Negotiation and Conflict Resolution Education in the Age of the MOOC

Even as online learning is increasingly embraced by institutions of higher education, the past decade has seen the arrival of yet another new educational vehicle: massive online open courses (MOOCs). These courses are designed to disseminate knowledge at an unprecedented scale — even as they engender concerns about quality, learning efficacy, and the future of higher education. In this article, I discuss the MOOC phenomenon and describe a MOOC on negotiation that I developed and taught, exploring the advantages that such a course offers for negotiation and conflict resolution education in particular.     

Multicultural Pedagogy Development in Modern Education

Although there is a growing interest in the influence of multicultural issues in education, there is still a lack of theoretically well-grounded comparative analyses of educational systems. Topics such as problems and prospects involved in the development of multicultural pedagogy are broadly discussed, but often suffer from an insufficient number of empirical and comparative studies. The lack of systemic or unified research in the field of multicultural education has reduced multicultural pedagogy within education to the simple implementation of individual training courses. As a result, multicultural pedagogy is generally oriented only toward the needs of a single country, rather than toward a system of multicultural interests that takes into account the interests of multiple countries. As a result, we must develop methods that will enable the realization of true multicultural pedagogy. The leading objective should be, firstly, the consideration of the individual as a subject of culture in a multicultural environment with a goal to determine the significance of the formation of an individual＇s multicultural qualities; secondly, the development of an integrative approach. Comparative studies are taking the lead in addressing this goal and recommending specific steps to incorporate multicultural pedagogy more systematically into an existing education system in every country. This paper addresses these problems by discussing theoretical questions behind the development of the ideological basis of multicultural pedagogy.     

Deconstructing invisibility: race and politics of visual culture in Brazil

Abstract

This paper aims to discuss race relations and power-building in Brazil. It is well known that the Iberian colonizers developed special ways of imposing their supremacy, dissimulating the skin color standards to provoke some type of beliefs about shade stratification among African descendents, indigenous and mixed-race people. For the first time in South America there are deconstructive projects of that colonial paradigm still alive and strongly embedded in the media landscape. However, new identity politics and attitudes have been emerging amidst this old social cognition. This paper will discuss some speculative thoughts and power-building scenarios on new representations and struggles derived from these lived forms that are emerging in the new racial formations in Latin America. The question is: what will nation-building in the midst of this changing imagery be like? This paper proposes that a civic pedagogy is the only answer to rendering this phenomenon visible.     

Toward a critical peace education for sustainability

This article proposes the need for peace education as a field to embrace critical power analysis of place in efforts toward social and environmental sustainability. Rather than status quo reproduction, a critical peace education for sustainability should both elucidate and transform the power dynamics inherent in structural violence and cultural violence. The inherent rights of people, plants, and ecosystems to live with dignity and to prosper are proposed. Practically speaking, the article offers perspectives from a critical pedagogy of place and an earth connections curriculum unit as vehicles for transformative education.     

World Championship in Negotiation? The Role of Competitions in Negotiation Pedagogy

The last decade has seen the emergence of several new negotiation competitions around the world. We think the two major drivers of this development are a general trend toward the increasing internationalization of higher education and a recognition of the specific benefits of competitions for negotiation pedagogy. These benefits include: the high level of student commitment generated by participation in a competition, which enhances the quality of negotiation; the opportunity that the competitions give students to experience authentic cultural diversity; and the networking opportunities for students and instructors that the competitions create. This article focuses on the role that negotiation competitions can play in negotiation pedagogy. We first present an overview of the currently most important international negotiation competitions. This is followed by an outline of the specific benefits of negotiation competitions for pedagogy. We then take a closer look at the organization and outcome of negotiation competitions and discuss the opportunities for their development and growth.     

Teaching restorative justice to education and criminal justice majors

In academia, departments in Education and Sociology/Criminal Justice are in different colleges, but professionals in these fields frequently interact, such as probation officers working in schools and teachers working in prisons. This paper describes a course that addressed a commonality of the two by focusing on Restorative Justice. The content of the course was multi-disciplinary and co-taught by two professors from these different disciplines, and students were from a wide range of majors. Not only did the course content focus on Restorative Justice, this perspective guided how the course was taught. All classes were conducted within a Circle, students participated in the creation of the syllabus, students contracted for grades, and students organized many of the discussions. Emphasis was on critical analysis of Restorative Justice practices and theories. Quantitative and qualitative evaluations were provided as well as reflections by the teachers.     

Adapting Techniques of Studio Critique for Arts Management Pedagogy

Many students in the field of arts management have a background as practicing artists. In that light, it seems promising to explore fine arts pedagogies for the delivery of elements of arts management curricula. Studio critiques are a central pedagogic tool in arts education, allowing for systemic self-reflexivity that emerges from a shared interest in the terms of the conversation itself—critique as a creative technique. Since 2009, the Department of Arts Administration and Policy at the School of the Art Institute of Chicago has integrated critique. Feedback from the first generations of students is assessed in this article.     

When Identifying Health Disparities as a Problem Is a Problem: Pedagogical Strategies for Examining Racialized Contexts

The current study presents a critical discussion on community responses to health disparity research and the need for utilizing pedagogical strategies to prepare students to understand and address health disparities in racialized contexts. Qualitative research methods were used to examine community responses to media stories on two health disparity research projects, and four themes emerged: naming health disparities is a tool for dividing, structural racism does not exist, naming of health disparities is a political act, and health disparities exist because of individual-level deficiencies. The implications for teaching students about racial health disparities are presented and discussed.     

The Educational and Professional Goals of International Students in Public Service Degrees

International student enrollment in public service degrees such as Public Administration in the United States has grown rapidly. Harnessing this growth to improve the knowledge and expertise of employees in public service is a vital opportunity. However, our survey of public service schools shows that international students perceive an extensive lack of support with financial and linguistic challenges. Furthermore, schools practice little performance evaluation concerning international student experience. We conclude that schools collect more data on international students and communicate better information about programs to improve services and ensure that students know accurately what to expect from their overseas education.     

Mission Bogotá: pedagogical governance in a weak state

Wracked by crime and violence, Bogotá, Colombia adopted a unique urban security policy in 1998 called Mission Bogotá (MB). MB identifies the poor as ‘at risk’ of being violent. The program seeks to decrease crime by employing the poor and educating them on entrepreneurial urban citizenship, fomenting their sense of belonging to the city, a good work ethic, conflict resolution skills, and cosmopolitanism. Participants are then employed as citizen ‘guides,’ modeling their citizenship skills in public in order to instill exemplary citizenship in others by example. There is no evidence that MB reduces either crime or poverty. Nevertheless, the program establishes norms for ideal citizenship and structures the relationship between state and society. Based on one year of ethnographic research, I argue that MB uses pedagogy as a technology of governance to transfer responsibility for security provision from the state to society by making citizens responsible for their own security provision.