Bibliography: Anti-war (page 1 of 5)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Positive Universe website.  Some of the authors featured on this page include Maja Korac, Philip C. Wander, Pamela Bolotin Joseph, Stephen Walach, Sherron Killingsworth Roberts, Kimberley Reynolds, Michael L. Butterworth, Patricia A. Crawford, Leslie Smith Duss, and Kathryn McGonigal.

Eckert, Erica (2010). Learning from the Tragedy at Kent State: Forty Years after May 4, About Campus. In this article, the author reflects on the learning opportunities provided by the tragedy at Kent State University forty years ago for educators and learners. Four students were slain and nine students were wounded by the bullets of National Guardsmen who had been sent to quell anti-war demonstrations and vandalism. The events of May 4, 1970, polarized the nation, pitting children against their parents and inflaming fragile town-gown relations. Examining the events, before, during, and after the Kent State shootings can offer lessons in at least three ways: (1) educators can help students better understand the social and cultural context in which actions are taken and decisions are made; (2) educators must understand that their institutions are shaped by events of this magnitude; and (3) educators should use such events to reflect on and understand the implications of their own actions and decisions. One positive outcome of the tragedy was the response of the faculty, who rose, united, to meet the challenge of serving the students in a time of crisis. In all, faculty members put forth great effort to allow the students to continue their studies in nontraditional ways in order to finish their coursework.   [More]  Descriptors: Cultural Context, College Faculty, College Students, United States History

Martin, Jane (2010). Radical Connections: A Journey through Social Histories, Biography and Politics, Institute of Education – London. This lecture will revisit nineteenth and twentieth century education policy and politics in the light of the experiences and struggles of a (nowadays) virtually unknown educator activist. Beautiful, tireless, courageous and principled, socialist school teacher Mary Bridges Adams (1855-1939) gave up her life for the Cause. Encouraged by William Morris and with the patronage of Daisy Warwick, famous as the long-term love of Edward VII, she engaged in a range of political activities. By 1900, Mary was well known as a participant within the broader labour movement and as a campaigner for improvements in working-class education. During the First World War, she was in close touch with the European anti-war movement and threw herself into Russian emigre politics. Guiding campaigns in defence of the right of asylum, she had a range of contacts among suffragettes, trade unionists and socialists, as well as Russian political refugees. Mary urged working-class activists to fight the abandonment of industrial rights and guarantees, such as the right to strike and restrictions on the use of child labour, to back the unofficial rank and file industrial movement on Clydeside and the educational work of the Scottish Marxist John Maclean. Considering the main project of "making socialists" from the standpoint of gender, Martin argues that an appreciation of Mary's vision not only allows for an examination of areas of experience lost in grander narratives but also serves as a context for a fresh set of perspectives on the place of the educational question in the study of British socialism. Foes thought Mary an awful woman: friends like George Bernard Shaw remembered the power of her oratory. Offering an original perspective for plotting women's roles in British leftist oppositional networks, Mary's life and the historical landscape in which that life was lived, contributes to new ways of seeing both socialist and feminist politics.   [More]  Descriptors: Educational History, Educational Policy, Politics of Education, Activism

Reynolds, Kimberley (2013). "A Prostitution Alike of Matter and Spirit": Anti-War Discourses in Children's Literature and Childhood Culture before and during World War I, Children's Literature in Education. Histories of the First World War have regularly implicated children's literature in boys' eagerness to enlist in the first two years of that conflict. While undoubtedly the majority of children's books, comics and magazines did espouse nationalistic, jingoistic and martial attitudes, there were alternative stories and environments. Looking at the publications, organisations and educational establishments that opposed the war and resisted the Germanophobia that began to dominate public discourse at the start of the twentieth century casts new light on some of the challenges and dilemmas facing a proportion of boys as they decided whether or not to join up. Additionally, the fact that there were alternative discourses is a reminder that not all readers would have responded in the same way to the same texts. Three areas are considered: children's stories and pamphlets produced by Quakers and peace societies; left-wing publications, especially those associated with Socialist Sunday Schools; and two of the first progressive schools in Britain.   [More]  Descriptors: Childrens Literature, Culture, War, World History

McGonigal, Kathryn; Galliher, John F. (2008). Mabel Agnes Elliott, We Hardly Knew You, American Sociologist. Sociologist Mabel Agnes Elliott was elected the fourth president of the Society for the Study of Social Problems in 1956-1957 and was the first woman to hold this position. She was an anti-war activist, a feminist and a creative and diligent writer. Yet she experienced many challenges. The Federal Bureau of Investigation kept an active file on Elliott for approximately 30 years, she was the victim of discrimination by her male colleagues at the University of Kansas where she spent much of her career and Professor Robert E. L. Faris used many of the ideas from her "Social Disorganization" textbook without attribution. In spite of her research productivity her salary was frozen for 18 years. Once she began teaching women at Chatham College she found an institution that appreciated her many talents and rewarded her appropriately. Even so, in a male-dominated discipline, her contributions to criminology and social disorganization have been nearly forgotten.   [More]  Descriptors: Females, Sociology, Social Scientists, Biographies

Crawford, Patricia A.; Roberts, Sherron Killingsworth (2009). Ain't Gonna Study War No More? Explorations of War through Picture Books, Childhood Education. At the height of the Vietnam War, Down by the Riverside was transformed from a traditional folk song to a popular anti-war anthem. The raucous and repetitive chorus, "I ain't gonna study war no more …," became a rallying cry for those who wanted nothing to do with the war and the pain and controversy that surrounded it. Although it seems laudable to wash one's hands of the study of war, it may be more advisable to understand the nature of war, its complications, and its very real consequences on the lives of those impacted by it. It may be that a study of war is necessary to help young learners cope with the impact that both the threat and the reality of war have on their current circumstances, and to help them develop a foundation of social responsibility. Because of the sensitivity of the subject matter, addressing issues of war with children is complicated. Educators must thoughtfully consider the ways in which they can invite children to explore these topics in a developmentally appropriate manner. Picture books provide one avenue from which school-age children can begin these types of explorations. Picture books, the type of literature most commonly encountered by young children, offer sophisticated messages through the combination of in-depth print storylines and aesthetically rich illustrations, thus making this type of literature a compact, yet powerful resource for older students as well. This article provides a rationale for using picture books in the study of war and examines picture books across themes that might provide springboards for further explorations.   [More]  Descriptors: Picture Books, War, Foreign Countries, Social Responsibility

Walach, Stephen (2008). "So Far from the Bamboo Grove:" Multiculturalism, Historical Context, and Close Reading, English Journal. In May 2006, the summer-reading committee in the author's middle school debated the relevance of "So Far from the Bamboo Grove" by Yoko Kawashima Watkins and decided against using the book as a required summer-reading selection. Therefore, the author was interested in the controversy that erupted a few months later in Dover-Sherborn, a district near Boston, where Korean American parents protested the book as required reading. "So Far from the Bamboo Grove" has been read in the New England area for more than a decade. The author is one of sixty recommended by the Massachusetts Department of Education for grades 5 through 8. The book is a compelling read, and such books are always in demand. Written by a Japanese American woman about the Japanese experience during World War II, the book addresses the multicultural requirements of progressive curricula and also fits as historical fiction. By portraying the dissolution of an eleven-year-old's comfortable lifestyle–from privileged kid to desperate garbage-picker–the book prompts youngsters to reflect on the transience of good fortune. By graphically depicting the ravages of war, the book has an anti-war theme, and The Peace Abbey has given Watkins its Courage of Conscience Award. So what's not to like? Quite a bit, but the story's darker side becomes accessible only if teachers look beyond the plaudits and become more critically aware of the troubled history of the Japanese in East Asia and of the text itself. "So Far from the Bamboo Grove" has a myopic focus, severely underreporting the historical context. By spinning a suspenseful, dramatic story, the book misleads readers into accepting its portrayal of vulnerable, set-upon Japanese refugees as the all-inclusive historical reality. Worse, a superficial reading of the book deepens everybody's ignorance of Imperial Japan's atrocities and all but guarantees that Holocaust-like war crimes will remain beyond the ken of the majority of Americans, young readers in particular–as those crimes have for more than six decades. Thus, the author states that teachers' vision should not be myopic nor their sensibilities naive. Their perspective must be broad and deep and as fully sensitive to historical context as possible.   [More]  Descriptors: World History, War, Cultural Pluralism, Foreign Countries

Gorsevski, Ellen W.; Butterworth, Michael L. (2011). Muhammad Ali's Fighting Words: The Paradox of Violence in Nonviolent Rhetoric, Quarterly Journal of Speech. While Muhammad Ali has been the subject of countless articles and books written by sports historians and journalists, rhetorical scholars have largely ignored him. This oversight is surprising given both the tradition of social movement scholarship within rhetorical studies and Ali's influential eloquence as a world renowned celebrity espousing nonviolence. Ali's rhetorical performances played a pivotal role in radicalizing the civil rights movement as it (d)evolved into twin forces: Black Power and anti-Vietnam war movements. Ali's rhetoric conjoins messages of Martin Luther King, Jr. and Malcolm X, enabling critics to re-envision civil rights texts. Ali's enduring rhetoric provides a model for analyzing texts and social movements invoking the paradox of the violence in nonviolent civil disobedience.   [More]  Descriptors: Civil Rights, Civil Disobedience, Rhetoric, War

Welch, Elizabeth H. (1972). What Did You Write about the War, Daddy?, Wilson Library Bulletin. Presented is an anti-war evaluation of 19 books on Vietnam for young people. Descriptors: Annotated Bibliographies, Library Collections, Reading Materials, War

Sapon-Shevin, Mara (2004). Being out, Being Silent, Being Strategic: Troubling the Difference, Journal of Gay & Lesbian Issues in Education. Maughn Rollins Gregory writes eloquently and passionately about the critical role his openness, self-exposure, and vulnerability play in creating classroom spaces for genuine discourse and growth. Asked to write a response to Gregory's compelling essay, the author asks herself a similar question: What role will her openness, self-exposure, and vulnerability in constructing this response play in opportunities for discourse and growth? Shall she write an academic response addressing issues of voice, pedagogy, and power? Or should she respond to his essay in kind, naming herself and her struggles, the decision points about her openness and vulnerability? And which identities and struggles does she name? Does she talks about being a peace activist who pickets and leads singing on street corners and anti-war rallies? Since Gregory has shared four episodes from his life, the author responds with four of her own. Individuals can certainly argue, as Gregory does, that by being "out" about who they are, enable others to bring this same level of honesty to the table, facilitating a richer, more authentic learning community. This is a powerful argument and not to be dismissed. He is also aware that faculty and students are not equally positioned in the classroom, and that it is challenging to both have a voice as the "professor" and to not have "the" voice.   [More]  Descriptors: Teacher Role, College Students, College Faculty, Homosexuality

Cushion, Stephen (2007). Protesting Their Apathy? An Analysis of British Press Coverage of Young Anti-Iraq War Protestors, Journal of Youth Studies. Drawing on a systematic content analysis of UK newspaper coverage of young anti-Iraq war protestors, I examine how young people's opinions were mediated before and during the war in Iraq. I explore the extent and nature of coverage, and ask whether newspapers encouraged young people to be active citizens in the public sphere. I argue that the UK press sought to legitimize young people's opinion before the war had started by stressing the consensual composition of the demonstrations. However, the dominant media frame shifted once the war had commenced, with young protestors portrayed as opportunistic truants rather than (as pre-war) active, engaged citizens. I conclude by discussing recent literature which interprets media coverage of protests positively by replacing the concept of the public sphere with the "public screen". While visually stimulating, I argue it is a rather hollow concept because it loses sight of the referent needed to make sense of the reasons why the UK decided to go to war.   [More]  Descriptors: Foreign Countries, War, Young Adults, Dissent

Joseph, Pamela Bolotin; Duss, Leslie Smith (2009). Teaching a Pedagogy of Peace: A Study of Peace Educators in United States Schools in the Aftermath of September 11, Journal of Peace Education. This qualitative study, based on in-depth semi-structured interviews, depicts practices of seven peace educators in public elementary and secondary classrooms in the United States during the time of the terrorist attacks on 11 September 2001 through the US engagement in war in Afghanistan and Iraq. Focusing on individual perceptions of practice and classroom experiences, the participants described how, despite teaching at a time in which terrorism and war had become national preoccupations, they taught a pedagogy of peace that included recognition and rejection of violence, understanding of differences through dialogue, critical awareness of injustice and social justice, and imaginative understanding of peace. The study discloses a multitude of examples of both peacemaking and peacebuilding in their teaching and development of classroom cultures but a lack of emphasis on anti-war curriculum. It also reveals the teachers' motivations for teaching peace education, theoretical influences on their practice, their identities as activists and examples of their curriculum leadership.   [More]  Descriptors: Social Justice, Terrorism, Peace, Foreign Countries

Wander, Philip C. (2011). On Ideology: Second Thoughts, Western Journal of Communication. "Whither ideology?" is an intriguing question, to which the author's immediate response is: Nowhere! Has its moment passed, at least in relation to the way that people ordinarily think of it? Not because the end of ideology has finally come, but because the emergence of the concept in American academic work, as an expression of political commitment in the 1960s, was a response to the slaughter of upwards of four million Vietnamese, who posed absolutely no threat to this country. Its import lay in the fact–if one can set aside for now the fear of over-determinism–that there were emergent civil, human, and anti-war movements that were actively changing the shape and texture of "civic discourse," altering a way of looking at the world that emerged out of the Second World War. The ideological turn in criticism pivoted on America's concerted efforts to expand its sphere of influence to include, if not all of the known world, then that part of it which, during the Cold War, would ultimately benefit from what one now, in a bloodless retrospective, calls "proxy wars." In this article, the author shares his thoughts on ideology and focuses on far more overwhelming and troubling crises than those summoned up by imperialistic adventure, however gut wrenching and massive the slaughter going on at a particular time and place.   [More]  Descriptors: War, Ideology, World History, Western Civilization

Wong, Vivian Wu (2011). Getting It Right: Schools and the Asian-American Experience, Independent School. As a history teacher and advocate for Asian and American students, the author is concerned about what appears to be waning interest in the study of multicultural education and racial politics. In particular, as independent schools become more diverse, as international Asian student populations continue to grow, and as people become increasingly invested in global education, independent school teachers need to be cautious about shifting away from more diverse surveys of American history in favor of more global perspectives. The author understands the growing interest in globally focused education as the world continues to shrink through improved connectivity. Yet, at the same time, she also sees how these new initiatives can provide a convenient "out" for schools when it comes to diversity work within their own communities. From the author's perspective, a diverse narrative of the American experience should take precedence over a broad global focus–since it can provide an important window through which all students can learn about the politics of race in this country while simultaneously helping Asian and Asian-American students from their own racial identities. Asian Americans have also been at the forefront of the struggle for civil rights in the U.S., especially during the 1970s and beyond. On college and university campuses across the country, Asian-American students were active in the Third World student strikes, the women's movement, and the anti-Vietnam war movement, and called for increased minority admissions, affirmative action programs, student support services, and ethnic studies. At the community level, Asian Americans have stood up for workers' rights, affordable housing, bilingual education, social services, bilingual ballots, and political representation, and they have continued to fight against stereotypes, anti-Asian violence, and English-only initiatives. The author contends that including a more nuanced and accurate history of Asian Americans in the U.S. should remain a priority. (Contains 4 notes.   [More]  Descriptors: Ethnic Studies, United States History, Race, Private Schools

Korac, Maja (2016). Is There a Right Time for Gender-Just Peace? Feminist Anti-War Organising Revisited, Gender and Education. This paper addresses the question of totalising gender-power relations that have led to and shaped the wars of the 1990s in Yugoslavia and the emerging ethno-national states on the "periphery" of Europe. I argue that the same type of gender-power relations continue to dominate the region, notably Serbia, and to perpetuate gender inequalities and gender-based violence (GBV) in its many everyday and structural forms, causing profound levels of human insecurity. This analysis aims to set in motion a debate around how to tackle these continuing gender inequalities and GBV in post-war societies. In so doing, I propose a shift from focusing on the "hierarchy of victimisation" that has characterised much of the feminist analyses, activism, and scholarly work in relation to these (and other) conflicts, to a "relational" understanding of the gendered processes of victimisation in war and peace, that is–of both women and men. Such an approach holds a potential to undermine the power systems that engender these varied types of victimisation by ultimately reshaping the notions of masculinity and femininity, which are central to the gender-power systems that generate gender-unjust peace.   [More]  Descriptors: Foreign Countries, Gender Issues, Power Structure, War

Mann, Leon (1974). Counting the Crowd: Effects of Editorial Policy on Estimates, Journalism Quarterly. Differences in crowd estimates at 1965 and 1967 anti-war demonstrations as reported by dove and hawk papers stem from the use of different sources. Descriptors: Higher Education, Journalism, News Reporting, Newspapers

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