Wessells, Michael (2005). Child Soldiers, Peace Education, and Postconflict Reconstruction for Peace. Theory Into Practice, v44 n4 p363-369. Worldwide, children are drawn into lives as soldiers and terrorism as the result of forced recruitment and also by extremist ideologies and their inability to obtain security, food, power, prestige, education, and positive life options through civilian means. Using an example from Sierra Leone, this article shows that peace education is an essential element in a holistic approach to the reintegration of former child soldiers and to the prevention of youth's engagement in violence and terrorism. In the postconflict context, effective peace education has a stronger practical than didactic focus, and it stimulates empathy, cooperation, reconciliation, and community processes for handling conflict in a nonviolent manner. These processes play a key role also in the prevention of children's engagement in violence and terrorism…. [Direct]

Cates, Kip; Jacobs, George M. (1999). Global Education in Second Language Teaching. Online Submission This article paints an optimistic picture of the role we second language teachers can play not only in improving our students' language proficiency but also in infusing global education into our classes as we join with our students to address global concerns, such as peace, prosperity, environmental protection, and human rights. The article is divided into four parts. The first part describes global education and identifies organizations of second language educators participating in global education. The second part of the article focuses on two key areas of global education: peace education and environmental education. Next, we address questions that second language teachers frequently ask about including global education in their teaching. Lastly, we supply lists of print and electronic resources on peace education and environmental education. The following are appended: (1) Peace Education Bibliography; and (2) Environmental Education Bibliography. [This article was published in… [PDF]

Bjerstedt, Ake (1994). Peace Education Books: A Selective Bibliography. Reprints and Miniprints No. 810. The bibliography lists examples of monographs and collections of papers explicitly dealing with peace education. Some special issues of journals devoted to the area of peace education also have been included. The major focus is on materials in English, German, and the Scandinavian languages from recent years. For those unfamiliar with the area, the fairly large number of references may be confusing. An asterisk (*) is used to mark a few publications as valuable for those who would like to get some introduction and review of the field. These selections may be seen as arbitrary, but it is hoped that these notations may be useful for some beginning readers. (EH)…

Simpson, Kris (2004). Making Connections: Wholistic Teaching through Peace Education. Canadian Social Studies, v38 n3 Spr. Educating for peace at the primary level is more critical now than ever before, as our students struggle to choose and emulate the models of peace education that stand before them. Continuously facing a sensationalized picture of war, students must not learn from the media generated models that stand before them in a time of war. Instead, education must equip students with alternatives to violence. Thus, teachers must provide students with opportunities to explore their feelings about war, and learn about peaceful alternatives to conflict resolution. Further, students must learn to challenge the assumptions that traditions have put into place, to ensure that the tenets of peace education preside over inequity that is structural and has gone unquestioned for too long…. [PDF]

Curran, Joanne M. (1996). Peace Pilgrim: A Readers Theatre Approach to Peace Education. Readers theater is a dramatic art that directs attention to the words of a text. During a performance, a reader (rather than an actor) presents and interprets the work within a narrative context intended by the author. In this project, the text, a collection of the words and writings of a woman known as the Peace Pilgrim, tells the story of her 28-year pilgrimage for peace. This text reflects a transformational approach to peace education; it promotes living a life that is nonviolent at every level. Participants in the study were 10 college students enrolled in an independent study. Results of the study are discussed with regard to five issues: (1) students' choice to participate in the study; (2) students' reactions to Peace Pilgrim as a potential role model; (3) students' reactions to the use of readers theater as a curriculum tool; (4) changes in students' attitudes toward peace education; and (5) changes in students' emotional reactions to the concept of world peace. Student… [PDF]

Hinitz, Blythe F.; Stomfay-Stitz, Aline (1996). Dream of Peace, To Dare To Stay the Violence, To Do the Work of the Peacemaker. This essay focuses on teachers as peacemakers. Peace education is discussed as multifaceted and cross-disciplinary, emphasizing the teaching of peace, nonviolence, conflict resolution, social justice, economic well-being, political participation, and environmental concern. The report asserts that any curriculum for young children should stress a peaceful environment to counter the negative, violent images children see on television, in electronic games, and elsewhere. The cycle of generational violence is discussed, as is evidence of violence being passed along by generations. The concept of Developmentally Appropriate Practices (DAP) is discussed as a vital part of the peace education curriculum. Strategies suggested for creating a "peaceable" classroom include: (1) conducting class meetings; (2) featuring a child as "student of the week"; (3) developing a sense of unity; (4) implementing cooperative learning; (5) infusing the theory of multiple intelligences… [PDF]

Bjerstedt, Ake, Ed. (1993). Fifty Peace Educators: Self-Portraits in Passing from Twenty-Two Countries. Peace Education Reports No. 7. The project group "Preparedness for Peace" of the Department of Education and Psychological Research, Malmo School of Education, Sweden, explores ways of helping children and young people deal constructively with questions of peace and war. As part of its work, the project group collects viewpoints on the role of schools in pursuit of "peace preparedness." In this regard, experts with special interests and competencies in areas related to peace education have been interviewed by the project. This document presents excerpts from interviews with 50 peace educators representing 22 different countries. Answers given by interviewees to the question "As an introduction, could you say a few words about yourself and your interest in the field of peace education?" are the focus of the report. (DB)… [PDF]

Toh, Swee-Hin; And Others (1992). Building a Peace Education Program: Critical Reflections on the Notre Dame University Experience in the Philippines. Peace Education Miniprints No. 38. This paper draws upon the experiential and theoretical insights gained from 5 years of developing a peace education program at Notre Dame University in the Philippines. The critical reflections on that experience encompass the processes, relationships, and structures embodied in the program, and its achievements, constraints, difficulties, and prospects for the future. The personal, social, political, and cultural forces and influences underpinning the formation and evolution of the program also are explored. It is hoped that a case study of peace education in the Philippine context, which is burdened by such deep crises of conflict, violence, and human suffering, may yield meaningful answers and questions for enhancing the craft and struggle of educating for peace, justice, and compassion. (Contains 30 references.) (Author/LBG)… [PDF]

Bachay, Judith (1996). Fighting Violence with Peace Education Strategies. Multicultural Education, v4 n2 p43-45 Win. The curriculum developed by the Peace Education Foundation to help students deal with conflict is described. The curriculum is life-affirming and teaches that human connection is precious. Conflict-resolution strategies and nonviolent methods advocated by Martin Luther King Jr. are taught. (SLD)…

Wilson, Norman H. (1972). A Primer on Approaches to Peace Education. Social Science Record, 9, 2, 42-48, Win 72. Assistance in planning peace education curriculum is available to educators from war/peace study organizations, community sources, television programs. An interdisciplinary subject approach can be given, involving mathematics, physical education, religion, science and ecology, as well as social studies and historical inquiry. (JB)…

(1984). Annotated Resource List of Peace Education Resources Available from Wilmington College Peace Resource Center, Hiroshima/Nagasaki Memorial Collection. Over 130 print and nonprint peace education resources for use with adult groups and elementary, secondary, and college students are described. Audiovisuals may be rented and books may be purchased from the Wilmington College (Ohio) Peace Resource Center. Audiovisuals, including slides, videotapes and videotape cassettes, and 16mm films, are described in the first section of the listing; books are cited in the second half. Both sections are organized topically. Included among the topics are atomic bombings, nuclear war, the arms race, anti-war, civil defense, peace movement, peace education, nonviolence, the draft and conscientious objection, and nuclear power. An index is provided. With a few exceptions, publication dates range from the 1970's to the present. (RM)…

Kekkonon, Helena (1981). Peace Education Is Integral to Adult Education. Convergence: An International Journal of Adult Education, v14 n4 p53-58. Adult education should contribute to (1) the promotion of peace, international understanding, and cooperation; and (2) the development of a critical understanding of contemporary problems and the ability to take social action. Peace education is part of a lifelong process of moral growth. (SK)…

Soto, Lourdes Diaz (2005). How Can We Teach Peace When We Are so Outraged? A Call for Critical Peace Education. Taboo: The Journal of Culture and Education, v9 n2 p91-96 Fall-Win. This author states that the energy from frustration with the political, with the aggressive, with the patriarchal, with the privileged, with the capitalist, with the racist, with the sexist tends to make people feel quite powerless as the neo-liberals continue to exert their all encompassing right wing ideologies. This patriarchal racist/sexist/capitalist agenda has meant that human rights, economic dignity, and social equity have been sacrificed to benefit a few ideologues. In this essay, the author shares nine ideas that she believes reflect a critical perspective and speak to future needed directions in U.S. peace education. A critical perspective that relies on guidance from multiple lenses may be capable of demystifying the complexities of peace education…. [PDF] [Direct]

Oswald, Bruce M. (2007). Developing a Course on the Law of Peace Operations: Method and Practice–Making Ends Meet. Journal of Peace Education, v4 n1 p57-74 Mar. This paper reflects on my personal experience conceptualising and teaching the law of peace operations course at The Melbourne Law School. More specifically, the paper examines some of the key challenges I have faced in developing the most appropriate conceptual framework and teaching methodologies to assist graduate students to better understand how the normative frameworks can better support diplomatic, political and military efforts to achieve and maintain international peace and security. Recognising that the law of peace operations is a relatively unrecognised area of peace education, I hope some of the issues raised in this paper will assist academics and instructors to develop more effective courses for teaching the myriad of legal issues that impact on ensuring peace operations assist to achieve sustainable peace and security…. [Direct]

Bjerstedt, Ake (1994). Peace Education Articles: A Selective Bibliography. Reprints and Miniprints No. 813. The bibliography lists examples of journal articles and chapters in edited books explicitly dealing with peace education. The major focus is on materials in English, German, and the Scandinavian languages from recent years. (EH)…

Dovey, Valerie (1994). Exploring Peace Education in South African Settings. Peace Education Miniprints No. 68. This paper provides a synopsis of a research report done by the Youth Project of the Centre for Conflict Resolution (CCR), an autonomous institute with the University of Cape Town. In 1992 the Human Sciences Research Council initiated a cooperative research programme into South African youth and the problems and challenges they face. CCR was commissioned to participate and submit a report on conflict resolution and peacemaking among youth. The synopsis of the report is divided into three sections. Section 1 focuses on the needs of South African children and youth and asks: (1) What do our young people say? and (2) What do educationists say? Section 2 focuses on an overview of peace education programmatic and research initiatives. Section 3 examines the way forward with: (1) Peace Education for South African youngsters in both the school and the wider community; (2) Some cautionary thoughts in regards to terminology, schools, and parents; and (3) Research directions. Contains seven… [PDF]

Cremin, Hilary; McCluskey, Gillean; Sellman, Edward (2012). Interdisciplinary Perspectives on Restorative Justice: Developing Insights for Education. British Journal of Educational Studies, v60 n4 p421-437. This article takes restorative justice as an example of an initiative that crosses disciplinary boundaries, and that has been usefully applied within educational contexts. Grounded in criminology, restorative justice also has roots in psychology, education, sociology, peace studies, philosophy and law. The article draws on an ESRC funded seminar series which investigated interdisciplinary perspectives on restorative justice and their applicability to education. The series found that the ways in which restorative justice is conceptualised and applied varies according to disciplinary norms and assumptions. It is this creative tension that the current article explores…. [Direct]

Hodgkinson, Christopher E.; Jackson, John J. (1986). Peace Education: A Sophisticated Approach. Education Canada, v26 n4 p44-49 Win. Examines the state of peace education in the school curriculum and its relation to values education. Presents paradigm to examine values analytically. Suggests administrators, policy makers, and values educators consider what indoctrination is occurring, what ought to be happening, and what progress can be made toward instituting authentic ethical education. (NEC)…

Bjerstedt, Ake (1987). Young People and Peace: Prerequisites for Peace-Oriented Instruction. School Research Newsletter, n1 Apr. Helping children and youth learn through school experiences to deal constructively with questions of peace, war, and ways to promote peace preparedness is the purpose of this four-year peace education project. The principal goals of the project include: (1) an inventory and analysis of experiences and related peace education projects in various countries; (2) studies of young people's concepts of war, peace, or the enemy; (3) explorations of viewpoints concerning schools' roles in pursuit of peace preparedness; (4) studies of various ways that schools teach war and peace concepts; and (5) the collection of related project reports, bibliographies, analyses, research, models, and teacher guides. In 1987, during the initial stages of this project, an inventory and analysis of literature, a questionnaire to be sent to schools in selected countries, pilot studies concerning war and peace concepts, and interviews with experts in the field of peace education were completed. (JHP)…

Mallum, Jane O. (2002). An Educology of Peace Education: Formulating a Strategy for the Promotion of Non-Violent Conflict Resolution in a Democracy. Online Submission, International Journal of Educology, v16 n1 p77-90. The world today is fraught with violence and conflicts. This state of affairs is made all the more dangerous by the development of nuclear technology and the possibility of dissemination of military applications of this technology to unstable countries and militant terrorists. At the same time, there has been a rapid diffusion of democratization since the conclusion of the cold-world war, and this a most promising development. Conflicts indeed are inevitable where interpersonal relationships exist. But conflicts do not inevitably have to lead to violence, or loss of property or of life. Conflicts can be resolved peacefully, and the democratic process is especially well suited for peaceful resolution of conflict. What is needed within the democratic context is knowledge, skill and commitment to the process of peaceful means of resolving conflict. An important component of the process of promoting peaceful conflict resolution is an effective program of peace education. To make the… [PDF]

Washburn, A Michael (1972). Peace Education is Alive: But Unsure of Itself. Social Science Record, 9, 2, 61-68, Win 72. A summary of the to-date accomplishments and development in peace education concludes with a definition of the necessary facets of a more comprehensive program than currently exists: (1) purpose; (2) issues and subjects; (3) perspective or approach; and (4) teaching methods. (JB)…

Enslin, Penny; Maxwell, Anne-Marie; Maxwell, Tudor (2004). Educating for Peace in the Midst of Violence: A South African Experience. Journal of Peace Education, v1 n1 p103-121 Mar. How do we educate for peace in a context of pervasive social violence? This paper explores this question as it presents the development and evaluation of a South African peace education programme at pre-school level. The programme comprised a pre-school curriculum and a teacher development course and was developed in conjunction with a team of pre-school teachers from diverse backgrounds working in a variety of settings within two South African provinces. The results of the evaluation provided strong evidence that the peace education programme resulted in a drop in aggressive behaviour among the children of the target population. The results also indicated that the teacher development course was well received by the teachers and facilitated their growth in a number of areas. Thus, the study indicated that peace education can have considerable positive impact in a country that is recovering from years of political and social violence. (Contains 8 notes and 2 tables.)… [Direct]

Arweck, Elisabeth; Nesbitt, Eleanor (2008). Peace and Non-Violence: Sathya Sai Education in Human Values in British Schools. Journal of Peace Education, v5 n1 p17-32 Mar. Not only is peace one of the values at the heart of Sathya Sai Education in Human Values (SSEHV), it is also presented as one of the programme's outcomes. The SSEHV programme seeks to promote "human values" in British schools, also with regard to educating pupils from different social, cultural or ethnic backgrounds towards greater tolerance and understanding. The programme aims to achieve this as part of the statutory provision of physical, social and health education (PSHE) and citizenship education as well provision for the social, moral, cultural and spiritual (SMCS) development of pupils in community schools. This article reports on an ethnographic study of SSEHV in the UK, which was conducted by members of the Warwick Religions and Education Research Unit (WRERU) at the University of Warwick. The research reported here focused on the development of the programme, its contents (including the value of "non-violence" and the practice of "silent… [Direct]

Bjerstedt, Ake (1995). Peace Education Articles. A Selective Bibliography with a Focus on Materials in English, German and the Scandinavian Languages. Peace Education Miniprints No. 75. This miniprint lists examples of journal articles and chapters edited books dealing with peace education. Some separate prints of article-size also are included. The major focus is on materials in English, German, and the Scandinavian languages from recent years. (RJC)…

Collinge, James (1993). Peace Education across the Curriculum: Some Perspectives from New Zealand. Peace Education Miniprints No. 52. This paper argues that issues of peace and war and related environmental and social questions ought to form part of the curriculum of a truly democratic education system. The aim of these studies is not to indoctrinate young people into predetermined positions with respect to controversial questions, but, quite the opposite, to help them develop into independently thinking and questioning adults. An emphasis is placed on the skills students should develop in peace education, such as the principles of presenting a well-considered argument, concern for evidence and logic, and an awareness of bias. One model put forward is Paolo Freire's education for critical consciousness through the study of generative themes. Controversial issues such as those dealt with in peace education should not be limited to older students. Even quite complex issues, such as nuclear weapons, are of concern to young children and should be dealt with at a level appropriate to their development. This is true… [PDF]

Larsson, Yvonne (1988). Peace and Violence in the School: A Constructive Curriculum. Selected Papers Number 59. In order to promote peace in our personal lives and in our world it is necessary for teachers to espouse peace education throughout the process and content of their educational systems. Peace education refers to a non-authoritarian educational process that is compatible with peace and avoids all structural violence, not just education about peace. Peace research and peace education require a third vital element, peace action, to promote the desired results of developing social literacy skills in students for responsible non-violent participation within a democratic society. Parents and teachers play a critical role in facilitating positive peace actions in the personal, home, and school environment of the student. At the elementary level, cooperative games and group play with an emphasis on sharing promote this environment. Instruction on the nature of conflicts, the activities of peace workers, and the role of peace heroes begin in the later years of primary school. At the…

Bjerstedt, Ake, Ed. (1993). Doctoral Dissertations Related to Education for Peace and Multicultural Awareness. Peace Education Miniprints No. 43. This bibliography lists recent doctoral dissertations, written in English and German, related to peace education, multicultural education, and related topics. Dissertations from India on nonviolence, Mahatma Gandhi, and related subjects are listed in a separate appendix (with Hindi titles translated into English). (Author/DB)…

Oduaran, Akpovire B. (1993). Emerging Adult Education Frontiers and Their Implications for Research. International Journal of Lifelong Education, v12 n3 p219-31 Jul-Sep. In the current state of global flux, new frontiers have emerged for adult education: community education/action, peace education, popular education, consumer education, women's education, retraining, computer literacy, and population education, among others. (SK)…

Bjerstedt, Ake (1994). Disarmament Education, Education for International Understanding, Global Education, Peace Education and Other Related Terms: Comments and Preferences in a Group of Experts. Peace Education Miniprints No. 61. Fifty experts, representing 22 countries provide their comments and views on the use of terms such as "disarmament education" and "peace education" in international debates. Part 1 of the report presents a summarization of the major characteristics of the answers. Some of the interviewees emphasize that the terms are not interchangeable and that it is useful to be equipped with a variety of terms in dealing with this group of educational endeavors. Separate discussions present the view of the terms "education for international understanding,""disarmament education,""global education,""peace education," and other terms. Some of the experts indicate that there is a need for flexibility of terms and for new terms. Part 2 gives more detailed documentation of the 50 interview replies. (CK)… [PDF]

(1976). Implementation of the Recommendation Concerning Education for International Understanding, Cooperation and Peace, and Education Relating to Human Rights and Fundamental Freedoms. Report of a Meeting of Experts Held at Unesco House (Paris, France, March 15-19, 1976). Proceedings from a Unesco conference on international education are presented. Cross-cultural comparisons among Unesco countries are offered and methods of implementation of Unesco recommendations concerning peace education and human rights are suggested. The report is presented in seven sections: (1) general observations on the Unesco recommendations; (2) problem-oriented approaches to peace education on preprimary, primary, and secondary levels; (3) comparison of teacher education in Unesco member countries and recommended ways to strengthen training programs in the direction of international understanding; (4) methods of promoting international understanding in higher education, such as interdisciplinary approaches, an international student body, and emphasis on peace research; (5) international educational experiences for adults and out-of-school youth, such as work camps, voluntary service activities, exchanges, community betterment projects, and art festivals; (6) equipment… [PDF]