Hajir, Basma; Kester, Kevin (2020). Toward a Decolonial Praxis in Critical Peace Education: Postcolonial Insights and Pedagogic Possibilities. Studies in Philosophy and Education, v39 n5 p515-532 Sep. This paper argues for a decolonial praxis in critical peace education. Drawing on an integrative review method, the paper synthesises approaches, practices, and theories from peace and peace education literature with special attention paid to the concepts of critical peace education, cosmopolitanism, postcolonial thought, and decolonial action. The paper particularly explores the philosophical contributions of postcolonial and decolonial thought and how each could help toward decolonising approaches for critical peace education. The concept of 'structural violence' is critiqued as obfuscating individual responsibility. Insights are drawn here from the closely related field of global citizenship education that argues for a focus less on empathy and more on causal responsibility. Before concluding, the paper discusses a 'pedagogy for the privileged' and 'pedagogy of discomfort' that both might better support a decolonial praxis for critical peace education in theory and practice…. [Direct]

Irham, Muhammad Aqil; Ruslan, Idrus (2022). The Role of Cultural Literacy and Peace Education in Harmonization of Religious Communities. Journal of Social Studies Education Research, v13 n3 p174-204. This study investigated the role of cultural literacy and peace education in religious harmonization of different communities in "Kepaksian Sekala Brak," an Islamic-style kingdom in the province of Lampung, Indonesia, that followed Hinduism from the third century until it adopted Islam in the 16th century. A qualitative research approach was used with an ethnographic approach to determine the socio-cultural meaning of a particular community group. Data collection techniques included observation methods, open interviews, and documentation studies. The findings revealed that traditional leaders play an important role in "Sekala Brak"'s cultural literacy and peace education. Indigenous leaders assist the state government system, build local politics, and harmonize religious communities, as evidenced by the concepts and objectives of the traditional leadership of "Kepaksian Sekala Brak." Indigenous community "Kepaksian Sekala Brak," Lampung, was… [PDF]

Gupta, Tushar; Mishra, Lokanath; Shree, Abha (2020). Guiding Principles and Practices of Peace Education Followed in Secondary Schools of Mizoram. International Journal of Evaluation and Research in Education, v9 n4 p1096-1101 Dec. The significance of peace education is universally recognized for a safe and prospering future for the world at school level as peace education aims at equipping the future citizens with necessary knowledge, attitude, and skills so that they would acknowledge and respect all kinds of diversity and understand human dignity. This paper is based on an empirical research aiming how far guiding principles and practices of peace education followed in secondary schools of Mizoram. The concept of peace education, guiding principles of peace education and practices on peace-related activities being followed in the secondary schools of Mizoram were explored. The study revealed that peace education was not being taught as a separate subject. Peace education component was infused in the existing curriculum and also was being taught through co-curricular and extra-curricular activities. Besides, teachers must reflect in their behavior all the guiding principles of peace. They should encourage the… [PDF]

Skinner, Robert (2020). Contesting Forms of Capital: Using Bourdieu to Theorise Why Obstacles to Peace Education Exist in Colombia. Journal of Peace Education, v17 n3 p346-369. Critical peace education literature has focused attention on how programmes that promise to teach peace contribute to and contest existing power relations. However, using social theory to work out the relationship between peace education programmes and their context is only beginning. This paper uses a document review and interviews with experts to examine the expectations for peace education in Colombia and the challenges these programmes face. It finds there is a coherent set of demands that constitute peace education, which primarily focus on developing empathy and critical thinking. These aims face material restrictions of a lack of time and space in the curriculum, but also the problem of embedded competitive behaviour between pupils. Bourdieu's toolkit of habitus, field and capital frames this obstacle as part of the struggle to determine what constitutes legitimate capital within a field. This framing has two benefits. It prevents the problem of competitive inter-pupil… [Direct]

Douglas Attoh Odongo; Eric Agyemang; John Boulard Forkuor; Ronald Kondor (2024). Sustainable Peace Building Education: Strategies Used by Ghana's National Peace Council. Journal of Peace Education, v21 n1 p34-53. African countries experience a lot of recurring conflicts because the underlying causes of most conflicts on the continent have either been unresolved or tackled at the surface level. This situation leads to the loss of lives and property. Ghana's National Peace Council (NPC) is one of the existing peace infrastructures whose mandate is to educate the public on peace and conflict management. However, there is a paucity of literature on how this peace council educates the Ghanaian population on peacebuilding. The study, therefore, sought to uncover strategies employed by Ghana's NPC in educating the public on peacebuilding. Data was gathered through interviews and focused group discussions with participants who work with the NPC. The study also relied on secondary data, which consisted of recordings of peace education programmes through mass media such as TV and radio. The findings revealed that two main strategies are employed by the NPC of Ghana, namely, the use of media platforms… [Direct]

Betts Razavi, Tiffani; Mahmoudi, Hoda (2022). A Bah√°'√≠ Concept of Peace as a Resource for Peace Education: Case Study of 'The Problem of Prejudice'. Journal of Peace Education, v19 n2 p226-248. This article describes a Bah√°'√≠ concept of peace in the context of discussions about the nature and focus of peace education, in particular the role of moral education as an element of peace education. It introduces the notions of human nobility and the oneness of humanity as the moral basis for holistic peace within a framework of the collective social evolution of humanity, and explores the idea of identifying, understanding, and removing barriers to unity, specifically in the form of inequalities and prejudices, as the foundation of an approach to peace education. The application of such an approach to a university level course is shared through a case study of 'The Problem of Prejudice', offered by the Bah√°'√≠ Chair for World Peace at the University of Maryland, College Park. Key strands of content and pedagogy are described, and qualitative data from students participating in the course in 2021 (n = 20), collected in the form of self-perceptions of changes in knowledge, skills,… [Direct]

Angucia, Margaret; Durkin, Thomas; O'Brien, Lynn; Velez, Gabriel; Walker, Sherri (2021). Teacher and Administrator Perceptions of Peace Education in Milwaukee (US) Catholic Schools. Journal of Peace Education, v18 n3 p360-383. Often intersecting with systemic inequity and injustice, young people's exposure to community violence has been linked to a myriad of developmental impacts. A growing literature demonstrates the potential of peace education programs to promote resilient and prosocial outcomes for these individuals. Still, more work can be done to understand underlying mechanisms and implementation challenges to support these young people and build cultures of peace through education more effectively. In this article, we detail the theoretical foundation, context, and socioecological model for Marquette University Center for Peacemaking's Peace Works program in Milwaukee, Wisconsin, United States, before presenting the results of focus groups with teachers and administrators where it was implemented. The conversations touched on how teachers and administrators perceive of the implementation of this peace education program, what impacts they observe in students and school culture, and obstacles to… [Direct]

Jalil, Fadli; Khairi, Aizat; Yunus, Saifuddin; Zainal, Suadi (2021). The Policy of Local Government to Implement Peace Education at Secondary School Post Armed Conflict in Aceh Indonesia. Journal of Social Studies Education Research, v12 n2 p377-409. This study aims to describe the policies adopted by the Aceh government in implementing peace education in the secondary schools. It used the qualitative descriptive method with a case study design, whereby 17 participants consists of officials of education bureau and teachers of civic and religious education were involved in the study. The data was collected by in-depth interview and documentary study. The data was analyzed using Creswell's spiral data analysis. The study found that, firstly, the Aceh government focused more on implementing Islamic-based education in accordance with the national standards, and had not considered the normative and sociological chances to make a policy that regulated the implemention of peace education in the schools. Secondly, the Aceh peace agreement used the concept of human rights in regulating the education in Aceh, and therefore, the Law on Governing Aceh did explicitly regulate Aceh educational reform for peacebuilding. This had resulted in… [PDF]

Aura In√©s Urrea-Hern√°ndez; Lina Trigos-Carrillo (2024). Fostering Empathy through Critical Literacy in Early Childhood Education in Colombia. Journal of Peace Education, v21 n2 p185-209. In Colombia, some educational settings, particularly territories with high levels of educational inequality, uphold conventional teaching strategies where emotional education and critical thinking receive little attention. This study is rooted in our intention to contribute to peace education in early childhood educational environments by fostering critical thinking and empathy, a predictor of prosocial behavior in children. The aim of this study is, first, that young children develop empathy by recognizing situations of oppression and injustice in children's literature using critical literacy practices; and second, to contribute to young children's development of critical thinking. Utilizing Critical Discourse Analysis, we suggest that critical literacy practices enhance empathy and critical thinking in young children through three strategies: reading selected children's literature aloud, responding through multimodal texts, and having an open dialogue about critical issues that… [Direct]

Dey, Sweta (2021). The Relevance of Gandhi's Correlating Principles of Education in Peace Education. Journal of Peace Education, v18 n3 p326-341. Mahatma Gandhi's life, ideas and educational philosophies on the whole form important cluster in peace education. Gandhi mainly valued three types of correlation in education viz., physical environment, social environment and craft, which are unavoidable in peace studies. Through these correlations Gandhi wanted to develop qualities which were necessary for building a non-violent society. His "Nai Talim" integrated craft, art, health and education into one scheme. Gandhi's approach was ethical, as he believed that moral degeneration was the root cause of all evils including conflicts. Hence, he recommended acquisition of moral value by correlating education with craft, social surrounding and physical environment. This essay seeks to investigate why Gandhi identified these three as basic correlating factors? How far these factors are truly related with peace education and significant in promoting peace? How these correlating principles were accommodated within the… [Direct]

Kurian, Nomisha (2020). 'Kindness Isn't Important, We Need to Be Scared': Disruptions to the Praxis of Peace Education in an Indian School. Journal of Peace Education, v17 n2 p186-207. There is a dearth of research on the frustrations, moral dilemmas and challenges non-Western teachers might face in the everyday praxis of peace education. To address this gap, this study analyses how violence is negotiated and understood in an Indian school seeking to build a culture of peace. Interviews with eight teachers and four students are analysed using grounded theory. Firstly, the study discusses a teacher's response to a student witnessing domestic violence. Thereby, it explores the limits of peace education in the face of home-school boundaries and societal stigmas. Secondly, the study discusses a teacher's attempt to help an abused child labourer. It questions the extent to which peace education can tackle systemic inequalities and the danger of the field reproducing exclusionary structures. Thirdly, the study discusses the intergenerational politics of children endorsing corporal punishment. It seeks to demonstrate how socio-economic pressures and historical legacies… [Direct]

Akubue, Felicia N.; Aroh, Patricia N.; Mezieobi, Daniel I.; Obiagu, Adaobiagu N. (2020). The Effect of Cooperative Concept Mapping on Misconceptions, Knowledge Achievement, and Transfer of Learning in Peace Education. Social Studies, v111 n1 p18-38. This study tested the effect of cooperative concept mapping on knowledge achievement and transfer in peace education on 159 social studies students using a quasi-experimental research design. Four intact classes-two each in rural and urban areas-were randomly assigned to experimental and control conditions, and two instruments-Peace Education Achievement Test and Peace Education Transferability Test-were used for data collection. Findings showed that cooperative concept mapping unveiled students' misconceptions in peace education and their perceptions about violent behaviors, raised students' consciousness about asymmetric structures undermining peace, empowered them with ability to establish connections between intrinsic and extrinsic causes of conflict, and encouraged practical suggestions on how to resolve conflict and promote peace through enactment of peace virtues. Bivariate associations showed that students' achievement in one context correlated with their transfer of learning… [Direct]

Amsing, Hilda T. A.; Dekker, Jeroen J. H. (2020). Educating Peace Amid Accusations of Indoctrination: A Dutch Peace Education Curriculum in the Polarised Political Climate of the 1970s. Paedagogica Historica: International Journal of the History of Education, v56 n3 p360-383. Within the polarised political culture of the 1970s, in which political differences were emphasised instead of being played down, Dutch right-wing politicians frequently accused left-wing politicians and educators of indoctrination in educational settings. In this period of economic stagnation and an ongoing Cold War, peace education — which was vulnerable to accusations of indoctrination — became an optional part of the secondary school curriculum. This article addresses the aims and strategies of the Working Group for Peace Education in implementing the peace education curriculum and relates it to politics, place and pedagogy. The study centres on the content, intentions, and methods of the Working Group's curriculum, especially with regard to topics relating to the Vietnam War and nuclear weapons. The results suggest that the members of the Working Group for Peace Education aspired to educate young people to become citizens who would be actively engaged in global problems…. [Direct]

Zembylas, Michalinos (2018). Con-/Divergences between Postcolonial and Critical Peace Education: Towards Pedagogies of Decolonization in Peace Education. Journal of Peace Education, v15 n1 p1-23. This paper focuses on the limitations of the Eurocentric modernist framework that undergirds Freirean theory and critical pedagogy in relation to critical peace education, highlighting in particular the contributions of post-colonial and decolonial thinking. The paper posits that critical approaches to peace education need to consider these limitations in pushing critical peace education to engage more postcolonial and decolonial thinking. A renewal of critical peace education that integrates the critiques of both decolonial and postcolonial perspectives will provide productive possibilities for revitalizing the transformative orientation within critical peace education and decolonizing the work of research and pedagogical praxis in peace education. This means to evoke discourses and practices that move away from the dominant categories of Eurocentric thought and engage explicitly with the ways in which understandings and pedagogies of peace education are implicated in modernity and… [Direct]

Joyce, Janine (2020). Ashram Pilgrimage and Yogic Peace Education Curriculum Development: An Autoethnographic Study. Journal of Peace Education, v17 n3 p263-282. This autoethnographic study explores how my (the author's) four-year "ashrama" pilgrimage was a transformative learning experience in peace education. The pilgrimage was an embodied, sociocultural spatial immersion in the Raja Yogic tradition which led to the development of "Yogic Peace Education: Theory and Practice," a pedagogic framework and collaborative practice workbook. In 2011, I answered a 'call to pilgrimage' in which Shri Parthasarathi Rajagopalachari invited me to learn Raja yogic philosophy, principles and practice within an "ashram" structure, i.e. a spiritual, monastic retreat. My journey was documented through electronic and hand-written journals, highlighting and exploring inner spiritual conditions alongside psychosocial and behavioural changes. The metacognitive and autoethnographic analysis of my pilgrimage revealed unacknowledged personal goals, such as the search for self-knowledge, for inner peace, and for connection to community,… [Direct]

Wibowo, Dody (2022). The Role of School Culture in Teacher Professional Development for Peace Education: The Case of Sukma Bangsa School Pidie in Post-Conflict Aceh, Indonesia. Journal of Peace Education, v19 n2 p182-204. This paper explored the relations between the practice of school culture and teacher professional development for peace education. Using the case of Sukma Bangsa School Pidie (SBS Pidie) in post-conflict Aceh, Indonesia, and the influence of school culture on teacher professional development as the theoretical framework, this paper provides a discussion of teacher professional development for peace education that is still lacking in the literature. The findings suggest that SBS Pidie teachers who participated in this study perceived that their school leadership had developed a school culture and clarity of stance that was conducive to their learning for peace. The culture in this school is based on a clear stance of the school on peace, and the practices that contribute to teacher professional development are manifested in the school management and its environment, facilitation for learning, and relationships between teachers. The findings also suggest that in post-conflict areas,… [Direct]

Gursel-Bilgin, Gulistan (2020). Critical Discourse Analysis: An Effective Tool for Critical Peace Education Informed by Freirean Dialogue. Educational Policy Analysis and Strategic Research, v15 n2 p25-40 Jun. This study emphasizes that research and practice regarding employing dialogue as transformative pedagogy should be investigated and cultivated by peace educators in ways relevant to various contexts. In this regard, Critical Discourse Analysis (CDA) has a valuable potential to contribute to the development of this relatively new scholarly field by providing effective tools to problematize and analyze social practices. This paper explores critical peace education as it is informed by the dialogical method of emancipatory education, and scrutinizes the promising potential of CDA as an essential tool for on-going research in the field. Towards this goal, this paper includes two subsections. The first section discusses Freirean dialogue and his six preconditions (i.e., love, humility, faith, hope, trust, and critical thinking) as fundamental constructs for critical peace education. The second section explores how the theories, goals, and methods of CDA in current discourse studies… [PDF]

Higgins, Sean; Novelli, Mario (2020). Rethinking Peace Education: A Cultural Political Economy Approach. Comparative Education Review, v64 n1 p1-20 Feb. Through a case study of a peace education intervention in postwar Sierra Leone, this article seeks to contribute to the ongoing critique of dominant peace education approaches that seek attitudinal and behavioral change in conflict-affected societies. Specifically, the article interrogates "Emerging Issues," a curriculum intervention developed in 2007-8 by UNICEF for teachers in Sierra Leone. It applies the analytical framework of Cultural Political Economy, an interdisciplinary theoretical current that extends traditional concerns of political economy with power and institutions to show their interaction with cultural processes of meaning making. The insights suggest that this approach to peace education might not be as benign as projected. Instead, we assert that it promotes a form of pacification derived from a decontextualized curriculum that treats victims as guilty and in need of attitudinal and behavioral change, while avoiding engagement with the structural and… [Direct]

Snauwaert, Dale T. (2020). The Peace Education Imperative: A Democratic Rationale for Peace Education as a Civic Duty. Journal of Peace Education, v17 n1 p48-60. This paper articulates a normative philosophical justification for Peace Education as a civic duty understood from within the imperatives of democratic political legitimacy. A normative philosophical rationale is present that outlines how and in what ways valid public justification is the source of political legitimacy in a democracy, which in turn gives citizens a justified claim to political rights (including a right to justification) and an education that develops the knowledge and capacity to participate in public justification and critique. From this perspective, political education is a civic duty. It is also argued that democracy faces in two directions, inward toward the basic structure of society and outward toward relations with other nations and peoples. Given this dual nature of democracy it is argued that a basic civic duty to provide peace education as a form of democratic, global, political education to all future citizens is morally imperative. It is argued that we… [Direct]

Gebre, Engida H.; Morales, Esteban (2021). Teachers' Understanding and Implementation of Peace Education in Colombia: The Case of "C√°tedra de la Paz". Journal of Peace Education, v18 n2 p209-230. The longest internal conflict in Colombia was concluded in 2016, leading to the creation of "C√°tedra de la Paz," a peace and citizenship education course required for all schools and grade levels. However, teachers' understanding of the course, their ways of implementation and the challenges they face remain unknown. This study examines teachers' understanding of "C√°tedra de la Paz" and the challenges they face when implementing it. Data were collected from 45 teachers using qualitative survey, followed by semi-structured interviews with 10 selected participants. Results showed that a) teachers have more integrated views of the course compared to the guideline provided by the Ministry of National Education, and b) teachers face several challenges implementing the course. Findings provide insights about context-oriented learning design for peace education and highlight the need for professional development and relevant support for teachers in a way that considers… [Direct]

Flinders, David J.; Gursel-Bilgin, Gulistan (2020). Anatomy of a Peace Educator: Her Work and Workplace. Australian Journal of Teacher Education, v45 n10 Article 3 p35-54 Oct. This article reports a case study that examined the peace education practice of a 5th and 6th grade teacher at an independent, non-profit school in the Mid-western United States. The study used Paulo Freire's (1970) conception of dialogue as its conceptual framework. After describing the study's context and methods, we present data focusing on the teacher's background and development as a peace educator, her teaching practices, and her relationships with her students, school and local community. We discuss Michelle's interdisciplinary approach to peace education linked with her personal background and her use of dialogue as dynamic, fluid, and relational. Our analyses also prompted emergent themes for which we used curriculum theory to capture forms of integration between the personal and political dimensions of peace education, based on which, we propose an "integrated peace education."… [PDF]

Ariza Porras, Angie Paola; Bellino, Michelle J.; Cortes, Ibeth Danelly; Ortiz-Guerrero, Marcela; Paulson, Julia; Ritschard, Sebastian; S√°nchez Meertens, Ariel (2022). 'Are We Doing C√°tedra de Paz?' Teacher Perspectives on Enacting Peace Education in Bogot√°, Colombia. Journal of Peace Education, v19 n3 p255-280. In 2015, the Colombian Ministry of Education introduced the C√°tedra de Paz (CdP), a national policy that seeks to contribute to human rights, citizenship, violence prevention, and peaceful conflict resolution. In the context of a decentralized education system, schools have significant autonomy to adapt the policy to local contexts. Relatively little research to date has documented the enactment, evaluation, or impact of the CdP. This study aims to understand how educators have interpreted this national mandate, and the extent to which the policy has prompted and expanded teaching and learning opportunities about conflict, peace, and justice. We explore the perspectives of 46 teachers working in public schools across 19 of Bogot√°'s 20 localities, several years into the creation of the CdP and in the midst of a contentious national peace process. The paper shows a range of enactment formats and uneven impact on teachers' existing commitments to peace education. We conclude that the… [Direct]

Edwards, Sachi; Vieyra, Rebecca E. (2021). Peace in Science Education: A Literature Review. Journal of Peace Education, v18 n2 p121-142. Science education has historically been viewed both as a tool to advance competitiveness as well as to improve the human condition. However, science education as it is enacted at a systemic level often presents itself in over-simplified (and typically Westernized) form that does not fully lend teachers and students the opportunity to explore the relationship between science and peace. This article explores science education literature through the lens of peace education frameworks to look for opportunities to explicitly acknowledge the possibility for the integration between these two fields. The review revealed four major themes in science education literature with connections to peace education, including (1) 'science for all' initiatives, (2) science-technology-society and socio-scientific issues movements, (3) decolonization and diversity, and (4) science education as political activism. This article provides recommendations for emphasizing these themes in the context of science… [Direct]

Ashraf, Mehreen; Huma, Afshan (2020). Professional Development Needs of Primary School Teachers in Khyber Pakhtunkhwa to Teach Peace. Education 3-13, v48 n4 p405-412. Educating for peace is essential for students and teachers not only to understand the basis of aggression and conflict but also to independently resolve such situations in non-violent ways and hence, influence the behaviours anticipated for a peaceful society. The article 4 of the UN resolution 53/423 also proclaimed the need to promote peace education at each level. However, teachers are not likely to achieve the objectives so desired if they have not been trained in peace education. This paper examines the training needs of primary school teachers in Khyber Pakhtunkhwa to teach peace. By drawing on questionnaire, interviews and focus group data, the article reflects on consistent training of teachers about peace education concept and methodology to support them achieve the desired objectives. The research article identifies sensitisation workshops, revision of teacher training programmes and availability of peace education module on the provincial education website, beneficial for… [Direct]

Aritza S√°enz del Castillo Velasco; Joseba I√±aki Arregi-Orue; Joseba Jon Longarte Arriola; Leire Agirreazkuenaga Onaidia (2023). Teacher Training for Social Sciences Education and a Democratic Citizenship in a Post-Conflict Society. The Case of the Basque Country. Journal of Social Science Education, v22 n3. Purpose: The Basque Country has been suffering political conflict and human rights ¥ violation for decades, tearing the social fabric. Human rights and peace education carried out through the testimony of the victims and their memory about this recent violent past can play an essential role in reestablishing the social understanding. This article aims to make known the experience of Adi-Adian initiative developed with the victims of the politic violence in the Teacher Training School of the University of Basque Country and asses its effectiveness in terms of critical thinking and empathy. Design/methodology/approach: This research is based on group discussion and personal surveys focused on students' feedback as a suitable method to analyze the way of thinking of students, their feelings and opinions about the violence. Findings: The results indicate that these initiatives implemented at school might be suitable to achieve the goals of human rights and peace education and deepen on… [PDF]

Behr, Hartmut; Carnaffan, Jane; Megoran, Nick (2018). Peace Education, Militarism and Neo-Liberalism: Conceptual Reflections with Empirical Findings from the UK. Journal of Peace Education, v15 n1 p76-96. This article explores 'peace days' in English schools as a form of peace education. From a historical overview of academic discussions on peace education in the US and Great Britain since the First World War, we identify three key factors important for peace education: the "political" context, the "place" in which peace days occur and "pedagogical" imperatives of providing a certain narrative of the sources of violence in politics. Although contemporary militarism and neoliberalism reduce the terrains for peace studies in English schools, peace days allow teachers to carve out spaces for peace education. Peace days in Benfield School, Newcastle and Comberton Village College, Cambridgeshire, are considered as case studies. We conclude with reflections on the opportunities and limitations of this approach to peace education, and on how peace educators and activists could enlarge its reach…. [Direct]

Yastibas, Ahmet Erdost (2020). Evaluating an English Language Teaching Program in Terms of Peace Education. Shanlax International Journal of Education, v8 n4 p11-19 Sep. The present study aimed to evaluate the new English Language Teaching Program (ELTP) of the 12th grade in Turkey in terms of peace education. It was designed as qualitative research. The new ELTP of the 12th grade was used to collect data. The data were analyzed through document analysis. The findings indicated that the new ELTP was integrated with peace education in its nine units through the themes, target language functions, and learning objectives of the units. The findings also showed that the new ELTP could teach students personal peace, peace with the human family, and peace with nature. The findings were discussed in light of the literature…. [PDF]

Esteves, Ana Margarida (2020). Peace Education for the Anthropocene? The Contribution of Regenerative Ecology and the Ecovillages Movement. Journal of Peace Education, v17 n1 p26-47. The security risks posed by the Anthropocene requires peace education strategies aimed at developing the skills necessary for the emergence of regenerative social forms, based on sustainable synergies between humans and nature. This article explores how community-building and regenerative ecology frameworks developed in ecovillages can contribute to that goal, through the case study analysis of the peace education initiative carried out in Israel and the West Bank by Tamera — Healing Biotope I, an ecovillage located in southern Portugal. The findings illustrate the difficulty of creating regenerative social forms through the reproduction of whole system ideal models for sustainable human settlements, due to the vulnerability of intentional communities to the internal reproduction of ethnopolitical loyalties and conflicts. They also illustrate how a combination of local embeddedness and transnational connections contribute to the diffusion of social innovations produced in… [Direct]

Golding, David (2017). Border Cosmopolitanism in Critical Peace Education. Journal of Peace Education, v14 n2 p155-175. This paper intends to contribute to recent developments in the theory of critical peace education. The role of cosmopolitanism in critical peace education is examined, particularly in relation to universal moral inclusion, secularism and universalism. It is then recommended that critical peace education draw from post-universalist and dialogical approaches to cosmopolitanism. Walter Mignolo's border cosmopolitanism is suggested as a decolonising framework for critical peace education. This would entail the theory of critical peace education orienting itself towards the aim of reconsidering cosmopolitanism from the perspective of coloniality. Connections are drawn between border cosmopolitanism and Paulo Freire's problem-posing education. The result is a vision for critical peace education to empower participants through centring personal and lived experience in critical deconstructions of cosmopolitan discourses…. [Direct]

Winarwati, Indien (2021). Peace Education and Learning on Marine Law in Social Conflict Handling. Journal of Social Studies Education Research, v12 n4 p344-364. The purpose of this research is to learn about the division of authority in the management of marine resources and the handling of social conflicts that occur between fishermen in terms of peace education in national law. This study uses a normative juridical research methodology by conducting a comprehensive study of theoretical aspects, legal rules and legal principles that focus on the authority of sea management and handling social conflicts through peace education on Madura Island, East Java Province, Indonesia. The main data sources are secondary data obtained from primary legal materials, documentation, and relevant research studies. The data analysis technique uses content analysis which is intended to describe the characteristics and draw inferences from the research conducted. The results showed two main points. First, since the enactment of Law Number 23 of 2014, the authority for marine management by the district government has been abolished and taken over by the… [PDF]