Kester, Kevin (2023). Global Citizenship Education and Peace Education: Toward a Postcritical Praxis. Educational Philosophy and Theory, v55 n1 p45-56. This paper argues for a postcritical praxis in global citizenship education (GCE) and peace education (PE). The paper begins by critiquing the interlocking fields of GCE and PE as problematically framed around the three key pillars of liberal peace. Then, drawing on postabyssal thinking the paper illustrates that the Western-centricity of liberal peacebuilding is not only colonialist/imperialist but that it is an erasure of the other. The paper argues that in light of this realization epistemological pluralism as a transformative response is wanting. Instead new responses must focus on other ontological possibilities grounded in a postcritical response to postabyssal thought. Before concluding, the paper offers some pedagogic possibilities integrating the ontological for a new postcritical GCE and PE…. [Direct]

Taylor, Noah B. (2019). Transpersonal Consciousness in Elicitive Teaching. Journal of Peace Education, v16 n3 p339-354. In this article I explore the role of transpersonal consciousness in Peace Education. Following the framework of transrational peace philosophy, I discuss the dynamics between the spiritual and policitary layers and their relevance in preparing for elicitive teaching, curriculum design, and developing pedagogical approaches. I use my personal experiences in elicitive peace education to elucidate opportunities for the practical application of transpersonal consciousness in the classroom. This article concludes that in Peace Education, engaging with the transpersonal layer supports deeper transformations within and beyond the classroom that includes shifting of personal awareness and deepening of perspectives, as well as the capacity for the group to become a resource for learning…. [Direct]

Cheryl Lynn Duckworth (2024). The Role of Schools in Preventing Violent Extremism: From Policing to Pedagogy. Journal of Peace Education, v21 n3 p382-401. This study contributes to the literature via a qualitative meta-analysis that illuminates the role of schools in preventing and countering violent extremism and hate crimes globally. By examining and analyzing recent studies at the intersection of peace education and countering or preventing violent extremism (CVE/PVE), the present study develops themes that provide essential lessons for teachers and other educational leaders looking to prevent and reduce violence, as well as build more peaceful school cultures. These themes include the role of power dynamics in the classroom and beyond, the importance of fostering social and community connections, and fostering in students certain relevant cognitive and affective skills…. [Direct]

Kester, Kevin; Kurian, Nomisha (2019). Southern Voices in Peace Education: Interrogating Race, Marginalisation and Cultural Violence in the Field. Journal of Peace Education, v16 n1 p21-48. Three gaps seem to be present within the literature of peace education: relatively little self-critique of the internal workings of the field; a dearth of studies featuring the personal narratives of peace educators; and an underrepresentation of peace educators from the Global South. To address these three gaps, this qualitative investigation explores the personal narratives of Latin American, Asian and African peace educators and critiques certain assumptions and norms underlying the field. We primarily draw on Galtung's concept of cultural violence, Bajaj's critical peace education and Connell's Southern Theory to make our critiques. We examine 13 semi-structured interviews using grounded theory analysis. Three themes relating to cultural and structural violence emerge from these interviews: discriminatory hurdles for Southern peace educators, intercultural tensions in the classroom and linguistic inequality in opportunities for professional mobility. These may or may not reflect… [Direct]

Nozawa, Ayako (2020). Peace Education Program in Hiroshima: An Artful Narrative of Transformative Experiences. Canadian Journal for the Study of Adult Education, v32 n2 p49-61 Oct. This article is an artful narrative of my transformative experiences as a teacher educator of the Peace Education program, Oleander Initiative 2018 in Hiroshima. Hiroshima is where endless stories are told and retold by many "Hibakushas, the atomic-bomb survivors" in an effort to give meaning to this tragic experience. They both refigure the past and create purpose for the future. I invite readers to walk through this experience while considering the following questions: What are the stories of Hiroshima? What and how did I learn from the program? How could these experiences influence and give meaning both professionally and personally to me as a teacher educator and as a whole person? I hope this article expands understanding of peace education with respect to adult education, exploring how it can lead to transformative learning experiences and give insights into artful narrative. It reminds us to be hopeful in the challenging times…. [Direct]

Greg William Misiaszek; Kevin Kester (2025). Four Questions for Teaching Conflict for Peace, Justice, and Sustainability: Higher Education Roles and Responsibilities. Teaching in Higher Education, v30 n1 p277-292. Conflict is an inescapable reality in contemporary life, and higher education (HE) is not immune. From armed conflicts to campus protests, university educators increasingly navigate volatile environments where teaching is intertwined with global struggles. Educators may face violence, displacement, or the effects of heightened militarization and censorship on campuses. As student movements advocating for peace and justice intensify, universities globally are witnessing growing tensions between academic freedom and state responses to perceived "controversial" issues, such as coloniality, human rights, and gender equity. Integrating insights from peace education (PE) and education in emergencies (EiE), the paper critically examines the role of HE in peacebuilding and/or conflict exacerbation. It raises four questions for university educators to reflect on as they teach about conflict and peace, exploring the essential role of HE in questioning and disrupting (or not) the… [Direct]

Cooke, Paul; Harvey, Lou (2021). Reimagining Voice for Transrational Peace Education through Participatory Arts with South African Youth. Journal of Peace Education, v18 n1 p1-26. This article reports on a co-produced project based in South Africa which aimed to support the development of youth committees in Safe Parks operating across Ekurhuleni municipality, by building young people's capacity to claim greater voice within their communities through participatory arts practices. Drawing on recent perspectives in the field of peace education, our analysis engages a transrational onto-epistemology to examine how voice might be understood through participatory arts in this context. To do so, we critique the prevailing modernist, post-Enlightenment perspective on dialogue and voice in critical peace education, and offer a philosophical framework which moves closer to an acknowledgement of the material, embodied, and collective dimensions of voice. We then use the concept of voice to narrate our inquiry, drawing on data from the project alongside theoretical perspectives from new materialism, language and literary studies, and singing studies, to support and… [Direct]

Adigun, Olufemi Timothy; Ndwandwe, Ntokozo Dennis (2023). "Let There Be Peace": An Exploratory Study of Peace Education as a Strategy to Combating School-Based Violence in South African Secondary Schools. Journal of School Violence, v22 n4 p556-568. The aim of this study was to discuss issues of school-based violence and how some secondary schools have been able to achieve relative peace. Framed by the Integrative Peace Theory, the study provided answers to three research questions. The qualitative research design was employed, and data was collected with semi-structured interviews and focus group discussions. Participants were comprised of learners, teachers, principals, and a project manager of a non-governmental organization. A thematic content analysis with an iterative process was employed for analysis of data collected. Findings revealed that there is a reduction in reported cases of school violence and three basic strategies were found to be employed by schools to ensure relative peace and a reduction in school-based violence. Time constraints and societal influence were found to be the potential barriers for effective peace education and sustenance of peace in secondary schools. Based on the findings, appropriate… [Direct]

Suren Ladd (2024). Virtual Qualitative Inquiry: Tensions of Research in Post-Conflict Sri Lanka. Globalisation, Societies and Education, v22 n3 p475-488. Due to the global COVID-19 pandemic, in-person data collection methods have been considerably hampered by requirements for social distancing and safety. Consequently, academic inquiry has shifted largely to virtual means, leading to the considerable growth of virtual qualitative research. Conducting virtual research in post-conflict contexts, such as Sri Lanka, with increased state surveillance, security concerns, and censorship presents researchers with additional tensions, particularly during a pandemic. Limited literature, however, has grappled with these unique situations. This paper addresses this gap by reflecting on the process of conducting virtual qualitative research through a case study of faculty members in peace education instruction at Sri Lankan universities. The study drew on semi-structured interviews (n = 32), documentary evidence, and memos created during the data collection and analysis stages. This paper discusses the challenges and complexities of conducting… [Direct]

Turk, Fulya (2018). Evaluation of the Effects of Conflict Resolution, Peace Education and Peer Mediation: A Meta-Analysis Study. International Education Studies, v11 n1 p25-43. The purpose of this study was to examine the effects of conflict resolution, peace education and peer mediation on the conflict resolution skills of students via meta-analysis method. 23 studies were determined to be in accordance with the study criteria. According to research findings conflict resolution, peace education and peer mediation education programs have a wide range of effect on the conflict resolution skills of students. In addition, the education program, education level, the type of application, publication type, the duration of application have been examined and evaluated. As a result, it can be stated that conflict resolution, peace education or peer mediation is effective in the constructive development of conflict resolution skills of the students…. [PDF]

Agnieszka Bates; Anne Parfitt; Liliia Melnychuk; Oksana Marchuk; Tamara Paguta; Yanina Pocheniuk; Yesid Paez (2024). Peace Education in a Time of War: The Museum of Peace in Rivne, Ukraine as a Space of Memory Making and Hope. Journal of Peace Education, v21 n1 p16-33. Peace museums play an important role in peace education by offering visitors informal and non-formal education. As sites of remembrance, peace museums are rich pedagogical spaces for experiential learning and reflection. Educating children in the spirit of peace, tolerance and harmony between nations has been central to the work of the Museum of Peace in Rivne in Ukraine. Whilst peace museums usually engage in peacebuilding and memory making in times of peace, post conflict, this article reports on the work of the Museum in Rivne in a time of war. Wartime brings difficult questions about engaging in peacebuilding in the face of military aggression and about sustaining memory-making work when violent conflict makes memories too immediate and painful. As explained in the article, the reinvigorated peacebuilding effort at the Museum in Rivne demonstrates that, in a time of war, it is even more important to promote peace, in opposition to war. Through the annual event 'I Vote for Peace',… [Direct]

Frauke Matz; Ricardo R√∂mhild (2024). Critical Language Education for Peace: On the Significance of Communicative Agency for Education for Human Rights, Peace, and Sustainable Development. International Journal of Human Rights Education, v8 n1 Article 6. This conceptual paper explores the intersection of human rights, children's rights, and peace education, and language education. Languages, communication, and dialogue play a crucial role in international understanding and cooperation towards human rights, children's rights, and peace. This contribution recognizes communicative competence as inclusive of ideology-critical abilities (Delanoy, 2017) and begins by arguing that for students to become "agents of change and protagonists of their future" (UNESCO, 2024, p. 5), their communicative agency must be considered an essential aspect of transformative education. The discussion will focus on the field of English (as a "foreign," second or additional) language education, as English is one of the lingua francas used in global discourses on human and children's rights, peace, and sustainable development. This paper will take a dialogue-based and interdisciplinary approach and will be developed in two steps: first, it… [PDF]

Kamiya Kumar (2024). Critical Peace Education and Critical Hope: Co-Researching with Middle School Students in India to Imagine Possibilities for Social Change. Journal of Peace Education, v21 n3 p313-335. An existing culture of conflict tends to shape practices within schools, which often maintain and in turn, contribute towards perpetuating stratifications at the societal level. Through this study, the author seeks to challenge this culture of conflict by creating a pedagogical space and facilitating possibilities of collective thinking, relationality, and action, with a focus on nurturing a culture of peace. With a goal of gaining insight into how middle school students from two school sites in New Delhi, India, are embodying and interacting with notions of peace and conflict as they make meaning of their social worlds, the author conducts a youth participatory action research (YPAR), which is complemented with semi-structured interviews. A total number of 12 participants collectively engage in a YPAR process across 13 virtual sessions, which were held on a bi-weekly basis. Guided by a critical peace education and critical hope framework, the author examines a 'moment', which… [Direct]

Amaladas, Stan; Parker, Lorelei Higgins; Schellhammer, Erich (2023). Rising above the Ashes: Sustainable Development Goals and the Intersections of Peace Education amid a Violent Past. New Directions for Student Leadership, n179 p73-84. For the sake of promoting peaceful and inclusive societies and building accountable and inclusive institutions, what can peace leadership educators do in the Here and Now to implement equitable quality education and promote lifelong learning opportunities? This question is raised within the context of the discovery of hundreds of unmarked graves of Indigenous children on the grounds of several former Indian Residential Schools across Canada. Emerging from the responses to the question raised, the authors offer a peace education model that includes four distinct yet interconnected aspects for college student leadership educators (i) be principle-centered; (ii) be courageous in challenging questions asked, (iii) be purposeful by enabling safe spaces where learners' stories can be told and heard, and (iv) be imaginative by choosing hope rather than despair…. [Direct]

Culp, Julian (2017). Against All Odds: Peace Education in Times of Crisis. Educational Philosophy and Theory, v49 n10 p1029-1037. Contexts of violent, intractable conflict such as those present in Israel, Nigeria, or Iraq represent times of severe crisis. Reducing the high indices of violence is very urgent, but the attempts of establishing peaceful arrangements in the short- or medium-term usually fail. Peace education, by contrast, is a "long-term" endeavor to resolve violent, intractable conflicts that aims at affecting moral stances that the conflicting parties take vis-√ -vis each other. Unfortunately, however, peace education in times of severe crisis also faces many impediments. These impediments concern the "agential," "cultural," "financial," and "legal" aspects of educative institutions within context of violent and intractable conflicts. Although these impediments strongly put into question the practice of peace education, this article shows that four reasons nevertheless strongly support this practice. These reasons refer to (1) "humanity's… [Direct]

Kristj√°nsson, Kristj√°n; Kwon, Soonjung; Walker, David Ian (2018). Shining Light into Dark Shadows of Violence and Learned Helplessness: Peace Education in South Korean Schools. Journal of Peace Education, v15 n1 p24-47. The paper illustrates how a culture of violence is perpetuated and reproduced in South Korea through schooling and argues that peace education could help transform a culture of violence to a culture of peace. Critical ethnographic methods and a framework of peace education were applied to a sample of secondary schools in South Korea to argue that a disturbing culture of violence and learned helplessness were present; this comprises themes of direct and indirect violence through iljin (a group of students who are considered key perpetrators of school violence); a colonized false ideology and resistance to social justice. More positively, findings are also used to generate possibilities for pedagogical change based on peace education–an approach that proves useful both as an analytical frame for examining peace-violence relations in education and society and as an essential pedagogy for progressing towards peace in South Korean schools…. [Direct]

Piotr Kowzan; Przemyslaw Szczygiel (2023). Militant Research for Peace Education. The Case of Grupa Granica on the Polish-Belarusian Border. Journal of Peace Education, v20 n3 p339-360. Peace education prepares people to deal peacefully with conflicts of various scales. The authors want to enrich this education by paying attention to situations when international tension increases, and it is still possible to defuse it. Social movements sometimes highlight the hidden conflicts in society. They provoke the authorities to act and sometimes even force them to reveal their intentions. In this article, the authors look at the use of 'intervention' so-called militant research in the face of growing international conflicts and utilise the example of the humanitarian crisis for exiled people on the Polish-Belarusian border that has taken place since the summer of 2021. The possibility of using militant research is considered an inspiration to restore and preserve peace on the basis of the activism of 'Grupa Granica' [Border Group] in Poland. The case selection is based on the criteria adopted from the literature on militant research…. [Direct]

Alexander Cromwell (2024). Building Social Capital through Encounter-Based Peace Education: How Pakistani Youth Sustain Motivation for Peacebuilding and Social Cohesion. Compare: A Journal of Comparative and International Education, v54 n4 p698-716. Encounter-based peace education programmes promote social cohesion and motivate youth to become peacebuilders. However, participants struggle to sustain these transformations in conflict contexts. This article draws from interviews and focus groups with alumni from four programmes that brought Pakistani youth to the US and other sources to examine these participants' long-term transformations. It argues that the programmes' emphasis on service-oriented activities led to participants' motivation to improve their communities because of the social capital built through these programmes. Connecting with strangers across conflict differences also resulted in participants' increased openness towards opposing groups. Consequently, alumni implemented projects to benefit their communities in Pakistan but were often unable to explicitly promote social cohesion because of sociopolitical constraints. Despite these challenges, the programmes emphasising community action in the US and in Pakistan… [Direct]

Kwasi David Ansong (2023). An Interpretative Phenomenological Analysis of Lived Experiences of Graduate-Level Peace Educators: Voices for Sustained Peace. ProQuest LLC, Ph.D. Dissertation, Nova Southeastern University. Peace education is arguably one of the underappreciated areas of study within the social sciences. Many lifelong, dedicated peace education professionals often feel undervalued by the military-industrial complex apparatus. Influential individuals and corporations that thrive in chaotic and conflicting environments every so often underestimate the relevance of peace educators. Educators find among academic and professional students an intensified urgency to learn the skills necessary to address real-world conflict; however, these courageous individuals are seemingly battling powerful forces with wealth and power. Although such happenings can be demoralizing, it is slowly galvanizing dedicated peace educators to evolve by altering their skill sets, remaining resilient, and growing from the ongoing challenges. In this dissertation, I sought to investigate the lived experiences of peace educators and explore, through their voices, the challenges they face as global conflicts spiral out… [Direct]

Bekerman, Zvi; Zembylas, Michalinos (2019). Engaging with Teachers' Difficult Knowledge, Seeking Moral Repair: The Entanglement of Moral and Peace Education. Journal of Peace Education, v16 n2 p155-174. The paper explores how might teacher educators engage with teachers' difficult knowledge and negotiate competing moral truths, when this effort obviously fails to provide adequate 'answers' or 'solutions'. Although the paper is theoretical, this question's point of departure is an incident from a series of teacher workshops in Cyprus. The question is explored from the vantage of two thinkers, Deborah Britzman and Margaret Walker, who, in different ways, theorize the moral challenges of engaging with difficult knowledge in ways that disrupt stereotypical categories of victims and perpetrators. It is argued that drawing on Britzman and Walker offers a pedagogical theory in peace and moral education that is less about offering definitive answers and settling the questions of moral wrongdoing and more about 'staying with the trouble', that is, staying with difficulty for regenerating thinking around issues of morality and peace education. The paper concludes by suggesting under what… [Direct]

Tjersland, Hanne (2019). The Dancing Body in Peace Education. Journal of Peace Education, v16 n3 p296-315. This article discusses the potentials of the dancing body in peace education seen from a transrational perspective. The author explores how the multifaceted and creative body as worked with in the conscious dance and movement practice Open Floor can be tapped into and drawn upon to engage the multiple potentials of humans as "contact boundaries at work." She reflects in this regard upon her own experiences as an Open Floor teacher. The article first discusses how the experience of dancing in Open Floor unfolds a creative process that is 1) both "intra"relational and "inter"relational, and 2) always in "transformation." Further, the article discusses how the dancing body is engaged as "holistic," "relational" and "dynamic" through the Open Floor teaching tool 4 √ó 4, and how this dancing body supports a creative engagement with intra-inter dynamics in peace education…. [Direct]

Bozkurt, Mahmut; Gurdogan-Bayir, Omur (2018). War, Peace, and Peace Education: Experiences and Perspectives of Pre-Service Teachers. International Journal of Progressive Education, v14 n1 p148-164. The purpose of this study was to reveal the perceptions of preservice teachers with war experience regarding war, peace and peace education. In the study, the phenomenological design was applied. The participants of the study were individuals who experienced wars or conflicts for several reasons in their countries and who received teacher training in Turkey. In this respect, the causes of war were reported to include economic and political benefits and religious and ethnical discrimination. In addition, the participants mentioned the social, psychological and economic reflections of war. Also, peace was associated with the participants' experiences and explained with such concepts as living together, freedom, confidence and happiness. In relation to peace education, the main focus was on respect to differences, and on prevention of discrimination. The preservice teachers also emphasized giving importance to children's psychology in peace education, women's rights as well as to… [PDF]

Brandt, Cyril; Kithumbu, Olga; Kuliumbwa, Eustache; Marchais, Gauthier (2023). The Multiple Faces of 'Conscientisation': Exploring Links between Structural Inequalities, Education and Violence. Globalisation, Societies and Education, v21 n1 p114-134. Education can instil conscientisation and stimulate action against injustice. The Batwa ('pygmy') people in the Eastern Democratic Republic of Congo have been severely marginalised. In 2012-2013, violent conflict broke out in Tanganyika, pitting Batwa against dominant groups. Our qualitative interviews evoked a causal relationship between conscientisation — via non-formal human rights education — and violence. Our article dispels this idea. Yet, it demonstrates that conscientisation can circulate beyond the confines of educational activities, and be appropriated by a range of actors, including those calling for violence. We thereby advance a critical discussion of the implications of transformative peace education in conflict-affected contexts…. [Direct]

Akinboboye, Franca Sulem Yong (2023). Re-Imagining Education as a Pathway to Peace in Africa. Childhood Education, v99 n3 p32-39. Now more than ever, it is important to recognize the immensely important role that mental health and peace education play in learning and educational outcomes. Too much time and resources are wasted on peacebuilding processes that do not last and so many lives have been lost in conflicts that could have been prevented if education was used to foster positive mindsets with children. Since its founding in 2018, the Afrogiveness Movement (coined from "Africa" and "forgiveness") has striven to stem the tide of conflicts in Africa by optimizing Cameroon's education systems such that it produces peace agents and not war mongers. Afrogiveness has improved learning and educational outcomes for 2,000 mentally traumatized students from conflict-affected communities, who otherwise may have fallen prey to the dragnets of violent extremism and juvenile delinquency. It is the authors hope that, by reading this article, education stakeholders across Africa will become… [Direct]

Breed, Ananda; Uwihoreye, Chaste (2023). Sharing and Listening to Stories for Peacebuilding in Post-Genocide Rwanda. Research in Drama Education, v28 n1 p160-171. This article explores how sharing and listening to stories linked children and young people, educators, artists, civil society workers, and policymakers as part of a continuum of transitional justice processes in the aftermath of conflict Mobile Arts for Peace (MAP) initiative. We argue that sharing stories within a peace education context can potentially help to address everyday conflicts and personal and social wounds, often due to the residue of past conflicts. MAP facilitates a community of listening and/or a community of listeners through arts-based approaches that engages the individual to listen to oneself, the community to listen to the other, and the society to listen to inform everyday peacebuilding…. [Direct]

Nkang, Iniobong Ekong; Uwah, Christopher S. (2021). Managing Tertiary Education for Peace and Conflict Resolution in Nigeria. International Journal of Higher Education, v10 n3 p295-303. Peace is a necessary condition for the sustainable development of any nation. It is described as the absence of physical and structural violence, and the presence of justice. Peace education involves human rights and conflict resolution education. This justifies the prominence of peace and conflict resolution education in the educational agenda of nations. Based on this, the paper examines the management of tertiary education for peace and conflict resolution in Nigeria. The population of the study comprised lecturers from the Faculty of Social and Management Sciences from the Universities of Benin, Port Harcourt, Calabar and Uyo, totaling 2312. A sample of 231 lecturers was drawn for the study using the Cluster Sampling Technique. One research question and one null hypothesis were considered in this study. Data collection was done using a structured instrument tagged, "Managing Tertiary Education for Peace and Conflict Resolution" (MTEPCR) Questionnaire. The Instrument was… [PDF]

Bailey, Lucy E.; Kingston, Amanda M. (2020). Pilgrimage as a Mode of Inquiry: The Oklahoma City Bombing Memorial as Entangled Place of Education. Journal of Peace Education, v17 n3 p283-307. In this essay, we explore an embodied walking engagement with the grounds of the Oklahoma City bombing memorial site that commemorates a bombing that killed 168 people in 1995. We consider our engagement as an existential pilgrimage with implications for peace education curriculum and pedagogy. Returning with intention again and again to a place that marks profound violence and loss–as well as peace and hope–invites attention, contemplation, and learning. Through entangled sensory engagement in place, in walking, being, and gathering with others, we bear witness to echoes of loss in the wake of the unthinkable. We first describe conceptual anchors of our inquiry, which we call 'pilgrimage as inquiry', as a form of walking methodology integral to place-based investigations. We describe insights resulting from our engagement at the memorial. Finally, we conclude with lessons for peace education that stretches beyond the memorial site itself…. [Direct]

Cawagas, Virginia; Toh, Swee-Hin (2017). Building a Culture of Peace through Global Citizenship Education: An Enriched Approach to Peace Education. Childhood Education, v93 n6 p533-537. Thought leaders in peace education, Swee-Hin Toh was awarded the UNESCO Prize for Peace Education in 2000, and Virginia Cawagas served as a Professor at the University for Peace in Costa Rica. Both actively support the work of the Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO in Seoul, Korea…. [Direct]

Hietam√§ki, Sari; Tucci, Ilaria (2022). Behind Screens: Challenges and Opportunities of Participatory Online Peace Education in Finland. Journal of Peace Education, v19 n3 p330-350. This article discusses the challenges and opportunities of participatory online teaching and learning in higher education. It analyses an online peace education course taught during the COVID-19 pandemic in three Finnish universities between 2020-2021. The course explored fundamental mediation skills and practices of positive peace through participatory methods and applied drama. We show how the online setting affected students and teachers, by focusing on the challenges and opportunities for participatory pedagogy in an online environment. The course feedback from students (N = 23) was studied by content analysis and conjoined with the ethnographic observations of the authors. Our findings suggest that mediation skills and practices of positive peace can be effectively taught and analysed online. However, maintaining active presence and emotional sharing present both challenges and opportunities for participatory online education. The findings will be of interest to researchers in… [Direct]

Teff-Seker, Yael (2020). Peace and Conflict in Israeli State-Approved Textbooks: 2000-2018. Journal of Curriculum Studies, v52 n4 p533-550. The current article describes the peace and conflict educational approaches found in the Jewish-Israeli curricula between the years 2000-2017. Using thematic analysis, it extracts the dominant themes and messages towards Muslim, Arab and Palestinian 'others'. The study follows 123 textbooks recommended by the Israeli Ministry of Education for grades 7 through 12 of the Jewish state and state-religious sectors for the 2000-2019 academic years. The academic subjects or disciplines represented in the study include history, geography, civics, (Jewish) religious studies and Hebrew language and literature studies. Study findings indicate that current Israeli textbooks to not contain any overt racism or incitement against Palestinians. However, ethnocentric perceptions and victim mentality are two themes that still dominate curricular discourse and are counterproductive to peace education goals. Additionally, the paucity of Palestinian narratives is another potential hurdle to achieving… [Direct]