How Literacy Empowers Us

This chapter examines the relationship between literacy and social empowerment. The author contends that literacy evolves at an early age through language acquisition. Literacy extends beyond learning to read - it is the basis of critical thinking, shared reflection, and participation in community and political decision-making. Historically, not everyone has had access to the global literacy essential for civic engagement. Implications for the classroom are included in this article to encourage the development of educational systems that advocate for change while promoting social empowerment and civic engagement.

Peace Education Programme for Youth in Conflict

Peace education programmes have rapidly gained worldwide popularity, as states, civil society organizations and international agencies progressively recognise their importance. However, it is argued that youth should be a target of these programmes, and this is bolstered by economic and political considerations. The literature on the construction of peace education programming for youths is limited, especially in conflict settings. Thus, this chapter examines the conceptual debate about peace education programmes as vehicle for youths who are involved in growing conflict. Hence, this chapter provides an account of the cumulative body of knowledge of how youths conceptualise education programmes, and evaluate them as preparation for promoting peacebuilding. We believe that this chapter provides a beneficial means to explore the role of education for creating peace in areas of conflict, increase credibility in peace-building, and push youths forward to participate in peace programmes in the area of education.

Education for Peace and School Coexistence

There has been an influx of international currents in favour of a Culture of Peace and Non-Violence since the 1990s. This has allowed the curriculum in Primary and Secondary Education to generate a wide range of differently focused plans and projects. One of the peculiarities of this phenomenon in Spain is its links with the deterioration in classroom coexistence, and, as a consequence, a number of different initiatives have been put in place to promote a Culture of Peace and Coexistence. In spite of the deployment of means and staff, it is clear from the analysis of two cases in Secondary Schools in Andalusia (Spain) that there have been scant results, as the influence of all these initiatives has only been superficial in schools. Given the failure of these initiatives, a drift towards authoritarianism in school coexistence discourses and practices is observed.

HIV/AIDS Discrimination, Stigmatization, and Denial

Everyday number of new cases of Human Immunodeficiency Virus (HIV) and Acquired Immuno-Deficiency Syndrome AIDS is coming out in the society. HIV positives face discrimination and stigmatization everywhere in the society because firstly it is ill defined and secondly there is no cure or treatment for. People living with HIV/AIDS continue to be rejected by friends and relatives; fired or forced to resign from their jobs and subjected to violent assault (Herrek, 1990). Social Work exists because it fulfills crucial social needs. Social work serves people and society where there is malfunctioning or inadequacy. Social Work Education includes several tools and techniques to prevent problems through diagnosing causes responsible for maladjustment in society for contributing global peace in the world. The present chapter throws light on- 1. The problems face by HIV Positives and AIDS Patients. 2. Role of Social Work Education for minimizing or removing stress of HIV Positives and AIDS Patients for contributing to Global Peace.

From Peace Education to Peaceful Education

This chapter dismantle the various components of peace education. The purpose of which is to analyze closely how peace education progressed along time. Further, how the understanding of peace and education separately influenced the totality of peace education. The article uses critical approach to examine peace education through the various disciplines. The author proposes an idea of grass-root peace; one that all segments of society can enjoy, regardless to their economic or religious background. The chapter explores how to develop peace education that is politically-free and broadly comprehending the various elements that might strengthen peace education programmes. The author explores a structure of peace education that eventually can empower conventional values of peace such as justice as well as modern ones such as innovation.

Peace

Peace is described as an ‘elusive concept' having different connotations for the spheres in which peaceful processes are applied. There are several pedagogical approaches to education for peace. The Constructivist approach is considered the best strategy. Teacher preparation is at the core of the success and utilization of the pedagogical approaches meant for education for peace. Therefore, the teacher education programmes need to be redesigned to have wider implications for promoting peace through the preparation of teachers. The present paper suggests a hypothetical model depicting ‘Top Down' approach to teacher education for peace which compliments the ‘Bottom Up' model envisaged by UNESCO (1998). Whatever may be the model of teacher education, it should combine knowledge, experiences and skills pertaining to promoting culture of peace. At the same time all agencies of education should support and join hands with teacher education programmes to change the culture of war into culture of peace and non-violence in the world we live in.

Beyond Ethnicity and Racism

According to Robertson (2000), globalization has changed the human texture in classrooms at universities and colleges. The need to acquire knowledge, and the importance of higher education have contributed to the diversity. The 21st century has made teaching a challenging task, in which the teacher is a major player in the arena. Political struggles about and through education occur in university campuses, different groups of students participate actively or passively in political activity. This complex situation requires new methods of teaching and guidance. Teachers should expand their teaching methods, sharpen their awareness and sensitivity to the socio- cultural forces in class, and often use creative means, in order to ensure a pleasant learning environment that promotes the didactic goals.

Human Rights Education for Peace and Conflict Resolution

The relationship between human rights and conflict is dynamic, complex, and powerful, constantly shaping and reshaping the course of both peace and war. The world was worried with the devastating effect of the World War II. The United Nations was formed out of the ashes of the war in 1945, putting respect for human rights alongside peace, security and development as the primary objectives. The Universal Declaration of Human Rights (UDHR) was also adopted in 1948 as a continuation of that obligation, which provided a framework for a series of international human rights conventions. Presently almost all the national legislations are influenced by these conventions. The modern system of international human rights treaties is based on the concept of universalism. Depending on the agency, human rights include civil and political rights, economic, social and cultural rights, development rights, and indigenous rights. However, what is or is not considered a human right differs from one nation to another (Fedorak, 2007).

Peace Education in Pakistan

Context last year brought deep sadness and great grief to many people - including and especially the students, parents and staff in schools across Pakistan and across the world in response to children being massacred brutally at a school in KPK, Pakistan. Schools, colleges, and universities, as a result, have been converted into fortresses and a thriving business for security-wallas. A case study of this program will be prepared through both qualitative and quantitative data examining the impact of FCCU's peace education program. We are hoping that this work would initiate the process of introducing peace education interventions in Pakistan at regional and global levels. This chapter will also help other peace education programs to learn from FCCU's approach of peacebuilding.

Effectively Teaching Stressed Students

Many educational techniques have the potential to relieve stress and improve quality. However, it's useful to remember that education is not available everywhere in the world, especially on a basis of equal access by rich and poor, men and women, regardless of culture. In this light, Stromquist and Monkman (2014) completed a study of globalization and education. The purpose was to recommend quality education even for marginalized areas, at low cost, regardless of shifts in geopolitical power, including state and non-state actors, corporations, and consulting firms. Given the prevalence of stress among students who study in an intercultural setting, it becomes important to discover specific techniques which might reduce stress and connect with students more effectively. Several examples from research are presented, followed by techniques adapted to various vocational subject areas.