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Bibliography: Peace Education P11

Peace Education P11

Bibliography: Peace Education P11
URL: eric.ed.gov/?q=peace+education | Range: 1-257; Total Pages = 257 | Total Citations = 15

Bretherton, Diane; Weston, Jane; Zbar, Vic (2005). School-Based Peace Building in Sierra Leone, Theory Into Practice. This article describes the development of a peace education project, including the Peace Education Kit, in schools in Sierra Leone. The program, initiated by the World Bank, has involved working partnerships between local and international agencies and provides a case study of how schools can work with the community to contribute to a national peace-building effort. The project is based in peace theory and the materials developed are integrated into the school curriculum. The approach taken is one of capacity building-working with teachers, workers from nongovernment organizations (NGOs), and mentors. Some of the issues that affect peace education in a postconflict situation, including trauma and religion, are discussed.   [More]   Descriptors: Foreign Countries, Nongovernmental Organizations, Peace, Humanistic Education

Gur-Ze'ev, Ilan (2001). Philosophy of Peace Education in a Postmodern Era, Educational Theory. Argues that peace education is actually part of the reality it attempts to change, noting problems in distinguishing between peace and violence, and arguing that justifications common in discussions of peace education serve certain acts of violence, and peace education is itself a manifestation of such violence. The paper examines possibilities for an alternative to current trends in peace education.   Descriptors: Conflict Resolution, Educational Philosophy, Elementary Secondary Education, Higher Education

Engstrom, Craig (2009). Promoting Peace, yet Sustaining Conflict? A Fantasy-Theme Analysis of Seeds of Peace Publications, Journal of Peace Education. Seeds of Peace is a nongovernmental organization that annually brings together children from the Middle East and various other regions of conflict for a summer camp experience in the woods of Maine, USA. It also operates coexistence centers throughout the world. Founded in 1993, the organization has gained worldwide acclaim for its peace education programs. This fantasy-theme rhetorical analysis explains Seeds of Peace's rhetorical vision using Ernest Bormann's symbolic convergence theory. The analysis suggests that the rhetorical vision constituted by organizational stakeholders and promoted in marketing and promotional publications by Seeds of Peace project peace as something achievable only in the future. The result is an organization that seeks to bring peace to the world, but potentially participates in sustaining conflict in the present. This article considers the ways in which peace institutes and nongovernmental organizations can unknowingly participate, rhetorically, in maintaining a deferred sense of peace because of the ways in which they utilize policymakers' talk about their organizations' work.    [More]   Descriptors: Resident Camp Programs, Fantasy, Conflict, Rhetorical Criticism

Darling, Brianna; Thorp, Laurie; Chung, Kimberly (2014). Engaged Learning and Peace Corps Service in Tanzania: An Autoethnography, Journal of Higher Education Outreach and Engagement. The Peace Corps Masters International program offers students the opportunity to combine their Peace Corps service with their master's education. This article demonstrates how classroom learning strengthened the author's Peace Corps service in Tanzania, which in turn strengthened her master's thesis. Peace Corps supports an approach to community development that situates Volunteers closely with people in power, but this makes it difficult for them to gain the participation of the poor and marginalized. How can one strike a balance between effectiveness and cultural appropriateness? As an outsider, how do one's relationships with community members affect project processes and outcomes? This autoethnography investigates the first author's learning experience in undertaking community development in Tanzania's southern highlands. Although the conclusions are specific to the case reported here, the learning process applies to others who are beginning to contemplate how they might enter a community, assess its needs, and do good work. [This article was written with John M. Kerr.]   [More]   Descriptors: Voluntary Agencies, Volunteers, Volunteer Training, Service Learning

Harris, Ian M. (). Peace Education Evaluation. Peace education refers to formal school-based and informal community education programs that teach about the dangers of violence and alternatives to violence. This paper explains some problems associated with the evaluation of peace education programs. These problems include analyzing the multifaceted causes of violence and the complexities of strategies geared to reduce violence. Difficulties in constructing rigorous followup studies with participants in peace education programs make it hard to determine if graduates of those programs transfer their learning to the real world and act in ways that contribute to the creation of peaceful cultures. Peace educators should avoid extravagant claims that their efforts stop violence. The effectiveness of peace education cannot be judged by whether it brings peace to the world, but rather by the effect it has on students thought patterns, attitudes, behaviors, values, and knowledge stock. (Contains 45 references.)    [More]   Descriptors: Program Effectiveness, Program Evaluation, Violence

King, Ursula (2007). Religious Education and Peace: An Overview and Response, British Journal of Religious Education. This article provides some concluding reflections on religious education and peace-making in different countries in East and West (Indonesia, Korea, Japan, Israel, Spain, Germany, USA), as discussed in the previous papers of this volume. I mention the changed nature of modern forms of violence and war, so that peace is no longer just an option in the contemporary world, but must be an imperative if the global community is to flourish. Reference is made to the Declaration Toward a Global Ethic (1993) and the Earth Charter (2000) as helpful instruments for developing peace education. The religions of the world possess considerable seeds for peace-making which religious education can use as resources for overcoming violence and promoting a culture of peace.   [More]   Descriptors: Peace, Foreign Countries, Religious Education, Violence

Yousuf, Muhammad Imran; Sarwar, Muhammad; Dart, Gareth; Naseer-ud-Din, Muhmmad (2010). Peace Perceptions of Prospective Teachers for Promoting Peace Activities for School Settings in Pakistan, Journal of College Teaching & Learning. Peace has been recognized as a matter of education and to be promoted at the initial level. The present study attempts to generate a profile of activities toward peace education among prospective teachers. The Nominal Group Technique (NGT) was used by selecting fifteen prospective teachers as a Nominal Group (NG). NGT was applied under a sequence of stages (idea generating, selection, listing, clarification, ranking and consensus stages). Results generated from the NGT were organized into three categories of student-related activities, teacher-focused activities, and administration and community-related activities. Participants' preferences were higher for activities that included individual practical participation. Participation in the Action Research process was ranked at the bottom. Tentative conclusions are drawn with regard to teacher education and peace studies.   [More]   Descriptors: Foreign Countries, Peace, Conflict Resolution, Action Research

Brock-Utne, Birgit (2009). A Gender Perspective on Peace Education and the Work for Peace, International Review of Education. This article offers a gender perspective on peace education and the work for peace. To what extent are girls and boys in our society being socialised equally or differently when it comes to learning how to care, empathise with others and engage in or endure violent behaviour? Why are women generally more likely than men to support conscientious objectors, and oppose war toys and war itself? Gender is a powerful legitimator of war and national security. As in other conflict situations around the world, gendered discourses were used in the US following 11 September 2001 in order to reinforce mutual hostilities. Our acceptance of a remasculinised society rises considerably during times of war and uncertainty. War as a masculine activity has been central to feminist investigations.   [More]   Descriptors: National Security, War, Peace, Gender Differences

Shirazi, Roozbeh (2011). When Projects of "Empowerment" Don't Liberate: Locating Agency in a "Postcolonial" Peace Education, Journal of Peace Education. By juxtaposing male secondary student and teacher classroom practices with a postcolonial analysis of the structural and discursive forces that characterize education reform in Jordan, this study draws attention to the ways that authoritarian regimes may coopt peace education language and concepts, such as "dialogue" and "empowerment", to create a democratic veneer for neoliberal educational projects. Jordanian (along with other Arab and Muslim) male youth are often discursively positioned in transnational accounts as objects of educational intervention requiring assistance to become democratic and empowered citizens rather than subjects of self-empowerment. Employing a postcolonial framework of centering "marginalized" voices, then, challenges prevalent cultural representations of Jordanian youth as "vulnerable" and allows scholars and practitioners to see how students enact agency and contest sociopolitical norms in everyday practices of schooling. Using ethnographic data collected in two government secondary schools in Jordan, the author highlights satirical practices in different venues as a means by which male secondary students subvert such structural constraints and exercise transformative agency in schools. These findings are then related back to the need for critical educators to engage with local knowledge and meanings to become more effective practitioners and scholars in the field across diverse sociopolitical and economic contexts.    [More]   Descriptors: Foreign Countries, Teaching Methods, Secondary School Students, Males

Rinker, Jeremy A.; Jonason, Chelsey (2014). Restorative Justice as Reflective Practice and Applied Pedagogy on College Campuses, Journal of Peace Education. Restorative justice (RJ) is both a methodology for dealing with conflict and a process for modeling more positive human relations after social harm. As both method and process, the benefits of developing restorative practices on college campuses go well beyond just the many positive community-oriented outcomes of facilitated conflict resolution processes. We argue that the opportunities for reflective pedagogy and learning for student facilitators outpace the pragmatic benefits to the parties in conflict. By explaining the reflective learning and theoretical interaction that has blossomed between and among students and teachers during the implementation of a RJ initiative in DePauw University's Conflict Studies Program (CSP), this paper problematizes the role of student engagement and practice in analytical learning about conflict and conflict resolution. The CSP/RJ project, a liberal arts practice initiative, provides a space and structure for undergraduate students to apply conflict theory and learn through the experience of facilitating restorative conferences. Restorative conferences facilitate dialog between harmed individuals and those responsible for causing the harm. In providing victim(s) with a voice and offender(s) the opportunity to take primary responsibility for repairing past harm, restorative conferences represent an untapped resource for students of applied peace education and teachers' interested in applied conflict pedagogy.   [More]   Descriptors: Social Justice, College Environment, Conflict Resolution, Interpersonal Relationship

Walker, Kathleen; Myers-Bowman, Karen S.; Myers-Walls, Judith A. (2008). Supporting Young Children's Efforts toward Peacemaking: Recommendations for Early Childhood Educators, Early Childhood Education Journal. Early childhood educators are in a unique position to provide peace education to young children and have been called to do so by their professional organizations. This article is intended to support early childhood educators in these endeavors by providing an overview of young children's conceptions of peace, war, and peacemaking strategies. In addition, a theoretical framework for assessing young children's conceptions of peacemaking is presented and recommendations for encouraging young children in their peacemaking efforts are suggested.   [More]   Descriptors: Young Children, Childhood Attitudes, Peace, War

Zembylas, Michalinos (2007). The Politics of Trauma: Empathy, Reconciliation and Peace Education, Journal of Peace Education. In this article I examine ways in which educators can use discourses of empathy and reconciliation to problematise the prevailing conflictive ethos in their curriculum and pedagogy. The ideals of empathy and reconciliation are examined through the lens of "emotion"; the emotional effects of trauma narratives raise a question that has been largely ignored in the peace education literature. Can (and should) educators work to contribute toward the goal of reconciliation when conflict and trauma have a social and political manifestation that is larger than the sum of traumatised students and teachers? If so, how is this possible–politically, pedagogically and emotionally? I discuss how it might be useful to consider the contribution of the notions of empathy and reconciliation to make educators and students aware that they are falling prey to the hegemonic power of trauma narratives. I also suggest that discourses of empathy and reconciliation in curriculum and pedagogy are critical components of the re-formation of peace education goals in a conflict-ridden society in the direction of re-imagining commonalities (as well as dividing lines) with the Other.    [More]   Descriptors: Conflict, Peace, Empathy, Teaching Methods

McGlynn, Claire (2008). Leading Integrated Schools: A Study of the Multicultural Perspectives of Northern Irish Principals, Journal of Peace Education. This article is concerned with the sustained peace education initiative of integrated schooling and in particular with leadership responses to cultural diversity. Using a case study group of principals of integrated (mixed Catholic, Protestant and other) schools in Northern Ireland, the author explores how principals perceive and lead their visions of integrated education. A combined framework of multicultural and school leadership theory is employed to analyse the findings. The perceptions of the principals reported are consistent with liberal interpretations of multiculturalism, although there is also evidence of a more pluralist perspective. Core liberal values appear to be central to the leadership style of these principals, in line with values-led contingency models of leadership. The article suggests that a sole emphasis on common humanity is an inadequate approach to peace education. It tentatively suggests a relationship between leadership styles and approaches to multiculturalism, and argues that a synthesis of multicultural and leadership theory can usefully guide the development of peace education leadership.    [More]   Descriptors: Foreign Countries, Peace, Social Integration, Catholics

Shazad, Farhat (2011). Representations of Canada's Role in the War on Terror: The Fantasized Nationalist Narrative, Journal of Peace Education. This multi-method study is based on data collected from 99 written narratives, four in-depth semi-structured interviews, and demographic questionnaires. It depicts a particular framework in which a diverse group of university students represent Canada's role in the War on Terror. The study reveals how these representations assist in the imagining of Canada as a peacekeeper and peace-loving nation. These presumably benign representations of the war and peace produce banal nationalism, and have implications for both students' imagination about war and peace and for peace educators. This contributes to the importance of critical peace pedagogy in teaching students the relationships of banal nationalism, wars and peace.   [More]   Descriptors: Nationalism, Interviews, Peace, Foreign Countries

Stolk, Vincent; Los, Willeke; Karsten, Sjoerd (2014). Education as Cultural Mobilisation: The Great War and Its Effects on Moral Education in the Netherlands, Paedagogica Historica: International Journal of the History of Education. Education during World War I has been a relatively unexplored field of research, especially in the case of countries with a neutral stance in that war. The Netherlands is one such country. This article argues that even though the Netherlands was politically neutral, it was and considered itself a part of western civilisation and shared in the experience of a cultural or existential crisis that came over Europe as a consequence of the war. This crisis also caused Dutch pedagogues to reflect on the war. Leading Dutch pedagogues wrote in their journals how education had to be changed in order to prevent a future war or to preserve moral values in their country, which was not (yet) part of the warfare. To characterise this effort, we introduce the concept of cultural mobilisation, following recent developments in the historiography of the cultural dimensions of the Great War. Based on an in-depth analysis of Dutch pedagogical journals, ranging from Protestant, Catholic and socialist to humanist and anarchistic world views, we focus on three pedagogical debates that were influenced by the Great War. The first debate focuses on peace education and shows how pedagogues rejected the war pedagogy of their German colleagues in particular and advised teachers to pass on a peace-loving message to their pupils. The second debate focuses on the reception of Montessori education and the third on Foerster's and Kerschensteiner's social pedagogy, both in light of the desire of pedagogues to improve moral education in the school.   [More]   Descriptors: Foreign Countries, Educational History, War, Educational Change

Bibliography: Peace Education P9

Peace Education P9

Bibliography: Peace Education P9
URL: eric.ed.gov/?q=peace+education | Range: 1-257; Total Pages = 257 | Total Citations = 15

Mahrouse, Gada (2006). (Re)Producing a Peaceful Canadian Citizenry: A Lesson on the Free Trade of the Americas Quebec City Summit Protests, Canadian Journal of Education. In this article, I argue that despite common assumptions that peace education efforts achieve social change, it is often a normalizing, nation-building project that obscures hierarchies of power. Focussing on a lesson from a popular peace education program currently used in Canadian schools, I have analyzed the convergences between peace and citizenship education and consider the implications of pedagogies that encourage peace as a personal choice and responsibility. I call for an approach to peace education that promotes critical thinking on how knowledge is produced.    [More]   [More]   Descriptors: Foreign Countries, Social Change, Citizenship Education, Peace

Arikan, Arda (2009). Environmental Peace Education in Foreign Language Learners' English Grammar Lessons, Journal of Peace Education. English language teachers create contexts to teach grammar so that meaningful learning occurs. In this study, English grammar is contextualized through environmental peace education activities to raise students' awareness of global issues. Two sources provided data to evaluate the success of this instructional process. Fourth-year pre-service English language teachers (n = 50) learned about relevant classroom activities and evaluated their applicability in foreign language classrooms. Secondly, tenth-grade students (n = 46) completed these activities with pre-service teachers and then evaluated the overall learning process. The students were enrolled in the English language course offered in the second year of their four-year secondary school education. Pre-service ELT (English language teaching) teachers' evaluations were collected through 15 Likert-type questions. Tenth-grade students answered four structured, but open-ended questions. The quantitative data were analyzed using SPSS 13.5, and the qualitative data were studied through multiple readings of the data. The findings from this study indicate that learning English grammar in relation to environmental peace education is an effective strategy that can be used in foreign language teaching.    [More]   Descriptors: Class Activities, Grammar, Peace, English (Second Language)

Koylu, Mustafa (2004). Peace Education: An Islamic Approach, Journal of Peace Education. One of the most important, crucial and urgent issues which concerns not just one nation or one religion or ideology, but is a concern of all peoples of the world, is education for peace and justice. The destiny and future of humanity depends on these two concepts: peace and justice. However, it seems that many countries today, including Muslim countries, do not give the necessary importance to this subject. This article deals with education for peace and justice in Islam. It includes the definition and historical development of peace education. It analyses the concepts of war and peace that are the basic contents of peace education in light of contemporary world conditions. Finally it discusses the possibility of peace education in the world in general and in Muslim countries in particular, and the contribution of Islam to this issue.   [More]   Descriptors: Muslims, Islam, Peace, Education

Gervais, Marie (2004). The Baha'i Curriculum for Peace Education, Journal of Peace Education. Although efforts to teach peaceful attitudes and behaviors have been documented in many countries, those very institutions centrally concerned with education have proven themselves ineffective in educating citizens to better learn to live together. This paper addresses peace education from the perspective of the Baha'i faith, which has concerned itself with peace education since its inception in the early 1800s. A description of peaceful behaviors is presented within an international overview of peace education generally. This leads to an overview of Baha'i peace program principles and practice within formal and informal settings. Comparisons with other peace education programs in both secular and religious contexts are provided, along with a general critique of all peace education attempts. Suggestions for addressing program weaknesses according to Baha'i guidelines for building unity are proposed as possible descriptors and assessment tools for peaceful behavior.    [More]   Descriptors: Peace, Teaching Methods, Religious Cultural Groups, Educational Practices

Nath, Baiju K.; Nair, Sreeja S. (2009). Principles of Peace through Effective Transaction, Online Submission. It is necessary that children are taught pedagogy of peace that includes recognition and rejection of violence, understanding of differences through dialogue, critical awareness of injustice, social justice and imaginative understanding of peace. The prime responsibility of a teacher is to help students to become good human beings, motivated to fulfill their true potential for their own benefit as well as for the betterment of the society as a whole. An attempt is made here to introduce new longitudinal and durable ideas for education for peace, by suggesting a mandatory peace curriculum. Developing capabilities for peace through broad based education involves behavioral, cognitive, spiritual and attitudinal components. Discourses of empathy and reconciliation in curriculum and pedagogy are critical components of reformation of peace education goals. Emphasizing on critical thinking, problem solving, language and life skills as well as open mindedness, expressiveness, peacefulness, flexibility and sensitivity towards various global issues provide comprehensiveness to peace education. Various strategies recommended are integration of theory and practice to the potential of practical programmes, offering courses in peace and security studies, developing a relevant pedagogy for peace practitioners in higher education setting, collective varieties and deeply rooted historical memories and societal beliefs, art-making activities, employing think-aloud strategies and mind\body oriented methods, setting up solidarity camps etc. are suggested.   [More]   Descriptors: Peace, Teaching Methods, Values Education, Values Clarification

Noddings, Nel (2011). Peace Education: How We Come to Love and Hate War, Cambridge University Press. There is a huge volume of work on war and its causes, most of which treats its political and economic roots. In Loving and Hating War: An Approach to Peace Education, Nel Noddings explores the psychological factors that support war: nationalism, hatred, delight in spectacles, masculinity, religious extremism, and the search for existential meaning. She argues that while schools can do little to reduce the economic and political causes, they can do much to moderate the psychological factors that promote violence by helping students understand the forces that manipulate them. The following chapters are contained in this book: (1) The centrality of War in History; (2) Destruction; (3) Masculinity and the Warrior; (4) Patriotism; (5) Hatred; (6) Religion; (7) Pacifism; (8) Women and War; (9) Existential Meaning; and (10) The Challenge to Education.   [More]   Descriptors: Peace, Psychology, Masculinity, Violence

Tyler, Melissa Conley; Bretherton, Di (2006). Peace Education in Higher Education: Using Internships to Promote Peace, Journal of Peace Education. This paper discusses the role of praxis in peace education at the university level. An internship program is described as an example of how a program that integrates theory and practice might be implemented within a university context. Analysis of the program points to the potential of practical programs for maximizing student learning but also highlights the problems that arise from the lack of isomorphism between the disciplinary organization of a university and the holistic and applied goals of peace education.    [More]   Descriptors: Internship Programs, Peace, Higher Education, Theory Practice Relationship

Berlowitz, Marvin J.; Jackson, Eric R. (2009). Multicultural Historiography as a Vehicle for Overcoming the Marginalization of Peace Education, Multicultural Learning and Teaching. This article is to draw upon a recent groundbreaking history of the Deacons for Defense along with scholarly research on the Gandhian construct of "?satyagraha?" to develop a conception of the Civil Rights Movement as a multifaceted strategy shaped by a dialectical relationship of non-violent direct action and armed self defense. They contend that this alternative to Eurocentric interpretations provides a historical grounding for Peace Education that raises the possibility of overcoming the marginalization and resistance encountered by peace educators especially among less privileged constituencies.   [More]   Descriptors: Multicultural Education, Historiography, Peace, Civil Rights

Danesh, H. B. (2006). Towards an Integrative Theory of Peace Education, Journal of Peace Education. This paper proposes the integrative theory of peace (ITP) and briefly outlines the education for peace curriculum (EFP) developed on the basis of this theory. ITP is based on the concept that peace is, at once, a psychological, social, political, ethical and spiritual state with its expressions in intrapersonal, interpersonal, intergroup, international, and global areas of human life. The theory holds that all human states of being, including peace, are shaped by our worldview–our view of reality, human nature, purpose of life and human relationships. Four prerequisites for effective peace education–unity-based worldview, culture of healing, culture of peace and peace-oriented curriculum–are discussed. The paper supports the conceptual elements of the ITP by drawing from the existing body of research on peace education and the EFP experience in Bosnia and Herzegovina (BiH) where, since 2000, some 112 BiH schools with almost 80,000 students, along with their parents and teachers, have begun to systematically introduce the principles and practices of EFP into the curriculum and operation of their respective schools.    [More]   Descriptors: World Views, Peace, Foreign Countries, Ethics

Kuppens, Line; Langer, Arnim (2016). To Address or Not to Address the Violent Past in the Classroom? That Is the Question in Côte D'ivoire, Journal of Peace Education. In the aftermath of violent conflict, divided societies have to answer the important question of whether, when and how to address their country's violent past within their educational system. Whereas some scholars within the field of peace education and transitional justice argue that addressing the violent past in the classroom is important for fostering mutual understanding and empathy among future generations in order to prevent conflict recurrence, other scholars are more sceptical about the need and feasibility of addressing the violent past in schools. They emphasize the possible negative impact in terms of increased tensions within schools and within society more generally. The current paper makes an important empirical contribution to this debate by analysing the views and perceptions on this matter of 984 secondary school teachers in Abidjan, the largest city and de facto capital of Côte d'Ivoire–a country that was recently torn apart by ethnic strife and violent conflict. It emerges that while so far most teachers have shied away from addressing their country's conflict history in class, it also appeared that many of the teachers were actually in favour of breaking this culture of silence.   [More]   Descriptors: Violence, Empathy, Conflict, Teaching Methods

Pinson, Halleli; Levy, Gal; Soker, Zeev (2010). Peace as a Surprise, Peace as a Disturbance: The Israeli-Arab Conflict in Official Documents, Educational Review. The main question that is discussed in this paper is the way in which the Ministry of Education in Israel dealt with the changes in the political reality, and the shift from violent relations towards the possibility of peace agreements between Israel and its neighbours and the Palestinians. Drawing on the analysis of official documents–Director General Directives (DGDs)–this paper asks how the possibility for peace was understood by the Ministry of Education and how the role of the education system and educators was defined. It also asks to what extent changes in the political reality have altered the dominant discourses (militarism and peace-loving society) while making room for a more positive form of peace education. The analysis reveals that the changes in political reality have led to the articulation of two unique responses, alongside the dominant discourses. They are peace as a surprise and peace as a disturbance. This paper focuses on these two responses and the ways in which they correspond to the militaristic culture and the image of Israel as a peace-loving society, and how they might shape peace education.    [More]   Descriptors: Peace, Foreign Countries, Jews, Arabs

Jones, Tricia S. (2006). Combining Conflict Resolution Education and Human Rights Education: Thoughts for School-Based Peace Education, Journal of Peace Education. Peace education embraces a wide range of programs and initiatives. Two of those subfields, human rights education and conflict resolution education, are often considered too different in goals, models and content to be seen as partners in the same educational effort. A review of recent literature confirms that few conflict resolution education programs include a strong human rights emphasis. And many human rights education programs contain little in the way of conflict resolution education. In this article, I suggest that these types of peace education may be more productively combined than originally thought, especially in school-based and youth-based programs in the United States.    [More]   Descriptors: Conflict, Peace, Conflict Resolution, Civil Rights

Borel, Rolain; Cawagas, Virginia; Jimenez, Alicia; Salvetti, Nika (2011). Education for Sustainable Development at the University for Peace, Journal of Education for Sustainable Development. This article features the University for Peace (UPEACE), an international academic institution that was created as a Treaty Organization within the framework of the United Nations (Resolution 35/55-1980) to support the central peace and security objectives of the United Nations. UPEACE has carried out postgraduate programs since its inception in the early 1980s. In 2000, as part of former UN Secretary General Kofi Annan's initiative towards reforming the United Nations system, UPEACE entered into a new phase of consolidation and expansion. In the Class of 2010, the university enrolled 198 graduate students from 58 countries. The headquarters of the UPEACE system is in Costa Rica, the country that proposed the creation of the University to the UN General Assembly. The UPEACE system also includes offices in Addis Ababa, Geneva, Manila and New York. UPEACE embraces a comprehensive multi- and inter-disciplinary approach in its focus on peace and conflict transformation. While all programs share a common foundation in the field of peace and conflict studies, each provides a special emphasis on one of the following areas: international peace studies; media, peace and conflict studies; gender and peace-building; peace education; international law and settlement of disputes; international law and human rights; natural resources and sustainable development; natural resources and peace; environmental security and peace (and climate change); and responsible management and sustainable economic development.   [More]   Descriptors: Economic Development, Graduate Students, Environmental Education, Conflict

Joseph, Pamela Bolotin; Mikel, Edward (2014). Transformative Moral Education: Challenging an Ecology of Violence, Journal of Peace Education. From the perspective that we live amidst an ecology of violence, we contend that educators should not circumscribe their ethical roles by endorsing the dominant individualistic goals and practices of moral education. To counter a pervading worldview of violence and tolerance for violence, we propose instead that teachers embrace the multifaceted concept of transformative moral education as informed by the beliefs and aims of peace and ecojustice education. We explore the curricular aims and the ethical foundations of transformative moral education as well as the change of consciousness and development of agency for moral educators who challenge violence within human interactions and toward other living beings and the Earth.   [More]   Descriptors: Moral Values, Ethical Instruction, Violence, Teaching Methods

Lambert, Simone; Goodman-Scott, Emily (2013). Collaborating with the Peace Corps to Maximize Student Learning in Group Counseling, Professional Counselor. This article explores a model partnership with a counseling education program and the Peace Corps. Counselor education students in a group counseling course developed and implemented a singular structured group session with clients not typically used (e.g., non-counseling students) to maximize student learning and implement group counseling skills. Group services were provided to returning Peace Corps volunteers with diverse cultural experiences who were in career and life transitions. In addition, the authors provide strategies for developing similar partnerships between counselor education programs and other agencies.   [More]   Descriptors: Group Counseling, Partnerships in Education, Counselor Training, Counseling Psychology

Bibliography: Peace Education P4

Peace Education P4

Bibliography: Peace Education P4
URL: eric.ed.gov/?q=peace+education | Range: 1-257; Total Pages = 257 | Total Citations = 15

Zembylas, Michalinos (2011). Peace and Human Rights Education: Dilemmas of Compatibility and Prospects for Moving Forward, Prospects: Quarterly Review of Comparative Education. This article addresses the dilemmas emerging from efforts to integrate human rights values within a peace education programme being carried out in a conflict situation. Although the article is largely theoretical, it is grounded in the author's reflections on a series of teacher workshops and his overall experiences conducting ethnographic research on issues of human rights and peace education in conflict and post-conflict situations, especially in his home country, Cyprus. The article outlines several interpretations and critiques of the human rights framework, offers an overview of human rights education and peace education, and then discusses two dilemmas that emerge from efforts to integrate human rights values within peace education programmes. Finally, it argues that an approach to human rights that is based on values and oriented towards praxis, with an emphasis on cross-cutting principles such as non-discrimination and equality, could perhaps be more compatible with peace education efforts.   [More]   Descriptors: Conflict, Ethnography, Peace, Teacher Workshops

Charalambous, Constadina; Charalambous, Panayiota; Zembylas, Michalinos (2013). Doing "Leftist Propaganda" or Working towards Peace? Moving Greek-Cypriot Peace Education Struggles beyond Local Political Complexities, Journal of Peace Education. This paper investigates the interference of local politics with a peace education initiative in Greek-Cypriot education and the consequent impact on teachers' perceptions and responses. Focusing on a recent educational attempt to promote "peaceful coexistence", the authors explain how this attempt was seen by many teachers as being a part of a local leftist agenda and was therefore often rejected. When though the same initiative was positioned–through a series of teacher training seminars organised by the authors–within the global field of "peace education", and was grounded in humanistic ideals, the teachers appeared much more comfortable to engage with it. Taking the local political complexities into consideration, the authors argue that despite the existing thorough critiques of the humanistic discourse of peace education, a seemingly "neutral" humanistic discourse of peace education can be legitimised on the basis of two arguments: first, a humanistic discourse could serve as an entry point for talking about "peaceful coexistence" in schools and second, it might offer a way to overcome the strong political connotations that these concepts appear to have locally.    [More]   Descriptors: Politics of Education, Peace, Political Attitudes, Teaching Methods

Rosen, Yigal; Salomon, Gavriel (2011). Durability of Peace Education Effects in the Shadow of Conflict, Social Psychology of Education: An International Journal. Value-oriented instructional programs, such as anti-racism, may often face societal barriers. A case in point are peace education programs in conflictual contexts. Close analysis of peace education programs in regions of conflict and tension suggest that they face formidable barriers that would appear to prevent the attainment of their goals of mutual legitimization, changed attitudes and empathy. However, positive research findings suggest otherwise. A possible solution of this contradiction is the distinction between strongly held and not easily changeable attitudes and beliefs, called "convictions" (Abelson, "American Psychologist" 43: 267-275 1988) and more regular attitudes. Possibly, the barriers facing peace education may pertain to convictions while the positive impact of peace education may pertain to less strongly held attitudes and beliefs. The present study examined the possible differential changes in more or less central beliefs when Israeli Jewish and Israeli Palestinian youth participated in a year long, school-based peace education program. This study also examined the durability of the program's effects on the 956 adolescent study participants divided into program and no-program controls. Findings showed that such a peace education program can effectively influence adolescents' more peripheral beliefs but not the core beliefs that stand in the center of the groups' collective narratives. However, peripheral beliefs that are more easily affected can as easily change back, apparently by the context of adverse social and political forces.   [More]   Descriptors: Foreign Countries, Peace, Education, Barriers

Montessori, Maria (2013). Fifth Lecture, NAMTA Journal. We include the ninth chapter of "Education and Peace" by Maria Montessori (1949) to draw attention to the relationship between peace and sustainability. Nature is an integral part of peace studies. [Reprinted from "Education and Peace," pages 66-70, copyright © 1972 by Montessori-Pierson Publishing Company.]   [More]   Descriptors: Montessori Method, Peace, Sustainability, Physical Environment

Morrison, Mary Lee; Austad, Carol Shaw; Cota, Kate (2011). Help Increase the Peace, A Youth-Focused Program in Peace Education, Journal of Peace Education. This study investigated specific attitudes and beliefs, related to the concepts of peace education, of participants in an "Introductory, basic help increase the peace program" (HIPP) workshop. Pre- and post-workshop ratings showed significant differences on two important attitudinal variables: first, the importance of being familiar with the concepts of communication, cooperation and trust, conflict resolution and understanding diversity, and, second, participants' beliefs about the importance of the philosophical themes of HIPP. The authors conclude that HIPP can be considered an important model program to be incorporated into peace education.    [More]   Descriptors: Peace, Workshops, Conflict Resolution, Program Descriptions

Rosen, Yigal; Perkins, David (2013). Shallow Roots Require Constant Watering: The Challenge of Sustained Impact in Educational Programs, International Journal of Higher Education. Socially-oriented educational programs often face societal barriers. Peace education in a region of prolonged conflict faces a negative socio-political environment that works against its effects. The media, leadership, educational system and other societal institutions continue to express a culture of conflict. Recent studies show that the effects of peace education programs are short-lived and methods to sustain the effects over time are needed. The present paper describes the societal-psychological climate of prolonged conflict, the goals of peace education in such regions, the challenges of achieving these goals, and possible ways to overcome these challenges. The main argument is that peace education programs should be designed to effectively manage the "reality dissonance" between the sought-for effects and socio-political environment. Mechanisms for sustaining educational change are described along with considerations for program design. Finally the paper offers several conclusions and directions for future research.   [More]   Descriptors: Conflict, Peace, Sustainability, Program Effectiveness

Lauritzen, Solvor Mjøberg (2016). Educational Change Following Conflict: Challenges Related to the Implementation of a Peace Education Programme in Kenya, Journal of Educational Change. Following the post-election violence in Kenya an attempt to bring about educational change through a peace education programme was launched by the MoE, UNICEF and UNHCR. The programme, which was aimed at building peace at the grassroots level, targeted the areas most affected by the post-election violence. Teaching plans were designed for all levels in primary school, and teachers and head teachers at schools in the Rift Valley were trained in the materials. Whereas the MoE assumed that the schools, having recently experienced the post-election violence, would have an innate motivation to implement the programme, this paper argues that the reality on the ground was more complicated. The formation and the implementation of the programme will be analysed from the perspective of policy makers and school populations. The paper argues that there are challenges related to additive and reactive peace education policies. Further, the paper argues that perceived relevance, school location, school leadership and perceived policy influenced the implementation processes on school level. In sum, the paper argues that the top-down approach taken when designing and implementing the programme led to less impact than the programme otherwise could have had, due to the lack of adjustment to local school contexts.   [More]   Descriptors: Educational Change, Program Implementation, Foreign Countries, Peace

Cook, Sharon Anne (2008). Give Peace a Chance: The Diminution of Peace in Global Education in the United States, United Kingdom, and Canada, Canadian Journal of Education. This study surveyed the literature on peace and global education in secondary schools to explore the position of peace education within the global education field. To create a database from Canada, the United States, and Britain, this article includes secondary studies from professional and peer-reviewed periodicals, articles in published collections, monographs, and textbooks. The results demonstrate that peace education over time has occupied progressively less space. The nature of both peace and global education in the school curriculum has changed. The reduction of peace education within the global education rubric has negative consequences for everyone committed to the principles of global and peace education.    [More]   [More]   Descriptors: Foreign Countries, Peace, Instruction, Conflict Resolution

Chiriswa, Andika Patrick; Thinguri, Ruth (2015). The Contribution of the Secondary School Curriculum to Peace in Kenya, Journal of Education and Practice. The Kenya Government recognizes the role of peace in socio economic development as emphasized in the national anthem while the national goals of education endeavour to promote national unity, sustainable development, peace, respect for diversity, and international consciousness among others. The Kenya vision 2030 underscores the need for peace and respect for human life through education and training. The study sought to establish whether there are any objective(s) in the secondary school curricula that addresses peace, whether there was content on peace education in the curricula. It further sought to establish the factors contributing to conflicts in secondary schools and assess level of teachers' awareness of factors that contribute to peaceful co-existence among learners in secondary schools. This research used a cross-sectional survey design approach to investigate peace education outcome on learners. A sample of 59 teachers and 15 curriculum developers was chosen for the study. Data was collected using questionnaires and document analysis. The study confirmed that peace education is not sufficiently integrated in the curricula hence the secondary school curriculum may not be effectively contributing to peace in Kenya. The importance of this study lies in fact that Peace is very important for development of the country. The culture of peace ought to be inculcated in the youth through the education. Quality education is supposed to impart knowledge, skills, values and attitudes that help provide constructive alternative mechanisms to conflict management, maintain peace in schools in the country, and even out of school. The findings of the study are critical to the curriculum developers, head teachers, teachers, education officers, parents, sponsors and the community who have a critical role to play in inculcating peace in the youth in the country.   [More]   Descriptors: Foreign Countries, Secondary School Curriculum, Secondary Schools, Peace

Hettler, Shannon; Johnston, Linda M. (2009). Living Peace: An Exploration of Experiential Peace Education, Conflict Resolution and Violence Prevention Programs for Youth, Journal of Peace Education. The authors review the types of experiential peace education programs available to teens in the US and provide a classification guide for educators, parents, other concerned adults and teens who may be interested in developing conflict, peace and/or violence prevention knowledge, skills and attitudes. The authors identify experiential programs in the US and the tools that are effectively achieving peace education, violence prevention and conflict resolution objectives. They conclude by offering an explanation of the orientation, mission and activities in each type of program and explain the contributions each program makes towards the goal of experiential peace education.    [More]   Descriptors: Prevention, Peace, Conflict Resolution, Youth Programs

Brantmeier, Edward J., Ed.; Lin, Jing, Ed.; Miller, John P., Ed. (2010). Spirituality, Religion, and Peace Education, IAP – Information Age Publishing, Inc.. "Spirituality, Religion, and Peace Education" attempts to deeply explore the universal and particular dimensions of education for inner and communal peace. This co-edited book contains fifteen chapters on world spiritual traditions, religions, and their connections and relevance to peacebuilding and peacemaking. This book examines the teachings and practices of Confucius, of Judaism, Islamic Sufism, Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of Indigenous spirituality. Secondly, it explores teaching and learning processes rooted in self discovery, skill development, and contemplative practices for peace. Topics in various chapters include: the Buddhist practice of tonglen; an indigenous Hawaiian practice of Ho'oponopono for forgiveness and conflict resolution; pilgrimage and labyrinth walking for right action; Twelve Step Programs for peace; teaching from a religious/spiritual perspective; narrative inquiry, Daoism, and peace curriculum; Gandhi, deep ecology, and multicultural peace education in teacher education; peacemaking and spirituality in undergraduate courses; and wisdom-based learning in teacher education. Peace education practices stemming from wisdom traditions can promote stillness as well as enliven, awaken, and urge reconciliation, connection, wisdom cultivation, and transformation and change in both teachers and students in diverse educational contexts. In various chapters of this book, a critique of competition, consumerism, and materialism undergird the analysis. More than just a critique, some chapters provide both conceptual and practical clarity for deeper engagement in peaceful action and change in society. Cultural awareness and understanding are fostered through a focus on the positive aspects of wisdom traditions rather than the negative aspects and historical complexities of violence and conflict as result of religious hegemony. Following "Introduction: Toward an Integrated Spirituality for Peace" by Edward J. Brantmeier, this book contains the following: Part I: Great Wisdom Traditions and Peace Education: (1) Confucius' Teaching of Virtues: Implications for World Peace and Peace Education (Jing Lin and Yingji Wang); (2) Islamic Sufism and Education for Peace (Michelle Ayazi); (3) A Jewish Perspective on Peace Education (Reuben Jacobson and Moishe Steigmann); (4) How Christianity Addresses Peace and What This Means for Education (Rebecca L. Oxford); (5) Peace Education and the Religious Society of Friends (Quakers) (Mary Lee Morrison and Ian Harris); (6) Hinduism and Peace Education (Priyankar Upadhyaya); (7) A Tibetan Peace Perspective (Jia Luo); (8) Indigenous Spirituality as a Source for Peaceful Relations (Four Arrows aka Don Trent Jacobs); and Part II: Peace Education, Teaching and Learning, and Spirituality: (9) Contemplative Practices in Counseling and Education: A Course in Nonviolent Intervention for Counselors and Teachers (Nathalie Kees); (10) Finding Peace via Reconciliation and Awakening: 12-Step Programs and Education for Religion, Spirituality, and Peace (D. Brent Edwards Jr.); (11) The Place of Spirituality in the Life and Work of Ismaili Teachers of Central Asia (Sarfaroz Niyozov and Zahra Punja); (12) Daoism, Narrative Inquiry, and a Curriculum of Peace (Xin Li); (13) Peacemaking and Spirituality: Bridging Faith, Values, Understanding and Life Skills (William M. Timpson); (14) "Self" Re-Education for Teachers: Gandhi, Deep Ecology, & Multicultural Peace Education (Edward J. Brantmeier); (15) Educating for Wisdom (John P. Miller). About the Authors and Index are also included.   [More]   Descriptors: Jews, Conflict, Cultural Awareness, Christianity

Cengelci Kose, Tuba; Gurdogan Bayir, Omur (2016). Perception of Peace in Students' Drawings, Eurasian Journal of Educational Research. Problem Statement: Societies are facing several kinds of problems in the world today as chaos among the countries, conflicts between different groups, wars and diseases. It can be claimed that solving these problems is impossible unless societies care about humanistic cooperation, tolerance and peace. Individuals required developing fundamental values as peace, love, respect, tolerance, etc. to be an active and responsible citizen of a democratic society. Peace education can be a part of school program to develop positive peace understanding in students. Students' perception regarding the world can be seen in their drawings. Therefore, it is important to reveal students' perception about peace through their drawings. Purpose of the Study: This study aims to investigate fifth grade students' perception of peace through their drawings. In direction of this main purpose, the answers of the questions have been looked for "How do the students reflect their perception of peace in their drawings?" and "How do the students reflect their perception of peace in written opinions?" Method: Phenomenological design was used in this study. The participants of the study were a total of 23 students who attended the fifth grade at a primary school in 2011-2012 spring term in Eskisehir. Data of the study were gathered by students' drawings, semi-structured interviews and students' writings. Inductive analysis was used in the study. Findings: Findings of the study showed that students emphasized peace in parents, interpersonal peace, and peace among countries in their drawings. Moreover, they drew peace in sports and nature, and they reflect peace with symbols to their drawings. Students conceptually defined peace as avoiding fight and war, agreement and friendship in their written opinions. Additionally, students compared peace to the dove, bird, butterfly, rope, family, friends, siblings, earth, world and Turkey in their written opinions. Conclusion and Recommendations: The results of this study reveal that students used some statements in terms of positive peace in their written opinions as agreement and friendship, developing universal values. However, they described peace as a negative peace in their drawings. Suggestions were offered on the basis of the results of the study to develop students' perception about positive peace. For instance, interdisciplinary activities can be organized to develop a positive perception of peace for students. Informative seminars can be organized for teachers, pre-service teachers and parents about peace education. Moreover, applied research can be designed to develop a positive perception of peace for students.   [More]   Descriptors: Peace, Freehand Drawing, Elementary School Students, Grade 5

Lopes Cardozo, Mieke T. A.; Hoeks, Celine C. M. Q. (2015). Losing Ground: A Critical Analysis of Teachers' Agency for Peacebuilding Education in Sri Lanka, Journal of Peace Education. This paper aims to explore the "agency" of teachers for peacebuilding education in Sri Lanka through a critical multiscalar analysis of the interplay between "context"–education policies and governance–and "agent"–teachers as strategic political actors. It draws on two studies conducted in Sri Lanka in 2006 and 2011 to give insight into a changing context from conflict to post-conflict. While peace education and social cohesion were high on the political agendas before the official ending of the conflict, the need for a continuous and integral peace education approach seems to be losing political ground in present-day Sri Lanka. The paper seeks to contribute to the broader debate on the complex role of education and teachers in conflict and post-conflict situations.   [More]   Descriptors: Foreign Countries, Educational Policy, Governance, Change Agents

Saul, Melissa Sampson (2009). Peace Education in the Context of Occupation, ProQuest LLC. The purpose of this research was to examine how internationals, Palestinians, and Israelis interested in developing and articulating a culture of peace understand their work within the broader context of the Palestinian/Israeli conflict. This study employed critical qualitative methods including advocacy research and elements of critical ethnography. Participants in this study were 12 peace educators working in the context of Palestine and Israel. Four of the participants were Israelis, four were Palestinians and four were internationals. Data collection included interviews, collection of artifacts (conference papers, and PowerPoint), peace education materials and websites of the peace education websites the participants worked with. Data was analyzed through a lens of global feminism. Findings of this research indicate that peace education focused on Israel and Palestine must be considered as peace education under Occupation. The Occupation of Palestine frames the processes and outcomes of peace education work in this area. Consequently, barriers to peace were a constant theme running through the data. While the participants engaged in peace education activities focused primarily on dialogue, sharing, and developing common goals, the persistent presence of physical, ideological, and political barriers constrained these activities.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]   Descriptors: Advocacy, Feminism, Peace, Foreign Countries

Carter, Candice C., Ed. (2012). Conflict Resolution and Peace Education: Transformations across Disciplines, Palgrave Macmillan. Peace education includes lessons about conflict sources, transformation and resolution. While featuring field-based examples in multiple disciplines, including political science, anthropology, communication, psychology, sociology, counseling, law and teacher training, this book presents real cases of conflict work. Explained are concepts underlying conflict transformation and strategies that have been adapted for use in professional practice. The contributors describe formal peace education with university students in different fields of study and informal learning of adults in community settings. Comprehensively, this book supports professionals who specialize in conflict work as well as instructors and learners in several disciplines which all respond to conflict. This book contains the following: (1) Introduction (Candice C. Carter); (2) Multiculturalism and Conflict Transformation: Counselor and Client Working Together (Richmond Wynn, Sharon Wilburn, and Cirecie West-Olantunji); (3) Analytical Conflict Transformation and Teaching for Peace in Sociology (Casey Welch and Elisabeth Baker); (4) Nonprofits Advancing Public Dialogue About a "Culture of Peace" (John Frank); (5) Comprehensive Law: Transformative Responses by the Legal Profession (Susan Daicoff); (6) Peace Psychology in a Poor World: Conflict Transformation in Response to Poverty (Maria Teresa Tuason); (7) Conflict Transformation Efforts in the Southern Philippines (Susan D. Russell and Rey Ty); and (8) Teacher Preparation for Peace Education (Candice C. Carter).   [More]   Descriptors: Foreign Countries, Informal Education, Conflict, Cultural Pluralism

Bibliography: Peace Education P3

Peace Education P3

Bibliography: Peace Education P3
URL: eric.ed.gov/?q=peace+education | Range: 1-257; Total Pages = 257 | Total Citations = 15

Sumida Huaman, Elizabeth (2011). Transforming Education, Transforming Society: The Co-Construction of Critical Peace Education and Indigenous Education, Journal of Peace Education. This article seeks to contribute to the link between critical peace education and Indigenous education from an Indigenous international and comparative education perspective. The article first reviews the marginalization of critical peace education and Indigenous education. By bringing forward areas of common interest between peace education and Indigenous education, the need for specific strategies involving mutual exchange and resulting in co-construction of education using both approaches is emphasized. Although peace education is not widely discussed in Indigenous or American Indian education, this article proposes a conversation between Indigenous community members, scholars, educators and other stakeholders in order to encourage collaboration towards the shared goal of education for the purposes of social transformation.    [More]   Descriptors: Comparative Education, American Indians, American Indian Education, Peace

Duckworth, Cheryl Lynn; Allen, Barb; Williams, Teri Triguba (2012). What Do Students Learn when We Teach Peace? A Qualitative Assessment of a Theater Peace Program, Journal of Peace Education. This is a qualitative assessment of a theater arts peace education program for high-school students. We present the results of qualitative interviews with students who participated in a peace education program. They tell us in their own words what they believe they learned. Given that most peace education evaluation is quantitative or focuses on the views of teachers and administrators, giving space to the voices of the students themselves remains essential. We present the results of qualitative interviews with students who participated in a peace education program. They tell us in their own words what they believe they learned. Given that most peace education evaluation is quantitative or focuses on the views of teachers and administrators, giving space to the voices of the students themselves remains essential.    [More]   Descriptors: Theater Arts, Qualitative Research, Program Effectiveness, Peace

Diazgranados, Silvia; Noonan, James; Brion-Meisels, Steven; Saldarriaga, Lina; Daza, Berta C.; Chávez, Minerva; Antonellis, Irene (2014). Transformative Peace Education with Teachers: Lessons from "Juegos De Paz" in Rural Colombia, Journal of Peace Education. Effective peace education helps to create a transformation in the knowledge, skills, dispositions, and relationships of its students. Drawing on their experiences training teachers as part of "Juegos de Paz," an education for peace program that received support from the Colombian National Program for Citizenship Competencies, the authors explore transformative peace education and identify four key lessons for practitioners. Data from focus groups, interviews, and personal reflections are used to illustrate these principles and lessons. Additionally, it is suggested that there may be some transferability of these principles across contexts, since the program studied was originally developed in North America for use in urban elementary schools and was successfully adapted for use in rural Colombia.   [More]   Descriptors: Foreign Countries, Peace, Transformative Learning, Focus Groups

Uko, E. S.; Igbineweka, P. O.; Odigwe, F. N. (2015). Promoting Peace Education for Behaviourial Changes in Public Secondary Schools in Calabar Municipality Council Area, Cross River State, Nigeria, Journal of Education and Practice. This study aimed at investigating the promotion of peace education for behavioural changes in public secondary schools in Calabar Municipal Council Area of Cross River State. A descriptive survey design was adopted for the study. A set of questionnaire items were validated and used for the collection of data involving 310 respondents, selected from a total population of 773 teachers and 10 principals representing 39.5% of the total population of 783. The questionnaire was titled: Promoting Peace Education For Behavioural Changes In Secondary Schools Questionnaire (PPEFBCISSQ). The reliability of the instrument was determined by using the split-half method which involved 31 teachers outside the study sample. Pearson product moment correlation coefficient was used to analyze the data. The reliability estimate was between r = 0.60 and r = 0.70. The result of the analysis showed a positive significant relationship between promotion of peace education and behavioural changes in curbing violence fighting, aggressiveness and conflict among students when tested at p < 0.05 level of significance. It was therefore recommended that Teachers who implementers of the National policy on Education and school curriculum through civic education should promote peace education by inculcating in students good value system, that can aid the curbing of aggressiveness, fighting violence and conflicts in school system.   [More]   Descriptors: Foreign Countries, Peace, Behavior Change, Public Schools

Call-Cummings, Meagan; Hook, Margaret Remstad (2015). Endorsing Empowerment? A Critical Comparative Study of Peace Education in Jamaica and Peru, Journal of Peace Education. Is empowering peace education primarily about providing individuals with skills to respond to violence they experience and capabilities to enhance their own lives? Or is inspiring social transformation to alter forms of injustice that contribute to violence an equally valid and important dimension of an empowering peace education program? This article draws upon the authors' experiences researching peace education programs implemented by local nongovernmental organizations (NGOs) in two different contexts: Jamaica and Peru. The basis for comparison is grounded in the discourse key actors in these NGOs utilized in reference to their respective educational initiatives, explicitly emphasizing empowerment for marginalized groups. Using critical qualitative techniques and troubling the idea of "empowerment," the authors analyze the discourse of empowerment to look beyond explicit truth claims and unveil tacit assumptions regarding the purpose and desired outcomes for the beneficiaries of their respective programs. The authors interrogate what definitions of empowerment–social and/or individual–the program stakeholders envision as well as how they believe such empowerment comes about. The study's findings contribute to the need to critically unpack the commonly uncritical use of the term "empowerment" as necessarily directed toward addressing social inequalities and altering unjust power relations.   [More]   Descriptors: Peace, Comparative Analysis, Comparative Education, Empowerment

Cann, Colette N. (2012). Harvesting Social Change: A Peace Education Program in Three Acts, Journal of Peace Education. This article narrates the story of how a peace education program, over the course of a year, shifts from a more traditional form of peace education as conflict resolution skill building to a critical form of peace education. The path of this journey was neither straight nor direct; rather it meandered through an iteration of itself that actually produced another form of violence among its educators. Thus, in this one-case study, three different forms of peace education are observed–a traditional form, an "unpeaceable" form, and a critical form. Building on Noddings–notions of care, Freire's notion of critical consciousness and Bajaj's and Brantmeier's complementing notions of a critical peace education, the author argues that it is not until the program identifies a space where youth and the facilitator can be vulnerable in meaningful dialog, that the program becomes critical. As the data from this activist research project show, it is in these dialogs that youth have the opportunity to make sense of the direct and structural violence inflicted on them and come to a critical consciousness that makes possible responsible social action.    [More]   Descriptors: Violence, Social Action, Social Change, Conflict Resolution

Snauwaert, Dale (2011). Social Justice and the Philosophical Foundations of Critical Peace Education: Exploring Nussbaum, Sen, and Freire, Journal of Peace Education. The purpose of this paper is to philosophically explore a "realization-focused" capabilities theory of social justice, as articulated by AmartyaSen and Martha Nussbaum, as foundational to a theory of critical peace education. Paulo Freire's philosophy of critical pedagogy has had and continues to have a profound influence on the theory and practice of peace education. It is argued that the basic premises of Freire's philosophy point to a realization-focused theory of justice and can serve as a robust organizing foundation for critical peace education theory and practice. This conclusion constitutes a hypothesis that calls for further research.   [More]   Descriptors: Social Justice, Critical Theory, Peace, Philosophy

Andersson, Irene; Johansson, Roger (2010). A Peace Education Pioneer: A Swedish Professor in Pedagogy Dedicated to Peace Education–Ake Bjerstedt, Journal of Peace Education. This article profiles Swedish professor Ake Bjerstedt and discusses his contributions to the field of peace education. Bjerstedt helped history researchers a great deal by writing bibliographies like "Educating towards a culture of peace. A select bibliography focusing on the last 25 years", 2001, and by keeping a well organized archive and saving a lot of documents in which different aspects on peace education in past times can be analyzed.   [More]   Descriptors: Peace, Profiles, College Faculty, Teaching Methods

Costa, Rejane P.; Ivenicki, Ana (2016). Multiculturalism and Peace Studies for Education Provision in Time of Diverse Democracies, Bulgarian Comparative Education Society. The aim of the study is to examine how multiculturalism and peace studies have been viewed in Brazilian and North American literature as gleaned both from Brazilian research studies and articles presented at Peace Education Special Interest Group (SIG) in American Education Research Association (AERA), within the scope of 2010-2014, which concludes that multiculturalism and peace studies may offer groundbreaking venues to promote education provision to every one, civilian and military students together with reforms in higher education. [For the complete Volume 14, Number 1 proceedings, see ED568088.]   [More]   Descriptors: Cultural Pluralism, Peace, Military Personnel, Educational Change

Firer, Ruth (2008). Virtual Peace Education, Journal of Peace Education. This article is based on the convictions that peace education is the basis for any sustainable non-violent relations between parties in a conflict, and that virtual peace education is almost the only feasible way to practise peace education in an open violent conflict as is the current Israeli/Palestinians one. Moreover, virtual peace education has an independent rationale that justifies its merits as an additional model of peace education, in a post-conflict process of healing and among parties in societies torn by rifts and problems. This article includes highlights of the Israeli peace education experience from the early twentieth century until the present stage that is characterized by virtual peace education. It contains a basic taxonomy of virtual learning and virtual peace education that is followed by offering the arguments for and against it as based on the observations of researchers and on concrete occurrences in Israeli/Palestinian experience. The article concludes with a reference to a case study of the higher education course "From war culture to peace education" as elaborated by the author for ODISEAME–the European Middle East Virtual University, and a proposal to establish a virtual international peace school.    [More]   Descriptors: Conflict, Virtual Universities, Peace, Foreign Countries

Gachanga, Timothy; Mutisya, Munuve (2015). Interfaith Dialogue at Peace Museums in Kenya, Journal of Peace Education. This paper makes a case for further studies on the contribution of peace museums to interfaith dialogue debate. Based on our experiences as museum curators, teachers and peace researchers and a review of published materials, we argue that there is a lacuna in the study on the contribution of peace museums to the interfaith dialogue debate. The development of community peace museums in Kenya,, in predominantly Christian communities, and the use of traditional religio-cultural artefacts in peace education and peace building is a case of interfaith dialogue worth documenting. With religious conflict threatening to tear the fabric of society apart, the question of interfaith dialogue is now paramount in the search for sustainable peace and development.   [More]   Descriptors: Foreign Countries, Peace, Museums, Intergroup Relations

Wang, Hongyu (2013). Confucian Self-Cultivation and Daoist Personhood: Implications for Peace Education, Frontiers of Education in China. This essay argues that the concept of reaching peace within in order to sustain peace outside in classical Confucianism and Daoism offers us important lessons for peace education in the contemporary age. Building harmonious connections between differences in one's personhood paves a path for negotiating interconnections across conflicting multiplicities in the outside world. The essay starts by discussing the Confucian and Daoist notions of personhood as a microcosmic universe connected to a macrocosmic universe. Second, the historical context of the Spring and Autumn and Warring States Period in which Confucianism and Daoism emerged are briefly reviewed. Third, Confucian self-cultivation and the Daoist conception of personhood are discussed. Fourth, relational issues of harmony in difference and tranquility in turbulence are analyzed. Lastly, inner peace reaching outer peace in leadership and governing is formulated in terms of the unity between means and end in peace education.   [More]   Descriptors: Confucianism, Peace, Philosophy, Teaching Methods

Finley, Laura (2011). Building a Peaceful Society: Creative Integration of Peace Education. Peace Education, IAP – Information Age Publishing, Inc.. To truly move toward a more peaceful society, it is imperative that peace education better address structural and institutional violence. This requires that it be integrated into institutions outside of schools and universities. Doing so will be challenging, as many of these institutions are structured on domination and control, not on partnership and shared power. In particular, U.S. criminal justice, social services and prevention programs, and sport have tended to be dominator-modeled. This book offers analysis and suggestions for overcoming these challenges and for integrating peace education into important social institutions. Creativity will be one of the most useful assets in moving peace education from schools to other institutions. This book argues that with creative visioning, collaboration, and implementation, peace education can be integrated into the most challenging situations and provide hope for holistic changes in our society.   [More]   Descriptors: Peace, Intellectual Disciplines, Curriculum Development, Social Change

Ellis, Lindsay (2013). Law and Order in the Classroom: Reconsidering "A Course on Citizenship," 1914, Journal of Peace Education. This article explores the tension between social control and democratic participation in the first American peace education curriculum, "A Course in Citizenship" (1914). Previously, this "Course" has been read as a case study of progressive era peace education, during which the call to teach democratically increased in volume. Building on this critical history, the "Course" can also offer historical perspective on the high value of discipline and obedience to law inscribed in some teachers' views of citizenship education. Read alongside archival transcripts from the American peace movement before World War I, the warrants for predicting future peace in the "Course in Citizenship" suggest that peace education requires innovative methods of constituting classroom authority on the basis of representation.   [More]   Descriptors: Teacher Student Relationship, War, Citizenship Education, Social Control

Delvou, Marjolein (2011). Activity Report: "Escola de Cultura de Pau", the Laureate of the First Evens Prize for Peace Education, Journal of Peace Education. On March 18th 2011 an independent jury of experts convened in Antwerp, Belgium, to select the laureate of the first Evens Prize for Peace Education from a shortlist of eleven organizations from all over Europe. After a long day of intense discussions, the jury agreed unanimously to award the prize to the "Escola de Cultura de Pau" (Barcelona, Spain) for its teacher trainings in conflict management organized in the framework of its peace education program. The award ceremony was held place in Barcelona on 20 September 2011. The "Escola de Cultura de Pau" was established in 1999 with the aim of organizing academic activities, research and interventions related to a culture of peace, analysis, prevention and transformation of conflicts, peace education, disarmament and the promotion of human rights. Born as a UNESCO Chair on Peace and Human Rights, it has developed into a Peace Research Centre attached to the Autonomous University of Barcelona. Its objectives are: (1) to promote understanding and the implementation of a culture of peace; (2) to investigate and intervene in areas related to conflicts, peace processes, post-war rehabilitation, human rights, track II diplomacy, arts and peace education; and (3) to give training to people who wish to disseminate the message and practice of a culture of peace. The main work of its Peace Education Program consists of setting up educational activities and producing teaching and outreach material. All of this work is aimed at promoting the strategies and skills needed for the nonviolent resolution of conflicts and peace-building, and the spread of tools and activities for peace education.    [More]   Descriptors: Expertise, Recognition (Achievement), Conflict, International Relations

Bibliography: Peace Education P2

Peace Education P2

Bibliography: Peace Education P2
URL: eric.ed.gov/?q=peace+education | Range: 1-257; Total Pages = 257 | Total Citations = 15

Vered, Soli (2015). Peace Education in Israel: An Educational Goal in the Test of Reality, Journal of Peace Education. Peace education is considered a necessary element in establishing the social conditions required for promoting peace-making between rival parties. As such, it constitutes one of Israel's state education goals, and would therefore be expected to have a significant place in Israel's educational policy in general and in response to peace moves that have occurred during the Arab–Israeli conflict since the 1970s in particular. This article reviews the educational policy actually applied by Israel's state education over the years as reflected in formal educational programs and school textbooks, and suggests that although some significant changes have taken place over time, there has been and still is a significant gap between the stated goal and the practice of peace education in Israel. Reasons for this disparity and its implications are discussed and possible directions are proposed for coping with this educational challenge.   [More]   Descriptors: Peace, Teaching Methods, Educational Objectives, Foreign Countries

Dutta, Urmitapa; Andzenge, Andrea Kashimana; Walkling, Kayla (2016). The Everyday Peace Project: An Innovative Approach to Peace Pedagogy, Journal of Peace Education. A critical task for peace pedagogy is to challenge views of peace as primarily responses to declared war. Crisis-based politics tend to focus on exceptional situations and fail to capture the entire spectrum of violence. Premised on the idea that peace cannot be understood in isolation of larger structural problems, this paper proposes the concept of "everyday peace" as a framework for peace education. Drawing from a pedagogical initiative, we examine how students engage with the concept of everyday peace and present our findings in three related domains: (1) definition of everyday peace, (2) application of everyday peace principles and (3) role of collaboration in everyday peace approaches. Our analysis underscored two important themes in participants' definitions of everyday peace: (1) peace as a value-based praxis and (2) individual-level and systemic components of everyday peace. Applying these principles to a violent event in the local community, participant responses emphasized compassion, cultures of peace and the need to draw reflexive, meaningful connections between local and global contexts. The participants also outlined the synergistic role of collaboration in everyday peacebuilding. We discuss our findings in relation to extant research and consider implications of an everyday peace framework for holistic peace education.   [More]   Descriptors: Peace, Program Descriptions, Educational Innovation, Teaching Methods

Ubogu, Rowell (2016). Peace Education in Secondary Schools: A Strategic Tool for Peace Building and Peace Culture in Nigeria, Journal of Education and Practice. The paper discusses Peace Education as Strategic Tool for Peace Building and Peace Culture in Nigeria. This was prompted by the inherent incompatibility between the objectives of individuals, ethnic/social groups in Nigeria. The research question addresses Normative and Ethical issues regarding peace, the absence of violence/hostility and its education in secondary schools were discussed; two research questions and two hypotheses where addressed. Eighty Nine (89) subjects (Teachers) were selected from 124 (Public and Private) Secondary Schools in Delta State. The internal consistency of the questionnaire items were tested using the Cronbach alpha method with a coefficient of 0.87. A mean and t test statistics was used to analyze the research question and hypothesis. The study revealed that peace and cultural harmony goes hand in hand, in order for peace education to gain academic acceptance it has to be defined in terms of the predominant culture of the society and that anti-social vices should be dispirited amongst Nigerian. It recommends that the golden rule and other ethical codes of conduct should be infused into the curriculum of secondary schools in Nigeria and that Government should advocate for cross cultural education if peace education is to gain a lasting grip in Nigerian.   [More]   Descriptors: Foreign Countries, Peace, Teaching Methods, Ethics

Tanigawa, Yoshiko (2015). The Promotion of Peace Education through Guides in Peace Museums. A Case Study of the Kyoto Museum for World Peace, Ritsumeikan University, Journal of Peace Education. This paper focuses on how peace education at a peace museum is promoted by a volunteer guide service for visitors. Peace museums are places where many materials related to war and peace history are on display. To support the learning experience of museum visitors, many peace museums in Japan provide a volunteer guide service. The Kyoto Museum for World Peace, Ritsumeikan University, started such a service more than 20 years ago. A citizens' group, called Friends for Peace, is in charge of the museum guide activities in cooperation with the museum. This article explains the purposes and nature of the service, and also reports on a survey of similar services offered by other peace museums in Japan.   [More]   Descriptors: Foreign Countries, Museums, Peace, Case Studies

Cook, Sharon Anne (2014). Reflections of a Peace Educator: The Power and Challenges of Peace Education with Pre-Service Teachers, Curriculum Inquiry. This retrospective essay examines one long-standing peace and global education initiative for pre-service teacher candidates. The article probes the meanings of peace education and of global education embedded in the program, as well as the program's apparent consequences: What understandings of peace education did the pre-service candidates in this program demonstrate, through their own words and the teaching plans they produced? What skills did the pre-service candidates seem to acquire in curriculum design? My reflections are based on my own experience as a faculty member and coordinator of the program, as well as retrospective understandings derived from ongoing examination of questionnaires, focus group discussions, interviews, and especially, almost 200 curriculum products (lesson and unit plans) created by pre-service candidates in a special "global cohort" and in the general pre-service population at the same university. The article provides a literature review of the main definitions of peace education, as well as the characteristics of peace pedagogy, and discusses two main challenges faced by the core faculty in this peace education program. In particular, teacher candidates' understandings of peace education often seemed limited, especially in relation to their competence in developing curricula for other strands of global education. Second, teacher candidates often had difficulty acquiring the relevant knowledge base and teaching materials necessary for facilitating the complex pedagogies associated with peace education. I conclude with some observations about how our program's pre-service teacher candidates seemed to understand and respond to the challenges of peace education.   [More]   Descriptors: Peace, Teaching Methods, Curriculum Design, Focus Groups

Nwaubani, Okechukwu O,; Okafor, Ogochukwu Stella (2015). Assessing the Moral Relevance of Peace Education Contents in the Basic Education Social Studies Curricula for Effective Citizenship Participation in Nigeria, Journal of Education and Practice. Social studies is a core subject at the basic education level in Nigeria which has the potentials of inculcating functional knowledge and desirable morals into pupils for effective citizenship participation through peaceful coexistence. However, despite this positive trend, the moral significance of peace education contents of the subject seem not to have been adequately explored. This lacuna justified the need for this study which sought to find out the moral relevance of peace education contents in basic education social studies in Nigerian schools. The study adopted a descriptive survey design with content analysis bias. A sample of 200 social studies teachers undergoing in-service sandwich training were selected through stratified random sampling technique from states across the six geo-political zones of Nigeria. Three research questions guided the study. Similarly, two major instruments namely 10-item questionnaire titled "Teachers' Awareness of the Moral Relevance of Peace Education Contents in Basic Education Social Studies Curriculum" and content analysis of the same social studies curricula published by NERDC, a foremost Nigerian educational regulatory body were used for data collection. Data collected were analyzed with the use of arithmetic percentages. Findings of the study showed that majority of the teachers were not only aware of the moral relevance of peace education contents in basic education social studies curricula but were also of the opinion that the subject could be used to meet the moral and peace education needs of Nigerian pupils for the purpose of inclusion citizenship participation. It was also established that peace and moral education contents were adequately reflected in the basic education social studies curricula. These findings were exhaustively discussed with far-reaching recommendations on how to improve the teaching and learning of moral aspects of peace education contents through the basic education social studies curricula for effective promotion of inclusive citizenship participation in a multi-ethnic and religious society like Nigeria.   [More]   Descriptors: Social Studies, Content Analysis, Questionnaires, Foreign Countries

Levy, Gal (2014). Is There a Place for Peace Education? Political Education and Citizenship Activism in Israeli Schools, Journal of Peace Education. What is wrong with "peace education" in Israel? In this article, I attempt to decipher the cultural codes of Israeli schools in their relation to issues of peace, conflict and citizenship. It combines findings from two studies in order to understand how "school culture" animates "peace education." My main contention is not that "peace" is or is not being taught in the Israeli schools. Rather, I ask how "conflict" is being taught, and what underlines the schools' conception of conflict. Arguably, what Israeli schools are trying to avoid is not "peace education" "per se," but the very idea of "political education." An adequate approach to peace education, I propose in a more general vein, ought to focus on conflict not as an aberration, but as a part of our cultural mindsets and conceptions of the world. An example from the campaign for the rights of labour migrants' children is used to demonstrate a different approach to political education.   [More]   Descriptors: Foreign Countries, Citizenship Education, Peace, Activism

Brantmeier, Edward J. (2013). Toward a Critical Peace Education for Sustainability, Journal of Peace Education. This article proposes the need for peace education as a field to embrace critical power analysis of place in efforts toward social and environmental sustainability. Rather than status quo reproduction, a critical peace education for sustainability should both elucidate and transform the power dynamics inherent in structural violence and cultural violence. The inherent rights of people, plants, and ecosystems to live with dignity and to prosper are proposed. Practically speaking, the article offers perspectives from a critical pedagogy of place and an earth connections curriculum unit as vehicles for transformative education.   [More]   Descriptors: Sustainability, Peace, Educational Needs, Critical Theory

Schimmel, Noam (2009). Towards a Sustainable and Holistic Model of Peace Education: A Critique of Conventional Modes of Peace Education through Dialogue in Israel, Journal of Peace Education. This article explores ways of improving peace education, placing emphasis on peace education programmes in Israel that use dialogue to foster mutual understanding and respect. This article offers a critical assessment of contemporary Israeli peace education initiatives, emphasizing that current peace education programmes in Israel have failed to significantly improve social attitudes between Arabs and Jews. Critiques of contemporary forms of peace education focus on their psychological and social contexts, and the ways in which the framing of peace education has substantive impacts on the likelihood of its success and its sustainability. Emphasis is placed on the importance of incorporating affective rather than primarily cognitive models for promoting coexistence; the importance of pursuing long-term peace education programming rather than the predominant short-term "encounter group" model; and the need for a comprehensive social and political approach to peace education that extends beyond schools and embraces society as a whole.    [More]   Descriptors: Jews, Social Attitudes, Peace, Foreign Countries

Zamir, Sara (2012). Peace Education through Bilingual Children's Literature Written in Arabic and in Hebrew: Different Narratives, Different Socialization, Journal of Peace Education. The aim of this research has been to evaluate the contribution of the emerging Israeli genre of bilingual literature, Arabic and Hebrew, to peace education. Since Israeli society is a multicultural one comprised of two nations, Arabs and Jews who live in an environment of conflict, one must regard those textbooks as political socialization agents. The content analysis procedure, based on Salomon's typology about peace education, revealed that most Arabic-Hebrew texts try to convey to young readers merely the ideas of coexistence and harmony rather than the notion of peace education in regions of intense conflicts alongside agonizing and painful costs.    [More]   Descriptors: Childrens Literature, Jews, Arabs, Semitic Languages

Ragland, David (2015). Betty Reardon's Philosophy of Peace Education and the Centrality of Justice, Journal of Peace Education. There is no clear description of an approach to justice that is related to peace education. Betty Reardon's writing holistically connects peace and justice. While there are various traditions of justice, such as utilitarianism and contractarianism (social contract), the breadth of Reardon's writing suggests that justice, in terms of its relationship with peace, is most consistent with the capabilities or human development approach to justice. Popularized by Nobel-prize winning economist Amartya Sen and University of Chicago philosopher Martha Nussbaum, capabilities are substantive opportunities and freedoms, consistent with human dignity, that enable persons to choose their own life path. Articulating Reardon's conception of justice might provide peace educators, researchers, and activists with more clarity about the nature of justice in relation to peace, places to begin inquiry, and critical and conceptual understanding about the meaning of "NO JUSTICE, NO PEACE!".   [More]   Descriptors: Peace, Justice, Educational Practices, Educational Philosophy

Maebuta, Jack (2011). Technical and Vocational Education and Training in Peace Education: Solomon Islands, Journal of Peace Education. Technical and vocational education and training programs as a form of peace education are examined in this paper. It explores the notion of educating for a culture of peace through refocusing technical and vocational education and training programs on sustainable community development in the Solomon Islands. It further highlights the policy and practice mechanisms that contribute to advancing technical and vocational education and training as a peace education initiative. As a model of the applicability of the program as a form of peace education, the discussion describes a technical and vocational education and training centre in the Solomon Islands that has engaged in post-conflict livelihood projects–bringing about healing and restoration and creating the culture of peace. This is a practical and comprehensive model to peace education that extends beyond the centre and embraces the culture of peace in the community as a whole. The implications point to technical and vocational education and training as a means to achieve co-existence. Technical and vocational education and training as a form of peace education is capable of training people for a productive livelihood, creating a sense of national identity and unity, rehabilitating former militants and moving training programs outside the walls of the institutions. As a result, the pedagogy of technical and vocational education and training as a form of peace education is largely based on learning by doing which incorporates a number of peace activities.    [More]   Descriptors: Community Development, Nationalism, Experiential Learning, Peace

Haavelsrud, Magnus; Stenberg, Oddbjorn (2012). Analyzing Peace Pedagogies, Journal of Peace Education. Eleven articles on peace education published in the first volume of the Journal of Peace Education are analyzed. This selection comprises peace education programs that have been planned or carried out in different contexts. In analyzing peace pedagogies as proposed in the 11 contributions, we have chosen network analysis as our method–enabling the categorization and visualization of qualitative data on differing content and forms preferences. In the analysis, our purpose is to visualize how the authors relate their arguments for specific content and form preferences to peace education. Before and after the empirical analysis of content and form preferences in the 11 peace education programs, a theoretical model is briefly introduced in which the interrelations not only between contents and forms are highlighted but also the interrelations between contents, forms and contextual conditions.    [More]   Descriptors: Network Analysis, Peace, Content Analysis, Literature Reviews

Lewis, Elizabeth; Khateri, Shahriar (2015). From Clouds of Chemical Warfare to Blue Skies of Peace: The Tehran Peace Museum, Iran, Journal of Peace Education. Despite the limited number of peace museums around the world, there exists an essential role for existing peace museums to promote a culture of peace and peace education. The purpose of this article was to introduce the origins, rationale, scope and work of the Tehran Peace Museum in Iran. The concept of the museum is to facilitate peace education and develop peaceful environments drawn from the personal experiences of war survivors. The museum encompasses exhibitions about the horrors of chemical and nuclear warfare and is balanced with awareness programmes, bridge-building dialogues, connections with other peace museums and a comprehensive peace education programme catering for younger and older members of society. It offers the space and opportunity for a community of learning within the museum and welcomes fresh ideas and initiatives from visitors and volunteers. The Tehran Peace Museum is unique in its body of volunteers, men and women who have been directly affected by chemical weapons. They are involved in the Veterans Voices of Peace Oral History Project and actively voice the need for creating peaceful societies in today's world.   [More]   Descriptors: Foreign Countries, Museums, Peace, War

Salomon, Gavriel, Ed.; Cairns, Ed, Ed. (2009). Handbook on Peace Education, Psychology Press, Taylor & Francis Group. This handbook encompasses a range of disciplines that underlie the field of peace education and provides the rationales for the ways it is actually carried out. The discipline is a composite of contributions from a variety of disciplines ranging from social psychology to philosophy and from communication to political science. That is, peace education is an applied subject which is practiced in differing ways, but must always be firmly based on a range of established empirical disciplines. The volume is structured around contributions from expert scholars in various fields that underpin peace education, plus contributions from experts in applying peace education in a range of settings, all complemented by chapters which deal with issues related to research and evaluation of peace education. This book is divided into three parts. Part I, The Context, contains the following: (1) History and Peace Education (I. Harris); (2) Peace Education in Societies Involved in Intractable Conflicts: Goals, Conditions and Directions (D. Bar-Tal, Y. Rosen, R. Nets-Zehngut,); and (3) Educational Sciences and Peace Education (W. Wintersteiner). Part II, The Contribution of Underlying Disciplines, contains the following: (4) What does Peace Psychology have to Offer Peace Education? Five Psychologically Informed Propositions (D.J. Christie, R.V. Wagner); (5) The Social Psychology of Intergroup Relations (N. Tausch, K. Schmid, M. Hewstone); (6) Intergroup Contact: Implications for Peace Education (E.W. Mania, S.L. Gaertner, B.M. Riek, J. F. Dovidio, M.J. Lamoreaux, S.A. Direso); (7) Contribution of Developmental Psychology to Peace Education (L. Oppenheimer); (8) Peace Education and Political Science (M.H. Ross); (9) The Contribution of Communication and Media Studies to Peace Education (D. Ellis, Y. Warshel); (10) Peace and Morality: Two Children of the Same Parents (F. Oser, C. Riegel, S. Steinmann); (11) Philosophy of Peace Education in a Post-metaphysical Era: What is Wrong with Peace Education? (I. Gur-Ze'ev). Part III, Approaches to Peace Education, contains the following: (12) Teaching about Culture of Peace as an Approach to Peace Education (J. de Rivera); (13) Storytelling and Multiple Narratives in Conflict Situations: From the TRT Group in the German-Jewish Context to the Dual-Narrative Approach of PRIME (D. Bar-On); (14) The Contribution of History Teaching to Peace-Building (A. McCully); (15) Peace Education in the Classroom: Creating Effective Peace Education Programs (D.W. Johnson, R.T. Johnson); (16) Building a Shared Future from a Divided Past: Promoting Peace Through Education in Northern Ireland (T. Gallagher); (17) Unity-Based Peace Education: Education for Peace Program in Bosnia and Herzegovina: A Chronological Case Study (H.B. Danesh); (18) Healing in Rwanda. (E. Staub); (19) Peace Education in Regions of Tranquility (I. Hakvoort); Educating for Peace through Planned Encounters between Jews and Arabs in Israel: A Reappraisal of Effectiveness (I. Maoz); and (20) Peace Education: Open-ended Questions (G. Salomon, E. Cairns).   [More]   Descriptors: Political Science, Peace, Intergroup Relations, Foreign Countries

Bibliography: Peace Education P1

Peace Education P1

Bibliography: Peace Education P1
URL: eric.ed.gov/?q=peace+education | Range: 1-257; Total Pages = 257 | Total Citations = 15

Olowo, Oluwatoyin Olusegun (2016). Effects of Integrating Peace Education in the Nigeria Education System, Journal of Education and Practice. This paper attempted to investigate the effects of integrating Peace Education into Nigeria educational system. Four research questions were designed for the study. The researcher designed an instrument tagged: Questionnaire on effect of Integrating Peace Education (QEIPE). The entire population of two hundred respondents spread across Secondary Schools and lecturers in higher institutions of learning in Ondo State were used as the sample for the study. A 20-item questionnaire structured on a 4-point scale was used for the collection of data. Mean and Standard deviation was used to answer the four research question generated from the study. The findings identified the inclusion of Peace Education in Nigerian School curriculum in order to reduce crime, violence and other social vices in Nigeria. The result of the study further revealed that there is no significant differences between Peace Education and Social Studies. The findings equally identified with the relevance effects of integrating Peace Education in the school curriculum on teachers and students. Based on these findings among others, it was recommended that training and retaining of teachers should be intensified to enable teachers acquire the skills and knowledge to use appropriate techniques and methods to effectively teach Peace Education. Also, while integrating Peace Education concepts, thematic approach in restricting the Social Studies curriculum in social studies and other related subjects should be reviewed in such a way that concepts that are relevant to Peace Education will be reflected and identified.   [More]   Descriptors: Peace, Teaching Methods, Questionnaires, Crime

Polat, Soner; Arslan, Yaser; Günçavdi, Gizem (2016). The Qualities of Teachers Who Instruct Peace Education: Views of Prospective Teachers' Who Attended the Peace Education Programme, Journal of Education and Practice. The concept of peace can be described as the values including respecting features such as race, gender, religion, physical appearance, and age; appreciating diversities, unity, cooperation, tolerance and being fair. Related to this, the concept of peace education can be defined as an educational process during which peaceful problem-solving methods, instead of problem-solving methods based on violence and conflict, are taught to individuals. The aim of this study was to determine the qualities of teachers who instruct peace education depending on the prospective teachers' view. The study was a qualitative descriptive research. The sample of this study was chosen with the homogeneous sampling method. The sample of this study was chosen among the participants of the Peace Education Programme. The data was gathered with focus group interviews. The content analysis technique was used for data analysis. The results of the study showed that the participants learned the peace education conceptually. Prospective teachers emphasized that teachers who instruct peace education should have the conceptual and theoretical knowledge about peace education, should have the personal characteristics that support the peace and peace-making skills. Because of this, this study is important since it emphasizes choosing, training and improving teachers who instruct peace education.   [More]   Descriptors: Peace, Problem Solving, Teacher Characteristics, Teacher Attitudes

Ide, Kanako (2015). For the Sake of Peace: Maintaining the Resonance of Peace and Education, Ethics and Education. This article is an attempt to develop the idea of peace education for adults through the assumption that, compared to peace education for children, educational approaches for adults are as yet undeveloped. This article also assumes that the progress of educational approaches for adults is necessary to the further development of peace education for children, as well as to the expansion of the theory. In navigating the argument around issues of peace education for adults, the article uses the example of educational issues faced by Amerasians in Okinawa. The article argues that language education is a fundamental aspect of peace education for adults. It also demonstrates that the content of language education for adults is different from the content of language education for children. Furthermore, the article defends peace education for adults, through language education, as the very first step towards creating peaceful conditions for the education of Amerasians in Okinawa.   [More]   Descriptors: Peace, Adult Education, Educational Practices, Educational Strategies

Lombardo, Lucien X.; Polonko, Karen A. (2015). Peace Education and Childhood, Journal of Peace Education. Peace studies and peace education are multifaceted processes focusing on diverse audiences from children in elementary grades to those involved in political negotiations at the highest levels. This paper addresses the foundational importance of including conflict embedded in adult-child relationships in peace education. It conceptually grounds assignments for university level courses designed to teach concepts linked to peace education through the vehicle of understanding violence against children. Such learning is designed to liberate students from the hegemony of adultism, the colonial relationship between adults and children and in turn to contribute to the advancement of peace education. Such pedagogy reflects the UN Convention on the Rights of the Child's call for educational measures to protect and support children's human dignity. Such an approach is especially relevant for peace education, as a large body of research across disciplines has provided substantial evidence of a significant relationship between childhood experiences of violence and subsequent juvenile and adult behavioral and social problems including conflict and violence. The approach and assignments described in this paper reflect insights about the use of narratives of childhood experiences, the etiology and effects of violence against children and the reproduction of conflict and violence across generations.   [More]   Descriptors: Peace, Conflict, Interpersonal Relationship, Violence

Tamashiro, Roy; Furnari, Ellen (2015). Museums for Peace: Agents and Instruments of Peace Education, Journal of Peace Education. Although museums for peace claim peace education to be a primary mission, their definitions of "peace" and their aims and practices for peace education vary widely. In this article, we draw from the field of critical museology and the knowledge construction perspective to understand the role of museums for peace in the service of peace education. From the constructivist viewpoint, the museums' narratives are not objective or historical truths. Rather they are the museum designers' "constructed" interpretations of the events, people, and places that are memorialized. The museums' exhibits, narratives, and programs reflect a wide range of definitions of peace including some which conflict and contradict each other. The variations in defining peace contribute to differences in how the museums view and exercise their role in educating for peace. From this analysis, we observe how contemporary museums for peace can play a significant role in peace education by raising awareness about multiple definitions of peace and by enabling audiences to reflect on, discuss and participate in deliberated paths toward personal peace and cultures of peace.   [More]   Descriptors: Museums, Peace, Institutional Role, Definitions

Cremin, Hilary (2016). Peace Education Research in the Twenty-First Century: Three Concepts Facing Crisis or Opportunity?, Journal of Peace Education. This article focuses on the concepts of peace, education and research, and the ways in which they combine to form the field of peace education and peace education research. It discusses the ways in which each can be said to be facing a crisis of legitimation, representation and praxis, and the structural and cultural violence that inhibit efforts towards a more inclusive global conception of peace. It will review some ways in which it may be possible to rise to Gur-Ze'ev's challenge to respond to post-structural critiques of the field. Drawing on participatory, auto ethnographic and arts-based research methodologies, it suggests ways of creating synergies between research and aspirations towards positive (rather than negative) peace.   [More]   Descriptors: Peace, Teaching Methods, Educational Research, Violence

Bajaj, Monisha (2015). "Pedagogies of Resistance" and Critical Peace Education Praxis, Journal of Peace Education. This paper explores "pedagogies of resistance"–or critical and democratic educational models utilized by social movements–and how global examples of engaged educational praxis may inform peace education. The central inquiry of this article is "How can educational projects that resist larger social, political and economic inequalities offer understandings about how we learn, teach, and act for peace in diverse settings?" Drawing upon literature from various fields, ideas and insights are offered about how the field of peace education can better respond to multiple and diverse realities, particularly those facing marginalized communities. The article provides an overview of key tenets of peace education and ideas central to "critical peace education;" offers a framing of "pedagogies of resistance;" and, lastly, details what directions emerge by putting these two educational forms in conversation.   [More]   Descriptors: Teaching Methods, Peace, Disadvantaged, Social Change

Sagkal, Ali Serdar; Turnuklu, Abbas; Totan, Tarik (2016). Peace Education's Effects on Aggression: A Mixed Method Study, Eurasian Journal of Educational Research. Problem Statement: Literature reviews clearly document that students still show a tendency to use violence in resolving interpersonal conflicts in school. Results from various research conducted in Turkey suggest that violence, aggression, and bullying behaviors are still rampant in the primary and high schools. Studies conducted in primary and middle schools toward decreasing aggression and preventing violence focus on programs such as violence prevention, conflict resolution, and peer mediation. While these programs are mainly based on peacemaking strategy, prevention programs based on positive peace and peacebuilding strategy with tested effectiveness are rather limited. Thus, a peace education program based on positive peace and peacebuilding strategy was developed and its effects on aggression levels of sixth grade students were investigated. Purpose of the Study: The purpose of this study was to investigate the effects of peace education program on sixth grade students' aggression. Furthermore, students' perspectives and experiences related to peace education program were examined. Method: In the research conducted in two low-SES middle schools, an embedded mixed method design was used. The qualitative study was embedded within a pretest-posttest control group using a quasi-experimental design to learn more about the experiences of students who receive peace education training. The peace education program was applied on experimental group, while the control group has not been provided any treatment related to the research topic. The experimental group included 84 girls (53.85%), 72 boys (46.15%), and 156 students (59.54%) in total. The control group included 54 girls (50.94%), 52 boys (49.06%), and 106 students (40.46%) in total. The Aggression Questionnaire was used to gather quantitative data. After the experimental treatment process was completed, a total of 20 students were interviewed and their perspectives and experiences related to the peace education program were examined. A semi-structured interview form was used to obtain qualitative data. Findings and Results: Research results indicated that aggression levels of the experimental group were significantly reduced compared to the control group students. Analyses of qualitative data provided evidence that the peace education program led to positive changes in student behaviors and improved relationships among and between students and teachers. Conclusions and Recommendations: In the research, it was determined that the peace education program was effective in decreasing aggression levels of the sixth grade students. The findings in this study are parallel with the findings of previous experimental studies. Thus, the research validated the assumptions that implementing peace education programs in schools will enable students to gain fundamental life skills to constructively resolve interpersonal conflicts.   [More]   Descriptors: Peace, Violence, Interpersonal Relationship, Conflict Resolution

Kyuchukov, Hristo; New, William (2016). Peace Education with Refugees: Case Studies, Intercultural Education. The authors suggest the possibility of using concepts and practices drawn from peace education to assist in the treatment and education of refugees suffering from post-traumatic stress. They introduce four basic principles of peace education, which permit students/clients to work through memory and present conflicts, and calls on therapists/teachers to be flexible in their approaches. Three case studies are offered: Bosnian youth in a community center in Chicago, adult male Bosnian refugees in Berlin participating in a social integration project and recently arrived Syrian and Afghani youth living in a transitional setting in Leipzig. There is potential for work undertaken with refugees using principles of peace education to resolve ongoing internal conflicts, while helping to prevent the creation of new social conflicts in the process of integration.   [More]   Descriptors: Refugees, Peace, Posttraumatic Stress Disorder, Coping

Standish, Katerina (2016). Looking for Peace in National Curriculum: The PECA Project in New Zealand, Journal of Peace Education. This is the pilot study for the Peace Education Curricular Analysis Project–a project that seeks to become a longitudinal and global analysis of national curriculum statements for pro-peace values. National education as a system of organized learning can act as a transmission belt–a cultural institution that assigns communal ideals and values and uses pedagogy to echo social standards. As this analysis considers that it is possible to assess non-peace education for peace education qualities, this study analyzed New Zealand's early childhood, primary, and secondary education curricular statements to ascertain the presence or absence of three elements common in peace education programs: recognition of violence; addressing conflict nonviolently; and creating the conditions of positive peace. The methodologies used in this mixed methods study include directive and summative content analysis. This analysis finds that the curricular statements (2) of New Zealand have made progress to educate students toward peace and non-violence and that in general, the early childhood curricular statement incorporates a greater amount of pro-peace content than the primary and secondary curriculum statement. Opportunities exist to strengthen peace education content in future New Zealand curricular statements.   [More]   Descriptors: Peace, Teaching Methods, National Curriculum, Foreign Countries

Ide, Kanako (2014). Peace Education, Domestic Tranquility, and Democracy: The Fukushima Daiichi Nuclear Disaster as Domestic Violence, Ethics and Education. This article is an attempt to develop a theory of peace education through an examination of the Fukushima Daiichi nuclear disaster. It examines why Japan did not avoid this terrible nuclear disaster. This is an educational issue, because one of the major impacts of Fukushima's catastrophe is that it indicates the failure of peace education. In order to reestablish a theory of peace education, the concept of domestic tranquility is discussed. This article questions whether the Japanese public order is consistent with democratic principles. Jane Roland Martin's examination of the concept of domestic tranquility is shown relevant. Martin's language analysis helps to distinguish whether or not Japanese domestic tranquility under nuclear crisis is democratic. I propose that post-Fukushima disaster peace education should be reformed as consistent with two democratic principles: acceptance of the diversity of peace and continuous negotiation among these different narratives.   [More]   Descriptors: Foreign Countries, Peace, Facilities, Nuclear Energy

Goulah, Jason; Urbain, Olivier (2013). Daisaku Ikeda's Philosophy of Peace, Education Proposals, and Soka Education: Convergences and Divergences in Peace Education, Journal of Peace Education. In this article, the authors introduce and explicate Daisaku Ikeda's contributions to peace education. Ikeda is a Buddhist leader, peacebuilder, school founder, and prolific author whose six decades of contributions to peace education have had a global impact in practice but have remained unexamined in the extant, particularly Anglophone, literature. Using excerpts and bilingual discourse analysis of the Ikeda corpus, the authors focus on five aspects to trace the past, present, and future of Ikeda's contributions to peace education: first, they trace the biographical roots of Ikeda's contributions to his early educational experiences and encounter with Josei Toda (1900-1958). Second, they outline the Nichiren Buddhist philosophy informing Ikeda's approach to peace education. Third, they explicate in the context of peace and peace education Ikeda's concept of value-creating, or Soka education ("soka kyoiku") relative to value-creating pedagogy ("soka kyoikugaku") theorized by Tsunesaburo Makiguchi (1871-1944). In light of this relation, they also trace the origin of the Soka Gakkai International, of which Ikeda is founding president. Fifth, they clarify Ikeda's educational proposals made explicitly under the label of "peace education," namely, cultural exchange, a United Nations for Education, and education for disarmament and human rights (including anti-bullying, sustainability, and global citizenship). The authors conclude that Ikeda's perspectives, proposals, and practices of Soka education and "peace education" can be viewed as a tripartite ontological model of a process of becoming, moving from inner transformation by means of dialogue to global citizenship.   [More]   Descriptors: Peace, Educational Philosophy, Buddhism, Teaching Methods

John, Vaughn M. (2016). Using Conflict Mapping to Foster Peace-Related Learning and Change in Schools, Education as Change. South African societies, including learners in primary and secondary schools, experience high levels of violent conflict. The lack of interventions in terms of peace education and peace building is cause for concern. Driven by an interest to build educators' capacity and agency to become agents of change in the face of growing conflict and violence, this article discusses a mapping project which gets educators to explore their schools using a participatory process and to plan appropriate interventions in response. It considers how Freirian-inspired critical reflection and dialogical learning can be used to stimulate peace education and peace building in schools.   [More]   Descriptors: Foreign Countries, Elementary Secondary Education, Violence, Conflict

Stephenson, Carolyn M. (2012). Elise Boulding and Peace Education: Theory, Practice, and Quaker Faith, Journal of Peace Education. Elise Boulding wrote academically to help to create and influence the field of peace education, and lived a life that exemplified it. Her life integrated theory and practice and exemplified peace "praxis" as the "craft and skills of doing peace" and "the integration of thought and action". For Boulding, peace education occurred at all levels, across academic disciplines, across time, and across boundaries of cultures, states, class, race, age, and gender. As one of the founders of the field of peace studies, she became a sociologist to "do" peace, and was especially oriented to peace education and activism and to futures studies and to studying women and children and cultures of peace. Her spiritual roots were in the values and testimonies of Quakers, especially simplicity, peace, integrity, community, and equality. She saw that of God in all, and lived the "inner light" important to Quakers.   [More]   Descriptors: Integrity, Peace, Religious Cultural Groups, Teaching Methods

Shuayb, Maha (2015). Human Rights and Peace Education in the Lebanese Civics Textbooks, Research in Comparative and International Education. In 1997 the Lebanese government published its newly developed curriculum and textbooks following a long and fierce civil war, which started in 1975. The new curriculum emphasized nation building, reconciliation and citizenship. This study aims to examine how the civics textbooks in Lebanon addressed human rights and peace education, both of which are crucial in any attempt to build cohesion in a post-conflict society. Findings revealed that human rights and peace education were endorsed in the aims and objectives of the 1997 curriculum. The textbooks directly addressed some of these themes, particularly human rights and to a lesser degree peace education. The pedagogy followed in the textbooks to teach the two concepts was primarily descriptive. Despite the fact that the constructivist approach has been adopted as part of the curriculum objectives, implementation of this approach is almost absent from the civics textbooks. The study compares these results to citizenship education in two other countries in the region, Turkey and Palestine.   [More]   Descriptors: Foreign Countries, Citizenship Education, Nationalism, National Curriculum