EDUC 6631 GW UNESCO Fellows Program Summer

EDUC 6631
GW UNESCO Fellows Program
Summer 2015 (3 credits)
Laura C. Engel, Ph.D.
Assistant Professor of International Education and International Affairs
http://gsehd.gwu.edu/gsehd/IEP & http://elliott.gwu.edu/faculty/engel.cfm
Office Hours: Online - Tuesday 5-6 pm or by appointment
Address
Phone, E-mail, Website
(Office) Suite 205, 2129 G St, NW
Washington DC 20052
(202) 994-0623
(Mail) 2134 G Street NW, Washington
DC 20052
[email protected]
Overview and aims:
UNESCO works to create the conditions for dialogue among civilizations, cultures and
peoples, based upon respect for commonly shared values. It is through this dialogue that
the world can achieve global visions of sustainable development encompassing
observance of human rights, mutual respect and the alleviation of poverty, all of which
are at the heart of UNESCO’S mission and activities. –UNESCO
This course is linked to the GW UNESCO Fellows Program, which will provide graduate
students with the opportunity for hands on learning and critical thinking about the current work
and future prospects of the United Nations Educational, Scientific and Cultural Organization
(UNESCO). The course consists of a cohort of GW UNESCO Fellows selected by a competitive
process, including international Fellows placed in UNESCO regional offices and domestic
Fellows in different organizations aligned with UNESCO, including Americans for UNESCO
and the GW UNESCO Chair in International Education for Development.
Prior to their placements, students will have the opportunity to read background UNESCO texts,
as well as related critical academic literature to help frame some of the key issues and agendas of
UNESCO. Throughout the experience, students will complete several tasks and collaborative
activities via distance. As a major requirement of the course, students will also work on a final
project over the course of the summer.
The specific key objectives of the class include:
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1. To develop skills as part of becoming global citizen leaders and practitioner-scholars
in international education, including communication (particularly in international and
professional environments), research and analytical skills, networking, leadership,
and collaboration.
2. To provide professional development and a foundation in the organization of
UNESCO and its role in education, international education development, and issues
of culture/cultural diversity.
3. To create a critical and collaborative space that is friendly, participative, and values
raising questions.
4. To engage with experts in the field and build professional networks.
Overview of the Program and Rationale
The GW UNESCO Fellows Program is a cornerstone of the newly launched GW UNESCO
Chair in International Education for Development. GW has a substantial history of partnership
and work with UNESCO, including the graduate seminar, UNESCO: Agenda in the 21st Century,
which has been coordinated by GW’s International Education Program (IEP) for the past seven
years. The GW UNESCO Chair is a mechanism for formalizing and enriching the relationship
between GW and UNESCO on several strategic themes, including education as it connects with
global citizenship, social equity and inclusion, and post-conflict settings. The Fellows Program
will help build professional capacity of graduate students at GW through work with UNESCO.
Overview of UNESCO
UNESCO’s mission to build the defenses of peace in the minds of men was established in the
aftermath of World War II and has remained valid after six decades. One of the issues for study
and reflection is how this essential mission is best accomplished today, given that there are many
more countries, more international organizations, and more complex civil national and
international networks, as well as a range of new challenges in the global era.
UNESCO is the leading agency in the United Nations system for education, natural and social
sciences, culture and communications and information. It played an important role in the
restoration of educational, scientific and cultural institutions in Europe in the aftermath of World
War II. It helped in decolonization, and continues to help in building the capacity of developing
nations. It helped to defuse East-West tensions during the Cold War, continues to be a force for
peace and human rights, and is helping to prepare us all for the challenges of globalization.
UNESCO is a laboratory for ideas, a clearinghouse, a capacity-builder, a standard-setter and a
catalyst. It has published thousands of books and reports over the years. It has catalyzed a global
respect for and effort to protect the world’s cultural and natural heritage. UNESCO conventions
regulate important aspects of international affairs, including copyrights, recognition of
educational credentials, and the protection of cultural artifacts in time of war. The global
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meetings it has convened have set global agendas for education, science, culture and the
information society. It is the arbiter of educational, scientific and cultural statistics for the world.
It is a defender of the free press and freedom of information worldwide. UNESCO provides a
vehicle for the creation and coordination of global networks of scientists studying the oceans,
biodiversity, and geology. UNESCO provides fundamental help to the least developing nations
and other donors in building member nation capacities in education, science, culture and
communications and information. And, UNESCO provides a forum for addressing unanticipated
issues and controversies that cannot easily be addressed through other existing mechanisms—
from organizing tsunami warning systems, to potential conflicts over culture and religion, to
ensuring that individuals with new ideas get a fair hearing. In many ways, UNESCO’s programs
are not as important as its role in helping intellectuals, scientists, and cultural leaders, including
young leaders, to find their voices and to find ways to work together.
The economic and social stratification that exists within populations limits learning opportunities
in countries around the world. To address these issues, the World Conference on Education for
All was held in Jomtien, Thailand in 1990. There, representatives from over one hundred
countries agreed to strengthen their efforts to improve education in order to ensure that basic
learning needs were met. Six goals were established for the year 2000 (UNESCO, 1990):
• Universal access to learning
• A focus on equity
• Emphasis on learning outcomes
• Broadening the means and the scope of basic education
• Enhancing the environment for learning
• Strengthening partnerships among national, regional, and local educational
authorities
In addition to these goals, supporters such as World Bank (1993) 1 stated that the “fundamental
rational for EFA is the belief that the educated person lives a fuller and longer life and that
educated countries are healthier, more equitable, and more prosperous,” while other supporters
focused on the link between education and political stability and freedom. As EFA expires in
2015, and as the US has withdrawn its funding from the organization, what does the future hold
for the organization in key areas like education, and in terms of meeting its overall aims and
objectives?
In addition, UNESCO was a trailblazer among what are now thousands of intergovernmental
organizations. Indeed, globalization has produced a complex international institutional
infrastructure (including intergovernmental organizations), which students will be directly
engaged within during the Fellows Program.
The international civil service now includes hundreds of thousands; this civil service may well
employ many students interested in international affairs at some time in their careers.
Understanding the work of international civil servants in UNESCO may also help prepare
students for work there or in other intergovernmental organizations. Moreover, the US
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As cited in Williams, J.H. & Cummings, W.K. (2005). Policy-making for education reform in developing
countries: Contexts and Processes, Volume 1. Scarecrow Education
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government’s management of relations with UNESCO provides insights into important realms of
foreign policy. The course will provide an opportunity to meet with and get to know
communities of people who have participated in these government activities. It should also give
the student an idea of the way foreign and domestic policy in different areas of education is made
and implemented.
Course Materials and Requirements
The course draws from one major text, as well as select articles, all available via Blackboard.
The bulk of the work is carried out over the summer in students’ respective internship sites,
whether international or domestic. As graduate students, you are expected to go beyond assigned
readings to other academic literature, including gaining familiarity with following online
materials and resources:
UNESCO Bibliography
http://del.icio.us/unescobibliography
The UNESCO portal
http://portal.unesco.org/
U.S. National Commission Web site
http://www.state.gov/p/io/unesco/
U.S. Permanent Mission to UNESCO
http://www.unesco.usmission.gov/
UNESCO in the Spotlight: Science and Communications http://unescoscience.blogspot.com/
UNESCO In the Spotlight: Education and Culture
http://unescoeducation.blogspot.com/
UNESCO’s friends on LinkedIn http://www.linkedin.com/groups?home=&gid=120234
In addition to completion (and critical engagement) of readings prior to class, class members
must:
1. Attendance and participation (30%)
2. Journal (20%)
3. One public blog post (10%)
4. Research project and presentation (40%)
Graded Assignment Details
(1) Attendance and participation: Attendance is required at pre-travel orientation sessions,
full participation in student’s respective site visits and activities that are part of the
internship experience, engagement in online reflection activities, and a post-travel
session. Each of us will serve as a resource on a particular aspect of UNESCO’s work
nationally, regionally, and globally. Active participation means having read and engaged
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with the assigned materials and coming ready to discuss. With only several pre-travel
sessions, the readings are intended as an introduction. Students are encouraged to start
their reading early and are encouraged to read beyond the assigned. As you read the listed
materials, try to identify the most important ideas discussed in the readings.
a. For each session, please prepare a list of 2-3 “good” questions.
b. Post once to the Blackboard discussion forum on each topic.
c. In country, post to Blackboard space according to Tasks and
Reflections prompts (see Discussion board)
(2) Reflective Journal: Students are expected to document their thinking and research via a
journaling activity. Their journal should have a minimum of 15 entries, structured as
follows:
a. Journaling should begin before engagement in the internship site. The first entry
should be reflective of: “What do you know about UNESCO?” with a written
reflection on thinking through your own biases and gaps in knowledge.
b. For each pre-travel session, students should write a reflection after reading (before
class). After each session, students should write a follow up reflection to discuss
what was learned in class and what they need to explore further.
c. In her/his internship site, students should use the journal to reflect on the
professional experiences, challenges, gaps in knowledge, successes incurred in the
internship. Students should have a minimum of 6 journal entries from the in
country travel (minimum of 2/month).
d. Students are required to write a final reflection at the end of their internship.
(3) One public blog post: Students are required to write and share one reflective blog post
about her/his experience. This writing is intended to be used and shared publically.
(4) Research project and presentation: Students will engage in a course project/final paper
linked to her/his internship site. It should involve original research (such as interviews
with key informants). Students are expected to engage in background reading, included
readings completed for class, but the projects should not be simply a synthesis of
readings. Students may present an alternative to a paper, such as a Website or a
multimedia presentation as long as the project involves substantive creative and
intellectual effort.
The research paper is to be 12-15 pages in length, double-spaced, 1 inch font, Times New
Roman, following APA style. It is difficult to place page numbers on alternative project
forms, but the project is to be substantial. This is to be a final draft, revised from earlier
versions. It is spell-checked, it includes references, and has been carefully proofread.
Final projects are due August 15, 2015, posted to Blackboard.
Academic Integrity
Students are expected to act in accordance with the Code of Academic Integrity. All written
work must be your own. Academic integrity is particularly important as regards the attribution of
others’ ideas and wording. Please address any questions to the instructor, as it is always easier to
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deal with potential issues before they arise. Moreover, please inform the instructor if you are
going to use a proofreader or editor, or if you are getting substantial assistance from someone
else.
Services for Students with Disabilities
Appropriate modifications to academic requirements may be made on a case-by-case basis to
ensure educational opportunity for students with disabilities, and specific course requirements
may be modified to permit equal participation by students with disabilities.
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Sessions
1. Course
overview,
assignments,
introduction;
Orientation to
UNESCO
Readings and Requirements
Wanner, R. (in press). UNESCO at seventy: Reflections on its origins, its achievements, its
problems and its promise.
UNESCO: What is it and what does it do?
http://unesdoc.unesco.org/images/0018/001887/188700e.pdf
The UNESCO Constitution: Read the Preamble
http://portal.unesco.org/en/ev.php-URL_ID=15244&URL_DO=DO_TOPIC&URL_SECTION
Director-General Irina Bokova http://www.unesco.org/new/en/unesco/about-us/who-we-are/d
general/
On Bb site watch:
• UNESCO DG Irina Bokova’s video welcome to students;
• GW UNESCO Chair opening video
2. Further
insights into
UNESCO
and its work
in education
McCowan, T. (2010). Reframing the universal right to education. Comparative Education,
46(4), 509-525.
Smith, P., Pigozzi, M. J., Tomasevski, K., Bhola, H. S. Kuroda, K. & Mundy, K. (2007).
UNESCO’s role in global educational development. Comparative Education Review, 51(2),
229-245.
Benavot, A. (2011). Imagining a transformed UNESCO with learning at its core.
International Journal of Educational Development, 31, 558-561.
King, K. (2007). Multilateral agencies in the construction of the global agenda on
education. Comparative Education, 43(3), 377-391.
On your own:
• Read up on your own office and the project areas you will be involved in
3. Pre-travel
orientation
(only for
international
fellows)
Online work:
Reflections
Public blog
post
4. Final paper
Due
Speaker: Eddie Dutton, UNESCO Amman office and IEP alum
Speaker: Shawn Lenker, Office of International Programs, GW
Mid-May pre-departure, June 1, July 1, August 1, End of August post-internship
June 30
August 15
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Growing list of additional resources:
Prospects: http://www.springer.com/education+%26+language/journal/11125
International Review of Education:
http://www.springer.com/education+%26+language/journal/11159
Smith, P. (2006). Building a world learning for all. Paris: UNESCO (online:
http://portal.unesco.org/education/es/ev.phpURL_ID=47268&URL_DO=DO_TOPIC&URL_SECTION=201.html )
Jones, P. W. (1990). Unesco and the politics of global literacy. Comparative Education Review,
34(1), 41-60.
Limage, L. J. (2007). Organizational challenges to international cooperation for literacy in
UNESCO. Comparative Education, 43(3), 451-468.
UNESCO. Priority Africa: http://www.unesco.org/new/en/africa-department/priority-africa/
UNESCO. Priority Africa: Education http://www.unesco.org/new/en/africa-department/priorityafrica/education/
UNESCO International Institute for Capacity Building in Africa (IICBA) http://en.unescoiicba.org/
EFA GMR – sub-Saharan Africa and individual country background reports:
http://www.unesco.org/new/en/education/themes/leading-the-internationalagenda/efareport/regional-resources/sub-saharan-africa/
UNESCO. (2010). Gender equality: The missing link? Rethinking the Internationally agreed
development goals beyond 2015. Proceedings of the UNESCO future forum. (Copies available
from instructor).
Video lecture on education in Africa by Dr. Temechegn Engida, UNESCO-IICA
http://www.dailymotion.com/video/xjyekr_part-1-dr-temechegn-engida-unesco-iica-addis-ababaethiopia-talk-at-microsoft-ngo-day-2011_news
UNESCO’s work in lifelong learning: In addition to its focus on compulsory education,
UNESCO’s work is extended into informal and non-formal education. To this end, we will look
more closely at UNESCO’s work in lifelong learning. Skim the Delors (1996) report on lifelong
learning. Get a sense of the concept of education and learning put forth. We will do an exercise
in class, looking at the Delors 1996 report and the different ways in which lifelong learning is
conceptualized by multilateral agencies.
Skim Delors report (1996) on lifelong learning (get a sense of the concept of education and
learning put forth): http://www.unesco.org/delors/utopia.htm
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Torres, R. M. (2011). Lifelong learning: Moving beyond Education for All (EFA). In Yang, J. &
Valdés-Cotera, R. (eds.). Conceptual evolution and policy developments in lifelong learning (pp.
40-50). Hamburg, Germany: Institute for Lifelong Learning.
Browse current work in lifelong learning: http://uil.unesco.org/home/programme-areas/lifelonglearning/news-target/lifelong-learning/9bf043146eaa0985e05daa9e12135f5b/
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Appendix I
HISTORY AND BACKGROUND (Daly, J. and Method, F.)
After World War I, the U.S. rejection of the League of Nations crippled that organization.
Despite political refusal, the U.S. civil sector turned special attention to cultural issues in world
affairs, primarily in education and science. The League’s International Cooperation Committees
(ICCs) in every country included a U.S. privately-organized and funded ICC, located at
Columbia University, which enlisted giants of intellect among its members. World War II cut off
this activity.
The United States and Britain did not participate in the International Bureau for Education (IBE)
that functioned in the inter-war years, but France and other European nations did, and the IBE
formed one of the bases for UNESCO. Another predecessor for UNESCO was the International
Commission on Intellectual Cooperation, which included such leading intellectuals of the day as
Henri Bergson, and famous intellectual personalities of the day, such as Albert Einstein, Marie
Curie, Thomas Mann, Paul Valéry, Salvador de Madariaga and Béla Bartok.
In London exile, a Committee of Allied Ministers of Education (CAME) began meeting in 1940
to plan for the reconstruction of education systems when the war ended. The Department of
State’s Sumner Welles sent a delegation in May 1944 to participate in the CAME deliberations;
the delegation was headed by William Fulbright, who was assisted by poet, playwright, and
Librarian of Congress Archibald MacLeish. The Allied Ministers elected Rhodes Scholar
Fulbright to the chair; he and his delegation promptly expanded the discussion to the post-war
rebuilding of education, not only in Europe but everywhere. The Preparatory Commission for the
program of UNESCO received reports from committees dealing with education, social science,
natural science, mass media, libraries, museums, the fine arts, and letters and philosophy. Joseph
Needham (U.K.) saw the initiative as a vehicle for his hopes to create an intergovernmental
organization to help build scientific capabilities worldwide, and started to build support for the S
to be added to UNESCO.
In November 1945, representatives of 37 countries signed UNESCO’s constitution, and the
organization came into operation in November 1946 following ratification by 20 signatories.
Back home, newly elected Senator Fulbright enlisted bipartisan support for two Senate
Resolutions (1944, 1945) – one pledging to support a multilateral educational agency for the
world. The idea succeeded because of the bipartisan leadership of Fulbright and “Mr.
Conservative,” Ohioan Robert A. Taft.
The organization has been controversial. The United States denied efforts to make it the vehicle
for post-war aid to Europe, preferring to program reconstruction aid bilaterally through the
Marshall Plan. There were fundamental cultural differences between Anglo-Saxon and European
continental approaches to education and culture.
UNESCO, like other agencies of the United Nations system, became a venue for Cold War
activity. The Soviet Union did not become a member state until 1954, and in 1952–54 Poland,
Hungary and Czechoslovakia temporarily withdrew from the Organization. During the McCarthy
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era, the United States government put pressure on UNESCO to fire U.S. citizens suspected of
Communist leanings.
Later UNESCO became a venue for North-South controversy. In the 1960s UNESCO
membership began to expand rapidly with newly independent countries. Membership continues
to expand, with consequent changes in the worldview and program priorities of UNESCO
members.
In the 1970s, the move of developing nations at the United Nations in support of a New
International Economic Order expanded to include proposals for a New International
Information Order. In 1983, conservative forces in the United States used this controversy as
well as concern for the efficiency of UNESCO to successfully lobby for U.S. withdrawal, and the
U.K. and Singapore followed suit the following year. UNESCO, losing a third of its budget,
managed to survive and moved steadily forward, but more slowly and without U.S. leadership.
U.S. NGOs, especially in science, ignored the withdrawal and maintained close relations, but
American political leadership for most areas of UNESCO cooperation was paralyzed.
Today, UNESCO has 193 member states and seven associate members, and an annual budget in
excess of $500 million (in assessed contributions and extra-budgetary funds). This is a
remarkably small and tight budget with which to fulfill its large and expanding mandate. Its staff
includes more than 2,000 people, about one-third of whom are located in 58 field offices around
the world. Unique among U.N. agencies, there is a National Commission linked to UNESCO in
each member state, including in the United States. There are UNESCO Centers with more or less
direct connections to the organization, and networks of World Heritage Sites, Bioreserves,
Geoparks and Wetlands catalyzed by and linked to UNESCO. There are also networks of
UNESCO chairs in universities, some 3,700 UNESCO clubs around the world, and 8,000
associated schools.
Looking back over its first six decades—two of them without the United States – impressive
achievements can be attributed to UNESCO’s efforts. The prospects of world war with weapons
of mass destruction have receded, perhaps in part due to UNESCO’s efforts to build the defenses
of peace in the minds of men. In education, consider worldwide progress since 1946 in literacy,
in school access and participation rates (Education for All), in science education, in the schooling
of women and girls, in the free flow of cultural materials and books, in the upgrading of
educational planning and analytic tools, in teacher training, in the growth of school libraries, in
continuing education, in “non-formal” education, in the use of education media and information
technologies, in improved educational statistics, in standardization of student credentials, and in
the greatly increased international perspectives of most universities. In the natural sciences,
UNESCO helped with the creation of the European Nuclear Center (CERN) where the World
Wide Web was invented; UNESCO operates the Trieste Institute for Theoretical Physics;
UNESCO’s oceanographic and hydrographic programs are mapping the Indian Ocean and
building early-warning systems for tsunamis and producing agreements on interconnected water
use and management; UNESCO supported the Human Genome Project (1997), the formulation
of national science policies, science and technology education, the Man in the Biosphere project
(MAB, 1970), and applying science and engineering to socio-cultural change. In the social
sciences, the world has been forced to look more closely at human rights, reliable statistics, and
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the free flow of information; 130 nations have ascribed to the Convention on Doping in Sports.
In culture, UNESCO’s flagship World Heritage Convention, introduced by the U.S. in 1972 after
UNESCO led the celebrated rescue of the Abu Simbel monuments; member states have now
voluntarily guaranteed the protection of 890 World Heritage sites around the world. UNESCO
has labored for decades on a general history of Africa and on the documentation of Silk Routes
between Asia and Europe. In communications, UNESCO has assisted in the growth of libraries
(including the new Biblioteca Alexandria – a modern Alexandria Library) and book production
and translations, while monitoring the growth of the Internet. It has become a major worldwide
guardian protecting journalists and press freedom, trivializing the fears of 1983. UNESCO is
beginning to face the social, educational and economic reasons behind the dangerous Digital
Divide, is quietly looking into the intellectual roots of terrorism, and is attacking the idea of
“clashing civilizations” through cross-cultural dialogue.
In sum, UNESCO is an enormously complex institution, both in its means and in its ends. No
one fully masters all the intricacies of its history, its programs, and its operations, but students
find it challenging and rewarding to attempt to do so.
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Appendix II
ISSUES TO CONSIDER (Daly, J. & Method, F.)
Here are some things you should consider during the course:
1. Do the defenses of peace begin in the minds of men? The UNESCO Constitution says so.
Are international cooperation in education, science, culture and communications
important for ultimately achieving a lasting peace among nations? How do these
questions play out in our times, and what can we expect for the future?
2. Globalization. This relentless process brings great advantages to all, but demands
adjustment and change, hence is seen as a global threat by much of the world’s
population. One UNESCO goal is to minimize stresses and maximize advantages of
globalization, or at least to provide a forum in which these difficult issues can be
discussed and polarizing positions can be moderated. How can UNESCO maintain the
balance between advocating for responsible policies and standards and providing a forum
for individuals, countries and groups with strongly held advocacies and criticisms?
3. Sustainable Development. Poor nations emphasize that UNESCO must be a development
agency, while the natural science programs focus heavily on environmental resources and
sustainability. Many nations resist the development roles for UNESCO, preferring
bilateral programs or working through the World Bank and other UN development
programs. Should UNESCO play a significant development role, and if so, how should it
do so given its budget limitations and competing priorities?
4. National Sovereignty and Multinational Cooperation. A sector of the U.S. population still
sees the UN and UNESCO as threats to national sovereignty, or “giveaways.” An
alternative view sees UNESCO as helping achieve American goals – by linking U.S.
organizations and networks to their international counterparts and by helping build
coalitions to meet global imperatives in its fields of competence. How can these
competing views be balanced as a coherent U.S. policy towards the Organization?
5. The U.S. Contributions. The United States pays more than 20% of UN dues, but has been
a perennial debtor to the UN system; the United States contributes relatively little to
UNESCO’s extra-budgetary funding. U.S. intellectual leaders are perhaps less involved
in UNESCO than they should be due to the long absence from membership. And, U.S.
individuals are now less prominent on the UNESCO staff than they once were. If U.S.
funding is not to increase, what other options exist to increase and ensure U.S .
participation in the work of UNESCO?
6. Cultural Diversity. There is a cultural divide between rich and poor nations, between the
adherents of major world religions, and between the East and the West. Americans do not
realize how successful the U.S. experiment with pluralism has been in the eyes of the rest
of the world. The global penetration of U.S. cultural industries creates concern in many
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nations. How does the U.S. deal with UNESCO as a forum for expression of concerns
with the clash of civilizations and cultures?
7. Control versus Collaboration: The United States culture has strong core values relating
to education, science, culture and communications, but the United States has only one
vote among 193 in UNESCO’s General Conference – the body which sets the
Organization’s policy, strategy and budget. How does the U.S. government deal with the
necessary tension between the strength of our convictions and the need to build coalitions
in UNESCO?
8. The Politics of U.S. Participation in UNESCO: The Roosevelt administration that helped
create UNESCO was perhaps the most liberal of those in the 20th century, while the
Reagan administration that withdrew from UNESCO was quite conservative. The split in
political philosophy continues to divide Americans in their attitudes toward UNESCO.
9.
The Centrality of Culture. The average American defines culture as “the arts,” or
“entertainment”—i.e., as a distraction from reality. But anthropologists define culture as
the essence of any given society, what makes that society different from others. A better
understanding of this semantic trap will help understand UNESCO’s work and U.S.
ambivalence.
8. A Culture of Peace. A major theme in UNESCO’s history posits that nationalism and
many nationalistic education systems reinforce and tend to create a Culture of Conflict.
For UNESCO, the deepest agenda of humankind is to turn this around, so that
educational systems will create and constantly reinforce a global culture based on
avoidance of conflict and on resolving conflict before it bursts into flame. Is creating a
Culture of Peace a goal for education in the U.S., including for universities such as
GWU, and for university students in the course?
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