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AbstractIn this article the author examines peace education in zones of conflict. Central to his thesis is that peace education, though returning valuable service to a conflict‐affected community, must take into account the local conflict conditions. It is important to understand the range of ways in which conflict can affect provision of education; many of these ways are identified.

Special education legislation was introduced into America schools in 1975. The goal of the legislation was to ensure students with special needs were receiving and having access to a public education. Over the past nearly 45 years, special education legislation has evolved and also remained the same. The question becomes how has the legislation benefited the overall education for students with special needs? Has special education legislation allowed for students to have access to a free and appropriate education (FAPE) in the least restrictive environment (LRE)? Are students, who receive special education services, being provided equity in their education? This paper explores the current research surrounding how students placed in special education may be treated with equity and provided a free and appropriate education in the least restrictive environment. In exploring the literature, topics explored include special education legislation, LRE, inclusive education environment, self-determination, response to intervention (RTI), and data-informed decision making (DIDM). After reviewing the literature, it was determined that students in special education are not receiving FAPE in the LRE or with equity. The question then becomes why does special education legislation mandate FAPE in the LRE for students but this is not being done in reality. Additionally, what can school districts and educators do to promote equity for students with special needs in the general education classroom and ensure a FAPE in the LRE is achieved for each student?

This article provides an overview of the current nature and state of doctoral education in nonprofit and philanthropic studies. Data regarding student interests and demand for courses was gathered using surveys of faculty members and PhD students. A systematic journal database search was conducted to better understand what disciplines engage in research on nonprofit organizations and voluntary action. Arguing that theory-based, doctoral-level education in the field of nonprofit and philanthropic studies is needed by academia and sought after by doctoral students, a framework for meeting the educational needs of the field's future scholars is proposed.

Navigating the advantages and disadvantages of online pedagogy / Nicholas C. Burbules -- Maintaining the affordances of traditional education long distance / Bertram C. Bruce -- Community development among distance learners : temporal and technological dimensions / Caroline Haythornthwaite ... [et al.] -- Catch a cyber by the tale : online orality and the lore of a distributed learning community / Betsy Hearne & Anna Nielsen -- Juggling multiple social worlds : distance students online and offline / Michelle M. Kazmer & Caroline Haythornthwaite -- Disengaging from online community / Michelle M. Kazmer -- Affordances of persistent conversation : promoting communities that work / Carol Haythornthwaite & Alvan Bregman -- Affording a place : the persistent structures of LEEP / Jenny Robins -- Changing patterns of participation : interactions in a synchronous audio+chat classroom / Karen Ruhleder -- Over-the-shoulder learning in a distance education environment / Michael B. Twidale & Karen Ruhleder -- Teaching and learning online : LEEP's tribal gleanings / Pat Lawton & Rae-Anne Montague -- Faculty perspectives / Rae-Anne Montague & Linda C. Smith -- The virtual classroom as ludic space / Christine A. Jenkins -- The distance education program from the management perspective / Leigh S. Estabrook -- User-centered support and technology in LEEP / Jill Gengler -- Reshaping traditional services for nontraditional learning : the LEEP student in the library / Susan E. Searing -- The view from campus administration / Lanny Arvan

The article analyses main problems of Russian tertiary education including its international dimension and specific national characteristics. The author suggests possible ways of solving these challenges in order to improve the quality of education in this country, and evaluates prospects of Russian universities to become leaders in providing educational services.

The post-Bonn government of Afghanistan shifted the violence curriculum of the Taliban into a peace curriculum in education. This study's mixed-method approach shows that despite facing security, corruption, resource, and cultural barriers to education, the Islamic Republic of Afghanistan made significant progress both in terms of passing theoretical documents and practical achievements. The efforts that had been initiated and introduced began to encounter fragility following the Taliban's return to power in 2021. Banning girls from education above grade six has resulted in negative psychological and emotional effects on them. Continuing to limit academic freedom has started to hit the Afghan society. Ultimately, Taliban-led approaches to curriculum design prepare the way for closemindedness and neo-Taliban nation-building. Those would convey state ideology and justifications from the classrooms to the homes. The socio-economic consequences of depriving large strata of the population, including though not exclusively, women from qualitative education makes it impossible for Afghanistan to break out of its status as a country of low level of development.

Throughout the world the number of working mothers with young children has continued to grow. This book examines the ways in which different countries across the world are tackling early childhood services and how these services affect young children's experiences and development, for better and worse

This paper makes the case that ableist ideologies hinder trends towards inclusion on a broader global scale and beyond Anglo-American standpoints, as evidenced by key literature and legislations on inclusive education. I also discuss the issues, challenges, and dilemmas generated by these ableist ideologies in my professional context as an autistic speech-language therapist from the Philippines. I conclude with my reflection on how practitioners can help change the trajectory towards emancipatory inclusive practices that are informed by the neurodiversity paradigm. To respect the preference of the communities and the intersection of identities I represent, this paper uses inclusive identity-first language (American Psychological Association, 2019; Bottema-Beutel et al., 2020; The Alliance for Inclusive Education, 2021) and does not conform to divisive or Anglo-American dichotomies (e.g., d/Deaf distinction; Kusters et al., 2017; Pudans-Smith et al., 2019) when writing about pupils or learners who are traditionally identified by the education sector as needing "special education".