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Background: Against a backdrop of more than four decades of war, conflict and insecurity, Afghanistan is recognised as suffering from endemic violence and children are exposed to multiple forms of violence, including at the family and school levels. This paper presents the results of an evaluation of school-based peace education and a community-based intervention to change harmful social norms and practices related to gender and the use of violence in conflict resolution, implemented in Afghanistan with the aim of reducing violence against and between children. Methods: The evaluation consisted of a cross-sectional, interrupted time series design with three data collection points over 12 months. Data was collected from students in 11 secondary schools (seven girls’ and four boys’ schools) in Jawzjan province of Afghanistan, with a total of 361 boys and 373 girls sampled at endline. All children were interviewed with a questionnaire developed for the study. Key outcomes included children’s experience of peer violence (both perpetration and victimization) at school, corporal punishment both at home and at school, and observation of family violence. Other outcomes included children’s gender equitable attitudes, attitudes towards child punishment, depression and school performance. Results: Between baseline and endline evaluation points, there were significant reductions in various forms of violence at the school level, including both boys’ and girls’ past month experience of peer violence victimization, peer violence perpetration, and corporal punishment by teachers. There were also significant reductions in boys’ and girls’ experience of corporal punishment at home and observation of family violence, with a particularly strong effect observed among girls. Both boys and girls had significantly more equitable gender attitudes and significantly less violence-supportive attitudes in relation to children’s punishment, and significantly fewer symptoms of depression. Girls’ school attendance was also significantly higher at endline. Discussion: To our knowledge this is the first time that a peace education program has been evaluated in Afghanistan, with or without a community intervention to change harmful social norms and practices related to gender and the use of violence for conflict resolution. The evaluation suggests that the intervention may have led to a reduction in various forms of violence, including children’s peer violence, corporal punishment of children both at school and at home, and in children’s reports of domestic violence against women at the household level. [ABSTRACT FROM AUTHOR]

This paper directs itself to the impact of American social science on the writings of Alva and Gunnar Myrdal on the role of education and social science in "modern" industrial democracy. After a brief sketch of the Myrdals' role in the development of Swedish welfare reforms and of their intellectual contacts in the United States during the 1930's, the paper outlines four theoretical "dilemmas" of "modernity" to the solution of which education and social research was seen to contribute: the relationships between facts and values, the individual and the collective, child rearing and social change, and theory and practice. The paper concludes by tracing the articulation of these themes in the Social Democratic Party school reform proposals of 1948. [ABSTRACT FROM AUTHOR]

The article discusses issues related to subjective powerlessness in the U.S. The paper focuses on changes since 1952 in citizen efficacy or feelings of control over government for various sub-groups in the U.S. population such as blacks, blue collar workers, Southerners, Jews, young and old people. As with most issues in the study of social change, there is widespread disagreement on trends in citizen efficacy for industrial societies such as the U.S. Most theory predicts trends in objective powerlessness, rather than subjective powerlessness, although it is possible that trends in objective powerlessness do not match trends in subjective powerlessness. Within the U.S. at each point of observation, powerlessness does not vary much by stratum, except when education and race are used as indicators. And within the white population, some of the differences are heavily explained by educational differentials. It therefore seems fair to conclude that white subordinate interest groups are not oriented toward government as a result of what would seem to be objective powerlessness but more on the basis of their educational achievement.