on environmental education at Florida Gulf Coast University that is required for ALL students.

His presentation centered on a major theme that the Earth Charter is a valuable educational resource for both peace education and environmental education “with integrative power to teach the connectedness . . . and interdependence of environmental challenges, human rights, and peacemaking.” As background, he shared that the Earth Charter was created in 1995 and evolved over the course of several years, numerous conferences and consultations with a myriad of groups, including councils of indigenous peoples’ groups worldwide, as well as “the wisdom of the world’s great religions.” In discussing the educational uses of the Earth Charter he believes that it can be “used to teach the interdependence among environmental challenges, human rights, and peace-making.” It is clearly a document that can bring forth “a sustainable global society founded on respect for nature, universal human rights, economic justice and a culture of peace.” The role of education plays a prominent role. The Education Director of the Earth Charter Initiative believes that it represents a “core set of values. . . that can be appropriate for all cultures” and includes the values of justice, sustainability, and peace, using “principles from transformative education . . . and deep reflection rather than rote memorization of information.” Several websites that he shared in his paper, are being added to the Online Resources for this issue.

William Schubert (Schubert@uic.edu) , is a leading curriculum theorist and author, who is also one of our original founding members of the SIG, along with his wife and co-author, Ann Lopez Schubert. Together they wrote a classic used by many researchers, Curriculum Books: The First Eighty Years with a second edition just released by Peter Lang. However, recently along with his students, he has attempted to demonstrate that peace education can be considered a logical, educational response to violence and terrorism in schools, homes and communities.

At the conference, he was joined by several graduate students who presented papers on the “Educational Responses to Terrorism, Violence and Oppression. “ He shared his personal experiences and insights as an elementary school teacher during the Vietnam era, then as a professor and author during the continued Cold War, Desert Storm, and then Iraqi War.

His information about the founding of the SIG was of great interest to all of us. He began his involvement with the SIG with the 1983 AERA conference. He planned a Symposium titled “Educational Responses to the Threat of Nuclear War.” This included the psychological effects of the threat of nuclear war on children and youth. Conversations continued with several colleagues and the Symposium spearheaded action forward into the formation of a SIG. However, it was not until 1988 that the required number of signatures was collected, the SIG was launched and a first Newsletter appeared in the Fall, 1988. Madhu Prakash was the first newsletter editor and his comments are still fresh and pertinent to our roles today. He wrote:

“The formation of the Peace Education SIG is designed to encourage a dialogue .

. . for changing and improving curricula in schools, colleges and universities in

order to teach the public the skills required for the peaceful resolution of

problems. The AERA community has the power for making such changes a

reality. Today, that power remains unused. This SIG, we hope, will alter that

fact.”

The Annual Meeting of 1989 had as a focus “Histories and Futures in Peace Education: A Centering of Efforts in Research, Education, and Action” with participants, Marianne Lee, University of Southern California, Maxine Greene, Teachers College, Columbia, Debra Dyason, Cornell, Louis Fischer, Univ. of Massachusetts, Amherst and Bill Schubert.” The SIG has been in continuous existence, though operating on fragile ground for several years, but now renewed and vibrant.

The Papers presented at two Roundtables were multi-dimensional including a broad range of perspectives. Peter Hilton, University of Illinois at Chicago(pbhilton@earthlink.net) presented his paper titled Educating for Freedom: Voices Heard. The theme of the session involved responses to the events of September 11^th. He added the events of the Gulf War in addition to 9/11, as two major events of violence that should be an essential part of any curriculum, he believes. He uses autobiography as well as poetry to evoke responses from his students. He was especially interested in making connections between terrorism and the all-too-familiar bullying that is widespread in our schools. He used the medium of poetry to express his thoughts and feelings when recounting events in the life of “Bully Boy,” one of several of his poems that he used as examples.

Nikoleta Christodoulou, University of Illinois at Chicago (nchris4@uic.edu) responded with a personal, autobiographical account of the terrorism she and her family experienced when their native island of Cyprus was invaded in 1974 by the Turkish government. Her family at that time became exiles that subsequently moved to Saudi Arabia, living under the constraints of Islamic law. She lived there for her education before moving to Illinois for graduate study. As violence and terrorism become more commonplace in our post 9/11 world, she posed many provocative questions and especially how to react and assist “children who have grown up in war zones.” Her goal for herself and all teachers embraces a universal wish that we learn “to respect and embrace difference and diversity and learn from it instead of judging it. It is from diversity that we form a shared identity among ourselves and . . . are enabled to live in community with people. . . (but that) requires hope for and faith in humanity.”

Horace R. Hall, (hhall1@uic.edu) also from the University of Illinois at Chicago, based his paper on commentary on September 11th, 2001, Terrorism, and Other Acts of Violence and Exploitation. He chose two alternative methods for his analysis: (1) oral history and (2) hermeneutical perspectives(as a study of interpretive understanding, or meaning.) His most perceptive observation was based on the writing of noted author, James Baldwin in his book, A Talk to Teachers. He suggested that education “is the only hope society has” and as such we should recognize a historic role to “inform (American) youth and adults that our histories. . . are interconnected, . . . a shared identity.”

At a second Roundtable session, William Timpson, Colorado State University (wtimpson@lamar.colostate.edu) based his presentation on the major themes included in his newly-published book, Teaching and Learning Peace (2003). Madison, WI: Atwood Publishing. He emphasized that teaching should “integrate head and heart”(Palmer, 1998) and also recognize the validity of Gardner’s theory of multiple intelligences, especially intrapersonal intelligence and interpersonal intelligence. Growing interest in Goleman’s theory of emotional intelligence would also benefit students and help them handle their own anger. Added to the combination of prerequisite skills should also be “constructive conflict resolution” and democratic participation. Finally, he emphasized that “it is on this foundation of reflection, emotional intelligence, effective communication, critical thinking, and problem solving that the skills of peacemaking can be learned and practiced in classrooms at every level of schooling.”

The paper presentation session titled: Peace Education, Theory, Research and Practice included several papers. The first presented by Shani Beth-Halachmy, National-Louis University with a research partner, Jackie Conforty, a documentary filmmaker from Evanston, Illinois was titled “Building Peace Bridges: Documenting the Experience of Peace Education in Four Cultures.” Their research included Jewish and Arab students as well as individual peace education workers at the Lidice House in Bremen, Germany. Both were born in Israel and have experienced personally the effects of tragic events in that country. Their framework includes “building peace bridges” as an appropriate metaphor for bridging the gaps leading to peaceful co-existence and the elements of peace education. They have completed one year of a three-year research project. Interviews at a teacher training college in Israel included an instructor who incorporated peace education in the curriculum for a diverse group of students that included Jews, Palestinians, Muslim Arabs and Bedouins, among others. They included study of groups in Germany, as well.

Joan S. Leafman,(NEIU) presented her paper titled Voices of Peace: A chronology of the Play for Peace Community Development Training Methodology. She described the Play for Peace Movement as an international “initiative bringing together children, youth, and organizations from communities in conflict, “using cooperative play to create laughter, compassion and peace.” It is now utilized by communities of conflict around the world, including Northern Ireland, India, the U.S. and South Africa using cooperative play and non-competitive games in order to “foster partnerships” and train youth to be advocates for peace. As a result, team leaders gain crucial “skills in conflict resolution and leadership” in order to bring together cultures that have had cycles of generational violence. Of significance, is that Play for Peace encourages “concrete action through the cultures working together over time to build a sustainable, peaceful community.”

Penny Holland, University of North London, (holland@supanet.com; penny.holland@londonmet.ac.uk) centered her research paper on the topic War, Weapons and Superhero Play: Challenges to Zero Tolerance. She based her presentation on her just-published book titled We Don’t Play with Guns Here: War, Weapon and Superhero Play in the Early Years.(2003). Buckingham, UK: Open University Press. She raised several provocative questions to challenge early childhood and peace educators. Zero tolerance towards play with toy weapons in young children’s educational settings is widespread in many countries. Her thesis is that this approach to this area of play is ineffective, may serve to reinforce concepts of gender construction and result in boys receiving negative attention as a result of the policy. Perhaps, the most surprising premise is that the zero tolerance policy “does not necessarily support children’s development of conflict resolution strategies.” Her thoughtful conclusion in her well-constructed paper is that adults need “to model the use of power in our relationships with children . . . and must use it wisely” especially at a junction in history where the world is witnessing “an unending spiral of resistance and revenge” as a result of terrorist events unleashed by the events of September 11th.

The fourth paper presented was by Mica Pollock, Harvard University (mica_pollock@ed.gov) who titled her presentation Think Globally, Act Globally: International Youth Organizing Nonviolently to End the Israeli-Palestinian Conflict. She described her major objective to be “an initial exploration of the motives, goals and strategies of activists like Rachel Corrie, young American activist/volunteer in the Israeli-Palestinian conflict, who was killed by a bulldozer during her nonviolent protest in the Occupied Territories. Her perspective as an anthropologist will embrace several themes: (1)an “analysis of justice “ embedded in a “network of global activities”; (2) the role of activist in framing “global human rights as (an) individual responsibility”; and (3) the witness of “ordinary citizens taking interventionist stands that their governments are too weak to take.” Her future research goals will concentrate on the new global culture where “cultural citizenship” includes “youth activists as global citizens attacking global problems using . . the global framework of ‘human rights.’”

At a paper presentation session titled – Peace Education Post 9-11: Curricular Explorations of Us and Them, several presenters discussed multiple perspectives and the implications of curricular themes. Ian Harris, University of Wisconsin-Milwaukee titled his paper presentation, Peace Education Evaluation. He first of all underscored that, in spite of being practiced in various dimensions for over 100 years, educators have still not been able to provide definitive evaluations for the success or effectiveness of peace education. These difficulties are challenges that all working with peace education research face. In his extensive review of the literature, he found 79 studies that measured peace education program effectiveness. He expanded on the practical problems that both qualitative and quantitative studies reveal when trying to gauge the effectiveness of peace education. Instead, he believes we should focus on “student thought patterns, attitudes, behaviors, values and knowledge stock” and especially on whether students are “practicing critical thinking skills in their classrooms.” On the positive side, he underscores that “in a computer age, peace education” has taken on “global dimensions as peace educators link up with colleagues in distant parts of the planet” with possibilities of reaching out “to others across national and ethnic boundaries” with a “global awareness” fostered.

Michael O’Loughlin, Adelphi University( oloughli@adelphi.edu) presented his paper on Thoughts on a Decolonizing Pedagogy for Peace Education: Countering Dualism, Paranoia, Ideological Embeddedness and Historical Amnesia. He believes that “peace education is a profoundly ideological and political process.” In his teaching he has tried to provide opportunities so that students could “learn to think more . . . critically and . . . seek out historically relevant information to evaluate current events.” His paper was written to share his experience teaching an undergraduate course on the psychological origins of hatred and genocide. He believes that “our efforts toward peace and justice education” offer the “chance of humanizing . . . the children who will carry on our legacy.” In addressing the theme of the session, a pedagogy for peace education in light of a post September 11^th society, he believes that this a “central challenge for all of us interested in advancing awareness of peace and justice in U.S. society” because of a “rising tide of absolutism . . . Good versus Evil; Terror versus . . . Democracy.” He believes firmly that “a key role for educators: is to assist students in practicing peace. . . (and ) to teach them how to understand and practice processes of empathy and reparation. . . as building blocks for peaceful coexistence.” Students in his course on the psychological origins of hatred and genocide worked in small groups for Internet research and viewed films related to the topic, as well as examined several accounts of the Holocaust and Cambodian massacres. Major topics included the psychology of racial hatred, racism and hate groups in the United States, genocides worldwide, child labor and child soldiers. He posed the question: “Can we create a potential space for our students to engage with. . . new and imaginative possibilities?”

Dale Snauwaert, Adelphia University (snauwaer@adelphi.edu) discussed the Ethical Components of the War on Terrorism: A Framework for Peace Education. He emphasized that the “strengthening of international law and morality is the most effective means of sustainable security” because “our shared humanity carries with it a moral imperative to respect the dignity of every human life.” But the most important justification is that “Democracy is a system of rights promised upon the logic of equal human dignity.” For this reason, we should always keep in mind that “Respect morally prohibits violence. . . (because) it demands peace and justice.” He pointed out that our “democratic education is both formal and informal” with an example of this precept illustrated by the work of John Dewey. It is especially his “conception of democracy wherein he maintains that democracy and education are synonymous. . . (with) the school a community. . . integrated with the larger community.” His discussion carried with it a vital warning that “there exists a profound (gap). . . between our current foreign policy and our fundamental democratic ideals” that could have “long lasting effects on our democracy and the democratic education inherent in it.” Our goal, instead should include “a holistic . . . democratic peace education (with) a “deep understanding of the ethics of democracy, human rights, and the ethics of war and peace.”

GRADUATE STUDENTS SHARED THEIR RESEARCH:

Two graduate students shared their research in peace education with our members: Christine Ching, Chaminade University,Honolulu, Hawaii and Thomas Cavanagh, Colorado State University.

Christine Ching studied her own second grade classroom of children whose ages ranged from six to eight years old, after learning that Hawaii ranked tenth among the fifty states regarding the frequency in which principals reported racial and physical conflicts at their schools. Her Master’s thesis was titled: A Qualitative Study of Bullying. Over the course of four months she observed the children during their recess periods and followed up with individual interviews. She then analyzed these to discern the emerging patterns. She concluded by discovering that bullying did exist at her school site, occurring most frequently during recess periods because of diminished supervision of the children.

Thomas Cavanagh, Colorado State University, titled his dissertation, Schooling for Peace: An Ethnographic Study of an Elementary School with his presentation centered on A Preliminary Look at Schooling for Peace. He portrayed a vision for peace education within the school community, based on several theories that each contributed valuable insights to create a blueprint for education. Freire affirmed that problem-posing and problem solving are essential because we are all “beings in the process of becoming. . . with (an) unfinished agenda.” Several strands of peace education theory created by Harris next served as a logical agenda with human rights, environmental and international education, joined with social justice, conflict resolution and development education. His insightful presentation stressed that peace education research is a rewarding area that can be scrutinized through a myriad of lenses.

RELATED SESSIONS OF INTEREST

Kathy Bickmore, (kbickmore@oise.utoronto.ca), our recently elected Program Chair from the University of Toronto, Ontario Institute for the Study of Education, presented a paper titled Discipline for democracy? Neutrality and justice in schools’ management of conflict and social exclusion. In a comprehensive paper, she examined the topic of citizenship education in Canadian schools with special emphasis on the “development of skills such as conflict management and critical reading and substantive knowledge such as understanding of diverse human identities and societies. Her paper presented the conceptual framework for a new three year research project that investigates policies and programs designed to
facilitate the development of ’safe’ and/or inclusive schools, especially procedures, guidelines, regarding conflict, violence, human rights and diversity. In the area of school discipline, she discerned that there is increasing critique of racial, social class, and cultural biases in school-based discipline practices. She examined policies in most Canadian provinces, reporting on the discipline policies as well as any hopeful practices that include peace and conflict education. Of special interest to SIG members would be her assessment of the schools in Halifax, Nova Scotia. She recognized the support given to peacemaking and peacebuilding programs in the Halifax schools, including the League of Peaceful Schools . (The founder was one of our Symposium guests in 2001). This is a landmark study of the role of conflict education in a wide range of school districts.

ONLINE RESOURCES FOR PEACE EDUCATION/PEACE STUDIES AND RELATED AREAS.

Note: Terence Jones, University of Illinois, Chicago(tjones7@uic.edu) shared with participants at his Roundtable session a list of Internet Sources for Alternative News and Commentary. Several are shared with our SIG membership:

Utne Magazine (issue oriented magazine)

http://www.utne.com

Magazine Promoting Human Rights/Tolerance Issues

http://www.tolerance.org

The Guardian(newspaper-UK)

www.guardian.co.uk

Fairness & Accuracy in Reporting

www.fair.org

Mother Jones Magazine

www.motherjones.com

Emagazine (The Environmental Magazine)

http://www.emagazine.com

Center for Anti-Oppressive Education

http://antioppressiveeducation.org

Earth Charter Websites: (contributed by Peter Blaze Corcoran in his Symposium presentation):

Earth Charter Commission

www.earthcharter.org

Earthly Dimensions of Peace – article by A. Brenes

www.earthcharter.org/resources/speeches/culture_for_peace.doc

FUTURE EVENT in NEW YORK CITY:

Share the Spirit of Peace Youth Summit, Sept. 19-21, 2003 – New York

Honoring the International Day of Peace.

www.sharethespiritofpeace.org

FUTURE CONFERENCE: Association for Conflict Resolution

Their 3^rd Annual International Conference will be held in Orlando, October 16-18, 2003. Kathy Bickmore, Program Chair, will be a presenter. Check for information at: http://www.acresolution.org/

OMEP, the international early childhood education organization has a Call for Proposals out for their annual international conference to be held in Melbourne, Australia, July 21-24, 2004. Proposals are due: October 30, 2003. Please consider Peace Education papers that could be presented. Contact: http://www.omepaustralia.com.au/papers.htm

CALL FOR PAPERS: Symposium 2004 at Mount Mary College, Milwaukee, WI

“Transforming Conflict – Women’s Ways of Leading” including themes: “Women as peacemakers, women’s strategies for conflict resolution, women and social justice, women and violence, “etc.

Website: http://www.mtmary.edu/symposium.htm.

Conference to be held, March 5 & 6, 2004 in Milwaukee.

Proposal Deadline: October 15, 2003.

Additional Information: Dr. Mary Ellen Kohn (kohnm@mtmary.edu)

FUTURE SITES & DATES OF AERA ANNUAL MEETING:

2004: San Diego, April 12-16

2005: Montreal, April 11-15

2006: San Francisco, April 8-12

2007: Chicago, Date TBA

(These are now on the AERA website).

RECENTLY PUBLISHED BOOKS ON PEACE EDUCATION/PEACE STUDIES AND RELATED AREAS:

Adams, M.C.C. (2003). Echoes of war: A thousand years of military history in

popular culture. Louisville, KY: University Press of Kentucky.

Applebaum, A. (2003). Gulag: A history. New York: Doubleday.

Bamyeh, M.A. (2003). The ends of globalization. St. Paul, MN: University of

Minnesota Press.

Barash, D.P. & Webel, C. (Eds.). (2002). Peace and conflict studies. New York:

Sage.

Brennan, T. (2003). Globalization and its terrors. New York: Routledge.

Brysk, A. (2003). Globalization and human rights. Berkeley: University of

California Press.

Collins, J.J. (2003). Cold War laboratory: Rand, the Air Force, and the American

state, 1945-1950. Washington, DC: Smithsonian Institution Press.

Conquest, R., (2001). Reflections on a ravaged century. New York: Norton.

DiMento, J.F.C. (2003). The global environment and international law. Austin:

University of Texas Press.

Enderlin, C. (2003). Shattered dreams: The failure of the peace process in the

Middle East, 1995-2002. New York: Other Press.

Eizenstat, S.E. (2003). Imperfect justice: Looted assets, slave labor, and the

unfinished business of World War II. New York: Public Affairs.

Farmer, P. (2003). Pathologies of power: Health, human rights, and the new war on

the poor. Berkeley: University of California Press.

Firebaugh, G. (2003). The new geography of global income inequality. Cambridge:

Harvard University Press.

Ginat, J., Perkins, E.J. & Corr, E.G. (Eds.) (2003). The Middle East Peace Process:

Vision versus reality. Norman: University of Oklahoma Press.

Gleditsch, K.S. (2003). All international politics is local: The diffusion of conflict,

integration, and democratization. Ann Arbor: University of Michigan Press.

Goldstein, J.S. (2003). War and gender: How gender shapes the war system and vice

versa. Cambridge, UK: Cambridge University Press.

Griffiths, M. (2003). Educational research for social justice: Getting off the fence. Maidenhead/UK: Open University Press (McGrawHill Europe).

Hedges, C. (2002) War is a force that gives us meaning. New York: Public Affairs.

Helms, R. (with W. Hood). (2003). A look over my shoulder: A life in the Central

Intelligence Agency. New York: Random House.

Hoerder, D. (2002). Cultures in contact: World migrations in the Second Millennium.

Durham, NC: Duke University Press.

Holland, P. (2003). “We don’t play with guns here: War, weapon and superhero play in the early years.” Buckingham, UK: Open University Press.

Note: Penny Holland was a presenter at our 2003 Annual Conference.

Holzgrefe, J.L. & Keohane, R.O. (2003). Humanitarian intervention: Ethical, legal

and political dilemmas. Cambridge, UK: Cambridge University Press.

Howard, M. (2003). The invention of peace: Reflections on war and international

order. New Haven: Yale University Press.

Huggins, M., Haritos-Fatouros, M., & Zimbardo, P.G. (2003). Violence workers:

Police torturers and murderers reconstruct Brazilian atrocities. Berkeley:

University of California Press.

Keane, J. (2003). Global civil society? Cambridge, UK: Cambridge University

Press.

Kennedy, P. & Hitchcock, W.I. (2003). From war to peace: Altered strategic

landscapes in the twentieth century. New Haven: Yale University Press.

Kidner, D.W. (2000). Nature and psyche: Radical environmentalism and the politics

of subjectivity. Albany: State University of New York Press.

Long,W. J. & Brocke, P. (2003). War and reconciliation: Reason and emotion in

conflict resolution. Cambridge, MA: MIT Press.

Medhurst, M.J. & Brands, H.W. (eds.) (2003). Critical reflections on the Cold War:

Linking rhetoric and history. College Station: Texas A & M University Press.

Mistry, D. (2003). Containing missile proliferation: Strategic technology, security

regimes, and international cooperation in arms control. Seattle: University of

Washington Press.

Oliner, S.P. (2003). Do unto others: Extraordinary acts of ordinary people. New

York: Westview Press.

Parker, W.C. (2003). Teaching democracy: Unity and diversity in public life. New

York: Teachers College Press.

Pedahzur, A. (2003). The Israeli response to Jewish extremism and violence:

Defending democracy. New York: Palgrave Macmillan.

Power, S. (2003). “A problem from hell”: America and the age of genocide. New

York Perennial/HarperCollins. (Winner of the Pulitzer Prize; She is director of

Harvard’s Carr Center for Human Rights).

Powers, T (2003). Intelligence wars: American secret history from Hitler to al-Queda.

New York: New York Review Books.

Ravitch, D. & Viteritti, J (2003) Kid stuff: Marketing sex and violence to America’s

children. Baltimore: Johns Hopkins Press.

Rescher, N. (2003). Fairness: Theory and practice of distributive justice. New

Brunswick, NJ: Transaction Publishers.

Rosenau, J.N. (2003). Distant proximities: Dynamics beyond globalization.”

Princeton, NJ: Princeton University Press.

Sack, D. (2001). Whitebread Protestants: Food and religion in American culture.

New York: St. Martin’s.

Schell, J (2003). The unconquerable world: Power, nonviolence, and the will of the

people. New York: Metropolitan Books.

Shambroom, P. (2003). Face to face with the bomb: Nuclear reality after the Cold

War. Baltimore: Johns Hopkins Press. (A photographic book).

Schubert, W.H., Schubert, A.L., Thomas, T.P., Carroll, W.M. (2003). Curriculum

books: The first hundred years, Second edition. New York: Peter Lang.

Note: Bill and Ann Lopez Schubert were founding members of the Peace Education SIG. Bill Schubert was our 2003 Interactive Symposium presenter.

Siebert, H. (Ed.) The economics of international environmental problems. Kiel,

Germany: Kiel Institute for World Economics, distributed by the University of

Michigan Press.

Simmons, R. (2003). Odd girl out: The hidden culture of aggression in girls. New

York: Harcourt.

Singer, P. (2003). One world: The ethics of globalization. New Haven: Yale

University Press.

Stanko, E. (Ed.) (2003). The meanings of violence. New York: Routledge.

Swofford, A. (2003). Jarhead: A marine’s chronicle of the Gulf War and other

battles. New York: Scribner.

Tatum, J. (2003). The mourner’s song: War and remembrance from the Iliad to

Vietnam. Chicago: University of Chicago Press.

Tilly, C. (2003). The politics of collective violence. Cambridge, UK: Cambridge

University Press.

Timpson, W.M. (2003). Teaching & learning peace. Madison, WI: Atwood

Publishing. Address: www.atwoodpublishing.com, P.O. Box 3185, Madison, WI

53704.

Note: Bill Timpson is a member of the Peace Education SIG and has been a frequent presenter at our conferences.

Tirosh-Samuelson, H. (Ed.) (2003). Judaism and ecology: Created world and

revealed word. Cambridge: Harvard University Press.

Tomasevski, K. (2003). Education denied: Costs and remedies(human rights). New

York: Palgrave.

Tsesis, A. (2002). Destructive messages: How hate speech paves the way for harmful

social movements. New York: New York University Press.

Vidal, G. (2003) Dreaming war: Blood for oil and the Cheney-Bush junta. New

York: Avalon Publishing Co.

Weart, S.R. (2003). Never at war: Why democracies will not fight one another. New

Haven: Yale University Press.

Weber J. A. (2003). Failure to hold: The politics of school violence. New York:

Rowman & Littlefield.

Williams, W. (2003). Deforesting the earth: From prehistory to global crisis.

Chicago: University of Chicago Press.

Winter, J., Parker, G. & Habeck, M.R. (Eds.) (2003). The great war and the

twentieth century. New Haven: Yale University Press.

Wohlforth, W.C. (Ed.) (2003). Cold War endgame: Oral history, analysis, debates.

Philadelphia: University of Pennsylvania Press.

CALL FOR PROPOSALS

The May issue of Educational Researcher, p.33-45 outlines the many types of presentations that can be submitted for Session Formats. Information for submission of Proposals to our Peace Education SIG is on p. 45, submitted to Kathy Bickmore, Program Chair, kbickmore@oise.utoronto.ca

Please also consider being a Reviewer of paper submissions to our SIG sessions. Names of reviewers are published in the Program Book of the Annual Conference. Please also contact Kathy Bickmore, Program Chair, kbickmore@oise.utoronto.ca

ELECTION OF OFFICERS

At the Annual Conference in Chicago in April, the following were elected:

SIG Chair: Edyth J. Wheeler, Towson University, Towson, MD

Email: ejwheeler@towson.edu

Program Chair: Kathy Bickmore, University of Toronto, Ontario Institute for Studies in Education

Email: kbickmore@oise.utoronto.ca

Secretary/Treasurer: Marty Khan, University of North Florida, Jacksonville

Email: mkhan@unf.edu

Members-at-Large:

Olga Jarrett,

(OJARRETT@mindspring, com

Mary Lee Morrison, PAX EDUCARE Center, Hartford, CT

Email: Marylee898@attbi.com

Rosemarie Stallworth-Clark, Georgia Southern University

Email: rosemary@gasou.edu

JOIN THE PEACE EDUCATION SIG! WE ARE GROWING, BUT WOULD WELCOME MORE MEMBERS. PLEASE REMEMBER THAT OUR MEMBERSHIP TOTALS WILL DETERMINE THE NUMBER OF SESSIONS WE ARE ALLOTTED.

MEMBERSHIP FORM IS AVAILABLE ONLINE AT: aera.net – Click on Membership to obtain a form. You can join AERA and the SIG.