Ebuara, Victor Obule; Ekpoh, Uduak Imo (2011). Peace Management and Enhanced Academic Performance of Tertiary Institutions in South-South Nigeria. Higher Education Studies, v1 n2 p121-128 Dec. This study was embarked upon with a view to examining the need for peace in the management of tertiary institutions towards enhancing academic performance in south-south Nigeria. Three hypotheses and one research question guided the study. One thousand, two hundred and nineteen (1219) academic and non-academic staff were selected for the study. A 31 item researcher developed questionnaire was used to collect data from the sampled staff in their respective institutions. Population t-test and mean scores were used to analyze data collected. Findings show that peace was advocated but there were serious inadequacies in the implementation and enforcement process of peace. Proposed peace was scarcely enforced to the detriment of academic performance. The manner and approach to existing peace management does not actually address the issue of peace building. Based on the findings, recommendations were made which included among others, that conflict resolution and peace education courses… [PDF]

Bekerman, Zvi; Zembylas, Michalinos (2016). Identity Negotiations in Conflict-Ridden Societies: Historical and Anthropological Perspectives. Paedagogica Historica: International Journal of the History of Education, v52 n1-2 p201-218. The present paper deals with epistemological and methodological issues as these touch upon the products of educational practices related to the teaching of historical narratives in settings purposely created to facilitate dialogue, inclusion and recognition among children thought to be belonging in clearly differentiated and antagonistic groups in a conflict-ridden area–i.e. Israeli Jews and Palestinians, and Greek and Turkish Cypriots. It offers an overview of the sociopolitical and educational contexts the authors have studied and vignettes of some of the events that captured their attention and led them to critically approach present theorising on peace and multicultural education. It finalises with reflections on the epistemological and methodological issues the authors encountered in their studies…. [Direct]

Danesh, H. B. (2008). The Education for Peace Integrative Curriculum: Concepts, Contents and Efficacy. Journal of Peace Education, v5 n2 p157-173 Sep. This article presents the conceptual foundations of the Education for Peace (EFP) integrative curriculum, reviews its contents, and briefly describes its impact on students, teachers, staff and parents/guardians in Bosnia and Herzegovina. The curriculum was developed in 2000, first employed in six pilot schools and then implemented in 112 primary and secondary schools in Bosnia and Herzegovina as well as in a few schools in North America, thus far involving thousands of educators and tens of thousands of students. The curriculum is being published in nine volumes covering core aspects of peace education. This article reviews the curriculum's comprehensive and inclusive pedagogical approaches and unique conceptual formulation, which defines conflict as the absence of unity and unity as the main prerequisite for peace. The curriculum integrates insights from a wide range of disciplines on peace and education, including education, peace studies, conflict resolution, political science,… [Direct]

Berlowitz, Marvin J.; Jackson, Eric R. (2009). Multicultural Historiography as a Vehicle for Overcoming the Marginalization of Peace Education. Multicultural Learning and Teaching, v4 n1 p58-63 Aug. This article is to draw upon a recent groundbreaking history of the Deacons for Defense along with scholarly research on the Gandhian construct of "?satyagraha?" to develop a conception of the Civil Rights Movement as a multifaceted strategy shaped by a dialectical relationship of non-violent direct action and armed self defense. They contend that this alternative to Eurocentric interpretations provides a historical grounding for Peace Education that raises the possibility of overcoming the marginalization and resistance encountered by peace educators especially among less privileged constituencies…. [Direct]

Hang, Khong Thi Diem; Hien, Do Thi; Saito, Eisuke (2010). Echoing with the Voices of Victims: Reflection on Vietnamese Lessons on the Japanese Experiences of Atomic Bombs. Improving Schools, v13 n3 p221-234 Nov. This article explores the case of a Vietnamese teacher whose conception of teaching changed greatly following a short but intensive series of lessons based on the Japanese experiences with atomic bombs. The following three issues are considered: 1) what types of efforts teachers should make to increase the depth of their lessons, on the basis of children's reality of learning; 2) what kinds of support teachers require from colleagues, including external resource persons; and 3) how school management should be organized to practise peace education. (Contains 2 figures.)… [Direct]

Shirazi, Roozbeh (2011). When Projects of "Empowerment" Don't Liberate: Locating Agency in a "Postcolonial" Peace Education. Journal of Peace Education, v8 n3 p277-294. By juxtaposing male secondary student and teacher classroom practices with a postcolonial analysis of the structural and discursive forces that characterize education reform in Jordan, this study draws attention to the ways that authoritarian regimes may coopt peace education language and concepts, such as "dialogue" and "empowerment", to create a democratic veneer for neoliberal educational projects. Jordanian (along with other Arab and Muslim) male youth are often discursively positioned in transnational accounts as objects of educational intervention requiring assistance to become democratic and empowered citizens rather than subjects of self-empowerment. Employing a postcolonial framework of centering "marginalized" voices, then, challenges prevalent cultural representations of Jordanian youth as "vulnerable" and allows scholars and practitioners to see how students enact agency and contest sociopolitical norms in everyday practices of… [Direct]

McGlynn, Claire (2008). Leading Integrated Schools: A Study of the Multicultural Perspectives of Northern Irish Principals. Journal of Peace Education, v5 n1 p3-16 Mar. This article is concerned with the sustained peace education initiative of integrated schooling and in particular with leadership responses to cultural diversity. Using a case study group of principals of integrated (mixed Catholic, Protestant and other) schools in Northern Ireland, the author explores how principals perceive and lead their visions of integrated education. A combined framework of multicultural and school leadership theory is employed to analyse the findings. The perceptions of the principals reported are consistent with liberal interpretations of multiculturalism, although there is also evidence of a more pluralist perspective. Core liberal values appear to be central to the leadership style of these principals, in line with values-led contingency models of leadership. The article suggests that a sole emphasis on common humanity is an inadequate approach to peace education. It tentatively suggests a relationship between leadership styles and approaches to… [Direct]

Hung, Ruyu (2007). Is Ecological Sustainability Consonant or Dissonant with Human Rights? Identifying Theoretical Issues in Peace Education. Journal of Peace Education, v4 n1 p39-55 Mar. During the twentieth century, there were increasing concerns about forms of violence and, also, increased interest in peace education. There are various approaches of peace education. And, since all the approaches aim at the same goal–peacemaking–the basic assumptions of the different approaches must agree, otherwise there will be internal inconsistencies in peace education theory. This article examines different concepts, perspectives and implications of the key terms of \anthropomorphic\ and \ecocentric\ in the context of peace education. These are identified as two perspectives underlying certain inconsistencies between the views of human rights education and of environmental education, being two important perspectives in peace education. Over the past decades, much educational effort has been made to improve human rights education and, also, education to help save the earth from environmental deterioration. Nevertheless, there are still problems in the process of promotion both… [Direct]

Wilson, Ruth A. (2009). The Color Green: A \Go\ for Peace Education. Exchange: The Early Childhood Leaders' Magazine Since 1978, n187 p40-43 May-Jun. This article talks about the \Green Approach\ to peace education. This approach to early childhood education is not only good for the environment but also good for young children and society, as \going green\ gives children many opportunities to experience and practice peace in a way that matches their level of development. Caring for simple things in nature–like caterpillars, flowers, and ladybugs–helps children develop a sense of themselves as nurturers and as people who care. This sense of self contributes to a peaceful way of living–with self, with others, and with the natural world. The article includes a list of children's books on caring…. [Direct]

Morgan, Haydn; Parker, Andrew (2023). Sport-for-Development, Critical Pedagogy and Marginalised Youth: Engagement, Co-Creation and Community Consciousness. Sport, Education and Society, v28 n7 p741-754. The principles of critical pedagogy proposed by Paolo Freire have been widely cited as presenting the necessary intellectual tools to underpin sport-based programmes that are targeted towards marginalised groups. Yet, despite the widespread advocacy for Freire's educational philosophy, to date there have been few attempts to present theoretical articulations of how these pedagogical principles might be more precisely understood within the context of sport-for-development (SfD). One example, proposed by [Spaaij, R., & Jeanes, R. (2013). Education for social change? A Freirean critique of sport for development and peace. "Physical Education and Sport Pedagogy," 18(4), 442-457. doi.org/10.1080/17408989.2012.690378%5D, offers a framework for 'critical SfD education' and emphasises the necessity for programmes that are co-created, inclusive and directive. However, there are an absence of studies that apply this framework directly to examine SfD programmes. This article… [Direct]

Gibson, Ian (2011). Flowers in the Cracks: War, Peace and Japan's Education System. Journal of Peace Education, v8 n2 p101-126. A major role of education is to socialise individuals into being responsible and productive citizens. It is aimed at preparing people for the workforce and for participating in the public life of the nation. Educational systems are complex bureaucracies based on particular educational and social theories and philosophies. This paper is concerned with one particular system, the Japanese education system, which emerged from many conflicting ideologies. Polar extremes of liberal and ultra-nationalism orientations were disseminated in its historical course and it remains in the early twenty-first century a system that retains many tensions. This paper seeks to elucidate these tensions while demonstrating that peace outcomes can still be achieved. It begins with three collected narratives of peace work and peace education work within a formally militaristic institution, Ritsumeikan University. Together with Kogakukan University in Mei and Kokushikan University in Tokyo Ritsumeikan was… [Direct]

Ahmed, Manzoor (2020). Understanding and Promoting Ethics and Values Education: The Methodological Challenge. Prospects: Quarterly Review of Comparative Education, v48 n3-4 p115-134 Jul. Two studies were undertaken recently to examine how schools promote SDG Target 4.7–including ethics and values. UNESCO's Mahatma Gandhi Institute of International Education for Peace and Sustainable Development (MGIEP) in Delhi examined to what extent concepts and competencies related to Target 4.7 are mainstreamed in education policies and curricula in 22 countries across Asia. Education Watch, a civil society group in Bangladesh that monitors progress in pretertiary education in the country, took the promotion of ethics and values through school education as the subject for its 2017 report. This article describes the methodological concerns and how the MGIEP comparative study and the Bangladesh study address those concerns. The SDG agenda, particularly Target 4.7, constitutes a frame of reference for both studies. The article discusses the relevance of SDG Goal 4 and Target 4.7 for the two studies, and briefly presents the objectives, the methodology, and the nature of conclusions… [Direct]

Gavriely-Nuri, Dalia (2009). Friendly Fire: War-Normalizing Metaphors in the Israeli Political Discourse. Journal of Peace Education, v6 n2 p153-169 Sep. Combining principles of peace education and political discourse analysis, this study dwells on one powerful metaphorical mechanism engaged in by Israeli political leaders: war-normalizing metaphors, a mechanism for framing war as part of human nature and normal life. Six core semantic fields were identified as particularly useful "raw material" in creating war-normalizing metaphors: women's work, commerce, child's game, sport, nature and tourism. The case study is based on the rhetoric employed by Israeli politicians during the years 1967-1973, a period during which Israel participated in no fewer than three wars. During those same years, several peace initiatives were initiated but eventually failed. The contribution of this article is dual. First, it looks at the role of the discourse as either facilitating or obstructing achievement of a culture of peace or the converse–a culture of violence. Second, it demonstrates the importance of peace education, especially for… [Direct]

Susan M. Bruno (2022). Young Adult Perceptions of PeaceJam: Social Justice, Active Citizenship and Creating a More Democratic Society. ProQuest LLC, Ed.D. Dissertation, Aurora University. The purpose of this qualitative study was to explore and describe the perceptions of participants of PeaceJam towards personal and collective power, service learning, social justice and democratic education as examined through participant observations, interviews, focus groups, artifacts, and documents of individuals engaging with the non-profit organization PeaceJam. The PeaceJam curriculum and service-learning model is strongly related to social justice and democratic education as it advocates for civic action and attacking the root cause of issues as inspired by 14 Nobel Peace Prize Winners motivating everyday citizens to change the world through action (PeaceJam 2019). Throughout the course of this research study, 11 interviews and two focus groups were conducted that provided valuable data addressing questions at the forefront of this study. The major findings are related to the research on young adults post high school under the age of thirty who have had experiences with… [Direct]

Harris, Simon; Lewer, Nick (2008). Peace Education in Conflict Zones–Experience from Northern Sri Lanka. Journal of Peace Education, v5 n2 p127-140 Sep. In September 2005, adult students from Kilinochchi, located in the Liberation Tigers of Tamil Eelam (LTTE)-controlled Wanni region of northern Sri Lanka, were awarded University of Bradford, UK, validated postgraduate certificates or diplomas in conflict resolution and peace preparedness. The diploma is, we think, a landmark in peace education when an internationally recognised higher educational course on peace and conflict resolution has been conducted in an area under the de facto authority of a militant separatist group with their full knowledge, cooperation and participation. We argue that in conflict or post-conflict situations, formal tertiary-level peace education programmes are important. This is because they provide local stakeholders with a safe educational space–one in which they can engage and experiment with the discourse of peace without overtly political implications. Such programmes also help develop peace-building capacity by offering people the necessary knowledge… [Direct]

Groves, Tamar; Hern√°ndez Laina, Yovana; Mahamud Angulo, Kira; Milito Barone, Cecilia Cristina (2016). Civic Education and Visions of War and Peace in the Spanish Transition to Democracy. Paedagogica Historica: International Journal of the History of Education, v52 n1-2 p169-187. This article explores visions of war and peace in the education system during the Spanish transition to democracy. During those years, the Spanish state was faced with the challenge of leaving its authoritarian political past behind and forging a democratic civic culture. As the concepts of war and peace are inextricably linked to those of state and citizenship, they are a useful tool with which to examine changes in civic education. A wide variety of educational sources has been explored, with particular attention to the emotional nature of the depiction of both war and peace. This study reveals two opposing styles. The official discourse demonstrated a factual treatment of war and a tendency to concentrate on international bodies and their actions, when it came to fomenting peace. The treatment of peace in the circles of teachers' local initiatives was different. First, peace was defined not only as the absence of war but also in terms of social equality and solidarity. Second,… [Direct]

Ide, Kanako (2007). A Symbol of Peace and Peace Education: The Genbaku Dome in Hiroshima. Journal of Aesthetic Education, v41 n4 p12-23 Win. There are numerous paintings expressing both the glory and horror of war. These pictures are a powerful medium in peace education. In this article, the author focuses on a symbol of Hiroshima called the Genbaku Dome, a United Nations Educational, Scientific, and Cultural Organization (UNESCO) World Heritage Site. She believes that images of the Genbaku Dome are tightly connected to peace education because, without education, the Genbaku Dome is merely an old damaged building. To examine educational messages in those visuals that include the Genbaku Dome, the author first discusses two major approaches to promoting the image of peace. She analyzes how these images of peace are used to teach political ideologies. The author interprets an additional picture to examine how political ideology affects the image of peace. Finally, she explores another form of peace education through the representative image of peace. (Contains 5 figures and 20 notes.)… [Direct]

Brock-Utne, Birgit (2009). A Gender Perspective on Peace Education and the Work for Peace. International Review of Education, v55 n2-3 p205-220 May. This article offers a gender perspective on peace education and the work for peace. To what extent are girls and boys in our society being socialised equally or differently when it comes to learning how to care, empathise with others and engage in or endure violent behaviour? Why are women generally more likely than men to support conscientious objectors, and oppose war toys and war itself? Gender is a powerful legitimator of war and national security. As in other conflict situations around the world, gendered discourses were used in the US following 11 September 2001 in order to reinforce mutual hostilities. Our acceptance of a remasculinised society rises considerably during times of war and uncertainty. War as a masculine activity has been central to feminist investigations…. [Direct]

Bernard Schneuwly; Rita Hofstetter (2023). Piaget, Diplomat of Educational Internationalism. From the International Bureau of Education to UNESCO (1929-1968). Paedagogica Historica: International Journal of the History of Education, v59 n6 p1073-1090. Building on a historiography that is in full expansion, we are focusing our attention on the sociogenesis of "educational internationalism", by studying the way in which agents and organisations which claim to belong to this movement have executed their commitments and reconfigured them over the decades. After having studied the groups which work within the International Bureau of Education (IBE) — which aims to build peace through science and education — here we are examining the way in which its director, Jean Piaget, shaped the implements and the operating methods of the IBE, and represented it on different international stages. The well-endowed archives that were analysed have prompted us to suggest that he is revealed as a diplomat of "educational internationalism"; while the IBE became the first intergovernmental agency (1929), it started working with UNESCO from 1946 before it became fully integrated in 1969. In particular, this article shows how, within… [Direct]

Wilson, Ruth (2012). Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments. Second Edition. Routledge, Taylor & Francis Group Now in its second edition, \Nature and Young Children\ promotes the holistic development of children by connecting them with nature. It offers advice and guidance on how to set up indoor and outdoor nature play spaces as well as encouraging environmentally responsible attitudes, values and behaviour in your early childhood setting. Covering topics as diverse as gardening with young children, creating an accessible nature program for children with special needs and addressing cultural differences in connecting children with nature, this book reveals how important nature play can be in the development of young children. This user-friendly book offers guidance on: (1) alternative settings for nature-focused programs; (2) international approaches to nature play in early childhood; (3) the role of the adult in outdoor learning; (4) using nature play for cross-curricular learning; (5) integrating nature education and peace education; and (6) health and safety. This highly accessible book… [Direct]

Nasser, Ilham (2011). Perspectives of Palestinian and Jewish Parents in Israel on Bilingual Education. International Journal of Bilingual Education and Bilingualism, v14 n3 p301-318. This article is based on a study conducted at the first Arabic and Hebrew bilingual school in Israel (Neve-Shalom/Wahat-Alsalam–NSWAS). The article focuses on Jewish as well as Palestinian parents' perspectives and responses to survey questions and interviews conducted at the school. Parents named reasons for choosing the school, satisfaction with the school, concerns, and their visions of the school's peace education goals and mission. The results of the study indicate a level of trust in the school's ability to promote cultural understanding and tolerance among children from both sides. The data analysis also suggests that Jewish parents chose the school mainly because it offers smaller classrooms while Palestinian parents chose it mainly because it is a bilingual school. The article provides analysis of the results, makes recommendations to establish and maintain the bilingual and bi-national nature of such schools in Israel and recommends directions for future research…. [Direct]

Fennewald, Thomas J.; Helfenbein, Robert J.; Hoffmann, Robert P.; Stuckey, Shanna M. (2011). Non-Didactic, a Culture of Peace, and "Some Cat from Brazil": A Case Study of Negotiating a Dialogic Curriculum with Incarcerated Girls. Urban Review: Issues and Ideas in Public Education, v43 n4 p507-527 Nov. HIPP Indy is a collaborative effort between the Indiana Department of Correction, the Peace Learning Center, and program facilitators in pursuit of implementing curriculum in peace education, conflict resolution, and self-efficacy with incarcerated, juvenile girls. The Center for Urban and Multicultural Education embarked on a program to partner a reservice teaching candidate with an urban social justice initiative in the hopes of reciprocal benefits for all involved. This study represents both qualitative data from multiple partners in designing and implementing the project, as well as the reflections of the participant-observer and co-author. The authors purport that listening to the stories of the diverse individuals involved in making the program possible offers an opportunity to understand curriculum in-the-making and the complexity of collaborative work. Revealed in this collaboration are new insights into the complexities of working with incarcerated students, attempts at… [Direct]

Novelli, Mario (2016). Capital, Inequality and Education in Conflict-Affected Contexts. British Journal of Sociology of Education, v37 n6 p848-860. Piketty's "Capital in the Twenty-First Century" has brought the issue of inequality to the centre of political debate. This article explores contemporary research on the relationship between education and inequality in conflict-affected contexts with a view to seeing how Piketty's work speaks to these issues as a field of research and practice. The article provides a critique of Piketty's approach, arguing for a broader, interdisciplinary and holistic approach to exploring and addressing inequality in education in conflict-affected contexts in their multiple economic, cultural and political dimensions. In doing so the article also lays out an analytical framework inspired by cultural political economy for researching education systems in conflict contexts which seeks to go beyond narrow human capital framings of education and address the multiple potential of education to promote sustainable peace and development in and through education…. [Direct]

Abu-Nimer, Mohammed; Nasser, Ilham (2012). Perceptions of Forgiveness among Palestinian Teachers in Israel. Journal of Peace Education, v9 n1 p1-15. This article presents the results of a study conducted among Palestinian teachers in Israel to address their contextual understanding and perceptions of forgiveness. It sheds light on K-12 teachers' responses to daily cultural and social conflict situations in a Middle Eastern context. This research aims to contribute to our understanding of forgiveness on conceptual as well as perceptual levels, hoping to enhance the knowledge-base needed to educate for forgiveness and reconciliation in Arab society. The present study is the first of several examining forgiveness among teachers in four Middle Eastern countries (Palestine, Lebanon, Jordan, and Egypt). Sixty-two classroom teachers in Arabic-speaking schools among Palestinians in Israel participated in the study. The teachers filled out a survey that included 10 hypothetical scenarios requiring forgiveness. The results from the survey and qualitative written responses suggest a high level of forgiveness when the situation involves… [Direct]

Maximus Monaheng Sefotho; Moeketsi Letseka (2024). Botho/Ubuntu Paradigm as Cognitive Justice in Psychology. School Psychology International, v45 n3 p233-253. The concept of "Botho/Ubuntu" emerges as a balancing paradigm poised to drive cognitive justice in psychological discourses. A paradigm is a universally recognized scientific model that represents a worldview of the nature of the world. There are enduring concerns about the privileging of Western European paradigms, ontologies, epistemologies, and axiologies over their African counterparts. In this article, we present the "Botho/Ubuntu" paradigm as a strong contender for the promotion, and humanization of epistemologies in psychology. The 59th annual conference of the Comparative and International Education Society (CIES) in Washington, DC in 2015, whose theme was "Ubuntu! Imagining a Humanist Education Globally," as well as the World Council of Comparative Education Societies' (WCCES) recent book, "Comparative Education for Global Citizenship, Peace and Shared Living through Ubuntu," are examples through which "Ubuntu" began to… [Direct]

Bryan, Audrey; Mochizuki, Yoko; Vickers, Edward (2022). Huxleyan Utopia or Huxleyan Dystopia? "Scientific Humanism", Faure's Legacy and the Ascendancy of Neuroliberalism in Education. International Review of Education, v68 n5 p709-730 Oct. In addition to the longstanding threat posed by narrow economism, faith in the possibility of peace and progress through democratic politics — central to the humanistic vision of the 1972 Faure report — today faces additional challenges. These challenges include the ascendancy of neurocentrism in the global policyscape. Whereas the effects of neoliberalism on education have been extensively critiqued, the implications of a newer, related ideological framework known as "neuro"liberalism remain under-theorised. Neuroliberalism combines neoliberal ideas concerning the role of markets in addressing social problems with beliefs about human nature ostensibly grounded in the behavioural, psychological and neurological sciences. This article critically examines a recent initiative of one of UNESCO's Category 1 Institutes — the Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) — that seeks to mainstream neuroscience and digital technology within… [Direct]

Berlowitz, Marvin J.; Jackson, Eric R.; Long, Nathan A. (2006). The Exclusion and Distortion of African American Perspectives in Peace Education. Educational Studies: Journal of the American Educational Studies Association, v39 n1 p5-15. In the Fall 2003 issue of Educational Studies, Ian Harris provided a historical assessment of the progress of peace education in the United States, in which he concluded with the sobering observation that, \peace education remains peripheral to mainstream educational endeavors\ (349). Harris attributed the failures of peace education to the difficulties inherent in developing a research paradigm capable of demonstrating the efficacy of peace education programs. The contribution of this article is to advance the proposition that the dominance of Eurocentricity in peace education leads to the exclusion and distortion of African American perspectives and this restricted focus undermines the status and viability of peace education…. [Direct]

Willis, Alison (2017). An Education for Peace Model That Centres on Belief Systems: The Theory behind The Model. Journal of Peace Education, v14 n3 p310-324. The education for peace model (EFPM) presented in this paper was developed within a theoretical framework of complexity science and critical theory and was derived from a review of an empirical research project conducted in a conflict affected environment. The model positions belief systems at the centre and is socioecologically systemic in design to capture the holistic dynamic of education within community. There is increasing interest, in both academic and development communities, in closing the gaps that exist between theory and practice in educational development in conflict affected settings and providing practioners with practical models. This paper makes a contribution in this through the presentation of the EFPM and the theory that informed its development. There are five key components to the EFPM: belief systems, learning experiences, students, teachers and schools. Belief systems are core as knowledge is generated from culture. Learning experiences are viewed as… [Direct]

Aly, Anne; Karnovsky, Saul; Taylor, Elisabeth; Taylor, Nell; Taylor, Peter Charles (2017). "Beyond Bali": A Transformative Education Approach for Developing Community Resilience to Violent Extremism. Asia Pacific Journal of Education, v37 n2 p193-204. The Bali bombings of 2002 and 2005 confronted Australia and its neighbours directly for the first time with the dangers of violent extremism. Since then, the Bali Peace Park Association (BPPA), consisting of former victims, their families and other interested parties, has been lobbying for the creation of the "Bali Peace Park" to be built on one of the bombing sites. Peace parks have been conceived as community-driven projects against violent extremism, and the planned Bali Peace Park embodies this principle. In 2012, the BPPA initiated "Beyond Bali," an ambitious and highly relevant curriculum development project, and secured funding from the Australian Attorney General's Department. Drawing on the expertise of a counter-terrorism expert, two university education experts and the first-hand experiences of victims and their families, the Beyond Bali curriculum package was created. Beyond Bali covers a range of topics and activities, including social science studies… [Direct]

Joseph, Pamela Bolotin; Mikel, Edward (2014). Transformative Moral Education: Challenging an Ecology of Violence. Journal of Peace Education, v11 n3 p317-333. From the perspective that we live amidst an ecology of violence, we contend that educators should not circumscribe their ethical roles by endorsing the dominant individualistic goals and practices of moral education. To counter a pervading worldview of violence and tolerance for violence, we propose instead that teachers embrace the multifaceted concept of transformative moral education as informed by the beliefs and aims of peace and ecojustice education. We explore the curricular aims and the ethical foundations of transformative moral education as well as the change of consciousness and development of agency for moral educators who challenge violence within human interactions and toward other living beings and the Earth…. [Direct]