Swee-Hin Toh - Academia.edu (original) (raw)

Papers by Swee-Hin Toh

Journal of Peace Education, 2013

During 22–28 November 2012, the International Peace Research Conference (IPRA) held its Global Co... more During 22–28 November 2012, the International Peace Research Conference (IPRA) held its Global Conference at the University of Mie in Tsu City, Japan. Together with 21 other commissions, the Peace Education Commission (PEC) participated in this 24th IPRA Conference with 28 presentations by PEC members and associates. PEC’s co-convener John Synott (University of Sydney) successfully organized the PEC program. The overall theme of the conference, A better world is possible: Peace and Justice in the Globalised World, provided a wide scope for the PEC presenters to explore and highlight theoretical and conceptual perspectives, as well as best practices in peace education across diverse national and regional contexts. As peace educators have emphasized, it is vital that educational programs and processes are empowering for learners to envision possibilities to build local and global peace and justice. PEC’s long-standing active participation in IPRA for over two decades was recognized and honored by the representation of PEC members in two plenaries of the conference. Chaired by Kazuyo Yamane (Ritsumeikan University), the plenary entitled ‘A better world is possible: Education for Peace and Justice in a Globalised World’ included presentations by Gavriel Salomon (University of Haifa), Candice Carter (University of North Florida), and Toh Swee-Hin (University for Peace). Salomon presented his research in Israel and concluded that peace education can have positive effects if it leads to a change in how the ‘other’ in a conflict is viewed and participants become less willing to see war or violence as a solution. However, there are formidable barriers which lead to effects being short-lived, notably if the societal collective narrative remains unchanged. Carter emphasized the need for appropriate standards and guidelines for peace education, including directives from state authorities which validate visions of a better world and also relevant curriculum components of content, forms, and structure. Drawing on global South, especially the Philippines, and global North experiences, Toh clarified a holistic paradigm of peace education, which is complementary to diverse modes of transformative education (e.g. human rights education, development education, multicultural education and interfaith education) and embraces critical pedagogical principles of holism, dialog, values formation, and critical empowerment. The closing plenary focused on ‘Peace Research on the Move.’ As a panelist, PEC member, and JPE editor, Jeannie Lum (University of Hawaii) proposed and

As educators and policymakers in all levels and modes of education will agree, there are innumera... more As educators and policymakers in all levels and modes of education will agree, there are innumerable frameworks, fields and movement for reforming and transforming educational institutions and systems to fulfill desired visions, goals and objectives of a “better” world for all peoples, societies and the global community. Each framework or field invariably develops over time its own relevant core conceptual issues, methodologies, analytical “language” and institutional practice. However, based on the learnings and “wisdom” accumulated from diverse experiences, implementation, social advocacy and research, initial conceptual frameworks often “evolve” in complexity and maturity.

The project group "Preparedness for Peace" at the Malmo School of Education in Sweden studies way... more The project group "Preparedness for Peace" at the Malmo School of Education in Sweden studies ways of helping children and young people to deal constructively with questions of peace and war. As part of this work, experts with special interest and competence in areas related to peace education are interviewed. This publication explores the views to Toh Swee-Hin of the University of Alberta, Canada. A Malaysian by nationality, Toh Swee-Hin has worked with peace and development educators in many countries, including Australia, the Philippines, and Canada. He is a prolific writer and supervised a number of theses and dissertations in the fields of peace and development education. (Author)

Enhancing the Dialogue and Alliance of Civilizations: Perspectives from Peace Education Toh Swee-... more Enhancing the Dialogue and Alliance of Civilizations: Perspectives from Peace Education Toh Swee-Hin (S.H. Toh) Distinguished Professor UN mandated University for Peace, Costa Rica

Childhood Education, 2017

Globalization and Educational Restructuring in the Asia Pacific Region, 2003

Some fifty years ago, the Philippines emerged from three centuries of Spanish colonialism and ano... more Some fifty years ago, the Philippines emerged from three centuries of Spanish colonialism and another five decades of US rule. In the euphoria of statehood, modern schooling that had been significantly shaped under American tutelage promised hope and mobility for individuals and economic progress for the country. After fifty years of post-colonial development, it is imperative to reflect on the value of education in the lives of more than 70 million Filipinos.

Internationalizing multiculturalism: Expanding professional competencies in a globalized world.

Prospects, 2002

Re ve a l i n g t h e r o o t c a u s e s o f v i o l e n c e a n d c o n f l i c t s It was very... more Re ve a l i n g t h e r o o t c a u s e s o f v i o l e n c e a n d c o n f l i c t s It was very clear from the various local and regional case studies presented on recently 'resolved' and ongoing violent conflicts that effective and sustainable resolution is

Tradition, Modernity and Post-modernity in Comparative Education, 1997

Focusing on the Philippines, the article describes the role played by people's movements and non-... more Focusing on the Philippines, the article describes the role played by people's movements and non-governmental organizations in empowering citizens and combating injustice. Educational programmes are an important element in this struggle. The authors cite examples of what Paolo Freire called the "pedagogy of dialogue", which seeks to develop creative, critical enquiry and self-reliant understanding. Such programmes have made an impact in areas such as women's empowerment, povertyalleviation and the combating of environmental destruction. The authors argue that this type of education can also play an important role in challenging the materialist vision of progress and awakening people to deeper values. Zusammenfassung-Der Aufsatz, der die Philippinen in den Mittelpunkt rückt, beschreibt die Rolle, welche Volksbewegungen und Nicht-Regierungsorganisationen bei der zunehmender Selbstbestimmung der Bürger und der Bekämpfung von Ungerechtigkeit spielen. Bildungsprogramme sind ein wichtiges Element dieses mühevollen Unterfangens. Die Autoren zitieren Beispiele für das, was Paolo Freire die "Pädagogik des Dialogs" genannt hat, d.h. das Streben gilt der Entwicklung kreativen und kritischen Fragens sowie selbständigen Verstehens und Begreifens. Solche Programme haben sich z.B. auf Bereiche wie die Selbstbestimmung der Frauen, die Armutslinderung und die Bekämpfung von Umweltzerstörung ausgewirkt. Die Autoren sind der Meinung, daß diese Art von Erziehung und Bildung ebenso eine wichtige Rolle dabei spielen kann, materialistischen Fortschrittsvisionen der Kampf anzusagen und tiefere Werte im Menschen zu wecken. Résumé-A la lumière du cas des Philippines, cette communication décrit le rôle assumé par les mouvements populaires et les organisations non gouvernementales en faveur de l'autonomisation des citoyens et de la lutte contre l'inégalité. Les programmes éducatifs en sont un élément important. Les auteurs citent des exemples de ce que Paulo Freire appelait "la pédagogie du dialogue", qui vise à développer une attitude critique et créative ainsi que la confiance en soi. Ce type de programme a eu un impact dans des domaines comme l'autonomisation de la femme, la réduction de la pauvreté et la lutte contre la destruction de l'environnement. Les auteurs avancent que cette méthode d'éducation peut aussi remplir une mission importante pour mettre en question la vision matérialiste du progrès et éveiller l'intérêt des individus pour des valeurs plus profondes. Resumen-Enfocado en las Filipinas, el artículo describe el papel que desempeñan los movimientos populares y las organizaciones no gubernamentales a la hora de dar más poder a los ciudadanos y de combatir la injusticia. Los programas de educación son un elemento importante en esta lucha. Los autores citan ejemplos de lo que Paolo Freire denominó «pedagogía del diálogo», que busca desarrollar el examen creativo y crítico y la comprensión basada en la autoconfianza. Estos programas ayudaron a aumentar el poder de la mujer, aliviar la pobreza y luchar contra la destrucción del

Studies In Comparative International Development, 1977

Page 1. CANADA'S GAIN FROM THIRD WORLD BRAIN DRAIN, 1962-1974 SWEE-HIN TOH University of Alb... more Page 1. CANADA'S GAIN FROM THIRD WORLD BRAIN DRAIN, 1962-1974 SWEE-HIN TOH University of Alberta C ontroversial and increasingly debated, the so-called brain drain ranks among the major politico-economic issues in the arena of international relations. ...

Journal of Peace Education, 2010

... View full textDownload full text Full access. DOI: 10.1080/17400201.2010.515063 Swee‐HinToh *... more ... View full textDownload full text Full access. DOI: 10.1080/17400201.2010.515063 Swee‐HinToh * ... Jeannie Lum, as Editor of the Journal of Peace Education, and Anita Wenden, as JPE's Liaison Officer to the publisher, presented positive reports on the continuing success of the ...

Journal of Education for Sustainable Development, 2010

This article provides a review of how the values and principles of the Earth Charter initiative r... more This article provides a review of how the values and principles of the Earth Charter initiative relate to two specific innovative movements of educational transformation, namely peace education and education for sustainable development (ESD). The interconnections and synergies between these movements and the Earth Charter are highlighted. Conceptual and pedagogical implications are drawn for implementing all three initiatives in ways that mutually strengthen and enhance their shared vision and mission to build a world infused with values of nonviolence, justice, respect, reconciliation and sustainability. However, they also share various commonalities of purpose, understanding of the root causes of conflicts and peacelessness and optimal strategies for building peace at all levels of life. Drawing on a holistic multidimensional framework of building a culture of peace, the article provides exemplars of how peace education, ESD and the Earth Charter empower members of all societies t...

Canadian Journal of Education / Revue canadienne de l'éducation, 1976

Page 1. The Socio-Politics of Evaluating: Some Issues of Values, Roles, and Tactics Swee-Hin Toh ... more Page 1. The Socio-Politics of Evaluating: Some Issues of Values, Roles, and Tactics Swee-Hin Toh university of alberta La litt6rature contemporaire qui traite d'dvaluation en p6dagogie tend i ddcrire la r6alite sociale de facon ...

Alberta Journal of Educational Research, 1996

EJ529929 - Partnership As Solidarity: Crossing North-South Boundaries.

This paper draws upon the experiential and theoretical insights gained from 5 years of developing... more This paper draws upon the experiential and theoretical insights gained from 5 years of developing a peace education program at Notre Dame University in the Philippines. The critical reflections on that experience encompass the processes, relationships, and structures embodied in the program, and its achievements, constraints, difficulties, and prospects for the future. The personal, social, political, and cultural forces and influences underpinning the formation and evolution of the program also are explored. It is hoped that a case study of peace education in the Philippine context, which is burdened by such deep crises of conflict, violence, and human suffering, may yield meaningful answers and questions for enhancing the craft and struggle of educating for peace, justice, and compassion. (Contains 30 references.) (Author/LBG)