Deutsch, Morton (1991). Educating Beyond Hate. Peace Education Miniprints No. 23. In recent years, it increasingly has been recognized that schools must change in basic ways if children are to be educated so that they are prepared to live in a peaceful world. This recognition has been expressed in a number of interrelated movements: "cooperative learning,""conflict resolution," and "education for peace." This paper discusses four key components in these overlapping movements: cooperative learning, conflict resolution training, the constructive use of controversy in teaching subject-matter, and the creation of dispute resolution centers in schools. The basic view is that students need to have continuing experiences of constructive conflict resolution as they learn different subjects as well as immersion in a school environment that provides daily experiences of cooperative relations. A list of 29 references is included. (Author)… [PDF]

Nasser, Ilham (2021). Picture Books That Bring Arab Voices and Middle East and North African Culture to K-6 Classrooms. Social Studies and the Young Learner, v33 n3 p17-19 Jan-Feb. To contribute to social studies' and history teachers' bank of resources, the book list presented in this article was compiled by the Education Outreach Program (EOP) of the National Arab American Women Association (NAAWA). These books provide an alternative voice and a more colorful picture of the Middle East and North Africa (MENA) region, with the narratives ranging from simple stories to more complex ones. This list of books provides a good collection of high quality, unbiased, and non-stereotypical portrayals of Arabs. It is also a collection that brings the native voices of the MENA region to elementary readers. In an environment where the voices of indigenous populations are too-often silenced, this collection adds to the messages of justice, peace, and equity towards Arabs, Muslims, and other marginalized groups in the United States and beyond…. [Direct]

Braus, Judy (1993). From Honduras to Hungary to the Gambia: Environmental Education and the Peace Corps. Nature Study, v45 n3-4 p10-11 Mar. Discusses Peace Corps involvement with environmental education (EE) since the 1960s. Peace Corp EE programs in schools, parks, youth centers, and zoos have been designed to increase issue awareness, build problem-solving skills, group cooperation, self-esteem, positive attitudes, and provide hope. (MCO)…

Prasad, Surya Nath (1996). Education for Tolerance and Peace. Peace Education Miniprints No. 83. This essay discusses the concept of tolerance and the role of tolerance in education. Glimpses from the history of intolerance and tolerance are presented and various theories of tolerance dealt with. Tolerance is defined here as the ability for people to live in peace and harmony with those who differ from them in language, religion, race and/or custom and to appreciate those differences. Education for tolerance is seen as essential for the peace and survival of mankind. The work of UNESCO in the area of education for tolerance and peace is also discussed. (EH)… [PDF]

Novelli, Mario; Sayed, Yusuf (2016). Teachers as Agents of Sustainable Peace, Social Cohesion and Development: Theory, Practice & Evidence. Education as Change, v20 n3 p15-37. This paper presents a "peace with social justice" framework for analysing the role of teachers as agents of sustainable peace, social cohesion and development and applies this to research evidence from Pakistan, Uganda, Myanmar and South Africa. The paper draws on evidence from a recently completed UNICEF and ESRC funded project on education and peacebuilding, and specifically from data gathered around the role of teachers. Drawing on rich fieldwork data collected between 2014-2016 in each of the four countries, the paper will evidence the complex and contradictory role that teachers play in sustainable peace and development and its implications for teacher governance, teacher policy and teacher practice. The paper challenges the overly human capital driven logics of much teacher policy reform agendas and highlights the need and importance for a more holistic approach to teacher governance and management that recognises teachers' multiple potential to contribute to both… [Direct]

Ochieng, Sidonia Angom; Waiswa, David Claeve (2019). Pastoral Education: The Missing Link in Uganda Education System. Educational Research and Reviews, v14 n7 p240-253 Apr. Pastoralism is a production system closely linked with cultural identity that relies on raising livestock on pastures. Studies indicate that over 30 million people in the Great Horn of Africa (Somalia, Ethiopia, Kenya, South Sudan, Eritrea, Djibouti, Sudan, Tanzania and Uganda) practice pastoralism and agropastoralism as a major source of livelihoods. Livestock are their social, cultural, spiritual and economic assets providing food and income for the family within and between generations. Yet this important production system of livelihood as well as socialisation mechanism is missing in the school or university curriculum of these countries including Uganda. With the exception of Tanzania and Ethiopia that have recently designed a curriculum on pastoral studies in their university curriculum, pastoral education has been missing in the school and University curriculum of the Great Horn of Africa school systems yet most of these countries livelihoods depend on pastoralism. From the… [PDF]

Higgins, Sean; Novelli, Mario (2017). The Violence of Peace and the Role of Education: Insights from Sierra Leone. Compare: A Journal of Comparative and International Education, v47 n1 p32-45. Research on peacebuilding has mushroomed over the last decade and there is a growing interest in the role of education in supporting peacebuilding processes. This paper engages with these debates, UN peacebuilding activities and the location of education initiatives therein, through a case study of Sierra Leone. In the first part, we explore the complex and multi-dimensional nature of violence in post-conflict Sierra Leone. In the second, we critically address the role of education in the conflict and post-conflict period, highlighting education's centrality as a catalyst to conflict, and then reflect on the failure of the post-conflict reconstruction process to adequately transform the education system into one that could support a process of sustainable peacebuilding. Finally, we conclude by exploring the ways that greater investment and focus, both financial and human, in the education sector might, in the long term, better contribute to a sustainable and socially just peace…. [Direct]

Arran Magee; Tejendra Pherali (2019). Freirean Critical Consciousness in a Refugee Context: A Case Study of Syrian Refugees in Jordan. Compare: A Journal of Comparative and International Education, v49 n2 p266-282. This paper argues that education underpinned by critical pedagogies offers an alternative for engaging with the complexities of conflict, peace and social transformation in refugee contexts. Drawing upon a semi-ethnographic qualitative study with a focus on a non-formal educational programme for supporting Jordanian and Syrian refugee youth, we find that participatory pedagogies provide a promising mechanism for reaching out-of-school refugees in host communities. However, a series of intersecting factors, namely the perception that empowerment education is antithetical to the goal of gaining certification, leads to manipulation of the pedagogies. Hence, empowerment education risks being co-opted by the 'banking model' of education. The paper critiques the dominant market-oriented education and suggests an alternative approach to engage with challenges in refugee contexts…. [Direct]

Mohammad Amir Khan; Sanjana Moondra (2024). Embracing Sustainable Development Goals in B.Arch. Design Studio Curriculum Guideline through Framework. International Journal of Sustainability in Higher Education, v25 n7 p1499-1515. Purpose: The Sustainable Development Goals (SDGs) were established by the UN in 2015 as an international call to action to end poverty, protect the environment, and ensure that everyone will live in peace and prosperity by the year 2030. (UNDP, 2015). Out of the 17 Goals, Goal 4 talks about "ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all." The SDGs are essential to architectural education since buildings account for 40% of extracted materials used in construction and 39% of global energy-related carbon emissions. (Hendawy, 2023) To accomplish these objectives, the architecture curriculum must be up-to-date and efficient. It specifically takes into account the field of architecture. The purpose of this paper is to propose a framework for curriculum guidelines of B.Arch. design studios, focusing on the parameter designing for inclusivity (UIA2023CPH, 2020) of SDGs. Design/methodology/approach: Models, approaches and… [Direct]

Montero, Janina (2018). Reflections on a Career in Student Affairs. Journal of College and Character, v19 n3 p179-184. The author provides a personal and professional reflection on her 40-plus-year career in higher education and student affairs within the perspective of current national events. She outlines the new challenges and responsibilities that the 2016 election and the ongoing aftermath create for the profession and proposes three guideposts for scholars and practitioners: the preeminence and urgency of the academic mission, remarking thresholds, and affirming peace… [Direct]

Wolff, Tom (2001). Healthy Communities: Building Communities from the Ground Up. More and more communities are rallying together to solve their own problems. These broad-based initiatives are illustrations of the international healthy communities movement. The healthy communities movement emerged from the World Health Organization in 1986 and has quickly spread across the globe. A cornerstone of the movement is the Ottawa Charter for Health Promotion that describes the prerequisites for health as: peace, shelter, education, food, income, a stable ecosystem, sustainable resources, social justice, and equity. To produce a healthy community in addition to redefining the way people look at health, new mechanisms of community problem solving must be reviewed. This paper describes and discusses the healthy communities movement. The paper outlines 10 commonly agreed upon core elements of healthy community efforts. It notes that research on the impact of healthy community initiatives is just emerging and cites several studies. (Contains 15 references.) (BT)… [PDF]

(2022). What School District Administrators Should Know about the Educational Rights of Children and Youth Displaced by Disasters. Connecting Schools and Displaced Students Brief Series. National Center for Homeless Education Disasters, such as floods, fires, and storms, can devastate communities and the lives of people who live in them. After disasters, displaced families long to return to a sense of normalcy, so reconnecting children to school is especially important during this time. By providing the structure of an education setting, schools can help children and youth overcome the trauma of a disaster and regain their academic and social stability. Once children are safely in school, parents have the peace of mind and freedom to focus on other post-disaster details to help their families recover. This brief: (1) reinforces the importance of ensuring that children and youth displaced by a disaster are attending school as quickly as possible after their displacement; (2) explains key aspects of the McKinney-Vento Act, particularly as it relates to students affected by disasters; and (3) provides strategies for a local educational agency (LEA) to prepare for a disaster that causes widespread… [PDF]

Henke, Elizabeth A. (2014). Toward the Ultimate Goal of Peace: How a Montessori Education at the High School Level Supports Moral Development through Study and Community Life. NAMTA Journal, v39 n1 p161-192 Win. This paper is the synthesis of Elizabeth Henke's four years of work from 2009-2013: three years at the high school and one year at the University for Peace. She summarizes, "A Montessori high school education should reveal to the adolescent a pathway to peace that is built on positive human relations and should provide opportunities for contributions to the community that result in experiences of valorization. The organizing principles of the universe and society are revealed in the core of each discipline, and a moral framework emerges before the adolescent when disciplines are explored with the help of experts." This is the first Montessori document that attempts to directly derive moral essentials from teacher interviews about formal high school disciplines that develop peaceful communication and action and bring an understanding of peace theory to students at the Montessori High School at University Circle, in Cleveland, OH…. [PDF]

(2008). Higher Education Opportunity Act (Public Law 110-315). US Congress This purpose of this Act is to amend and extend the Higher Education Act of 1965, and for other purposes. This Act includes the following titles: (1) General Provisions; (2) Teacher Quality Enhancement; (3) Institutional Aid; (4) Student Assistance (Grants to Students in Attendance at Institutions of Higher Education, Federal Family Education Loan Program, Federal Work-Study Programs, Federal Direct Student Loan, Federal Perkins Loans, Need Analysis, General Provisions Relating to Student Assistance, Program Integrity, and Competitive Loan Auction Pilot Program); (5) Developing Institutions; (6) International Education Programs; (7) Graduate and Postsecondary Improvement Programs; (8) Additional Programs; (9) Amendments to Other Laws (Education of the Deaf Act of 1986, United States Institute of Peace Act, The Higher Education Amendments of 1998; the Higher Education Amendments of 1992, Tribal College and Universities; Navajo Higher Education, Omnibus Crime Control and Safe Streets… [PDF]

Benton, Jean E., Ed.; Swami, Piyush, Ed. (2007). Creating Cultures of Peace: Pedagogical Thought and Practice. Selected Papers from the 10th Triennial World Conference (September 10-15, 2001, Madrid, Spain). World Council for Curriculum and Instruction The 10th Triennial World Conference of the World Council for Curriculum and Instruction (WCCI) was held September 10-15, 2001 in Madrid, Spain. The theme of the conference was "Cultures of Peace." Thirty-four papers and presentations are divided into nine sections. Part I, Tributes to the Founders of WCCI, includes: (1) Tribute to Alice Miel (Louise Berman); and (2) Tribute to Maxine Dunfee (Norman Overly). Part II, Promoting Dialogue about Cultures of Peace, includes: (3) Counting All, Ignoring None: Problems and Promises for a Culture of Peace (Piyush Swami); and (4) Quality Education: Educational Personalization and Social Pertinence (Ramon Perez Juste). Part III, Reflecting on the Values, Attitudes, and Behaviors that Inspire Peaceful Social Interaction and Sharing, includes: (5) Pedagogy of the Spirit: Creating Pathways to Peace (Diane Lee); (6) Knowledge and Curriculum: Diversity and Stability (Jagdish Gundara); (7) Sources of Values and Their Influence on Teachers'… [Direct]

Jones, Sharon (2021). Finding Our True North: On Languages, Understanding and Curriculum in Northern Ireland. Curriculum Journal, v32 n3 p444-458 Sep. Language learning can open up new worlds and deepen understanding of our own. It can foster awareness of other people, other places and cultures, and bring social and educational benefits. Northern Ireland (NI) is an increasingly multilingual region that is emerging from conflict into a welcome, but fragile, peace. It faces unique uncertainties caused by Brexit, as well as the need to develop empathy in face of the COVID-19 pandemic. Concerns have been expressed also about academic underachievement and mental health amongst its young people. Against such a background, this paper explores the current context in NI relating to languages, and curriculum policy and practice in language education. It argues that young people in NI are poorly served, and that curriculum reform with respect to languages is timely. The paper makes five key recommendations: (1) Reform of curriculum, policy and practice relating to language education in NI; (2) Introduction of statutory language learning in… [Direct]

G√ºll√º, Esin (2021). Metaphorical Perceptions of Physical Education and Sports: An Evaluation from the Perspective of Preservice Teachers. African Educational Research Journal, v9 spec iss 1 pS9-S15 May. This study has been designed to examine pre-service teachers' metaphorical perceptions of physical education and sports. In this study, phenomenology, one of the qualitative research designs, was used. The study group consists of 60 pre-service teachers studying at the Department of Physical Education and Sports Teaching at Sirnak University during the 2020-2021 academic year. Research data were obtained from the statements of students who were asked to complete the sentence "Physical Education and sports are like … for me because … ". Research data were analysed using the content analysis method. The analysis of the data consists of stages including classification, elimination, category development, validity and reliability tests, and interpretation of the metaphors obtained in the study, respectively. Six categories were created in this study in which the metaphorical perceptions of pre-service teachers of the concept of physical education and sports were examined…. [PDF]

Nduka-Ozo, Stella Ngozi (2016). Counselling for Sustainable Peace in Tertiary Institutions in Nigeria. Journal of Education and Practice, v7 n32 p46-51. This study reviewed the nature of peace in Tertiary Institutions in Nigeria using Ebonyi State University as a case study. The purpose of the study was to review the various factors responsible for lack of peace. The sample was drawn from the three hundred level students of the Faculty of Education. Thirty students were selected from each of the seven departments making a total of 210 students–l05 males and 105 females. A researcher made instrument named factors responsible for lack of peace in Tertiary Institutions (FRLPTI) was used as the instrument for data collection. The reliability of the instrument was established for internal consistency using the Pearson Product Moment which yielded reliability co-efficient of 0.78 after a test-retest carried out on some selected students from the Federal University students in the state. The results of the study were presented in 5 tables based on the four research questions and hypothesis formulated while the data collected were analyzed… [PDF]

Nduka-Ozo, Stella Ngozi (2016). Counselling for Sustainable Peace in Tertiary Institutions in Nigeria. Journal of Education and Practice, v7 n31 p96-101. This study reviewed the nature of peace in Tertiary Institutions in Nigeria using Ebonyi State University as a case study. The purpose of the study was to review the various factors responsible for lack of peace. The sample was drawn from the three hundred level students of the Faculty of Education. Thirty students were selected from each of the seven departments making a total of 210 students–l05 males and 105 females. A researcher made instrument named factors responsible for lack of peace in Tertiary Institutions (FRLPTI) was used as the instrument for data collection. The reliability of the instrument was established for internal consistency using the Pearson Product Moment which yielded reliability co-efficient of 0.78 after a test-retest carried out on some selected students from the Federal University students in the state. The results of the study were presented in 5 tables based on the four research questions and hypothesis formulated while the data collected were analyzed… [PDF]

Orsini H., Maria Carolina (2022). Building a Culture of Peace and Non-Violence in Vulnerable Schools: Aulas de Paz in Venezuela. Childhood Education, v98 n4 p30-35. Violent and aggressive behaviors are social and health problems that have grown exponentially in Latin American countries. During the last two years, the COVID-19 pandemic has worsened the situation. In response to these problems, the Association for the Development of Comprehensive Education and Communities (Aseinc) has provided education and training programs for teachers and K-6 students in Venezuela since 2009. Through the years, Aseinc identified the urgent need to support their beneficiaries with tools to "fight" violence. Their response was to create and implement a structured program to reduce violence in schools, promoting a culture of peace and non-violence for children and adolescents that would be transferable to their families and communities. As part of this mission, a multidisciplinary team of professionals from Aseinc created Aulas de Paz in 2019. Initially, all concepts were gathered in an activity booklet that provided socio-emotional skills to teachers… [Direct]

Lee, Chee Hye (2021). A Historical-Structural Approach to ESL Ideology in Korea. English Teaching, v76 n1 p79-104 Spr. Based on the socio-historical dynamics of English ideologies that percolated into Korean society, this paper explored the significant aspects of ESL ideology in the Korean context. Despite the generally accepted EFL context in Korea, the country is situated at the intersection between two categories: ESL from a perspective of English ideologies and EFL from a perspective of societal context. As a proto-ideology of English, ESL ideology, which dates back to the United States Military rule in Korea, was further theoretically developed by the Peabody/Korean team, and its implementation was attempted by the Peace Corps. Although activating ESL has failed in Korean society, its ideology "per se" remains unchanged, (re)generating other English ideologies including "Spoken English First," "Ten-year English Fiasco," and "Earlier the Better English Education" ideologies. This study found that the discrepancy between ESL as the ideological domain and EFL… [PDF]

Margaret Beagle (2024). Community over Control. Montessori Life: A Publication of the American Montessori Society, v36 n1 p24-31. Montessori came to the United States at the turn of the 20th century, and the Method was, at first, accepted with enthusiasm. But it wasn't long before the honeymoon was over – American educators wrongfully accused Montessori of being behind the times of educational research of the day. One of these early criticisms of Montessori education targeted the amount of freedom given to children. The perceived wisdom of the era viewed teachers as the center of the classroom, and Montessori's critics were uncomfortable with the concept decentering the adult to educate the child. And what does this mean for cultures who do not have the same values around "peace and quiet?" In what ways does this idea of peaceful and quiet impact the neurodivergent children in our environments. A Montessori classroom should run on self-regulation, personal responsibility, and social harmony – not adult-imposed rules. Children need order, and adults must create an orderly environment. It sounds simple,… [Direct]

Danesh, H. B. (2008). Creating a Culture of Healing in Multiethnic Communities: An Integrative Approach to Prevention and Amelioration of Violence-Induced Conditions. Journal of Community Psychology, v36 n6 p814-832 Aug. In this article, the author describes the nature and dynamics of the culture of healing and the prerequisites for its creation. The concept of the culture of healing emerged over the course of 7 years of implementation of the Education for Peace (EFP) Program in over 100 primary and secondary schools in the ethnically divided Bosnia and Herzegovina (BiH). The process of change from conflict-based to peace-based ways of thinking and behaving in this multiethnic society, slowly and painfully emerging from a devastating civil war, is described and the dynamics of interface between a culture of healing and individual psychological processes are described. In the culture of healing, health is defined as a state of organic unity–wholeness, equilibrium, balance, and harmony–and healing as the process of creating unity in all aspects of individual and community life. At the core of this process is the essential transformation from conflict-based to unity-based worldviews–ideas, attitudes,… [Direct]

Levent Uzun (2024). We Have a Lot in Common: Cognate Words. European Journal of Education, v59 n3 e12675. This study presents a list of 2022 Bulgarian-Turkish cognate words that can be used to facilitate vocabulary acquisition and cross-linguistic awareness. The list was created manually through a multi-step process that involved scanning the database of an online dictionary to identify Bulgarian words that had the same or similar forms in Turkish. For each cognate word identified, its Bulgarian and Turkish forms and English meanings were recorded, and their accuracy was checked through additional sources and expert consultation. The final list of cognate words includes only those confirmed based on linguistic criteria and expert judgement. The use of cognate words in language teaching methods such as total physical response and teaching proficiency through reading and storytelling can enhance the effectiveness of these methods by helping students understand and remember new vocabulary and building their confidence in language learning. Additionally, this study highlights the potential… [Direct] [Direct]

Ray, Douglas, Ed.; And Others (1994). Education for Human Rights. An International Perspective. Studies in Comparative Education. This book presents theoretical studies and national experiences of how education might respond to war, natural catastrophes, or disease, thereby making people more aware and successful at managing difficult situations. The volume's 15 authors, drawn from many parts of the world, deal with human rights (especially those of women, children, minorities, and indigenous populations), equality of educational opportunity, cultural values, social responsibility, international understanding, cooperation, and peace. Following an introductory chapter by Douglas Ray, papers and authors are listed as follows: "Rights, Education, and the Evolution of the Curriculum" [Canada] (Douglas Ray); "Cultural Values and the Free Development of Personality" [Canada] (David Radcliffe); "Toward an International Definition of Education for Social Responsibility" [Canada] (Douglas Ray); "The Distinction between Education about Peace and Development and Value-Centred Education…

Dolan, Maureen A. (2012). Body, Mind, Spirit: Twelve Juicy Stories of Transformation from Yoga Practice in Higher Education. ProQuest LLC, Ph.D. Dissertation, California Institute of Integral Studies. The subject of this inquiry is to explore university students' stories of transformation from the practice of integral yoga in an undergraduate course exploring human biology, health, and spirituality. The stories of participants give evidence for successful educational performance when yoga and meditation are combined with academic learning in higher education. The legitimacy of introducing mindful yoga as an integral part of higher education is further enhanced by the connections to transformative adult learning theories, scientific studies on the impact of yoga and meditation, and systems knowledge. This inquiry examines the integration of the body/mind/spirit complex for adult learning in the "Body, Mind, Spirit: Yoga and Meditation" course in the School for New Learning at DePaul University in Chicago. During the course, students examine the interconnections of biology, spirituality, social change, and community/individual health. The inquiry includes narratives from… [Direct]

Dawo, Jane Irene A.; Wagah, Mical Ongachi (2011). Teaching Conflict Management Skills in Schools: Prerequisite for Peace and Achievement of Millennium Development Goals in Kenya. Educational Research and Reviews, v6 n17 p902-905 Nov. The Kenyan society is experiencing a lot of conflicts, some with devastating effects such as deaths, starvation, disease and destruction. These normally arise out of difference between people. Secondary schools being part of the society have not been left out of this challenge as evidenced by mass media reports on strikes, demonstrations and resulting closures. This being the formative age of the youth who are the majority of the Kenyan population according to 2009 census results, the opportunity of their being in school may be exploited by the society to address conflicts as a major challenge to peace today. The Ministry of Education can impart a curriculum that would perpetuate peaceful conflict management skills in the youth. So far, this has evidently not been done adequately creating gaps for mishaps such as the 2008 post-election violence, whereby if the international community had not timely sent the former United Nations Organization Secretary General, Koffi Annan of Ghana… [PDF]

Alp, Gamze; Coskun Onan, Berna (2023). Using Comics for Climate Change in Science Education: Students' Solutions and Aesthetic Subtleties. Journal of Baltic Science Education, v22 n2 p215-231. To constitute awareness of climate change, hearing the solutions of students in their words and seeing visual products by creating experiences in schools is vital. This case study was limited to sequential implementations of climate change in the natural sciences teaching process in 5th grade. After an education process on using Pixton, 12 students transformed their learning into digital comics. This research aimed to reveal the problems created by students through digital stories about climate change, solutions they suggested for climate problems, and aesthetic subtleties they applied to express themselves. Digital comics created by students, researcher notes, observations, and students' view forms were used as data collection tools. Finally, vital solutions to problems such as global climate change, pollution, destruction of the natural environment, and extinction of living creatures were created by students during this case. Important solutions consisting of preventing global… [PDF]

Mehmet √ñzcan (2023). High School Teachers' Work Motivation: A Mixed Research Method. Discourse and Communication for Sustainable Education, v14 n2 p17-36. This study aims to reveal the work motivation of high school teachers and was carried out with an explanatory sequential design, which is one of the mixed research methods. There were 284 participants in the quantitative stage and 15 participants in the qualitative stage of the study. At the quantitative stage, a work motivation scale was used, while in the qualitative part, an interview form consisting of 4 questions was used. As independent variables, gender, branch, professional experience and education level were used. As a result of the analysis, high school teachers' work motivation levels do not significantly differ in terms of educational level and professional experience but significantly differ in terms of gender and branch. The mean score of high school teachers' team cohesion, job integration, commitment to the institution and personal development level are found high. The Kaiser-Meyer-Olkin (KMO) value of the work motivation scale used in the quantitative part of the… [Direct]

Fetherston, Betts; Kelly, Rhys (2008). Productive Contradictions: Dissonance, Resistance and Change in an Experiment with Cooperative Learning. Journal of Peace Education, v5 n1 p97-111 Mar. This article discusses a qualitative research project designed to investigate processes and outcomes of learning in a first-year undergraduate course–\Introduction to conflict resolution: theory and skills\ (ICR)–taught in the Department of Peace Studies at the University of Bradford. The research project was set up to help us understand how students experienced two \innovations\ introduced to the course in January 2006–the use of a cooperative learning methodology in the classroom, and the introduction of a reflective portfolio as the main assessment format. The article discusses some of the benefits of using cooperative and reflective learning for teaching conflict resolution theory and skills in a large and diverse class. The article also describes and analyses some of the resistance and contradictions that emerged as we introduced our \new\ pedagogy. It also explores some contradictions between our aims and practice, and how these were experienced by students. In conclusion,… [Direct]