Suchergebnisse

Betrayal in High Places, a book written in 1996 by the late James MacKay, has created debate among World War II historians and former prisoners of war (POWs) because it claims to reveal suppressed Allied reports of Japanese war atrocities, such as the massacre of 387 American, Australian, British, and Dutch POWs in a gold mine at Aikawa on Sado Island, Japan, in 1945. Our investigation finds that the Sado Island massacre report is an intentional forgery, and that MacKay's book is a spurious historical source. We explain why he sought to deceive the public and contrast his fiction with the historical truth about Sado Island.

This article summarizes the research findings of a Master of Education thesis that aimed to find meaningful answers to the following central question: To what extent, if any, are there pedagogical differences between Social Studies educators who self-identify as 'liberal' or 'conservative'? This study explored how those who self-identify as being on the left (liberal) of the so-called political spectrum would deliver specific social studies curriculum and conversely, how those who identify as being on the political right (conservative) would deliver course content. Ultimately, these questions will serve to present a clear understanding of the extent of political liberties taken by public school social studies teachers, their implications and potential impact on student learning and political understandings.

Frontmatter -- Contents -- Tables and Figures -- Dedications and Acknowledgments -- Contributors -- Foreword -- Gregory Hadley -- Section I Language Education Responds to the Call for Peace -- 1 The Call for Peace in Language Education: This Book's Purpose, Themes and Peace Approach -- 2 Empowering Language Teachers to Be Influential Peacebuilders: Knowledge, Competencies and Activities -- 3 The Nonverbal Channels of Peacebuilding: What Teachers, Trainers and Facilitators Need to Know -- Section II: Applying Peacebuilding for Inner, Interpersonal and Intergroup Peace -- 4 Inner Peace and Emotion Regulation during Oral Production in ESL/EFL Teacher Education -- 5 How Increased Self-regulation, Learner Autonomy and Learner Cooperation Raise Self-esteem and Consequently Inner Peace and Interpersonal Peace: Insights from an Innovative School Context -- 6 Revolutionary Love and Peace in the Construction of an English Teacher's Professional Identity -- Seeking Connection through Difference: Finding the Nexus of Transformative Learning, Peacebuilding and Language Teaching -- Section III: Applying Peacebuilding for Intercultural and International Peace -- 8 Can Foreign Languages Be Taught for Peace at US Government Institutes? -- 9 International Faculty and International Students in Universities: Their Roles in Fostering Peace across Languages and Cultures -- 10 Promoting Peace through Social Justice Pedagogies for Students from Immigrant Muslim Communities: Using Critical Language Awareness in Second Language Classrooms -- Section IV: Applying Peacebuilding through Positive Psychology, Peace Linguistics and Peace Language -- 11 Acting Locally to Integrate Positive Psychology and Peace: Practical Applications for Language Teaching and Learning -- 12 From Hate Speech to Empathy: Lessons for Language Educators and Society -- 13 Applying Peace Linguistics: What Peacebuilders Can Learn from the Languages of Hurt, Hate and Harm -- 14 Exploring Peace Language: Hope, Help and Harmony -- Section V: Moving Further with Peacebuilding -- 15 Peacebuilding through Classroom Activities: Inner, Interpersonal, Intergroup, Intercultural, International and Ecological Peace -- 16 Conclusion: Integrating Peace Concepts, Personal Insights and Future Peace Directions -- Index