Examining Learning in the Course, "Inclusive Leadership for Sustainable Peace"

Autor/inn/en	Brantmeier, Edward J.; Webb, Destin
Titel	Examining Learning in the Course, "Inclusive Leadership for Sustainable Peace"
Quelle	In: Journal of Peace Education, 17 (2020) 1, S.1-25 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-0201
DOI	10.1080/17400201.2019.1669145
Schlagwörter	Peace; Undergraduate Students; Course Descriptions; Introductory Courses; Sustainable Development; Leadership Training; International Organizations; Systems Approach; Learning Processes; Student Attitudes; Career Development; Masters Programs; Teaching Methods; Critical Theory; Institutional Characteristics; Case Studies; Cultural Awareness; White Students + Suchen Sie Ihr Suchwort? Frieden; Kursstrukturplan; Einführungskurs; Nachhaltige Entwicklung; Führungslehre; International organisation; International organisations; International organization; Internationale Organisation; Systemischer Ansatz; Learning process; Lernprozess; Schülerverhalten; Berufsentwicklung; Magister course; Magisterstudiengang; Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Case study; Fallstudie; Case Study; Cultural identity; Kulturelle Identität
Abstract	The undergraduate, introductory course, 'Inclusive Leadership for Sustainable Peace' aimed to cultivate sustainable peace leaders by inviting students to clarify their own core values and by examining: macro UNESCO Sustainable Development Goals and the Earth Charter; values and approaches of global sustainable peace leaders in their historic and community contexts; and local leadership in organizations committed to healthy ecosystems, society equity, and viable economies. Offered in the spring of 2017 and 2018 at a predominately white, Euro-American, and large master's comprehensive university in the United States, the core pedagogy of the course involved a critical pedagogy of place, critical peace education for sustainability, a systems approach to leadership, and contemplative inquiry, aimed at promoting deep learning. The primary research question for this study is 'What do students learn about themselves, others, and their ability to change the world from engaging in this course?' This exploratory qualitative study involved 10 students. Findings indicate that participants gained personal value clarification, career clarification, and a deeper understanding of their power to make a difference. The article will contribute to the advancement of sustainable peace leadership education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01