Cunningham, Jeremy (2014). Schooling for Conflict Transformation: A Case Study from Northern Uganda. Research in Comparative and International Education, v9 n2 p181-196. Civil wars are impeding progress towards the Millennium Development Goals. Educational access contributes to peace-building after civil war but little is known about the role of the school curriculum. A framework derived from a synthesis of peace education, human rights education and citizenship education is proposed and then examined through a qualitative case study of eight educational institutions in a district in northern Uganda emerging from a 20-year civil war. The schools promote reconciliation values, develop some problem-solving and communication skills, and reveal some knowledge of human rights. There is little understanding of history, or of local, national and international political/legal systems, and minimal development of discussion and critical thinking skills. It is argued that the framework can be used to investigate other schools and to inform the design of a curriculum that can contribute to conflict transformation, with the ultimate aim of reducing the risk of… [Direct]

Toh, Swee-Hin (2010). A Report on the Peace Education Commission Program, International Peace Research Association Conference 2010, Sydney, Australia. Journal of Peace Education, v7 n2 p225-228 Sep. From July 6th to 10th, 2010, International Peace Research Association (IPRA) held its biennial conference at the University of Sydney in Australia. Hosted by the University's Centre for Peace & Conflict Studies and coordinated by Jake Lynch and a team of dedicated staff and volunteers, the conference featured seven plenary panels and many papers presented within 24 Commissions and working groups. Some 400 delegates from many regions gathered to share their ideas, experiences, practices and research in diverse and inter-related fields of peace research, education and action. Given its venue, this IPRA conference appropriately highlighted the continuing struggles of Australia's indigenous peoples for their rights, justice and cultural identity and the vital need for an authentic process of reconciliation. As in many previous conferences, the Peace Education Commission (PEC) attracted the most number of participants (40) although some presenters could not attend due to delays in… [Direct]

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, v6 n1 p101-118 Mar. 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. (Contains 1 figure.)… [Direct]

Hakvoort, Ilse; Lindahl, Jonas; Lundstr√∂m, Agneta (2022). Research from 1996 to 2019 on Approaches to Address Conflicts in Schools: A Bibliometric Review of Publication Activity and Research Topics. Journal of Peace Education, v19 n2 p129-157. The numbers of publications within the field of research on approaches to address conflicts in schools is rapidly growing, and it is now important to map influential theories, methods and topics that shape this research field. In addition, student teachers, teachers and teacher educators would benefit from it being easier to find research-based knowledge of how to address conflicts in schools. Therefore, a bibliometric study was carried out on 1126 publications that were published between 1996 and 2019 in this field. The study aimed at examining publication activity, geographic spread, and dominant research topics. The findings showed a positive trend in publication output from 2006 onwards. Research output was found to be dominated by the United States. However, the results also indicated an internationalization trend expressed in an increased geographic spread of publication output. Furthermore, six research topics were identified through cluster analyses and labelled 'peace and… [Direct]

Harber, Clive; Sakade, Noriko (2009). Schooling for Violence and Peace: How Does Peace Education Differ from "Normal" Schooling?. Journal of Peace Education, v6 n2 p171-187 Sep. This article reviews literature on the roles of schooling in both reproducing and actively perpetrating violence, and sets out an historical explanation of why schools are socially constructed in such a way as to make these roles possible. It then discusses notions of peace education in relation to one particular project in England before using empirical data from research on the project to examine contrasts between peace education approaches and "normal" schooling from the viewpoints of project workers, pupils and teachers. It concludes that such contrasts and tensions do indeed exist and that this raises serious questions about the compatibility of peace education and formal schooling…. [Direct]

Firer, Ruth (2008). Virtual Peace Education. Journal of Peace Education, v5 n2 p193-207 Sep. 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… [Direct]

Kester, Kevin (2017). The Case of Educational Peacebuilding inside the United Nations Universities: A Review and Critique. Journal of Transformative Education, v15 n1 p59-78 Jan. This article examines higher education for peace inside the United Nations (UN). It offers an overview and synthesis of core concepts, organizing frameworks and theoretical premises in the field of peace and conflict studies (PACS) higher education and in the UN universities in particular, as the field aspires toward transformative learning and social justice. The article then critically analyzes the ways in which the field might perpetuate structural and cultural violence and offers implications for the UN universities. In these critiques, I call for further inquiry into the taken-for-granted assumptions of the field and suggest greater criticality along with enhanced empathy and hope for PACS education in the 21st century…. [Direct]

Kibble, David G. (2012). A Plea for Improved Education about "the Other" in Israel and Palestine. Curriculum Journal, v23 n4 p553-566. This study outlines the current and recent "state of play" in Israeli and Palestinian schools concerning the education of students about "the Other". This is seen to be far from satisfactory. An examination of the complexities involved in learning about "the Other" and of education programmes in other countries that have been afflicted by internal conflict show the need for a properly developed peace education programme to be developed in Israel and Palestine if real peace in the region is to be promoted…. [Direct]

Burney, Sonya Franklin; Kent, Jacqueline; Mushamba, Ashley (2017). The Impact of Montessori Practices. ProQuest LLC, Ed.D. Dissertation, Lipscomb University. This mixed methods study examined the impact of School Y's Montessori approach on their students' academic achievement, perceptions of executive functioning skills, and the school's culture. The purpose of this study was to determine the impact of length of enrollment on academic achievement in a Montessori upper elementary and middle school classroom. Administrator, parent, student, and teacher perceptions of the impact of School Y's Montessori approach on students' executive functioning were examined. The stakeholders' perceptions of School Y's culture were also identified. There were three main findings of the study: (1) there was no statistically significant relationship between the number of years students have been enrolled and their academic scores on both the Stanford Achievement Test and the OLSAT, (2) executive functioning skills were attributed to student success, and (3) cultural practices included individual instruction, mastery, real-life learning, positive discipline,… [Direct]

Pherali, Tejendra (2023). Social Justice, Education and Peacebuilding: Conflict Transformation in Southern Thailand. Compare: A Journal of Comparative and International Education, v53 n4 p710-727. Education is increasingly becoming central to debates about how to promote peace in conflict-affected societies. Equitable access to quality learning, promotion of social justice through educational reforms and conflict-sensitive curricular and pedagogical approaches are viewed as peace supporting educational interventions. Drawing upon the existing body of literature in the area of education, conflict and peace in Southern Thailand and reflecting on Nancy Fraser's theory of social justice and applying the 4Rs framework, this paper provides a critical analysis of inequalities, cultural repression and epistemic domination through education. The paper argues that the 4Rs framework usefully exposes underlying structural tensions in education but does little to show avenues for rupturing unequal power relations and hegemonies that reproduce systems of domination and social exclusion at the macro level. The real hope, however, lies in the potential use of the 4Rs as a tool for grassroots… [Direct]

Gur-Ze'ev, Ilan (2010). Beyond Peace Education: Toward Co-Poiesis and Enduring Improvisation. Policy Futures in Education, v8 n3-4 p315-339. Is it possible that the essence of peace is negated in peace education? And is it possible that even against its own will peace education calls for the negation of its negation? In peace education no serious attempts have been made to elaborate its most central concepts. \Pacifism\, \violence\, \counter-violence\ and \emancipation\, \culture of peace\, among others, have still not been probed. Peace education, actually, is a serious threat to human edification. Peace for the eternal Jew, for the enduring improviser, is a condition of the one who found his way: an endless path of a nomad that has Love but no other \home\, dogma or quest for \home-returning\ into thingness, the continuum or the Same. He will never find and never search for \peace\ as an end of Diasporic existence and terminality of the suffering of the nomad. He will be at peace with his mission of avoiding history within history, of overcoming the temptation to be part of the collective \I\/consensus/pleasure… [Direct]

Harris, Ian,; Howlett, Charles (2010). Books, Not Bombs: Teaching Peace since the Dawn of the Republic. Peace Education. IAP – Information Age Publishing, Inc. \Books Not Bombs: Teaching Peace Since the Dawn of the Republic\ is an important work relevant to peace scholars, practitioners, and students. This incisive book offers an exciting and comprehensive historical analysis of the origins and development of peace education from the creation of the New Republic at the end of the Eighteenth Century to the beginning of the Twenty-First century. It examines efforts to educate the American populace, young and old, both inside the classroom and outside in terms of peace societies and endowed organizations. While many in the field of peace education focus their energies on conflict resolution and teaching peace pedagogically, \Books Not Bombs\ approaches the topic from an entirely new perspective. It undertakes a thorough examination of the evolution of peace ideology within the context of opposing war and promoting social justice inside and outside schoolhouse gates. It seeks to offer explanations on how attempts to prevent violence have been… [Direct]

Cawagas, Virginia Floresca; Toh, Swee-Hin (2010). Peace Education, ESD and the Earth Charter: Interconnections and Synergies. Journal of Education for Sustainable Development, v4 n2 p167-180 Sep. This article provides a review of how the values and principles of the Earth Charter initiative relate to two specific innovative movements of educational transformation, namely peace education and education for sustainable development (ESD). The interconnections and synergies between these movements and the Earth Charter are highlighted. Conceptual and pedagogical implications are drawn for implementing all three initiatives in ways that mutually strengthen and enhance their shared vision and mission to build a world infused with values of nonviolence, justice, respect, reconciliation and sustainability. However, they also share various commonalities of purpose, understanding of the root causes of conflicts and peacelessness and optimal strategies for building peace at all levels of life. Drawing on a holistic multidimensional framework of building a culture of peace, the article provides exemplars of how peace education, ESD and the Earth Charter empower members of all societies to… [Direct]

Jenkins, Bertram; Jenkins, Kathy (2010). Cooperative Learning: A Dialogic Approach to Constructing a Locally Relevant Peace Education Programme for Bougainville. Journal of Peace Education, v7 n2 p185-203 Sep. Bougainville is a post-conflict society where armed violence ceased in 2001. For Bougainville to sustain a peaceful future, its development must be based upon politically, economically, socially and ecologically just practices. A peace education curriculum is one way through which this goal could be achieved. Consequently this paper describes how local education stakeholders were involved in a dialogic process of curriculum development with peace academics from Australia. This collaborative process was facilitated by the adoption of active, cooperative learning strategies to develop a locally relevant peace curriculum, which could be integrated into the school curriculum and used by civil society organisations. This paper reports on the first and second phases (in more detail) of a three-phase project where a workshop of community stakeholders produced themes that they viewed as important for peace in Bougainville. The first phase of the project considered the "what" and… [Direct]

van Oord, Lodewijk (2008). Peace Education: An International Baccalaureate Perspective. Journal of Peace Education, v5 n1 p49-62 Mar. The International Baccalaureate (IB) Diploma programme, an internationally recognised pre-university curriculum, is currently offered by approximately 1500 schools in 120 countries. This article will analyse various dimensions of peace education in the IB Diploma programme, with particular reference to its peace and conflict studies course. This course has been a success in qualitative terms but has not managed to draw in large numbers of students. Ian Harris' typology of peace education will be used to demonstrate how elements of peace education have found their way into the Diploma programme in other ways as well. It is argued that the IB Diploma programme's commitment to peace education is mostly achieved through international education, but that the four other types of peace education (human rights education, development education, environmental education and conflict resolution education) are also available. By way of conclusion this article suggests how the peace education… [Direct]

Mizzi, Robert (2010). Let's Get This Straightened Out: Finding a Place and Presence for Sexual/Gender Identity-Difference in Peace Education. Journal of Peace Education, v7 n2 p139-156 Sep. Expressions of homo/transphobia continue to rupture and sometimes even erase the lives of persons with sexual/gender identity-difference across the globe. Despite this, experiences with violence of this nature largely go unexamined in peace education scholarship. In order to begin a discussion about sexuality/gender identity-difference within a peace education context, the author reports on findings from a qualitative research project that he facilitated in which five peace educators from various gender and sexual orientations described their journeys and experiences towards building peace in their respective communities. Findings from this study suggest that these individuals require: (1) an element of workplace cohesion; (2) a steadfast commitment for organizational change; (3) supportive alliances; and (4) an element of forgiveness on their parts in order to move past wrongs done to them and to cement any type of peace-building continua. Furthermore, a significant thread in this… [Direct]

Allan, Darien, Ed.; Liljedahl, Peter, Ed.; Nicol, Cynthia, Ed.; Oesterie, Susan, Ed. (2014). Mathematics Education at the Edge. Proceedings of the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, July 15-20, 2014). North American Chapter of the International Group for the Psychology of Mathematics Education The theme of the 38th meeting of the International Group for the Psychology of Mathematics Education (PME 38) and the 36th meeting of the North American Chapter of the Psychology of Mathematics Education (PME-NA 36) was "Mathematics Education at the Edge." Academically, the theme provides opportunities to highlight and examine mathematics education research that is: (1) breaking new ground or on the cutting edge of innovative research and research methodologies; and (2) exploring issues with groups that are often positioned at the edge or periphery of educational research, such as social justice, peace education, equity, and Indigenous education. Geographically, the theme "Mathematics Education at the Edge" describes the very place of the conference setting, Vancouver, a city situated at the edge of Canada on the Pacific Ocean and Coast Mountain Range. The papers in the six volumes of these proceedings are organized according to the type of presentation. Volume 1… [PDF]

Yablon, Yaacov Boaz (2009). Gender Differences in Peace Education Programmes. Gender and Education, v21 n6 p689-701 Nov. Peace education programmes have become part of the school curriculum all over the world, as a way to enhance positive relationships between conflict groups. However, although gender differences are being taken into account when planning various educational programmes, this is usually not the case with peace education. The present study aimed to reveal gender differences regarding peace and peace pedagogy. One hundred and eighty Israeli Jewish and Arab high school students participated in a peace contact education programme. Gender and group differences were examined both before and after participation in the programme. The findings revealed that the Jewish and Arab female youths were more dovish than the males both before and after participating in the programme, and gained more from the encounters. Implications for conflict resolution and peace pedagogy are discussed. (Contains 2 notes and 2 tables.)… [Direct]

Golan, Daphna; Shalhoub-Kevorkian, Nadera (2014). Community-Engaged Courses in a Conflict Zone: A Case Study of the Israeli Academic Corpus. Journal of Peace Education, v11 n2 p181-207. This article is based on an action-oriented study of 13 community-engaged courses at 11 institutions of higher education in Israel. These courses were not part of peace education programs but rather accredited academic courses in various disciplines, all of which included practice and theory. The purpose of this article is to demonstrate how these courses provided transformative learning experiences, allowing Jewish and Arab students to reexamine social issues in a micro-climate of openness and intellectual rigor, thereby developing their commitment to engaging with the "other" and the "otherized." By providing opportunities for reflection, the courses allowed students to build new networks of relationships within a deeply divided society. Nevertheless, the research reveals that though the students in these courses were highly aware of inequalities in society, they tended to self-define as non-political both in their theoretical learning and their action for… [Direct]

Herborn, Peter J.; Hutchinson, Francis P. (2014). "Landscapes of Remembrance" and Sites of Conscience: Exploring Ways of Learning beyond Militarising "Maps" of the Future. Journal of Peace Education, v11 n2 p131-149. War memorials and related exhibition spaces are commonplace in Australian cities and towns. As critically reflected upon in this paper, there is much "hidden" or alternative history that tends to get ignored when it comes to official memorials and conventional places of remembrance. The particular focus of our paper is the exploration of the peace-building and educational potential of site visits to a number of memorial places that differ, in significant ways, from national war memorials, war museums and battlefield tourism. As illustrated by the various case studies in this paper, there may be alternative, dissenting sites of memory/remembering that question selective remembering and militarising historical myths. Each of these "sites of conscience" may offer, as discussed in this paper, significant opportunities for experiential learning and critical reflection on peace-related issues. The authors offer some reflections on these sites, the histories of the… [Direct]

Bekerman, Zvi; Zembylas, Michalinos (2012). Teaching Contested Narratives: Identity, Memory and Reconciliation in Peace Education and Beyond. Cambridge University Press In troubled societies narratives about the past tend to be partial and explain a conflict from narrow perspectives that justify the national self and condemn, exclude and devalue the 'enemy' and their narrative. Through a detailed analysis, Teaching Contested Narratives reveals the works of identity, historical narratives and memory as these are enacted in classroom dialogues, canonical texts and school ceremonies. Presenting ethnographic data from local contexts in Cyprus and Israel, and demonstrating the relevance to educational settings in countries which suffer from conflicts all over the world, the authors explore the challenges of teaching narratives about the past in such societies, discuss how historical trauma and suffering are dealt with in the context of teaching, and highlight the potential of pedagogical interventions for reconciliation. The book shows how the notions of identity, memory and reconciliation can perpetuate or challenge attachments to essentialized ideas… [Direct]

Cremin, Hilary; Kester, Kevin (2017). Peace Education and Peace Education Research: Toward a Concept of Poststructural Violence and Second-Order Reflexivity. Educational Philosophy and Theory, v49 n14 p1415-1427. Peace and conflict studies (PACS) education has grown significantly in the last 30 years, mainly in Higher Education. This article critically analyzes the ways in which this field might be subject to poststructural critique, and posits Bourdieusian second-order reflexivity as a means of responding to these critiques. We propose here that theory-building within PACS education is often limited by the dominance of Galtung and Freire, and that, while the foundational ideas of positive and negative peace, structural and cultural violence, conscientization, reflexivity and critical pedagogy are still relevant today, they nevertheless need to be combined in new ways with each other, and with Bourdieu's notions of habitus and field, to adequately respond to poststructural critique. Thus, we call here for greater field-based reflexivity in twenty-first century PACS…. [Direct]

Christina M. Noto Ed.; Hakim Mohandas Amani Williams Ed.; Hana Huskic Ed. (2024). Disrupting Hierarchy in Education: Students and Teachers Collaborating for Social Change. Teaching for Social Justice Series. Teachers College Press This timely book features rich examples of students and teachers, defined as learning partners, disrupting hierarchy in education by collaborating on social change projects. At the book's core is Paulo Freire's theorization of students and teachers working together toward co-liberation. Co-written by learning partners, each chapter in this collection highlights a social change project that puts Freire's theories into action. Projects span a range of academic disciplines and geographical locations from K-12, university/college, and nonformal educational contexts. Appropriate as both a textbook and a primer on collaborative social change-making, "Disrupting Hierarchy in Education" offers inspiration and models of community-engaged learning programs from across the globe. Topics include community education, public writing, using media for popular education, adolescent and youth development, climate change education, peace and justice leadership development, revolutionary… [Direct]

Beniscelli-Contreras, Leonora; G√≥mez-Guinart, Kyuttzza (2023). Erotic Pedagogy towards a Desiring Conviviality: A Visual Collective Biography Joining Island and Continent. Globalisation, Societies and Education, v21 n4 p450-468. How might an erotic pedagogy come to emancipate girls' corpo-subjectivities shaped by compulsive heterosexuality? We sail our 'tercermundistas' girlhoods doing a visual collective biography in round trips between a neoliberal country and an island with communist ambitions. Through unravelling common entangled introjections of compulsive heterosexuality — a control dispositive entrenched in the colonial/modern gender system –, we invent "desiring conviviality" to validate the potential creative hope triggered by persistent practices of warm-welcoming minimal differences or desires. This is a po(ethic) onto-epistemological dislocation to queer-decolonise the promise of peace semiotically linked to 'convivencia' in Education, embracing a chaotic, imaginative, and passionate critical conviviality instead…. [Direct]

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, v31 n4 p889-914. 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. (Contains 5 notes.)… [PDF] [PDF]

Jonason, Chelsey; Rinker, Jeremy A. (2014). Restorative Justice as Reflective Practice and Applied Pedagogy on College Campuses. Journal of Peace Education, v11 n2 p162-180. 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… [Direct]

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…. [Direct]

Ozfidan, Burhan (2023). Influence of Culture on Bilingual Education in a Multicultural Society. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, Apr 13-16, 2023 and Virtual, May 4-5, 2023). The purpose of this study is to investigate how a bilingual education program would conserve the cultural heritage, linguistic knowledge, religious, and ethnic identity of minority peoples. This study utilized an explanatory sequential mixed method, conducted in two phases: a quantitative phase followed by a qualitative phase. For quantitative data collection, there were 280 participants. For qualitative data collection, 12 participants were interviewed. Both quantitative and qualitative data reflected that a bilingual education program could promote peace among the members of society, increase the educational success of students, and contribute to social justice including equal educational rights. Such as system might also increase brotherhood between different ethnic groups in society and perhaps resolve the conflicts among them in Turkey…. [Direct]

Seban, Demet (2011). Teaching Peace through Picture Books in a Third-Grade Classroom. Intercultural Education, v22 n1 p115-120. In 2000, UNESCO declared a mission for peace named the International Decade for a Culture of Peace and Non-violence for the Children of the World (2001-2010). The "culture of peace" was defined as a set of "values, attitudes and behaviours … that reject violence and endeavour to prevent conflicts by tackling their root causes to solve problems through dialogue and negotiation" (UN Resolutions 1997, 1). In addition, several other world organizations were giving priority to peace education; mass military action against terrorism was taking place in and around the country (Turkey), forcing educators to work toward ensuring that individuals and groups live together harmoniously in a peaceful and democratic society. In this article, the author wanted to portray children's literature as containing powerful material for peace education programs. He also wanted to encourage teachers whose mother tongue is not English to explore books in their native language for… [Direct]

Anderson, Tom; Conlon, Bernard (2013). In the Shadow of the Peace Walls: Art, Education, and Social Reconstruction in Northern Ireland. Art Education, v66 n4 p36-42 Jul. Northern Ireland's well-known civil strife between Catholics and Protestants had enjoyed an uneasy peace, but a recent outbreak of new violence in 2010 caused disappointment to these authors. Bernard Conlon and Tom Anderson collaborated on creating a new children's peace mural with the Kids' Guernica Peace Mural Project in West Belfast. This Kids' Guernica-type peace mural was to become part of a civic arts project shared by both Protestant and Catholic communities. This article describes issues of social justice and civic awareness in initially planning for that mural and the potential roles for art and education in social reconstruction and peace education. What Bernard and the rest of the peace workers in Northern Ireland are trying to do is change perceptions using art and art education as a primary tool, trying to change the paradigm from one of distrust and conflict to one of trust and cooperation between the nationalist and unionist communities. This is a difficult task in a… [Direct]