Ian M. Harris
University of Wisconsin–Milwaukee
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Journal of Peace Education | 2004
Ian M. Harris
During this past century there has been growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse and domestic violence, and a corresponding growth in the field of peace education where educators, from early child care to adult, use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to peace. This paper traces the evolution of peace education theory from its roots in international concerns about the dangers of war to modern theories based on reducing the threats of interpersonal and environmental violence. This paper reviews ways that peace education has become diversified and examines theoretical assumptions behind five different ways in which it is being carried out at the beginning of the twenty-first century: international education, human rights education, development education, environmental education and conflict resolution education.During this past century there has been growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse and domestic violence, and a corresponding growth in the field of peace education where educators, from early child care to adult, use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to peace. This paper traces the evolution of peace education theory from its roots in international concerns about the dangers of war to modern theories based on reducing the threats of interpersonal and environmental violence. This paper reviews ways that peace education has become diversified and examines theoretical assumptions behind five different ways in which it is being carried out at the beginning of the twenty-first century: international education, human rights education, development education, environmental education and conflict resolution education.
Sex Roles | 1994
Ian M. Harris; José B. Torres; Dale Allender
In this study, responses of White/European American and African American men to dominant norms of masculinity within the United States were investigated. A general model for male identity formation is presented including the influence of cultural perspectives, dominant cultural norms, and specific circumstances. A questionnaire identifying 24 specific male gender role messages was administered to 451 White/European American men and 58 African American men. Results of this study suggest that at age 18 African American men report similar perspectives about masculinity as do White/European American men, but as they grow older their views of masculinity tend to diverge from the views held by White/European Americans.
Pacifica Review: Peace, Security & Global Change | 1996
Alf Clark; Ian M. Harris
by Merrelyn Emery and Ronald E. Purser. Epilogue by Fred Emery. San Francisco: Jossey‐Bass, 1996, Hardback. Pages 1‐xx, 1–314, index 315–320. Gandhis Peace Army: The Shanti Sena and Unarmed Peacek...
The Journal of the Community Development Society | 1982
Ian M. Harris
Abstract In 1971 the School of Education at the University of Wisconsin‐Milwaukee broadened its role as a teacher training institute by creating a community education program for the purpose of reaching out to a non‐traditional population of students in the urban Milwaukee area. The original program was staffed by community organizers from Chicago who held the academic ranks of lecturers and specialists. These organizers, after working in an outreach capacity with community groups in Milwaukee, discovered that people from the inner city wanted to learn community development skills. From these initial contacts the staff in the community education program conceptualized a community development role for community educators within an urban setting. These educators would know how to work with people in neighborhoods, organizing them into self help projects that would improve their communities. In 1974, under the leadership of Dean Richard Davis, the community education program became an undergraduate departmen...
The Urban Review | 1982
Ian M. Harris
This paper describes how an undergraduate department in the School of Education at the University of Wisconsin-Milwaukee grants college credits for previous learning experiences to attract and retain nontraditional students from an urban environment. At first students earned these credits by writing a loose biography, but the process by which these credits are earned has become more structured. These Prior Professional Educational Experience credits (as they are named) are now granted on a course-specific basis, where students respond in writing to questions designed to test their knowledge of competency areas offered by the department. Earning these credits has helped older students get through the university and has given them a sense of accomplishment about learnings acquired in nonuniversity settings.
Nonprofit and Voluntary Sector Quarterly | 1980
Ian M. Harris
Since January 19, 1976 the Milwaukee Public School District has been under court order to desegregate its schools. The School Board in this city of 600,000 has fought this order all the way to the U.S. Supreme Court, and finally in the spring of 1979 agreed to an out-of-court settlement which would require two-thirds of the 90,000 pupils in Milwaukee to attend desegregated schools. In the fall of 1978 and 1979 the School Board has met this requirement, and increased the percentage of pupils attending desegregated schools (a desegregated school is defined by a 25 to 50 percent black student population) from 16% in 1976 to 69% in 1979. This change has occurred peacefully in a northern industrial city approximately the size of Boston and Louisville. John Gronouski, a former U.S. ambassador to Poland and
Journal of Peace Education | 2013
Ian M. Harris
wish to reflect. First, how is it that such an overwhelming body of brilliant work over such a long period of time has not produced a peaceful nation? Perhaps it is because the war system is at least eight thousand years old and deeply embedded in our culture; the culture of peace is recent, novel, and revolutionary – less than 200 years in the making. The war system is supported by many system strengths and its weaknesses are just becoming apparent. We are still self-imprisoned in the iron cage of war, still teaching our children that good can somehow come from hurting others. It may also be the case that too many of us peacemakers are not at peace ourselves? Are we a contradiction – angry peacemakers; angry at warriors, government, super patriots, the rich who profit from war, the Tea Party? Are we afraid to make love our choice, to listen, and to seek that genuine inner peace without which we are doomed to be ineffective? Perhaps we refuse to see the humanity and the suffering of those who make our wars, and fail to have compassion for them? Perhaps we have not yet learned to practice love for our enemies. And second, where would we be had this work in peace education not been done? We would have to invent the very concepts of peace and peace education, the tactics and vocabulary of nonviolence, activism, and conflict resolution. They gave us the tools and now, to paraphrase Churchill, it is up to us ‘to finish the job.’ They were the ones who, as Martin said, hewed ‘the stone of hope out of the mountain of despair.’ They set the cornerstone. Now we build on it. We are, as the old cliché goes, standing on the shoulders of giants and so we are able to see farther. That perhaps is the most important contribution of this book. We owe so much to so many. Its not a question of either or, but of a long progression, a march toward a culture of peace begun by our predecessors. Again, this is a must read for anyone involved in peace education. We can be proud of the long and rich tradition which Howlett and Harris have revealed to us. As the authors say, ‘the resources for teaching peace [are] abundant.’ We will have to continue to ‘dedicate ourselves to books, not bombs.’
Encyclopedia of Violence, Peace, & Conflict (Second Edition) | 2008
Ian M. Harris
Peace education on college campuses has somewhat paralleled the growth of peace studies programs. Peace education in this article refers to the training of teachers to teach their students about peace. Whereas originally peace education concerned itself with wars within an interstate system, more recently professors in colleges of education have been teaching teachers about conflict resolution, for giveness, violence prevention, and ecological sustainability. The focus of peace education at the beginning of the twenty-first century is more upon keeping peace in schools and teaching skills to students so they can thrive in violent neighborhoods.
Curriculum Inquiry | 2004
Ian M. Harris
An essay review of The Invention of Peace, by Michael Howard, London, Profile Books, 2000, Oasis of Dreams: Teaching and Learning Peace in a Jewish-Palestinian Village in Israel, by Grace Feuerverger, New York, RoutledgeFalmer, 2001, and Peace Education: The Concept, Principles, and Practices around the World, edited by Gavriel Salomon and Baruch Nevo, Mahwah, NJ, Lawrence Erlbaum Associates, 2002.
NASSP Bulletin | 2000
Ian M. Harris