Ntokozo Dennis Ndwandwe (2024). Barriers to Implementing Peace Education in Secondary Schools in South Africa. Journal of Peace Education, v21 n2 p164-184. This study aimed to explore barriers to implementing peace education in secondary schools in South Africa. The empirical inquiry employed qualitative research methodology and evaluation research design to examine the implementation of a peace education programme in three selected secondary schools in the Western Cape, South Africa. Purposive sampling was used to select the research sites and participants. Data were collected through semi-structured individual interviews with the manager of the Quaker Peace Centre (QPC) programme and school principals; and focus group discussions with teachers and learners. The data were analysed through thematic content analysis. Findings indicate that peace education was implemented with modest success outside the formal curriculum by following a multimedia approach using learner-run peace clubs and anti-bullying campaigns. However, barriers to the implementation of peace education persist, including financial constraints; inadequate allocation of… [Direct]

Barbara Anita Bodn√°r; Ferenc Arat√≥ (2024). Narratives and Common Traits of Peace Education and the 'Teaching Students to Be Peacemakers' Programme: Rethinking the Role of Cooperative Learning in Peace Education. Intercultural Education, v35 n5 p539-557. The aim of this study is to analyse the 'Teaching Students to be Peacemakers' programme, which is frequently cited in the Peace Education discourse, within the context of Peace Education. Based on a systematic literature review conducted using the PRISMA method, the study focuses on this programme that emerged as significant from the review results. It first examines how the programme reflects the fundamental concepts and peace approaches of the Peace Education discourse. The subsequent section compares the programme with various types of Peace Education and the broader discourse of cooperative learning. It investigates whether the shift in Peace Education literature towards postmodern, poststructuralist, and Critical Peace Education approaches can rely on the cooperative learning paradigm. Additionally, the study highlights how a simplistic methodological interpretation of cooperative learning may hinder its use in supporting these increasingly emphasised approaches and explores how… [Direct]

Ntokozo Dennis Ndwandwe (2024). Confronting a Leadership Vacuum: The Principal's Leadership Role in Peace Education in South African Schools. International Journal of Educational Management, v38 n3 p804-818. Purpose: This research aimed to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa. Design/methodology/approach: This study employed qualitative research approach to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa. Data were gathered from a small sample of six principals from six selected secondary schools which were engaged in the implementation of a peace education programme, and data were analysed using thematic content analyses. Findings: Findings of the study suggest that principals possess a low level of understanding or awareness of their leadership role in the implementation of peace education. The study pointed out the constraints such as time constraints and learners' negative attitudes and social influences hinder the effective implementation of peace education in selected secondary… [Direct]

Dicky R. Munaf; Hasan Albana; Imran Siregar; Lisa'diyah Marifataini; Sumarni; Suprapto; Yedi Purwanto (2023). The Peace Education Concept and Practice at Universities: A Systematic Review. Cogent Education, v10 n2 Article 2260724. Peace education has long been integrated into the higher education curriculum to equip students from diverse cultural backgrounds, languages, religions, regions, and lifestyles with the knowledge, skills, and values necessary to foster a culture of harmony and prevent future conflicts. This systematic research examines the peace education concept and practice in action from various universities in the world garnered from research articles published within the last 5 years between 2017 and 2021. This study uses international database in the form of articles in Scopus journals using such keywords in the Scopus database (scopus.com). The keywords we used were "peace education and higher education", "peace education and university", "peacebuilding and higher education", and "peacebuilding and university". Articles from many databases are selected using Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach. From the… [Direct]

Frans Kruger; Michalinos Zembylas (2024). Affective Atmospheres of Coloniality and the Decolonisation of Peace Education: Theoretical Insights and Political Possibilities. Studies in Philosophy and Education, v43 n6 p691-707. Two recent lines of inquiry that have emerged in educational philosophy and research are the turn to affect theory and the call for decolonising education. Although there have been some efforts to bring these two lines of inquiry together and inform educational philosophy and research, there is still important conceptual work to be done, especially in the context of peace education, our focus in this paper. To initiate this work, we consider the concepts of "affective atmospheres" and "atmospheric attunements" that have been discussed within the context of affect theory. Drawing on these two concepts, we argue that fundamental to any attempts to decolonising peace education is elucidating the coloniality of affects. This is a necessary step towards dismantling the colonial affects that permeate peace education praxis and are maintained through perceptions of peace and conflict embedded within a Western, Eurocentric frame. The paper analyses the theoretical… [Direct]

Julia Paulson; Peter Manning (2024). Some Contradictions of Multiple Perspectives Approaches to Peace and History Education: Lessons from Cambodia. Ethics and Education, v19 n2 p185-200. This article reflects on tensions arising in multiple perspectives approaches as they are deployed in response to histories of atrocity and conflict. We call attention to the ways that multiple perspectives intersect with the challenges posed by competing memories of violence and questions of responsibility. Focusing on a peace education programme that sought to work with 'complex' perpetrator histories in Cambodia, we explore how peace education can produce its intended aims of building dialogue and empathy across groups while, coextensively, enabling space for potentially harmful forms of historical revisionism. We show how the multi-perspectivity in peace education can be misaligned with the subjectivities that it seeks to reconcile or dignify in the present and reflect on the need for peace educators to develop approaches that move beyond the presentation of 'perspective' and identity as synonymous. We conclude by calling attention to other potential figurations of "shared… [Direct]

Ilfiandra; Nadia A. Nadhirah; Sofwan Adiputra (2023). The Peace Education Model in Developing a Peaceful Classroom Climate: Lesson-Learned from Indonesia. Pegem Journal of Education and Instruction, v13 n4 p25-35. The current school climate is no longer peaceful because the prevalence of conflict and violence tends to increase from time to time. In general, students have not been able to resolve conflicts constructively, and the majority of student conflicts are helped to develop by teachers and administrators. Indonesia's education vision is towards global education and peace education, but peace education in Indonesia does not yet have a clear platform. The purpose of this study was to evaluate the effectiveness of peace education in developing a peaceful classroom climate based on school type and gender. The research approach used is quantitative with quasi-experimental methods and non-equivalent pre-post group design. The research participants were 15 teachers and 72 students who were selected by purposive sampling form vocational high school and senior high school in West Java Province. The results is that peace education in total has not been effective in building peaceful classroom…. [PDF]

Husnul Amin (2024). Value-Based Frameworks and Peace Education in Faith-Neutral, Faith-Based and Faith-Inspired Schools in Islamabad: A Comparative Analysis. Journal of Peace Education, v21 n1 p54-81. This study aims to conduct a comparative analysis of diverse moral and value-based frameworks within the context of peace education. The selected schools represent three distinct ideological orientations: secular and faith-neutral (Roots Millennium School System/RMS), faith-inspired (International Islamic University School-IIUI School System), and faith-based Deobandi Madrassa (Jamia' Faridiyya Islamabad). Employing a comparative case study approach, the research endeavors to address several key research questions: What religious or moral-ethical philosophies underlie the distinct moral frameworks of each school system? How have these schools developed formal and informal strategies to translate these philosophies into practical implementation? To what extent are these frameworks influenced by specific religious worldviews and responsive to challenges in political, economic, or cultural spheres? What dimensions of peace education are encompassed within these values-based frameworks?… [Direct]

Benavides Castro, Angie; Bermeo, Maria Jose (2023). Territorial Peace Education as Responsive Praxis: Case Analysis of Education Innovations in Colombia. Journal of Peace Education, v20 n1 p8-29. This article explores responsiveness in peace education practice. It develops the concept of territorial peace education to emphasize the situated nature of responsive approaches in peacebuilding. With this conceptual framing, the study examines four case studies of pedagogical innovations for peace in Colombia. It describes how educators engaged specific and emergent conflict dynamics in their respective settings. The findings show the various ways in which territorial dimensions informed the design and implementation of these initiatives. They also highlight the role of relationality, resourcefulness and positionality as components of responsive practice. This study contributes to research on the role of the local in peace education and raises avenues for further research…. [Direct]

May, Amy; McDermott, Victoria; Smith, Cortney (2022). The Communication Discipline and Peace Education: A Valuable Intersection for Disrupting Violence in Communication Centers. Journal of Communication Pedagogy, v6 p142-155. Violence is a significant issue impacting the physical, mental, social, and economic health of our learning communities. For decades the discipline of peace education has explored the effects of nonphysical violence on students and educators, as well as ways to create more peaceful, less violent, and equitable educational practices. While communication frameworks have been used in peace education research, no research found has theorized the potential value of peace education for the communication discipline. Using the contextual background of communication centers, this piece seeks to disrupt steadfast norms and practices within communication centers from the perspective of peace education. We provide an overview of the field of peace education and explicate opportunities within the communication discipline to use peace education frameworks, theory, and practice to develop pedagogies of renewal and close with practical recommendations for communication centers going forward…. [PDF]

Schultze-Kraft, Markus (2022). On Peace Education in Colombia: A Grounded International Perspective. Journal of Peace Education, v19 n3 p281-302. Promoted by the peace process between the Santos administration (2010-2018) and the Revolutionary Armed Forces of Colombia, which resulted in the signing of a peace accord in November 2016, peace education at Colombia's higher education establishments and schools is gaining momentum. Educators have seized upon the opportunity afforded by the peace process and the associated legislation, particularly Law 1448 (2011) on victims and Law 1732 (2014) on the Peace Chair ("C√°tedra de la Paz"), to energise peace education. Yet this is proving to be difficult. Among the challenges are the persistence of high levels of political, criminal and other types of violence following the termination of the armed conflict affecting learners' attitudes, behaviours and values; little relevance for peace education of established education in ethics and democratic citizenship competences; limited concrete knowledge on tertiary peace education as a pedagogical field; a vague legal framework; and… [Direct]

Archer, David Tim, Ed.; Hajir, Basma, Ed.; McInerney, William W., Ed. (2023). Innovations in Peace and Education Praxis: Transdisciplinary Reflections and Insights. Routledge Research in International and Comparative Education. Routledge Research in International and Comparative Education This edited collection brings together a series of conceptual explorations and practical case studies to illuminate a developing innovative praxis of transdisciplinary peace and education. Drawing on the work of the Cambridge Peace and Education Research Group as well as international scholars, this book responds to calls for transdisciplinary peace and education praxis and presents innovative examples of peace and education research practices, peace interventions in educational settings, and alternative ontologies in peace and education work. Foregrounding the concept of 'second-order reflexivity', the book prioritises the lived experiences and viewpoints of struggling populations regarding the worth of 'peace' as grounded within their contexts. Ultimately, this book showcases how the practices of peace education and research can challenge the binaries of modern and postmodern approaches and provide examples of holistic transdisciplinary approaches that embrace complexity and… [Direct]

Affandi, Idrus; Anggraeni, Leni; Paramitha, Sandey Tantra; Ramadhan, Muhammad Gilang; Wahyudin, Dinn (2022). Optimization of the Board Game as a Platform for the Concept of Peace Education: A Survey Method Study. International Journal of Education in Mathematics, Science and Technology, v10 n2 p494-511. The implementation of peace education in the university environment has not yet found the right technical implementation, so the main goal in peace education has not been achieved, especially the application in the university environment. Therefore, this research aims to determine the general perception of board games as a media of peace education for students. This study uses a survey method collected from a representative sample of students from three different universities. The sampling technique in this study uses purposive sampling aimed at students who have courses in which peace education is integrated. The research locations this time are the Universitas Pendidikan Indonesia (UPI), Universitas Padjadjaran (UNPAD), and Institut Teknologi Bandung (ITB). This study indicates that students are very enthusiastic if this board game becomes a platform for delivering peace education in the student environment. This study concludes that students agree with the concept of delivering… [PDF]

Itir Toks√∂z (2024). A Case for Peace Education through Science Fiction: Migration. Journal of Peace Education, v21 n2 p141-163. Given the increasing popularity of the science-fiction genre, its capacity for worldbuilding and its long-dur√©e vision, coupled with both the difficulty of discussing issues of migration in today's world as something more than a problem of the present and the necessity to go beyond this presentism, the author argues that science-fiction films provide an excellent tool for peace education inside and outside the classroom in general and to address migration in particular. This article discusses the why and how of using science fiction films for peace education, which the author claims is not necessarily taught in the classroom or special programs but should also be seen as part of lifelong learning/continuous education…. [Direct]

Mathias Awonnatey Ateng; Mohammed Gadafi Ibrahim (2023). The Role of Civil Society Organizations in Deconstructing Ethnopolitical Conflict Narratives through Peace Education: Lessons from the Northern Region of Ghana. Journal of Peace Education, v20 n3 p251-272. The collective adherence to contradictory conflict narratives has underpinned the intractable ethnopolitical conflicts that have occurred in the Northern Region of Ghana. Changing the conflict narratives that perpetuate ethnopolitical conflicts in the region through peace education is a prerequisite for any meaningful peacebuilding. Consequently, the study examined how civil society actors use peace education to deconstruct negative conflict narratives in the region. The study is qualitative and relied on both primary and secondary data sources. Primary data was obtained through in-depth interviews with 20 participants. The data was analyzed using an inductive-deductive thematic analysis approach with the aid of NVivo 12 software. The study found that civil society organizations' (CSOs) peace education programs create awareness, facilitate mutual understanding, and engender values of human rights, non-violence moves to conflict resolution, reconciliation, and trust-building. Peace… [Direct]

Akbar, Rafaqat Ali; Bashir, Samra (2021). Determining the Effect of Peace Education on Knowledge and Attitude of Prospective Teachers: An Experimental Study. Bulletin of Education and Research, v43 n3 p47-66 Dec. Peace education contribute to promote peace by changing the thinking of people. Education is a tool to impart peace by changing the mind of people. Teacher can solve the problems of peace by developing the peaceful minds of youth through peace education. This study was conducted to determine the peace education's effect on knowledge and attitude of future teachers. It was a quantitative study and followed the quasi-experimental design i.e. A pretest posttest nonequivalent group design. Researchers develop two tools for data collection: A Test for Knowledge of Peace Education (TKPE) and a Scale for Peace Attitude (SPA). Five themes of peace education were selected to developed the TKPE and SPA, i.e. peace, conflict resolution, human rights, social justice, cultural diversity. A Test for Knowledge of Peace Education (TKPE) was developed by reviewing the literature. This objective type test comprised 25 Multiple Choice Questions (MCQs). The attitude scale consisted of 80 statements… [PDF]

Yasemin Kirkg√∂z (2024). Introducing Peacebuilding Philosophy to Language Teacher Education. Language Teaching Research Quarterly, v41 p81-98. Rebecca L. Oxford's contributions to academia extend well beyond language learning strategy research, for which she is well known, to embrace peace education in language classrooms. Inspired by her peace education philosophy, this study first describes the influence of Oxford's scholarly research in peace approach. Then, it presents a case study of five preservice teachers, all native Turkish speakers, who were guided to adopt the peace approach philosophy to develop creative teaching materials to be implemented in the "Practicum course." Throughout six hours of weekly lessons at a state middle school, the preservice teachers integrated peacebuilding activities into their English instruction. The analysis of the qualitative data from lesson plans, classroom observations, and reflective writings, revealed compelling findings. Preservice teachers who implemented peacebuilding activities showcased increased competence and awareness of peace education philosophy, and they… [PDF]

Basman-Mor, Nurit (2021). Saving Peace Education: The Case of Israel. Higher Education Studies, v11 n1 p18-27. In the divided society of Israel, educators committed to the future and the well-being of young people should incorporate peace education in all the dimensions of doing and learning in the educational system. While the formal educational system does not have a peace education policy, throughout the country, many schools undertake diverse practices of peace education. However, these practices have neither succeeded in changing students' attitudes and emotions about other groups members, nor have they succeeded in transforming conflictual relationships, between different social-ethnic-religious groups, into relationships of trust, understanding, and reciprocity. In this article, I review the accepted practices of peace education and suggest a potential explanation of the failure of these practices. The main purposes of the article are first to argue that many educators, who engage in peace education, aspire to cultivate tolerant, or even pluralistic relationships among the conflicting… [PDF]

Yastibas, Ahmet Erdost (2021). Integrating Peace Education into English Language Teaching in Primary Schools. International Online Journal of Primary Education, v10 n2 p308-318. Peace education is a significant aspect of education as it aims to teach individuals to deal with violence and conflicts in a peaceful way. A literature review indicated that peace education can be integrated into English language teaching (ELT) and learned by students while they study English in middle and high schools and at universities, but how peace education can be integrated into ELT in primary schools has not been studied. Therefore, the present study aimed to find out whether peace education is integrated into the new English language teaching program (ELTP) for primary schools in Turkey and, if it is, how it is integrated into the ELTP. This work was designed as a qualitative study. The new ELTP for primary schools in Turkey was used as the data collection tool and data were subjected to content analysis. The findings of the study indicated that peace education is integrated into the new ELTP through the themes and/or language functions of the units in the 2nd, 3rd, and 4th… [PDF]

Ali, Naina Hassan; Hussain, Nasreen (2021). An Initiative to Introduce Peace Education in B.Ed. (Hons) Program. Bulletin of Education and Research, v43 n1 p229-246 Apr. Today, we are living in an era of violence and conflicts and many people have forgotten their values and norms that are essential for living peacefully in societies. Peace education is the only way to overcome these problems because it helps to enrich both social as well as cultural values of an individual, and a society as a whole. In order, for peace education to become a steady insertion and curriculum anticipation within schools, teachers must be well trained to reduce conflicts within the society. Therefore, integrating the concept of peace education in teachers' training institutions is very essential. For this purpose, the study used action research methodology to identify students understanding regarding the concept of peace education in B.Ed. (Hons) program. For this study, students were primary participants, whereas, teachers were secondary participants. The findings from this study revealed that peace education is not included implicitly in the B.Ed. (Hons) curriculum, nor… [PDF]

Galang, Joseph Renus F.; Gozum, Ivan Efreaim A.; Sarmiento, Philip Joseph D. (2023). Integrating Ecumenism and Interreligious Dialogue in Peace Education in the Philippines from a Catholic Perspective. International Journal of Christianity & Education, v27 n2 p209-222 Jul. This study presents the importance of promoting interreligious dialogue and ecumenism in teaching peace education. It also discusses the applicability of selected papal documents for implementation in current interreligious education in Catholic and government schools in the Philippines. We explain the importance of interreligious dialogue and ecumenism from the Catholic Church documents Ut Unum Sint and Nostra Aetate. Then, we show the need for interreligious dialogue and ecumenism in achieving peace in this time when religion is misconstrued. Conclusions are given to lay out the need for interreligious dialogue and ecumenism to be integrated in peace education…. [Direct]

Loukaides, Loizos; Zembylas, Michalinos (2021). Teachers' Strategies of Everyday Diplomacy in Peace Education: A Case Study of the "Infrapolitics" of Peacebuilding in Greek-Cypriot Schools. Research in Comparative and International Education, v16 n1 p43-63 Mar. The aim of the article is to describe and analyze the strategies used by teachers in their everyday encounters with those who express concerns towards peace education–parents, colleagues, head teachers, and students. The analysis uses a theoretical framework that builds upon critical peace education and brings into conversation the notions of "everyday peace" and "everyday diplomacy." The data are drawn from a qualitative case study based on interviews with 25 Greek-Cypriot teachers participating in a peace education intervention. The findings show that everyday diplomatic strategies invented by teachers help create conditions under which this peace education intervention, as a form of everyday peace, can take place, although it is not clear to what extent these strategies challenge the long-term nature of concerns. The implications of the study highlight the need that teachers and policymakers engage with concerns towards peace education in productive, sensitive… [Direct]

Betts Razavi, Tiffani; Mahmoudi, Hoda (2023). What Can Be Learned from Looking for Gender Differences in Peace Education Data? Lessons from a Bah√°'√≠-Inspired Undergraduate Course. Journal of Peace Education, v20 n1 p95-119. Despite attention to the importance of the role of women in peacemaking, there is a curious gap in the peace education literature in gender differences research and study of the specific impact of peace education on girls and women. In this article, we explore some of the reasons for this trend and propose that looking for differences is important to maintain awareness of gendered experiences, the settings in which they exist, and those in which they are absent. Further, we suggest that the principles underpinning the approach to peace and peace pedagogies, in this case Bah√°'√≠ concepts of human nobility, the equality of women and men, and the oneness of humanity, and related discursive values, help to foster 'equal benefit' environments. We describe our exercise of disaggregating pre- and post-course responses from a Bah√°'√≠-inspired university peace education classroom of twenty students, findings of overall similarity, and particular themes in some women's responses. Finally, we… [Direct]

Kester, Kevin; Kwon, Jeongim; Kwon, Soonjung; Lee, Kris Hyesoo; Sweeney, Loughlin; Zembylas, Michalinos (2021). Reflections on Decolonizing Peace Education in Korea: A Critique and Some Decolonial Pedagogic Strategies. Teaching in Higher Education, v26 n2 p145-164. Universities and scholars around the world teach and research extensively in the field of peace education; yet, despite a plethora of diverse scholarship, educational programs are often critiqued as dominated by the English-speaking world. This paper employs the intersecting lenses of decolonization and postcolonial theory to explore and challenge the perceived dominance of Western literature and practice. Using a criss-crossing comparison method, English and Korean literatures are compared to ascertain the extent of Western-centricity within Korean higher education peace studies, and to offer a critical discussion of liberal peacebuilding, and linear problem-solving models within the literatures. Counter-arguments and policy recommendations are considered. The paper concludes that for peace education to fulfill its mission, global educational decolonization movements need to be strengthened. It is argued that efforts toward decolonization of Korean peace education could support the… [Direct]

Zembylas, Michalinos (2021). In the Mood for Peace? Mood Work and Structures of Feeling in the Politics of Peace Education. Journal of Peace Education, v18 n3 p342-359. This paper puts in conversation Martin Heidegger's concept of "Stimmung" (mood or attunement) with Raymond Williams' notion of 'structures of feeling' to theorize 'mood work' in peace education. It is argued that the perspective of mood provides new insights in peace education that might be harder to grasp through the lens of affect or emotion, suggesting that mood is a term well suited to paying attention to longer duration of affective phenomena. In particular, mood work draws attention to the processes of affective (mis)attunement, that is, the successes and failures of individuals and groups to 'fit the mood.' The author offers a vignette from his ethnographic research to show the mood work conducted by a teacher in the context of a peace education initiative within a conflict-affected society. The analysis shows how mood work marshals bodies, objects, and feelings "towards" or "away" from particular political visions in peace education…. [Direct]

Alnufaishan, Sara (2020). Peace Education Reconstructed: Developing a Kuwaiti Approach to Peace Education (KAPE). Journal of Peace Education, v17 n1 p83-106. Peace education is an emerging and growing field of study that holds promise for the future survival of our species. In this study, I use a relational hermeneutics method to analyze the relative compatibility of elements of three major peace education approaches (i.e. integrative, critical and comprehensive) with the Kuwaiti sociocultural context. My findings reveal several compatible elements: reflection, dialogue, creative learning, and action. I use these elements to propose a framework for a Kuwaiti Approach to Peace Education (KAPE) and discuss several practical and research implications…. [Direct]

Bellmer, Rasmus; M√∂ller, Frank (2023). Interactive Peace Imagery — Integrating Visual Research and Peace Education. Journal of Peace Education, v20 n1 p53-74. In this article, we suggest incorporating visual images into peace education through "interactive peace imagery" (IPI). We will show, and illustrate with examples from our work, that interactive teaching creates a space for students to reflect upon their socializations, including visual ones, without which image interpretation cannot be fully explained. We begin by exploring photojournalism as a media that, while providing raw material for peace education, does not serve as a model for image interpretation. Emphasizing images' interpretive openness, we suggest an alternative approach (IPI) that unearths, (re)vitalizes, and capitalizes on the plurality of meanings images carry with them. We focus on digitization and active interaction (seeing — changing — sharing) in a non-hierarchic teaching environment. In IPI, the classroom becomes a network: students interactively engage with visual images by regarding existing images, elaborating on them, changing them, sharing the… [Direct]

Lehner, Daniela (2021). A Poiesis of Peace: Imagining, Inventing & Creating Cultures of Peace. The Qualities of the Artist for Peace Education. Journal of Peace Education, v18 n2 p143-162. In this theoretical article, the qualities of the artist for peacebuilding and peace education are explored. Peacebuilding and peace education are not only based on skills and knowledge, but also on art, a creative process that originates in our imagination. The question guiding this paper is: How can we, as peacebuilders and educators, imagine, invent, and create cultures of peace and build spaces for others to do so? Based on Lederach's moral imagination, I present a conceptualization of a poiesis of peace as a frame for peace education. This so-called poiesis of peace is built on the sensibility of the heart as the feeling center that can perceive the imaginal and the relationality of breath as described by Irigaray as a field of intersubjectivity and interconnectedness. The potential of this imaginative sensibility is the ability to feel into another experience, described as empathy and resonance, which might manifest as an ethics of care and nonviolence. Using arts based methods… [Direct]

Archer, Tim; Bryant, Shawn; Kester, Kevin (2019). Diffraction, Transrational Perspectives, and Peace Education: New Possibilities. Journal of Peace Education, v16 n3 p274-295. This paper draws on the theoretical lens of diffraction to conceptualize a new approach to transrational peace education theory and praxis in the post-2016 posttruth political era and Industry 4.0 economic period. The paper reviews foundational concepts and approaches from key founders of the field — Paulo Freire and Betty Reardon — before turning to two contemporary peace education scholars — Wolfgang Dietrich and Hilary Cremin — to investigate the contributions of recent scholarship toward diverse diffractive possibilities for transrational peace education. In this sense, diffraction offers pluralistic views and transformative possibilities for transrational peace education in varied contexts. Transrational peace education builds upon peace education to integrate affective and aesthetic perspectives into peace education theory and praxis. Before concluding, we offer some theoretical implications and pedagogic responses for scholars seeking to work at diffractive transrational… [Direct]

Gittins, Phill (2021). Developing Context-Specific Peace Education Initiatives with Local Communities: Lessons from Bolivia. Compare: A Journal of Comparative and International Education, v51 n7 p1003-1021. Peace education is often carried out without being appropriately adapted to the contexts in which it takes place and rarely involves those most affected by the work in the design and planning of their own initiatives. This article reports on an original participatory action research project designed to contextualise a peace education initiative with local communities in Bolivia. It draws on fieldwork, including interviews and focus groups with policymakers, educators, and students, to show how local actors, including students, were involved in influencing what peace education should look like for them, focussing on its purpose, pedagogy, and content. Lessons learned are also discussed. The case study is offered within a larger context of how the international community can work with the direct beneficiaries to co-develop peace and education-related initiatives that are responsive to the needs of the particular groups and contexts they are trying to affect…. [Direct]