Hu, Yali (2016). Integrating Psychology and Philosophy: A Brief Analysis of "The Blessing of a Skinned Knee". International Education Studies, v9 n6 p15-21. A brief analysis of "The Blessing of a Skinned Knee" gives a glimpse of beliefs and practices cherished by the family that attempts to employ Jewish teachings to raise children. The child nurturing and rearing practices are in a degree enlightening and supplementing the existing literature in education. Prevention with the inspiration from time-tested lessons of philosophy drawn from Judaism and psychology theory could bring about a marked positive impact on child rearing. Three cornerstone principles of Jewish living–moderation, celebration and sanctification are frames of reference in developing philosophy of cultivating children. Moderation helps achieve the balance between what parents ought to do and what they should let go and tells priorities and values that make peace of mind accessible in the materialistic, anxious and highly competitive world. Gratitude is the most valuable character trait children need, for being grateful and celebrating what they are granted by… [PDF]

(1972). Pacifica Programs 1972 Catalog. Pacifica Programs, v3 n1. Audiotapes for alternative educational and cultural institutions have been selected from Pacifica's Tape Archives of over 10,000 programs for this third annual catalog. This 1972 catalog supercedes all previous Pacifica Tape Library publications, and includes many listings from previous years. The programs are listed under appropriate subject headings; each listing is provided with a brief description which includes its length in minutes. Subject areas under which the tapes are grouped include various minority and disadvantaged groups, ecological problems, drugs, alternative education, student dissent and peace, law and order, prison conditions, science and the threat of atomic war, broadcast industry, politics in America, psychology, philosophy, Asia, the Soviet Union, Africa, famous names, and creative people. (SH)…

Kaleeba, Ali; Rubagiza, Jolly; Umutoni, Jane (2016). Teachers as Agents of Change: Promoting Peacebuilding and Social Cohesion in Schools in Rwanda. Education as Change, v20 n3 p202-224. Education is seen to play a crucial role in the reconstruction of post-conflict countries, particularly in transforming people's mindsets and rebuilding social relations. In this regard, teachers are often perceived as key agents to bring about this transformative change through their role as agents of peace. This paper seeks to understand how teachers are positioned to promote peacebuilding and social cohesion in Rwandan schools in the aftermath of the 1994 genocide against the Tutsi. The paper draws on data collected for an on-going broader study researching the role of teachers in peacebuilding in post-conflict contexts of Rwanda and South Africa. The methods used for data collection were semi-structured interviews, focus-group discussions, questionnaires and classroom observations. Theoretically the paper is informed by the broader research framework on sustainable peacebuilding in post-conflict situations, using the four dimensions of "recognition",… [Direct]

Jepson, Jane C. (2018). Toward the Development of a Transformative Pedagogy through a Narrative Inquiry of Environmental Justice Activists and Feminist Environmentalists: Finding Meaning, Locating Praxis, and Connecting to Place. ProQuest LLC, Ph.D. Dissertation, California Institute of Integral Studies. This dissertation describes qualitative research on the worldviews of environmental justice activists and feminist environmentalists via an interpretive inquiry of narratives. The terms "environmental justice activists" and "feminist environmentalists" are used broadly to describe persons who explicitly or implicitly identify as social and environmental justice advocates and activists. Semi-structured, in-depth interview questions were asked about lifestyle choices of fifty persons to solicit intimate details on meaning-making. The theoretical framework of ecological feminism is augmented with narrative analysis and various socioenvironmental, indigenous, and decolonizing pedagogical models toward the development of a transformative ecological feminist pedagogy of peace, inclusive justice, and sustainability. The guiding question for this narrative inquiry is "what can be learned from the complexity of the lived experience of environmental justice activists… [Direct]

Ogundele, Michael Olarewaju (2014). Baneful Effects of Social Crises on Adult Education Goals' Achievement in Nigeria. Journal of Education and e-Learning Research, v1 n1 p1-4. This study examined the baneful effects of social crisis on goals achievement of adult education in Nigeria. The study however described the concepts, types causes and impacts of social crisis in Nigeria. The study went further to examine the major indicators of Adult education goals achievement and how the social crisis affects effective goals achievement in Nigeria. It was however concluded that social crisis such as insurgency, ritualism, killing, rioting, armed robbery, students unrest strikes, bombing and ethno-religious crisis affect effective implementation of adult education-programme in Nigeria. It was therefore recommended that crisis eradication in the country is everyone responsibility. Everybody should responsible for the security challenges that affecting the peace of the society and any strange person or objects should be reported to the nearest police station or any security agents in the community. Eradication of social crisis will enhance effective goals achievement… [PDF]

Snavely, Guy E. (2004). World Peace and the College: The Presidential Address. Liberal Education, v90 n3 p32-35 Sum. There are some notable gestures to inculcate the \will to peace.\ General approval by all the nations of the world seems now to be given to the World Court. The League of Nations, though not approved officially by the U.S., is generally admitted as approaching the ideal of its originator, the Commander-in-Chief of U.S. forces during the World War. Barriers of international prejudices that tend to international conflict are doubtless being broken down by the interchange of students and professors, fostered by the Institute of International Education and other great foundations of this country and abroad. Further progress toward world peace is a result of the Locarno Treaties. The greatest the war dogs will not again be unleashed. It is the author's feeling that this is the solemn obligation of the colleges to train their students in every way to have a \will to peace.\ This article discusses the experience of a recently ended war on a world scale and the intimations of future conflict… [PDF] [Direct]

(1994). The Major Project of Education in Latin America and the Caribbean. Bulletin. This bulletin contains information about important educational strategies that have had an impact in South America. In "Current Trends in Educational Reforms," Juan Carlos Tedesco examines the major lessons that educational reforms have produced. "Education and Changes in the Latin America's Social Structure" (German Rama) starts out by recognizing that education in South America has been acknowledged as a process of political sociability of paramount importance in the shaping of the Republic and of its citizens since the Revolutionary Wars. Luis Ratinoff points out in "Educational Rhetoric in Latin America: The Experience of this Century," that proper individual performance rests on a common foundation of knowledge and shared cultural traditions. Bernadette Nwafor reports on class examination an assessment of academic achievement. Rita Dyer examines instructional developments in home economics. Equal educational opportunities for women are reviewed by… [PDF]

Beechy, Atlee; Beechy, Winifred (1981). Study and Service in China. A description is given of the ten-week Goshen College Study-Service Trimester experiment at Sichuan Teachers College in China. Goshen College emphasizes international education and has a requirement in this area for all of its graduates. The trimester exchange program was developed to promote international education and world peace and prepare persons for active service in the world. As a part of the China-Goshen exchange program, eight teachers of English from Sichuan Province studied at Goshen College for nine months. The ten week field assignment for twenty Goshen students and two faculty members was in the English Language Department of Sichuan College. Pairs of Goshen students spent three hours a day in formal and informal classroom activities with Chinese students. The activities and field trips of the Americans are described, and the impressions the students had of China and their Chinese peers are summarized. (JD)…

Moshenets, Olena (2018). Professional Training of International Communication Specialists: The Example of Coventry University. Comparative Professional Pedagogy, v8 n4 p79-84 Dec. The article deals with professional training of international communication specialists in Coventry University. It is found that professional training of specialists in information communication in Coventry University takes into consideration today's challenges imposed by globalization, internationalization and integration processes and is characterized by flexibility, transparency of learning goals, clear learning outcomes and orientation towards practical application of the acquired knowledge, abilities and skills. It is specified that the scope of academic modules allows future specialists to understand the need to grasp the essence of communication, digital communication, reflexive communication, communication history, ethical communication, strategic communication, peace journalism, etc. It is clarified that they are trained to deal with communication in critical situations and come up with most relevant solutions. Based on the accumulated data, the following steps are suggested… [Direct]

O'Hara, Malachai; Schubotz, Dirk (2011). A Shared Future? Exclusion, Stigmatization, and Mental Health of Same-Sex-Attracted Young People in Northern Ireland. Youth & Society, v43 n2 p488-508 Jun. For more than a decade the Peace Process has fundamentally changed Northern Irish society. However, although socioreligious integration and ethnic mixing are high on the political agenda in Northern Ireland, the Peace Process has so far failed to address the needs of some of the most vulnerable young people, for example, those who identify as gay, lesbian, or bisexual. Public debates in Northern Ireland remain hostile to same-sex-attracted people. Empirical evidence from the annual Young Life and Times (YLT) survey of 16-year-olds undertaken by ARK shows that same-sex-attracted young people report worse experiences in the education sector (e.g., sex education, school bullying), suffer from poorer mental health, experience higher social pressures to engage in health-adverse behavior, and are more likely to say that they will leave Northern Ireland and not return. Equality legislation and peace process have done little to address the heteronormativity in Northern Ireland. (Contains 4… [Direct]

Vos, Robert (2002). Collaborating To Close the Achievement Gap. Central EXPRESS (Exceptional People Renewing Education for Students and Schools) is a collaborative partnership for systemic educational reform targeted to 14,000 students, over 700 teachers and other professionals, and 11 schools in one Miami, Florida, high school feeder district. It provides services, resources, and activities at multiple points in the pre-K to postsecondary continuum. The effort is assets-based and designed to build capacity within the student, professional, and parent community using a comprehensive, holistic approach. Project activities support standards-based performance for students. The initiative's main goals are to improve student performance in reading, math, science, writing, social studies, and technology infusion. One of the means of achieving that goal is providing professional development for teachers. Professional development activities include an instructional leadership cadre, a new teacher induction program, national conferences, a Master's… [PDF]

Reardon, Betty (1983). Obstacles to Disarmament Education. Centre for Peace Studies Occasional Paper No. 6. Obstacles to disarmament education fall into three general categories: political, perceptual, and pedagogical. At the elementary school level, these obstacles occur because of: (1) a lack of opportunities for cross-cultural experiences; (2) the socialization processes that enforce the belief that a child's culture is superior to and competitive with other cultures; and (3) the educational systems' roles in the development of national identity and loyalty. Obstacles occur at the secondary school level because of: (1) the reinforcement of nationalism and the promotion of military service; (2) an emphasis on competitive sports; (3) the pre-military service organizations, such as the Junior Reserve Officers' Training Corps (ROTC); and (4) a nationalistic approach to the study of history. Major barriers to disarmament education at the university level include a lack of resources to support these programs and the entrenchment of traditional disciplines that pay little or no attention to…

Duncan, Barry L.; McConnell, Stephen C. (1986). Practical Peace Efforts for a Psychologist: A Blueprint to Action. Recent evidence suggests that the 1982 American Psychological Association nuclear freeze resolution is reflective of a consensus among psychologists. The evidence also suggests that while the expressed attitudes of psychologists are supportive of the freeze, the attending demonstrative behaviors are not present. To facilitate overcoming this behavioral impasse and to emphasize that one psychologist can make a difference, a blueprint to action was developed at the individual, family, local, community, national, and international levels and in the areas of education, research, practice, and organizations. A broad array of options is presented ranging widely in time commitment and level of influence. Options are available at several levels: (1) individual (reflection, prayer, and voting); (2) family (nonviolence, conversation, and books); (3) local community (civic participation, school interest, and establishment of nuclear free zone); (4) national (letter writing and peace… [PDF]

DeMola, Sarah; Kelley, Caroline; Laidemitt, Heidi; Martin, Jaymee (2012). Professional Development through Community Partnership: How a Class Project Led to Graduate Student Teaching Practices. CATESOL Journal, v23 n1 p65-92 2011-2012. This article is written from the perspective of 4 current MA TESOL graduate students at the Monterey Institute of International Studies (MIIS). These students have written about their experiences by incorporating their theoretical and pedagogical English language-teaching knowledge into the growth and maintenance of a community-based ESL program at the Peace Resource Center in Seaside, California. The article highlights the continual development of their original peace and social justice-themed curriculum, which involves graduate students in Linguistics, Education, and non-TESOL courses at MIIS. The writers respectively reflect upon professional growth as a result of their commitment to the ESL program. In addition, their appendices and details of their work may serve as resources and tools for the TESOL community interested in curriculum development, needs assessment, community-based language instruction, language-program administration, ESL critical pedagogy, and content-based… [PDF]

Moradi Sheykhjan, Tohid; Rajeswari, K. (2014). International Curriculum of White Education through Teacher's Education for the 21st Century. Online Submission, Paper presented at the National Seminar on Reconceiving Teacher Education for Meeting the Challenges of the Knowledge Society (Thycaud, Thiruvananthapuram, Kerala, India, Nov 27-28th, 2014). This article explores theoretical and practical issues related to white education for international curriculum through teacher's education for 21st century. The theory of "White Education" will be a message for development of globalization, information technology, based on knowledge, human rights education, environmental education, international education, conflict resolution education, and development education as well as the desire for peace, changes are rapidly changing the goals, policies, curricula, contents and methods of education. The need to differentiate and re-thinking education and learning, both within and outside the school system, is gaining increased attention among education researchers, policy-makers. In the beginning of 21st century, we need a global perspective, multidimensional citizenship, new issues of mankind, innovative philosophy of individualistic, academic skills, zest for living, open school to society, teacher as learner, as researcher and as… [PDF]

Sihanouk, Norodom (1972). Peace Education in Cambodia. Social Science Record, 9, 2, 16-18, Win 72. …

Menking, Cornell (2008). Leadership Is the Key to Sustainable Community Development in Ecuador. International Journal of Educational Leadership Preparation, v3 n1 Jan-Jun. I come to the field of educational administration from a rather unorthodox background. The search which led me to education began as a Peace Corps Volunteer in Sierra Leone. I left there frustrated with what passed as "development". I heard the term "sustainability" thrown around and saw nothing sustainable about what was being done. I saw not only short-term improvement in people's lives, but also an incredible waste of resources and a feeding frenzy of development officers getting fat on NGO and western government funding. Sadly, in the years following my service in Sierra Leone, I also saw the peaceful Sierra Leoneans turn into symbols of humanity's darkest side (referring to the gruesome civil war in Sierra Leone). It was depressing, really. Fate took me next to working with immigrants in New Mexico with a literacy project. I found the results of education much more rewarding and tangible. My belief in the potential of education was confirmed once again as I… [PDF]

Poppema, Margriet (2009). Guatemala, the Peace Accords and Education: A Post-Conflict Struggle for Equal Opportunities, Cultural Recognition and Participation in Education. Globalisation, Societies and Education, v7 n4 p383-408 Nov. The Guatemalan educational system has been the most unequal system in the Latin American region ever since the 1950s. The indigenous Maya people, who constitute around half of the population, experienced the state mainly through repression, exploitative labour relationships and exclusion from education. The return to democracy and the peace process instilled great hopes for real change in many civil society organisations, including the Maya movement. Through their participation in national commissions, many of their demands were included in the Peace Accords of 1996. As regards the educational system, the main focus was on the greater participation of civil society, the expansion of educational opportunities, and an overall multicultural educational reform that sought to include the Maya culture and languages in the curriculum. A decade later, most of the agreements have been discredited. Powerful national and international actors have marginalised and undermined nearly all the civil… [Direct]

Gesser-Edelsburg, Anat (2011). Entertainment-Education: Dilemmas of Israeli Creators of Theatre about the Israeli-Palestinian Conflict in Promoting Peace. Journal of Peace Education, v8 n1 p55-76. Israeli-Palestinian peace is promoted through political and diplomatic channels, as well as indirect channels such as conferences, lectures, meetings, workshops and political journalism. However, there is less awareness of the extensive artistic activity in Israel surrounding peace and its implications for society, or of the uniqueness of the theatrical medium as a public medium that allows its viewers and participants to clarify their conflicts and positions related to the Israeli-Palestinian conflict. As part of a large and comprehensive study of plays about the Israeli-Palestinian conflict (which included mapping out and analyzing the themes of 37 plays about the Israeli-Palestinian conflict between 2005-2007, and checking the impact of some of the plays on teenage audiences), this study focused on Israeli theater creators who deal with the Israeli-Palestinian conflict. The goal was to specify the models, issues and strategies the creators used in plays about the conflict in order… [Direct]

Keray Din√ßel, Bet√ºl (2017). Analysis of Children's Songs in Terms of Values. Online Submission, Journal of Education and Practice v8 n26 p64-71. Children's songs inspire the love of music in children and improve their musical skills and at the same time, teach national values and societal rules, contribute to their personality development, make children feel happier, foster interpersonal communication and particularly contribute to the cognitive and linguistic development of children at early ages. Children's songs, which take place almost every moment of children's life, play an important role in transferring values to children. There are many classifications of value education, but Schwartz's value classification is a very comprehensive and an accepted type of classification. In the literature research, no studies have been done to examine the children's songs in terms of values. In this context, the aim of the research is to examine the 59 children songs which were qualified to the finals at the Popular Children's Song Competition organized by Turkish Radio Television Corporation between 2004 and 2015 according to… [PDF]

Cleven, Brian; Hill, Grant M. (2005). Using Student Surveys to Help Choose Physical Education Activities. Strategies: A Journal for Physical and Sport Educators, v18 n6 p6-9 Jul-Aug. Physical education has the potential to provide students with the means to achieve healthier lifestyles and obtain meaningful learning and social experiences. Unfortunately, not all students participate in physical education on a daily basis (Lowry, Wechsler, Kann, & Collins, 2001). This is due partially to the fact that many physical education programs have been marginalized or eliminated from school curriculums in order to make more time available during the school day for subjects that are considered more \academic\ in nature and subjects that are more central to basic education (Tannehill, 1998). Reduced time in physical education has been cited as a contributing factor to lower student activity levels and increased childhood obesity (Hill & Quam, 2003). In order to strengthen the presence of physical education in schools, it is important to not only argue for space in the overall school curriculum, but also to create programs that students find attractive and important. While… [Direct]

Schuckman, Hugh Erik (2012). Peace Corps Volunteers and the Boundaries of Bottom-Up Development: Mongolia, a Case Study. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. From President Kennedy's first announcement of a non-military US volunteer corps in 1961, the Peace Corps has been one of the preeminent government grassroots volunteer development agency. This study explores the history of the ambiguities inherent in this contention, pressure primarily stemming from the organization's role as both a governmental diplomatic and a popular grassroots development agency. The genealogy of conflict stems from three ill-defined and considered elements: the grassroots volunteer, development, and the discourses of grassroots programming. In bracketing these terms, this study illustrates the ways organizational epistemology is fractured among political actors, staff, and volunteers. Though the Peace Corps organizational rhetoric has shifted these categories over the years, the organization's political face has remained dominant in organizational attitudes and expressions. This dissertation underscores the disproportionate weight of this side of the discourse,… [Direct]

(2015). What School District Administrators Should Know about the Educational Rights of Children and Youth Displaced by Disasters. Connecting Schools and Displaced Students Brief Series. National Center for Homeless Education at SERVE After disasters, displaced families long to return to a sense of normalcy, so reconnecting children to school is especially important during this time. While providing the structure of the typical education setting, schools can help students overcome the trauma of a disaster and regain their academic and social stability. Once children are safely in school, parents have the peace of mind and freedom to focus on other post-disaster details to help their families recover. Subtitle VII-B of the McKinney-Vento Homeless Assistance Act (42 USC ß ß11431-11435), reauthorized in 2001 by Title X, Part C of the No Child Left Behind Act, ensures educational protections for children and youth in homeless situations, including many who have lost their housing due to natural disasters. It provides stability and support for students by requiring all public schools to enroll eligible students immediately, assess their needs, and provide or refer them to additional services as needed. This brief… [PDF]

Elworthy, Scilla; Gopinath, Meenakshi; Houston, Jean; Mani, Rama; Schwartz, Melissa (2014). Whole Mind Education for the Emerging Future. Prospects: Quarterly Review of Comparative Education, v44 n4 p591-606 Dec. At a time of unprecedented multiple crises threatening life on earth, the wholesale transformation of cultures and societies has never been more imperative. This article draws on insights and experiences of a group of women leaders who met in Oxford in October 2013, for five days of intensive thinking and discussion on the emerging future. They concurred that more than any other single factor, transformed educational institutions, curricula and methodologies could help meet the challenges of the 21st century and shape a positive future for the earth. They use the term Whole Mind education for the central feature of transformed educational models and posit three components of it as providing the greatest benefit: integration, creativity and peace. This article draws especially on the research and insights of a subset of the Emerging Future group, who have pioneering experience in innovative education, at all levels, across much of the world…. [Direct]

Field, Harriet (1996). A Wholistic Approach to Conflict Resolution. Conflict, as a natural part of daily life is to some extent inevitable in all child care centers. Children need to develop effective strategies to deal with conflict, and educators need to reduce the amount of conflict present in the total child care environment. Two roles early childhood educators can play in encouraging conflict resolution are (1) to assist children in developing conflict resolution skills and (2) to implement peace and conflict education curricula in the classroom. The wholistic approach to conflict resolution goes beyond these two child-centered approaches to include the administrative, parental, and teacher dimensions of conflict. This paper discusses several approaches to conflict resolution and includes the following sections: (1) "The Child Centered Approach," including individual negotiation and development of a conflict resolution curriculum from a global perspective; (2) "The Wholistic Approach," encompassing both children's and… [PDF]

Botes, Johannes; Wayne, Ellen Kabcenell; Windmueller, John (2009). Core Competencies: The Challenge for Graduate Peace and Conflict Studies Education. International Review of Education, v55 n2-3 p285-301 May. This article uses a case study of the assessment of a graduate program in negotiations and conflict management as a springboard for discussing several critical, but unanswered questions in our field. It raises questions regarding the lack of clear core competencies and expectations regarding curricula at the graduate-level of peace and conflict studies programs, as well as concerns over how educators in this field can or should assess their own work and train students for practice. It also addresses, via a comparative case analysis in Tajikistan, the degree to which the competencies and pedagogical approaches in this field are culturally bound. The picture that emerges from these case studies suggests that there have been important omissions in the way that the varied educational programs and the larger peace and conflict studies field itself have developed thus far…. [Direct]

Haigh, Martin (2016). Toward a Typology of Learning Invitations. Journal of Invitational Theory and Practice, v22 p24-47. Learning invitations are strategies that encourage learners to engage with education. Learning invitations take many different forms but the aim is to create these invitations intentionally and systematically. This might be easier if there were some guidance to different styles of learning invitations. The Dharmic typology proposed builds upon ideas from Sa?khya–Yoga, particularly the notion of the three qualities of life (Trigu?a), which together are thought to construct everything much as pixels of three primary (RGB) colors create every photograph. Sattva is light, peace, harmony; it evokes a reflective, ethical, and holistic approach and learning invitations based on emulation and spiritual self-realization. Tamas is heavy, veiled and obstructive; it evokes feelings of inertia, lethargy and fearfulness and learning invitations based on disgust, repulsion and the wish for reform. Sattva and Tamas are static but the third quality, Rajas, burns with the fire of action. Rajas is… [PDF]

Klassen, Frank H., Ed.; Leavitt, Howard B., Ed. (1976). International Perspectives of Teacher Education: Innovations and Trends. This book reports on three International Council on Education for Teaching world assemblies held in Singapore, Berlin, and Washington, D.C. The report is divided into six major parts, each presenting papers pertinent to the central theme under discussion. Section one deals with policies for teacher education on the regional, national, and international scale. In section two, lifelong and nonformal education are the topics under discussion. Papers deal with broad concepts of the subject, educational demands in changing societies, and nonformal education in developing countries. Curriculum innovations are the topic of the third section. New curriculum content is described, education for peace and achievement motivation are discussed, and a program for the clinical preparation of teachers is examined. Educational technology is the subject in section four. Ways in which a more scientific approach to teacher education can be introduced and how they may be implemented are discussed in the… [PDF]

Katie Hodgkinson (2024). Affective Recognition: Examining the Role of Affect in Education for Peacebuilding in Cambodia and Kosovo. Journal of Peace Education, v21 n3 p336-356. In this article I develop the conceptualisation of affective recognition as a means of deepening understandings of education's contribution to peacebuilding and social justice in conflict-affected contexts. Scholars have highlighted that one of the crises in peacebuilding education today is the failure to understand and harness the role of the transrational and the affective. I therefore bring together feminist theories of social justice and affective economies to analyse non-formal education programmes with young people in Cambodia and Kosovo and develop the concept of affective recognition. I contend that affective recognition demonstrates the central role of affect in enabling processes of peacebuilding and social justice through educational programmes…. [Direct]

Lisa Hilt; Nick Irwin; Rabab Atwi; Whitney McIntyre Miller (2024). Developing Peace Leadership: Lessons from the Peace Practice Alliance. Journal of Peace Education, v21 n3 p402-429. In 2020, Euphrates Institute piloted the Peace Practice Alliance (PPA), a virtual six-month program that brings together an international cohort of peacebuilders to learn peace leadership theories and develop related skills and practices. The program framework is based on integral peace leadership, which focuses on four interrelated areas of Innerwork, Knowledge, Community, and Environment. As part of an emergent field, limited research has documented the application of integral peace leadership in peacebuilder training and development programs. This paper, therefore, examines the pilot PPA program to understand the ways in which an online, global peace leadership training program can support the development of community peace leaders. Findings from interviews with 14 of the program's first cohort of 18 peace leaders revealed that the PPA supported their development through the content of the curriculum, the creation of a strong learning community, and the dual focus on theory and… [Direct]