Bench, Joshua H.; Jones, Jeffrey N.; Stroup, John; Warnaar, Bethany L. (2014). Promoting the Development of Moral Identity, Behavior, and Commitment in a Social Action Program. Journal of Peace Education, v11 n2 p225-245. Involvement in social action and community service can promote the construction of prosocial identities and enduring patterns of civic behavior. This article explores this important process for youth that participate in the PeaceJam Ambassadors program. High school-aged "PeaceJammers" study the lives of Nobel Peace laureates while creating projects to affect change in their local communities. Multiple methods were used to access youth perceptions including surveys and interpretive interviews. Participants reported high levels on indicators on personal and social change. Their narratives articulated salient influences on their identities and actions. They shared how advisors promote social identity, participation, and the development of moral identities. These findings add to a growing empirical literature on moral development and youth engagement in peace education and community transformation…. [Direct]

Kuppens, Line; Langer, Arnim (2016). To Address or Not to Address the Violent Past in the Classroom? That Is the Question in C√¥te D'ivoire. Journal of Peace Education, v13 n2 p153-171. 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 C√¥te d'Ivoire–a country that was recently torn apart by ethnic strife and violent conflict…. [Direct]

Santos, Doris (2024). Ethical Literacy as a Way of Being-with-Others: A Critical Ethnography in the Field of Education for Peace in Colombia. Pedagogy, Culture and Society, v32 n1 p143-161. This paper presents the results of a critical ethnography of literacy practices experienced by a group of university students, who perceived them as promoting social exclusion in the Colombian educational system. It also gives an account of their views about how this educational system could be more inclusive and contribute to peacebuilding in the country. Inspired by Paulo Freire's understanding of literacy and Hannah Arendt's political theory, the meaning reconstructive analysis of 46 stories reveals a thematic universe composed of three main categories: understandings of social exclusion from schooling experiences, types of social exclusion as lived in schooling, and social exclusion-related factors of literacy practices. Based on two discussion groups, and an analysis in the light of the theory of practice architectures, it is argued and empirically substantiated that ethical literacy, as a way of being-with-others, is a practice that must be at the core of an education for peace…. [Direct]

Alonge, Rufus A.; Okunade, Helen F. (2014). Ethnic Conflict and Sustainable Development in Nigeria: The Role of Peace Education. International Journal of Education and Literacy Studies, v2 n3 p22-25 Jul. The issue of ethnic conflict in Nigeria has become a burning national issue with its attendant problems. Its current predominance is reflected in the reports of various activities of ethnic militant in the country coupled with the high rising terrorism activities in the northern part of the country from which the traces of ethnicity problem cannot be totally ruled out. However, the issue now nationwide is no longer the recognition of ethnic conflict and its increasing threats to lives and properties but on how to curtail and manage it so that both human and material resources being used for such activities can be geared towards bringing about sustainable development in all spheres of life. The problem could best be tackled through deliberate and sincere efforts to change the behaviour and attitudes of the people to become their brothers' keeper and tolerate one another. This could best be achieved upon the teaching of peace education in the schools. Therefore, this paper discusses… [PDF]

Asiyai, Romina Ifeoma (2015). Strategies Towards Effective Management of Higher Education for Building a Culture of Peace in Nigeria. International Journal of Higher Education, v4 n2 p127-138. This study was aimed at investigating strategies for effective management of higher education for building a culture of peace in Nigeria. Four research questions and four hypotheses guided the investigation. The study is a survey research which adopted the ex-post-facto design. The respondents comprised of one thousand four hundred and eighty (1480) made up of academic staff, senior staff and students. The sample was selected using simple random sampling technique form twelve public universities in southern Nigeria. Data collected from questionnaire, the only instrument used for the study, were analyzed using descriptive statistics for the research questions and analysis of variance to test the formulated hypotheses at 0.05 level of significance. The finding revealed that curricula related, life skills related, institutional climate related and funding related were strategies for effective management of education for building a culture of peace in Nigeria. The study recommends that… [PDF]

Montessori, Maria (2013). Fifth Lecture. NAMTA Journal, v38 n1 p259-264 Win. 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.]… [PDF]

Deng, Liang-Yu F. (2012). "Parenting about Peace": Exploring Taiwanese Parents' and Children's Perceptions in a Shared Political and Sociocultural Context. Family Relations, v61 n1 p115-128 Feb. This study explored what Taiwanese parents would educate their children about peace and what children retained from parental teaching, as well as children's reported communication with parents about peace. In-depth interviews were conducted with 60 parents and one of their children. Based on the perceptions of children, the most influential learning children received from their parents in peace education is the aspect of negative descriptions of peace (what peace is not). Unique findings suggest that Taiwanese parenting about peace focuses more on teaching children personal cultivation and interpersonal harmony than introducing the ideas of international collaboration or universal rights. The findings suggest that the specific macrosystem of Taiwan may influence how parents educate their children about peace. One important implication for family practitioners is the necessity to take into account the traditional cultural values particular to the group they work with and to connect… [Direct]

Farini, Federico (2012). Analysing Trust Building in Educational Activities. International Journal of Educational Research, v53 p240-250. This article aims to offer both a theoretical contribution and examples of practices of trust building in peace education; the article presents an empirical analysis of videotaped interactions in the context of peace education activities in international groups of adolescents. The analysis aims to understand if and in which ways peace education is effective in enabling adolescents to communicate, creating conditions of working trust, mutual humanization, mutual recognition of needs, and trustworthiness of facilitators. In analysing interactions, we will follow the basic methodology of Conversation Analysis, which consists in working on naturally occurring interactions and more specifically on the contribution of single turns or actions to the ongoing sequence, with reference to the context. The analysis concerns the design of turns (actions) produced in the interaction, the organization of the sequences in which educators' and adolescents' turns are intertwined, the cultural… [Direct]

Bishop, Nicole A. (2017). An Outcomes Evaluation on the Youth Peace Ambassadors in Motion Program. ProQuest LLC, Psy.D. Dissertation, Adler School of Professional Psychology. Despite the persistent efforts individuals have made to promote social justice through education and partnering with others to facilitate social movements, structural violence rates prevail (Harris, 2004). In order to be able to accurately address the significant problem of structural violence we are experiencing, not only in schools, but in society at large, there needs to be a significant emphasis placed on the need for the use of effective initiatives that emphasize peacebuilding strategies, and empowering youth to be agents of social change implemented within the academic system (Christie, Wagner, & Winter, 2001). The present study measured the effectiveness of a program known as the Youth Peace Ambassador in Motion (YPAM), which is an intervention that utilized a peace education approach with an emphasis on peacebuilding. The aim for this study was to answer the following question: Does the Youth Peace Ambassadors in Motion program effectively foster the development of… [Direct]

Christopher, Doris H.; Taylor, Marilyn J. (2011). Social Justice and Critical Peace Education: Common Ideals Guiding Student Teacher Transformation. Journal of Peace Education, v8 n3 p295-313. The primary objective of this paper is to report on two teacher educators' development and assessment of a framework and workshop to introduce student teachers to social justice and peace education ideals within the domains of teachers' work during student teachers' first full-time experience of teaching in diverse schools in a major city in the Pacific region. The framework builds from a critical re-constructionist perspective and aims to raise student teachers' critical consciousness of social and economic injustice, human rights, and defects in schooling and inspire a resolve to act on them to promote social justice (Bajaj 2008). Adopting an action research methodology, the authors/instructors assessed student teachers' perceptions of their learning after a two-hour workshop that introduced a social justice and peace education framework. Secondary student teachers participated in workshops in two consecutive years. Student teachers reported positive outcomes from the workshop in… [Direct]

Vickers, Edward (2014). Education, Politics and Sino-Japanese Relations: Reflections on a Three-Year Project on "East Asian Images of Japan". Educational Studies in Japan: International Yearbook, n8 p129—142 Mar. Drawing on a recent collaborative and interdisciplinary study of East Asian Images of Japan, this article discusses contemporary Chinese portrayals of Japan, their political context, and their significance for Sino-Japanese relations. It questions some widely-held assumptions concerning the extent of "thought control" in an authoritarian state, the nature of popular protest, and the relationship between official propaganda and popular lived experience. While the main focus is on portrayals of Japan in mainland China, for comparative purposes some reference is made to Hong Kong and Taiwan. The latter part of the article also features a brief discussion of images of China in Japan, especially relating to the Second World War. This reflects particularly on the role of museums as vehicles for "peace education," focusing on two key institutions in Kyushu. China's "bases for patriotic education" and Japan's "peace museums" ostensibly embody radically… [PDF]

Almanza, M√≥nica (2022). Six Educational Approaches to Conflict and Peace. Journal of Peace Education, v19 n2 p205-225. The relations between education, conflict and peace have become the focus of a growing and diverse field of educational research and action. In the diversity and complexity of this field, I distinguish six educational approaches that stand out: human rights, psychosocial, humanitarian aid, development, security, and reconciliation. They refer to six sets of particular and coherent assumptions regarding the reasons that originate and exacerbate conflicts, with their own answers about how to prevent, resolve, alleviate, or transform that situation — their ways of understanding peace — and the roles that the educational sector plays in the achievement of this purpose, with their pros and cons…. [Direct]

Minch, Michael (2019). Education for Global Peace. Childhood Education, v95 n6 p34-41. Education for Global Peace (EGB) is a new organization that shares many of the interests and values of Childhood Education International. It is an organization, a community, and an approach that works to bend the arc toward justice and peace. This article provides a brief summary of the vision, mission, and objectives of EGP…. [Direct]

Edward Vickers (2024). Rebranding Gandhi for the 21st Century: Science, Ideology and Politics at UNESCO's Mahatma Gandhi Institute (MGIEP). Compare: A Journal of Comparative and International Education, v54 n5 p785-803. This paper analyses the development of UNESCO's Mahatma Gandhi Institute on Education for Peace and Sustainable Development (MGIEP), examining its record from global, national and institutional perspectives. The global perspective encompasses challenges to UNESCO's attempts to articulate a distinctive, humanistic vision in competition with other multilateral bodies. The national perspective relates to India, which hosts MGIEP, provides the bulk of its funding and exerts significant influence over its governance. Consideration is also given to the relationship between MGIEP's work and Mahatma Gandhi's ideas. Finally, the institutional perspective relates both to the author's own experience with MGIEP, and to information gained through interviews with others involved with the institute. It is argued that MGIEP's story illuminates challenges to attempts, within India and internationally, to sustain a humanistic vision of education in the face of powerful countervailing interests…. [Direct]

Carter, Candice C. (2013). Restorative Practices as Formal and Informal Education. Journal of Peace Education, v10 n1 p36-50. This article reviews restorative practices (RP) as education in formal and informal contexts of learning that are fertile sites for cultivating peace. Formal practices involve instruction about response to conflict, while informal learning occurs beyond academic lessons. The research incorporated content analysis and a critical examination of the reported practices. The findings illuminate the nature of the practices and sources of power differentials in them. The discussion concludes with recommendations for the use of RP. Five identified opportunities for expansion and refinement of RP as informal and formal education resonate with, and extend, suggestions for this important aspect of peace education. (Contains 1 table and 1 note.)… [Direct]

Mantilla-Blanco, Paula L. (2023). "We Think We're Far from Conflict, but That's Not True": Peace Building and Remembrance through Memory Sites in Colombia. Comparative Education Review, v67 n1 p78-99 Feb. Although memory sites and formal schooling both serve as battlegrounds for postconflict disputes over memory, there is a dearth of research that examines the connection between the two. This article draws on the case of Colombia to explore the use of memory sites, such as museums and memorials, as pedagogical tools in education for peace building. Through observations of school visits to the Centro de Memoria, Paz y Reconciliaci√≥n (Center for Memory, Peace, and Reconciliation) and interviews with students, I highlight the potential that memory sites have for establishing a sense of closeness in students' understanding of conflict. I conceptualize closeness across three axes: familiarity, temporality, and spatiality. In bringing students closer to the history of the armed conflict, memory sites hold the potential to transmit a sense of responsibility toward peace building. This research adds to our understanding of the construction, transmission, and contestation of collective… [Direct]

Bar-Tal, Daniel; Rosen, Yigal (2009). Peace Education in Societies Involved in Intractable Conflicts: Direct and Indirect Models. Review of Educational Research, v79 n2 p557-575. The present article deals with the crucial question: Can peace education facilitate change in the sociopsychological infrastructure that feeds continued intractable conflict and then how the change can be carried? Intractable conflicts still rage in various parts of the globe, and they not only cause local misery and suffering but also threaten the well-being of the international community at large. The present article examines the nature of peace education in societies that were, or are still, involved in intractable conflict. It presents the political-societal and educational conditions for successful implementation of peace education and describes two models for peace education: direct and indirect peace education. Finally, the article offers a number of conclusions…. [Direct]

Singh, Shweta (2018). Education for Peace through Transformative Dialogue: Perspectives from Kashmir. International Review of Education, v64 n1 p43-63 Feb. Research has shown that there has been severe disruption in the educational sector in Kashmir post-1989 (the year Kashmiri unrest erupted). Inhibiting problems include the destruction of school buildings, parents' fear of sending their children to school, the recruitment of youth into armed groups, the economic decline of households, and forced displacement. This article examines the challenge posed by conditions of protracted conflict for young people and national education systems, based on a case study of Kashmir, India. The article has a twofold objective. First, it analyses how ongoing conflicts such as that in Kashmir impinge on both youth and education, and considers why it is necessary to engage substantively with national educational systems (through frameworks like Education for Peace) to promote transformative dialogue and sustainable peace. Second, it explores how contact-based, participatory models of education for peace (such as the "Hum Kadam" programme… [Direct]

Hutchinson, Francis P.; Milojevic, Ivana (2012). Worlds without War: Reflections on Elise Boulding's Life, Work and Legacy as a Peace Educator, Feminist and Futurist. Journal of Peace Education, v9 n2 p151-168. Our joint article focuses on Elise Boulding's creative work and legacy as a feminist peace theorist, peace educator and futures educator. Boulding throughout her life was deeply concerned not only with critiquing the institution of war but of working for better, more peaceable worlds. She was very much a \practical futurist\. Various important themes and concepts in her futures-oriented peace education work are examined. The article concludes with reflections on her continuing inspiration…. [Direct]

Bajaj, Monisha (2010). Conjectures on Peace Education and Gandhian Studies: Method, Institutional Development and Globalization. Journal of Peace Education, v7 n1 p47-63 Mar. This article examines the similarities and differences of the fields of Gandhian studies and peace education through an exploration of their content, institutional development, and globalization since the mid-twentieth century. The methods utilized include document review of syllabi and course descriptions in Gandhian studies and peace education, as well as interviews with individuals involved in both fields. Through an examination of the history, emergence and core concepts in each field, this article argues that both fields have the potential to offer each other important lessons based in their own unique trajectories. Specifically, it was found that educational movements, and structural analyses of power and inequality that are often integral to them, in the global South can inform peace education by diversifying the voices deemed canonical in the field. Similarly, Gandhian studies, in responding to the unique dilemma of expanding resources and institutionalization amidst… [Direct]

Burde, Dana; Guven, Ozen; Kapit, Amy; Skarpeteig, Margot Igland; Wahl, Rachel L. (2017). Education in Emergencies: A Review of Theory and Research. Review of Educational Research, v87 n3 p619-658 Jun. In this article, we conduct an integrative and rigorous review of theory and research on education in emergencies programs and interventions as international agencies implement them in areas of armed conflict. We ask several questions. How did this subfield emerge and what are the key conceptual frameworks that shape it today? How do education in emergencies programs affect access, learning, and protection in conflict-affected contexts? To answer these questions, we identify the conceptual frameworks and theoretical advances that have occurred since the inception of the field in the mid-1990s. We review the theories that frame the relationship between education and conflict as well as empirical research that tests assumptions that underpin this relationship. Finally, we assess what we know to date about "what works" in education in emergencies based on intervention research. We find that with regard to access, diminished or inequitable access to education drives conflict;… [Direct]

Scorza, Jason A. (2019). The United Nations as a Platform for Education Diplomacy. Childhood Education, v95 n1 p64-72. Internationalization activities of academic institutions are forms of Education Diplomacy, advancing the intrinsic role of education for peace and security, development, and human rights. When universities recognize their role as key stakeholders in solving global challenges, strong partnerships with international organizations such as the United Nations can catalyze innovations internally, through academic programs and curriculum, and externally, through collaborative international research programs and knowledge exchange…. [Direct]

Zembylas, Michalinos (2014). Nostalgia, Postmemories, and the Lost Homeland: Exploring Different Modalities of Nostalgia in Teacher Narratives. Review of Education, Pedagogy & Cultural Studies, v36 n1 p7-21. In recent years, author Michalinos Zembylas has been involved in the facilitation of peace education workshops for Greek-Cypriot teachers in his home country, Cyprus. Cyprus has been divided since the Turkish invasion in 1974, following a Greek-Cypriot "coup d' etat" that was orchestrated by the then Greek military junta. Thousands of Greek and Turkish Cypriots were forced to move out of their homes and become refugees in their own country, divided by the "Green Line," which still marks the long-standing partition of Cyprus; Greek-Cypriots reside in the south part of Cyprus, whereas Turkish Cypriots live in the north part. Several Greek-Cypriot teachers who participate in these peace education workshops are refugees or come from refugee families; most of them, however, were either unborn or very young in 1974. Although there has been an opening of the partition line since April 2003 for a limited amount of movement, Greek-Cypriot teachers are generally hostile or… [Direct]

Kester, Kevin (2017). The Contribution (or Not) of UN Higher Education to Peacebuilding: An Ethnographic Account. Globalisation, Societies and Education, v15 n4 p464-481. This paper examines the role of United Nations (UN) peace academics in teaching for peace within the UN higher education system, and questions what contribution, if any, UN peacebuilding education makes to the broader field of peace and conflict studies education, and in the lives of the people it touches. The study draws on ethnographic data collected over a six-month period at one UN university in 2015. The data collection period involved participant observation, interviews with faculty and postgraduate students, document analysis, and surveys with learners. Findings suggest tensions and contradiction in the university around issues of UN mimicry, Western-centrism, state domination, and institutional capitalism. Implications are briefly addressed and recommendations provided…. [Direct]

Hantzopoulos, Maria (2011). Institutionalizing Critical Peace Education in Public Schools: A Case for Comprehensive Implementation. Journal of Peace Education, v8 n3 p225-242. Drawing from critical theories in education, this article empirically examines the role that public schools can play as conduits for critical peace education, particularly for young people who have been historically marginalized from school. Based on two years of ethnographic data collection at a public high school in New York City, I explore how students make meaning of their educational experiences at a school that emphasizes democratic principles and a commitment to peace and social justice. The data suggest that students value the intentional participatory spaces and the thematic, inquiry-based curriculum in the school. Not only do these unique structures re-socialize them academically, but they also encourage democratic participation, reflection, critical consciousness, and a commitment to broader social change. This comprehensive approach, in turn, presumably gives students a platform from which to think about the world differently and imagine new alternatives for the future…. [Direct]

Charalambous, Constadina; Charalambous, Panayiota; Zembylas, Michalinos (2012). Manifestations of Greek-Cypriot Teachers' Discomfort toward a Peace Education Initiative: Engaging with Discomfort Pedagogically. Teaching and Teacher Education: An International Journal of Research and Studies, v28 n8 p1071-1082 Nov. This study sought to understand how teachers' discomforting emotions were manifest in a teacher education setting and how teacher educators might engage with discomfort pedagogically. A qualitative perspective was used with a group of teachers who participated in a series of peace education workshops in Cyprus. All of the workshops were audio- and video-recorded; in-depth interviews were also conducted with seven focal participants before and after the workshops. The findings show the manifestations of discomfort, the sources of discomfort, and the ways of handling teachers' discomfort pedagogically. The paper discusses how this study may inform teacher education. (Contains 3 tables.)… [Direct]

Ben-Nun, Merav (2013). The 3Rs of Integration: Respect, Recognition and Reconciliation; Concepts and Practices of Integrated Schools in Israel and Northern Ireland. Journal of Peace Education, v10 n1 p1-20. Integrated schools in Israel and Northern Ireland create a shared educational environment for communities separated by intractable conflict. This article reports on comparative research undertaken in schools in each region that pursued how integration is understood and practiced. In my findings, I present the central values of integration, termed the "3Rs of integration: respect, recognition and reconciliation" and explain the regional differences in how the 3Rs of Integration shape the unique educational alternative provided by the schools. The discussion highlights transferable lessons, and considers these as they relate to each society's local context and the goals of peace education. (Contains 1 table and 22 notes.)… [Direct]

McKinley, Lyn; Munter, Judith; Sarabia, Kristine (2012). Classroom of Hope: The Voice of One Courageous Teacher on the US-Mexico Border. Journal of Peace Education, v9 n1 p49-64. In this study, the authors present peace education as a new model for twenty-first century educators that embraces both pedagogical changes and practical relationships between teachers and students and fosters universal human rights. This case study recounts the lived experience of one novice teacher in a classroom on the US-Mexico border. Her middle school students' lives are embroiled in unprecedented violence in Ciudad Juarez, Mexico, located only a few miles from El Paso, Texas. The case study underlines the need for redefining identity in the teacher-student relationship; focusing on teacher agency in students' lives; seeing teachers as peace educators in terms of listening, caring, being non-judgmental, and engaging in reflective practice. In light of the growing need for peace education in an era of increased transnationalism in preK-12 education, institutional change is a necessary component, including redefinitions of the roles of principals and counselors. New models for… [Direct]

Miri Shonfeld (2024). Empowering Children as Messengers of Peace: Time Matters. Intercultural Education, v35 n4 p462-481. This study explores the potential of empowering children as peace agents through education by using the case of the TEC4Schools program. The program is based on Allport's Contact Theory and promotes prolonged exposure to the 'other' culture among culturally diverse groups of students. It is based on the hypothesis that extended contact periods encourage more positive attitudes towards different cultures. The study involved three groups of mainly 5th and 6th grade students: The first group participated in the program for the first time, and we call them first-year participants and some of them participated in the program for second year and we call them second-year program participants, and the control group who never participated. Surveys were distributed at the beginning and end of the year, exploring attitudes, proximity, and friendships with peers from the other group. The results showed that second-year participants improved their attitudes towards and willingness to be close to… [Direct]

Saul, Melissa Sampson (2009). Peace Education in the Context of Occupation. ProQuest LLC, Ph.D. Dissertation, Washington State University. 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… [Direct]