Golden, Michael (2016). Musicking as Education for Social and Ecological Peace: A New Synthesis. Journal of Peace Education, v13 n3 p266-282. The aim of this article is twofold: first, to confirm the multi-level linkage between the ecological and social realms in terms of violence, peace, and education, and second, to explore what light ecological thinking can shed on musicking as a potentially effective tool in peace education. The effects of violence in the ecological and social realms are clearly linked, but so are the causes (patterns of thought and behaviors) that lead to violence in each realm; these common causes (which Galtung refers to as "fault-lines") are what need to be addressed, holistically, in peace education. The second aim requires two steps. First, based on meta-analysis of work by ethnomusicologists in diverse cultures, I propose a way of conceiving of human musicking as essentially an ecological behavior, one that has emerged to support the essential process of connecting us to our environment, connecting our inner and outer worlds. Beginning from this conception, I apply recent work in… [Direct]

Asensio-Brouard, Mikel; Corredor, Javier; Wills-Obregon, Maria Emma (2018). Historical Memory Education for Peace and Justice: Definition of a Field. Journal of Peace Education, v15 n2 p169-190. This article proposes a new of field of research in social sciences education: Historical Memory Education (HME). Despite the large amount of educational experiences following the end of violent conflicts and totalitarian regimes during the twentieth century, historical memory has not been recognized as a field in educational research. From a review of research and experiences worldwide, the authors identify a new field in education research that cannot be reduced to peace education, bullying prevention, or history education, but that takes elements from all these fields, as well as from local pedagogical experiences, to face the challenge of healing the wounds of longstanding violent conflicts. This article organizes prior research in a comprehensive framework that describes the levels, pedagogical principles, and spaces of HME…. [Direct]

Celis, Jorge; Pineda, Pedro; Rangel, Lina (2019). The Worldwide Spread of Peace Education: Discursive Patterns in Publications and International Organisations. Globalisation, Societies and Education, v17 n5 p638-657. To investigate the spread of peace education (PE), we examined 685 documents in SCOPUS between 1970 and 2018 in 70 countries and triangulated the information with 11369 news articles and 22 international organisations founding dates. PE emerged in scientific databases in the 1970s, lost momentum in 1990 and then globalised after 2003. PE's institutionalisation was furthered by: (a) the increasing search for discourses that highlighted individual agency of self-declared 'peace educators'; (b) educational expansion that generated a greater demand for so-called best practices; and (c) the active role of professionals working on organisations such as UNESCO, UNICEF and the identified international organisations. We recognised five loosely coupled narratives: PE's (a) philosophical foundations and relationship to critical pedagogy; (b) application to improve international relationships; c) solution to internal conflicts; (d) measurements of interventions; (e) linkages to religion. We… [Direct]

Buckner, Elizabeth; Lerch, Julia C. (2018). From Education for Peace to Education in Conflict: Changes in UNESCO Discourse, 1945-2015. Globalisation, Societies and Education, v16 n1 p27-48. Since the turn of the twenty-first century, the global education community has focused significant attention on the promotion of education in fragile and conflict-affected contexts, embodied in the growth of a new sub-field called Education in Emergencies. This article points out the surprising distinction of this new sub-field from the more established and closely related field of peace education. It examines United Nations Educational, Scientific and Cultural Organization (UNESCO) documents for insight into the changing global ideas that have facilitated the shift in focus from peace to conflict. Empirically, we draw on a quantitative content analysis of more than 450 UNESCO documents published between 1945 and 2015. We find that education for peace remains a constant, if evolving, concern in these texts, but that a powerful emphasis on individual rights has shifted the discursive focus away from inter-state relations and towards the educational needs of young people. In the… [Direct]

Ide, Kanako (2014). Peace Education, Domestic Tranquility, and Democracy: The Fukushima Daiichi Nuclear Disaster as Domestic Violence. Ethics and Education, v9 n1 p102-112. This article is an attempt to develop a theory of peace education through an examination of the Fukushima Daiichi nuclear disaster. It examines why Japan did not avoid this terrible nuclear disaster. This is an educational issue, because one of the major impacts of Fukushima's catastrophe is that it indicates the failure of peace education. In order to reestablish a theory of peace education, the concept of domestic tranquility is discussed. This article questions whether the Japanese public order is consistent with democratic principles. Jane Roland Martin's examination of the concept of domestic tranquility is shown relevant. Martin's language analysis helps to distinguish whether or not Japanese domestic tranquility under nuclear crisis is democratic. I propose that post-Fukushima disaster peace education should be reformed as consistent with two democratic principles: acceptance of the diversity of peace and continuous negotiation among these different narratives…. [Direct]

Levy, Gal (2014). Is There a Place for Peace Education? Political Education and Citizenship Activism in Israeli Schools. Journal of Peace Education, v11 n1 p101-119. What is wrong with "peace education" in Israel? In this article, I attempt to decipher the cultural codes of Israeli schools in their relation to issues of peace, conflict and citizenship. It combines findings from two studies in order to understand how "school culture" animates "peace education." My main contention is not that "peace" is or is not being taught in the Israeli schools. Rather, I ask how "conflict" is being taught, and what underlines the schools' conception of conflict. Arguably, what Israeli schools are trying to avoid is not "peace education" "per se," but the very idea of "political education." An adequate approach to peace education, I propose in a more general vein, ought to focus on conflict not as an aberration, but as a part of our cultural mindsets and conceptions of the world. An example from the campaign for the rights of labour migrants' children is used to demonstrate a… [Direct]

Adiputra, Sofwan; Astuti, Budi; Ayriza, Yulia; Rohmadheny, Prima Suci; Saputra, Wahyu Nanda Eka; Supriyanto, Agus (2021). The Effect of Negative Peace in Mind to Aggressive Behavior of Students in Indonesia. European Journal of Educational Research, v10 n1 p485-496. This ex-post facto research aims to identify the negative influence of peace of mind on students' aggressive behavior. Aggressive behavior of students has become a problem that has not been alleviated to the maximum and is increasingly complex. One model of education that seeks to build students' peace of mind is the peace education model. The use of this educational model can suppress the urge of students to show aggressive behavior. The research data was collected using the peace of mind scale (PoMS) and aggressive behavior scale (ABS). The research sample was taken using cluster random technique with a total of 1263 students coming from western part of Indonesia (East Java, the Special Region of Yogyakarta, and Lampung), the central part of Indonesia (West Nusa Tenggara and Central Sulawesi), and the eastern part of Indonesia (North Maluku). Data in this study were analyzed using simple linear regression. The results of the analysis of the study concluded that negative peace of… [PDF]

Abanikannda, M. O.; Fakokunde, J. B.; Okanlawon, A. E.; Oyelade, A. A.; Yusuf, F. A. (2017). Attitudes towards Instructional Games on Peace Education among Second Year Students in Junior Secondary Schools in South-West Nigeria. International Journal of Education and Development using Information and Communication Technology, v13 n3 p98-108. The popularity of games and their availability through both ICT and non ICT tools require the investigation of students' attitude towards the use in instructional delivery. The study therefore examined students' attitudes towards instructional games on peace education. A total of 360 students randomly selected from the six states forming the South-West geopolitical zone in Nigeria participated in each of the games after which their attitude was examined. Two instruments namely, Attitude towards Board Game Questionnaire and Attitude towards Computer Game Questionnaire with reliability coefficient of 0.73 and 0.75 respectively were used to collect data. Data were analyzed using mean, Pearson product moment correlation and t-test. The results revealed: (1) students' positive attitude towards the instructional games; (2) significant relationship between students' attitudes towards the instructional games and their achievement in peace education; and (3) significant difference in… [PDF]

Call-Cummings, Meagan; Hook, Margaret Remstad (2015). Endorsing Empowerment? A Critical Comparative Study of Peace Education in Jamaica and Peru. Journal of Peace Education, v12 n1 p92-108. Is empowering peace education primarily about providing individuals with skills to respond to violence they experience and capabilities to enhance their own lives? Or is inspiring social transformation to alter forms of injustice that contribute to violence an equally valid and important dimension of an empowering peace education program? This article draws upon the authors' experiences researching peace education programs implemented by local nongovernmental organizations (NGOs) in two different contexts: Jamaica and Peru. The basis for comparison is grounded in the discourse key actors in these NGOs utilized in reference to their respective educational initiatives, explicitly emphasizing empowerment for marginalized groups. Using critical qualitative techniques and troubling the idea of "empowerment," the authors analyze the discourse of empowerment to look beyond explicit truth claims and unveil tacit assumptions regarding the purpose and desired outcomes for the… [Direct]

Cardozo, Mieke Lopes; Duncan, Ross (2017). Reclaiming Reconciliation through Community Education for the Muslims and Tamils of Post-War Jaffna, Sri Lanka. Research in Comparative and International Education, v12 n1 p76-94 Mar. This paper explores the possibilities and challenges for ethno-religious reconciliation through secondary school education in post-war Sri Lanka, with a specific focus on the Muslim and Tamil communities in the Northern city of Jaffna. In doing so, we position our paper within the growing field of "education, conflict and emergencies" of which there has been a growing body of literature discussing this contentious relationship. The paper draws from an interdisciplinary and critical theoretical framework that aims to analyse the role of education for peacebuilding, through a multi-scalar application of four interconnected dimensions of social justice: redistribution, recognition, representation and reconciliation (or 4 R's, Novelli, Lopes Cardozo and Smith, 2015). We apply this framework to interpret primary data collected through an ethnographic study of two under-studied communities that have been disproportionately affected by the 1983 to 2009 civil war and displacement:… [Direct]

Ide, Kanako (2017). Rethinking the Concept of Sustainability: Hiroshima as a Subject of Peace Education. Educational Philosophy and Theory, v49 n5 p521-530. The article discusses a sustainable educational approach for developing a moral value of peace by using a historical event, the bombing of Hiroshima. To make the case, the article uses the care theory of Nel Noddings to discuss the interpersonal aspects of peace education. The article asks how care theory handles tragedies like Hiroshima and it can contribute to a moral value of peace. The idea of caring is also examined, through Hiroshima, from a different angle, of the relationship between nature and human beings. The political position of this article is to expand the idea of sustainability by creating values for peace using material related to the bombing…. [Direct]

Vered, Soli (2015). Peace Education in Israel: An Educational Goal in the Test of Reality. Journal of Peace Education, v12 n2 p138-153. Peace education is considered a necessary element in establishing the social conditions required for promoting peace-making between rival parties. As such, it constitutes one of Israel's state education goals, and would therefore be expected to have a significant place in Israel's educational policy in general and in response to peace moves that have occurred during the Arab–Israeli conflict since the 1970s in particular. This article reviews the educational policy actually applied by Israel's state education over the years as reflected in formal educational programs and school textbooks, and suggests that although some significant changes have taken place over time, there has been and still is a significant gap between the stated goal and the practice of peace education in Israel. Reasons for this disparity and its implications are discussed and possible directions are proposed for coping with this educational challenge…. [Direct]

Hubina, Oksana (2019). Professional and Pedagogical Aspect of Developing Open Education in the Field of Future Specialists' Training at British Universites. Comparative Professional Pedagogy, v9 n1 p53-58 Mar. The article presents the results of the study on the professional and pedagogical aspect of developing open education in higher education institutions in the UK. It is established that as a result of society informatization, the new requirements for training of future specialists arise. Solving requirements means to create an improved open (computer-based) environment with advanced computer facilities of educational institutions, laboratories, libraries; updating methodological support, pedagogical technologies and the content of distance and e-learning based on the use of ICT; introducing new forms and methods of organizing the education process; introducing open educational systems; using the method of forming information and communication competences in scientific and pedagogical workers, methods for evaluating the quality of open electronic systems and free access to open educational resources; as well as to study the condition, trends and monitoring of open education… [Direct]

Cremin, Hillary; Echavarr√≠a, Josefina (2019). Education for Territorial Peace in Colombia: What Role for Transrational Peace?. Journal of Peace Education, v16 n3 p316-338. In this article, we present the idea of a territorial peace and explore it in the context of Colombia. We locate our investigation in peace education, particularly in Colombia's Catedra de Paz, and explore the adaptations and application of the iPEACES programme (originally the iPEACE programme, developed by one of the authors with Bevington in 2017) as a possible way of contributing to sustaining the plurality of many peaces in this and other contexts. We outline the Innsbruck school's many peaces approach and Elicitive Conflict Mapping (ECM) framework in order to show how they contributed to developing the iPEACES programme — which is responsive to territorial peace in the Colombian context. We end by presenting limited findings from four surveys with teachers in Colombia who attended a taster day for the iPEACES programme in 2018. We discuss their contributions and perspectives, and the ways in which we feel the iPEACES programme might be taken up more widely in schools in… [Direct]

Kane, Michele; Sisk, Dorothy A. (2019). Exploring Mindfulness to Create Conditions to Help Gifted Students Bloom and Flourish. International Journal for Talent Development and Creativity, v7 n1-2 p141-154 Aug-Dec. This article explores the art and science of Mindfulness from the perspective of a Buddhist Monk, Thich Nhat Hanh, author of five books in the Mindfulness Essentials series, and an American medical doctor, Jon Kabat Zinn founder of the Mindfulness-Based Stress Reduction clinic (MBSR) at the University of Massachusetts. In addition, we will explore mindfulness and its connection to compassion; the importance of being, belonging and becoming focusing on the present moment; exploring self-affirmations and sense of identity; helping students find purpose, make connections and model caring; self- regulation; developing caring school cultures; strategies for implementing mindfulness in the classroom; peace building and peace education. Mindfulness practices have the capacity for transformation in students, their teachers, and parents…. [PDF]

Goulah, Jason; Urbain, Olivier (2013). Daisaku Ikeda's Philosophy of Peace, Education Proposals, and Soka Education: Convergences and Divergences in Peace Education. Journal of Peace Education, v10 n3 p303-322. In this article, the authors introduce and explicate Daisaku Ikeda's contributions to peace education. Ikeda is a Buddhist leader, peacebuilder, school founder, and prolific author whose six decades of contributions to peace education have had a global impact in practice but have remained unexamined in the extant, particularly Anglophone, literature. Using excerpts and bilingual discourse analysis of the Ikeda corpus, the authors focus on five aspects to trace the past, present, and future of Ikeda's contributions to peace education: first, they trace the biographical roots of Ikeda's contributions to his early educational experiences and encounter with Josei Toda (1900-1958). Second, they outline the Nichiren Buddhist philosophy informing Ikeda's approach to peace education. Third, they explicate in the context of peace and peace education Ikeda's concept of value-creating, or Soka education ("soka kyoiku") relative to value-creating pedagogy ("soka kyoikugaku")… [Direct]

Khateri, Shahriar; Lewis, Elizabeth (2015). From Clouds of Chemical Warfare to Blue Skies of Peace: The Tehran Peace Museum, Iran. Journal of Peace Education, v12 n3 p263-276. Despite the limited number of peace museums around the world, there exists an essential role for existing peace museums to promote a culture of peace and peace education. The purpose of this article was to introduce the origins, rationale, scope and work of the Tehran Peace Museum in Iran. The concept of the museum is to facilitate peace education and develop peaceful environments drawn from the personal experiences of war survivors. The museum encompasses exhibitions about the horrors of chemical and nuclear warfare and is balanced with awareness programmes, bridge-building dialogues, connections with other peace museums and a comprehensive peace education programme catering for younger and older members of society. It offers the space and opportunity for a community of learning within the museum and welcomes fresh ideas and initiatives from visitors and volunteers. The Tehran Peace Museum is unique in its body of volunteers, men and women who have been directly affected by chemical… [Direct]

Arshad-Ayaz, Adeela; Doyle, Sophie; Naseem, M. Ayaz (2017). Social Media as Space for Peace Education: Conceptual Contours and Evidence from the Muslim World. Research in Comparative and International Education, v12 n1 p95-109 Mar. In this research, we present a conceptual framework to examine the potential of social media as an educational space for peace education. In particular, we examine the characteristics and dynamics of social media that set it apart from other traditional media and educational spaces. Specifically, we conceptualize features of social media such as: social media as "knowledge commons"; imagined communities of purpose; public and private voice; civic engagement; and the experts' gaze. Finally, we provide empirical and discursive evidence from social media in the Muslim world with specific examples from the Pakistani blogosphere in support of the conceptual framework drawn earlier…. [Direct]

Levi, Thursica Kovinthan (2019). Incremental Transformations: Education for Resiliency in Post-War Sri Lanka. Education Sciences, v9 Article 11. There is growing evidence to support the relationship between levels of gender inequality in a society and its potential for conflict. Positive attitudes to gender equality in and through education strengthen social cohesion; consequently, there is a need for gender-transformative education for peacebuilding. Drawing on the 4Rs (representation, redistribution, recognition, and reconciliation) framework in conjunction with the idea of incremental transformation with a focus on resilience, this study examines how eleven ethnic minority high school girls from Sri Lanka understand the transformative role of education in their lives as it relates to peace and gender equality. Education was a source of hope for the participants of this study and thus contributed to their resilience. However, rather than fostering and capitalizing on this resilience to build social cohesion and peace, education and the school systems are silencing them. This silencing is evident in the acceptance and… [PDF]

Bhat, Keerti R. (2020). Let Us Stick Together. Montessori Life: A Publication of the American Montessori Society, v32 n3 p34-37 Fall. The author has established a tradition of putting together a "stick bundle" that symbolizes the community in her Montessori Early Childhood classroom. In the first month of the school year, each member of the classroom finds a stick from the outdoor playground area and brings it back into the classroom. This article presents how the class creates a stick bundle, which is a concrete demonstration that shows the children that there is strength in unity and encourages partnership. The author also discusses how to creatively integrate Peace education into various curriculum areas. She decided to introduce different peacemakers from various continents to study. For Asia, Mahatma Gandhi was the obvious choice due to his nonviolent methods of gaining freedom for India after almost 200 years of British rule. This article also briefly presents how learning about Gandhi is integrated into the curriculum…. [Direct]

Brata, Nugroho Trisnu; Riyani, Mufti; Shintasiwi, Fitri Amalia; Suyahmo; Wasino (2021). Making Peace with the Past: Peace Education in Post-Conflict Aceh Societies through the Application of Cognitive Behavioral Therapy. Journal of Social Studies Education Research, v12 n2 p330-376. This paper has two objectives, namely, to map the problems of history learning to promote peace in post-conflict societies and offer applicable solutions. The research questions are (1) How do schools in post-conflict areas experience pedagogical conflict, especially when confronting "difficult history" events that arise in classroom discussions? (2) How does the impacts caused? and (3) What solutions can be offered? This research paper is a qualitative research design with a phenomenological approach. The primary informants in this post-conflict generational research are teachers and students in East Aceh. Involved 55 participants from schools scattered in locations with predefined characteristics. The gender ratio was 69.6% females and 30.4% males. The youngest volunteer was 12 and the oldest was 52 of age. The main techniques used in the data collection was observation, which aims to observe the learning process in the classroom and various other potentials outside the… [PDF]

Kester, Kevin (2017). The United Nations, Peace, and Higher Education: Pedagogic Interventions in Neoliberal Times. Review of Education, Pedagogy & Cultural Studies, v39 n3 p235-264. Peace and conflict studies (PACS) education in recent decades has become a popular approach to social justice learning in higher education institutions (Harris, Fisk, and Rank 1998; Smith 2007; Carstarphen et al. 2010; Bajaj and Hantzopoulos 2016) and has been provided legitimacy through a number of different United Nations (UN) declarations (UNESCO 1974, 1995; UN 2000, 2015). To explore and map the field of PACS, this article examines the intersections of higher education peace studies and UN-inspired peace and human rights education. The author designed an ethnographic case study to explore lecturers' understandings and enactments of peace teaching (Stake 1995; Denzin 1997; Yin 2003). The study involved participant observation and semi-structured interviews with 25 higher education peace scholars and 108 postgraduate students. The article first details the outcomes of the integrative and multilingual literature review, then outlines the university context and analytic tenets of… [Direct]

Bailey, Daniel R.; Lee, Andrea Rakushin; Yoo, Hak Soo (2020). Creating Short-Term Classes on Unification in South Korean Universities. Asian Journal of University Education, v16 n1 p1-12 Apr. Young adults will be the next generation of leaders, and it is critical for them to be cognizant of major issues that impact society. Unification is a significant issue in South Korea, especially in light of the recent summits between South and North Korea. This study is rooted in principles of peace education to promote peaceful discourse related to unification issues. Unification education plays an important role in K-12 education in South Korea; however, it is not prioritized at the university level. This case study, which included open-ended surveys, interviews, and focus groups, explored South Korean university students' (n=33) views of creating short-term classes on unification and the types of topics that they think should be taught in these classes. Primary results indicate that most participants expressed interest in taking short-term classes on unification issues. The paper also includes practical implications that can be considered when developing short-term classes on… [PDF]

Hajisoteriou, Christina (2023). CSOs Working for Peace through Education in Conflict-Affected Areas: The Case of Cyprus. British Educational Research Journal, v49 n6 p1234-1253. This article discusses the results of a qualitative study examining the ways civil society organisations (CSOs) may better support grass-roots initiatives for everyday peacebuilding via education in conflict-affected societies, where official state processes have failed. Our research is set in the Cyprus context, where the conflict between the Greek-Cypriot and Turkish-Cypriot communities that has led to the division of the island seems rather 'intractable' and 'frozen'. From the process of the analysis, three thematic categories emerged: (a) cultivating citizen empowerment and civil initiatives; (b) enhancing children's and youth's voices; and (c) launching partnerships with state and societal actors. We discuss our findings under the framework of intercultural education and change. It is argued that for peacebuilding to flourish, CSOs should use education to cultivate social and sympathetic imagination by enabling people from both communities to imagine other, more socially just,… [Direct]

Herrero Rico, Sof√≠a (2018). Education for Nonkilling Creativity: A Reconstructive-Empowering Approach. Journal of Peace Education, v15 n3 p309-324. Paige (2002) affirmed that a 'nonkilling society implies a disciplinary shift to nonkilling creativity'. Creativity is indispensable in the search for peaceful alternatives for the positive transformation of conflicts, inherent in human relationships. Creativity can help individuals to think and act peacefully, to find different alternatives to obstacles and problems, to face daily life challenges, and to be happier people. This article presents the Reconstructive-Empowering (REM) approach of peace education as a concrete proposal for implementing a nonkilling paradigm shift in education that facilitates the formation of a critical, active, creative, and peaceful nonkilling citizenship, capable of promoting social transformations toward a killing-free world…. [Direct]

Arawjo, Ian; Mogos, Ariam (2021). Intercultural Computing Education: Toward Justice across Difference. ACM Transactions on Computing Education, v21 n4 Article 30 Dec. Even in the turn toward justice-oriented pedagogy, computing education tends to overlook the quality of intergroup relationships, which risks entrenching division. In this article, we establish an intercultural approach to computing education, informed by intercultural and peace education, prejudice reduction, and the sociology of racism and ethnicity. We outline three major concerns of intercultural computing: shifting from content toward relationships, from cultural responsiveness to cultural reflexivity, and from identity to identification. For the last, we complicate discourses of race and identity widespread in U.S. education. Drawing from studies of youth programming classes in East Africa and U.S. contexts, we then reflect on our attempts to address the first shift of fostering relationships across difference. We highlight three promising design tactics: intergroup pairing, interdependent programming, and making relational goals explicit. Overall, we find that computing can… [Direct]

Antonellis, Irene; Brion-Meisels, Steven; Ch√°vez, Minerva; Daza, Berta C.; Diazgranados, Silvia; Noonan, James; Saldarriaga, Lina (2014). Transformative Peace Education with Teachers: Lessons from "Juegos De Paz" in Rural Colombia. Journal of Peace Education, v11 n2 p150-161. Effective peace education helps to create a transformation in the knowledge, skills, dispositions, and relationships of its students. Drawing on their experiences training teachers as part of "Juegos de Paz," an education for peace program that received support from the Colombian National Program for Citizenship Competencies, the authors explore transformative peace education and identify four key lessons for practitioners. Data from focus groups, interviews, and personal reflections are used to illustrate these principles and lessons. Additionally, it is suggested that there may be some transferability of these principles across contexts, since the program studied was originally developed in North America for use in urban elementary schools and was successfully adapted for use in rural Colombia…. [Direct]

Higgins, Sean (2018). School Mining Clubs in Kono, Sierra Leone: The Practices and Imaginaries of a Pedagogy of Protest against Social Injustice in a Conflict-Affected Context. Globalisation, Societies and Education, v16 n4 p478-493. This paper takes as a case study the pedagogical practices emergent from the educational interventions of a civil society organisation in the conflict affected region of Kono, Sierra Leone. Using a cultural political economy approach, it highlights the possibilities of pedagogy being leveraged to protest against perceived and experienced social injustices. In so doing it contributes to understanding of a context-specific model of teacher agency, rooted in the local and global challenges faced by pupils and their communities. It thereby illuminates an alternative to the generic and decontextualized framings of pedagogy frequently offered in human rights and peace education curricula…. [Direct]

Lauritzen, Solvor Mj√∏berg (2016). Educational Change Following Conflict: Challenges Related to the Implementation of a Peace Education Programme in Kenya. Journal of Educational Change, v17 n3 p319-336 Aug. Following the post-election violence in Kenya an attempt to bring about educational change through a peace education programme was launched by the MoE, UNICEF and UNHCR. The programme, which was aimed at building peace at the grassroots level, targeted the areas most affected by the post-election violence. Teaching plans were designed for all levels in primary school, and teachers and head teachers at schools in the Rift Valley were trained in the materials. Whereas the MoE assumed that the schools, having recently experienced the post-election violence, would have an innate motivation to implement the programme, this paper argues that the reality on the ground was more complicated. The formation and the implementation of the programme will be analysed from the perspective of policy makers and school populations. The paper argues that there are challenges related to additive and reactive peace education policies. Further, the paper argues that perceived relevance, school location,… [Direct]

Boudreau, Will (2017). A Qualitative Study of College-Based Peace Education Programs. ProQuest LLC, Ed.D. Dissertation, University of Hartford. The purpose of this exploratory research study was to examine the perceptions of seven northeast United States, college-based, Peace Education program directors regarding their respective programs' characteristics and the challenges they face. This qualitative study was designed to fill a gap in the literature by examining the perceptions of university peace studies directors in order to better understand the organizations they operate, as well as aspects of their leadership that help them navigate the complexities of higher education. With Bolman and Deal's (2013) four frame model as a conceptual framework, the study used interviewing in a semi-structured format for data collection. Additional data was collected using the results of the Bolman and Deal's (1991) Leadership Orientations Survey completed by the program directors, as well as reviews of program websites.The findings indicated that program directors demonstrate strong communication skills, take great care to foster… [Direct]