In this book, Kevin Kester details how the United Nations promotion of higher education for peace and international understanding sometimes unintentionally contributes to the reproduction of conflict and violence across diverse cultures. He shows this through an indepth examination of peace curricula, pedagogy and policy in one United Nations higher education institution, where he indicates how dominant philosophical and pedagogical models that signify acceptable peace education ultimately undermine the very goals of educational peacebuilding. Kester contends that theoretical and pedagogical training must develop beyond the dominant psycho-social, rational and state-centric assumptions that permeate the field today if higher education is to better contribute to personal and societal peacebuilding. Drawing from the fields of educational philosophy and sociology, he argues for new concepts of poststructural violence and second order reflexivity that can assist scholars in reducing conflict and building peace in lasting ways. He complements his fieldwork findings with personal reflections throughout the book to reimagine the transformative possibilities of peacebuilding education for the 21st century.

This volume brings together selected articles published in University World News (UWN) and International Higher Education (IHE) between 2011 and 2016. Researchers, policy makers, and practitioners alike further the development of higher education as a field of study through public and ongoing conversations. It is news, analysis, and commentary publications like UWN and IHE that facilitate this dialogue and keep pace with the most up-to-date developments in the field. Together, the articles included in this volume—alongside the section introductions—offer a rich and relevant picture of the dynamic state of higher education globally. While both publications are freely available online, this book provides a thematically coherent selection of articles, offering an accessible and analytic perspective on the pressing concerns of contemporary higher education.

The UN is often questioned about its ongoing relevance and overall effectiveness in the 21st century, particularly in its involvement with educational policy and co-operation around the globe. This ground-breaking book examines the four key agencies within the UN system that share the vital role of addressing educational futures: UNESCO, the World Bank, UNICEF and UNDP. As the core of educational multilateralism, these agencies powerfully reflect the UN's historic grounding in peace, human rights and economic development. The history of each agency's commitment to education is explored with critical detachment, with particular attention paid to the post-Cold War period, during which each agency has needed to re-think the impact of globalisation on both its modes of operation as well as the content of its education policies. Just as education policy itself has been subject to the impact of globalisation, so to has each agency had to adapt at a time when not only education but also their own mandates have been thrown open to question. This timely book will be essential reading for all those working with and for UN agencies, foreign aid workers and the development co-operation industry. At a time when education policies, budgets and strategies appear wide open to profound changes, this book will provide a much-needed roadmap to the future.

Support in higher education is an emerging area of great interest to professors, researchers and students in academic institutions. Sustainability in Higher Education provides discussions on the exchange of information between different aspects of sustainability in higher education. This book includes chapter contributions from authors who have provided case studies on various areas of education for sustainability. focus on sustainability present studies in aspects related with higher education explores a variety of educational aspects from an sustainable perspective

The UN is currently focused on monitoring and improving learning outcomes and people who are generally excluded from education. Indeed, in its Agenda 2030, higher education forms an important part of the UNâ (TM)s Sustainable Development Goals (SDGs) related to poverty, hunger, health, education and gender equality. This volume brings together contributions that provide research and teaching experiences, as well as reflections on actions taken in higher education institutes, associated with these SDGs.

This volume brings together both theoretical and case study based contributions to the implementation of the Sustainable Development Goals (SDGs) in Institutions of Higher Education (IHE), presenting an impactful combination of authors from both developing and developed countries. While most current publications addressing the SDGs and education focus on sustainable development in general and specific topics such as climate change or energy, this book attempts to accelerate the localisation of the SDGs by presenting opportunities and innovations offered in various universities and campuses regarding SDGs localisation. The book seeks to provide an important contribution to the global dialogue on IHE and the SDGs, and will be of interest to academics and researchers engaged in the SDGs and education, as well as government agencies and other interested stakeholders. The book focuses on curriculum and learning matters, research and development as well as community engagement. Case studies detail the integration of SDGs in academic and professional development, new approaches to implementing sustainability science instruction, improvements in teaching practices to enhance teacher competence, and responsible management education. Additional focus is placed on the alignment of the SDGs in higher education with the other goals, emphasizing technological innovation for improved human health and environmental management, and climate change policies and action plans. Interdisciplinary solutions for pressing environmental problems are also provided, making sure that no one is left behind in realising these global development goals.