This article explores the implications of a proposed move towards a religion and worldviews curriculum in England for contact-based interfaith programmes in schools, through a case study of the Faith and Belief Forum's School Linking programme. Quantitative and qualitative data collected through 1,488 teacher and student surveys, teacher focus…

The reader is taken on a journey spanning some 30 years devoted to the author's involvement in practicing, teaching and studying peace education. The core concept in this journey is active "bystandership," which implies the capacity to disengage from our ethnocentric narratives and perceptions and to face the emotional challenges of…

Human relations services funded under the Emergency School Aid Act were found to have had favorable but generally weak effects on student intergroup relations. Process and impact evaluation should be combined and individual effects should be examined. (Author/CM)

As of October 2007, 54 interdistrict magnet schools enrolling 18,928 students were operating in Connecticut. The bulk of these schools are located in the Hartford and New Haven areas--21 in the Hartford area and 17 in the New Haven area. Interdistrict magnets also serve significant numbers of students in the Waterbury region. In keeping with the…

Tacoma School District's Exemplary Magnet Program had three main goals as its focus: (1) to increase student achievement in three elementary schools in the District; (2) to maintain or improve the racial-cultural balance in three elementary schools in the District; and, (3) to improve intergroup attitudes and behaviors among students and teachers…

Designed to facilitate communication and understanding among college students of diverse ethnic backgrounds, the Building Bridges Program at Shippensburg University (Pennsylvania) used trained student facilitators to lead classroom discussions about intergroup relations. In addition, these minority and majority facilitators shared personal…

The School District of Philadelphia, Pennsylvania, was ordered by the Commonwealth Court to begin a voluntary desegregation plan in February, 1979. To support the desegregation process, the school district applied for and received grants from the Emergency School Aid Act (ESAA) to develop programs around eight basic models: pairing, enrichment,…

Created in 1974, the Connecticut Wilderness School is a successful program for breaking patterns of failure due to negative self-image and instilling positive values of confidence and responsibility in order to develop constructive attitudes and behaviors in young people aged 15 to 20 who have run into trouble with the law. The wilderness program…