Allen, Barb; Duckworth, Cheryl Lynn; Williams, Teri Triguba (2012). What Do Students Learn when We Teach Peace? A Qualitative Assessment of a Theater Peace Program. Journal of Peace Education, v9 n1 p81-99. This is a qualitative assessment of a theater arts peace education program for high-school students. We present the results of qualitative interviews with students who participated in a peace education program. They tell us in their own words what they believe they learned. Given that most peace education evaluation is quantitative or focuses on the views of teachers and administrators, giving space to the voices of the students themselves remains essential. We present the results of qualitative interviews with students who participated in a peace education program. They tell us in their own words what they believe they learned. Given that most peace education evaluation is quantitative or focuses on the views of teachers and administrators, giving space to the voices of the students themselves remains essential. (Contains 1 note and 1 figure.)… [Direct]

Zamir, Sara (2012). Peace Education through Bilingual Children's Literature Written in Arabic and in Hebrew: Different Narratives, Different Socialization. Journal of Peace Education, v9 n3 p265-275. The aim of this research has been to evaluate the contribution of the emerging Israeli genre of bilingual literature, Arabic and Hebrew, to peace education. Since Israeli society is a multicultural one comprised of two nations, Arabs and Jews who live in an environment of conflict, one must regard those textbooks as political socialization agents. The content analysis procedure, based on Salomon's typology about peace education, revealed that most Arabic-Hebrew texts try to convey to young readers merely the ideas of coexistence and harmony rather than the notion of peace education in regions of intense conflicts alongside agonizing and painful costs. (Contains 1 graph and 1 table.)… [Direct]

Haavelsrud, Magnus; Stenberg, Oddbjorn (2012). Analyzing Peace Pedagogies. Journal of Peace Education, v9 n1 p65-80. Eleven articles on peace education published in the first volume of the Journal of Peace Education are analyzed. This selection comprises peace education programs that have been planned or carried out in different contexts. In analyzing peace pedagogies as proposed in the 11 contributions, we have chosen network analysis as our method–enabling the categorization and visualization of qualitative data on differing content and forms preferences. In the analysis, our purpose is to visualize how the authors relate their arguments for specific content and form preferences to peace education. Before and after the empirical analysis of content and form preferences in the 11 peace education programs, a theoretical model is briefly introduced in which the interrelations not only between contents and forms are highlighted but also the interrelations between contents, forms and contextual conditions. (Contains 2 notes, 1 table, and 3 figures.)… [Direct]

Donahoe, Marta (2019). Montessori's Plan for the More Beautiful World Our Hearts Know Is Possible. Montessori Life: A Publication of the American Montessori Society, v31 n1 p30-37 Spr. Montessori's writing, and particularly her underlying principles, requires study and discussion. It is hard work to understand the depth of carefully sequenced lessons and experiences that she designed to create a genuine experience for the child. This work avoids simple answers. It evades black-and-white opinions. It frowns on bullet points. Simply put, the work invites Montessorians to study, discuss, engage, and participate in transformation, and, in doing so, it promises a better world. In this article, Marta Donahoe explores the idea of what Montessori called the New Man as the vehicle for peace (Donahoe chooses to use the term "New Human"). That thread began to unspool as she explored the planes of development and remembered that the Montessori Method is peace education, guiding children and adolescents (and their teachers) within beautiful classroom environments to become more curious, caring, thoughtful, and responsible. Donahoe determines that Montessorian teachers… [Direct]

Gachanga, Timothy; Mutisya, Munuve (2015). Interfaith Dialogue at Peace Museums in Kenya. Journal of Peace Education, v12 n3 p277-284. This paper makes a case for further studies on the contribution of peace museums to interfaith dialogue debate. Based on our experiences as museum curators, teachers and peace researchers and a review of published materials, we argue that there is a lacuna in the study on the contribution of peace museums to the interfaith dialogue debate. The development of community peace museums in Kenya,, in predominantly Christian communities, and the use of traditional religio-cultural artefacts in peace education and peace building is a case of interfaith dialogue worth documenting. With religious conflict threatening to tear the fabric of society apart, the question of interfaith dialogue is now paramount in the search for sustainable peace and development…. [Direct]

Stewart, Jan (2017). Transitional Spaces and Peaceful Places: Trauma-Sensitive Schools and Best Practices for Supporting Refugee Youth. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017). Globally, over 65 million people have been displaced because of wars, conflict and persecution and over 50% of the world's refugees are children (UNHCR, 2016). Record high global forced displacement has prompted many nations to open borders to settle more refugees, but schools and communities need to be equipped to ensure successful integration. This paper draws from a qualitative research program conducted in three Canadian provinces that examined best practices and programs to support the integration of refugee students. Including observations and over 150 individual interviews with teachers, students, community organizations and settlement agencies, the findings support the need for teacher training in trauma, cultural diversity and peace education in addition to increased partnerships to provide long-term holistic support…. [Direct]

Bellino, Michelle J.; Paulson, Julia (2017). Truth Commissions, Education, and Positive Peace: An Analysis of Truth Commission Final Reports (1980-2015). Comparative Education, v53 n3 p351-378. Transitional justice and education both occupy increasingly prominent space on the international peacebuilding agenda, though less is known about the ways they might reinforce one another to contribute towards peace. This paper presents a cross-national analysis of truth commission (TC) reports spanning 1980-2015, exploring the range of educational work taken on by one of the most prominent forms of transitional justice. We find that TC engagement with education is increasing over time and that TCs are incorporating the task of "telling the truth about education" into their work. However, when TCs engage with education, they tend to recommend forwards looking reforms, for instance decontextualised human rights and peace education. We argue that this limits the contribution that TCs might make towards positive peace by failing to use their backwards looking, truth telling work to insist on transformation in the educational sector…. [Direct]

Stephenson, Carolyn M. (2012). Elise Boulding and Peace Education: Theory, Practice, and Quaker Faith. Journal of Peace Education, v9 n2 p115-126. Elise Boulding wrote academically to help to create and influence the field of peace education, and lived a life that exemplified it. Her life integrated theory and practice and exemplified peace \praxis\ as the \craft and skills of doing peace\ and \the integration of thought and action\. For Boulding, peace education occurred at all levels, across academic disciplines, across time, and across boundaries of cultures, states, class, race, age, and gender. As one of the founders of the field of peace studies, she became a sociologist to \do\ peace, and was especially oriented to peace education and activism and to futures studies and to studying women and children and cultures of peace. Her spiritual roots were in the values and testimonies of Quakers, especially simplicity, peace, integrity, community, and equality. She saw that of God in all, and lived the \inner light\ important to Quakers…. [Direct]

Zanoni, Katie (2017). Kenyan Girls as Agents of Peace: Enhancing the Capacity of Future Women Peacebuilders. Research in Comparative and International Education, v12 n1 p110-126 Mar. The role of women in peacebuilding efforts has been recognized through various international instruments that have advanced the ability of women to access the peace table. In order for women to act as leaders, they must possess the capacity to disrupt structural, cultural, and direct forms of violence, engage in peacemaking activities, and employ prevention strategies for sustainable peace to be secured. This paper draws on qualitative research on a leadership program called Women of Integrity, Strength, and Hope (WISH) offered at the Daraja Academy, an all-girls boarding school in Kenya. The case study is situated within the larger global context of the women's peace movement galvanized by the United Nations to highlight the potential role women may offer as peacebuilders. The WISH program engages Kenyan girls through critical peace education pedagogy to enhance capabilities required for future female architects of sustainable peace in Kenya and in the world…. [Direct]

Orelia Jonathan (2024). What, Why, and How: Teachers as Makers of Peace in South Sudan. ProQuest LLC, Ph.D. Dissertation, Harvard University. Within post-conflict and conflict-affected settings, as a national identity is contested, shaped, negotiated, and re-negotiated, history and social studies education can serve to develop a sense of unity among a nation's citizens and a shared vision for the future (Bekerman & Zembylas, 2011; Korostelina, 2019). At the same time, history and social studies education can maintain or exacerbate existing inequalities (Bellino, 2016; Bentrovato et al., 2016; King; 2014; Vanner et al., 2017). Contestation and efforts to control the historical narratives are especially important in South Sudan, a new country that endured decades of civil war. How the narrative of South Sudan's violent past is communicated to young people will profoundly impact political and cultural attitudes and the country's emerging nationhood. South Sudan is in the process of reconciling and establishing spaces for peacebuilding and the Government of South Sudan has named history and social studies classrooms as an… [Direct]

Bickmore, Kathy; Kishani Farahani, Najme (2022). Peacebuilding Education to Address Gender-Based Aggression: Youths' Experiences in Mexico, Bangladesh, and Canada. Journal on Education in Emergencies, v8 n2 p14-43 Jun. Building durable peace through education requires addressing the gender ideologies and hierarchies that encourage both direct physical aggression and indirect harm through marginalization and exploitation. Although formal education systems are shaped by gendered patterns of social conflict, enmity, and inequity, schools can help young people to build on their inclination, relationships, and capability to participate in building sustainable, gender-just peace. In this paper, we draw from focus group research conducted with youth and teachers in public schools in Mexico, Bangladesh, and Canada to investigate how young people understood the social conflicts and violence surrounding them and what citizens could do about these issues; and how their teachers used the school curricula to address them. The research revealed that gender-based violence was pervasive in students' lives in all three settings, yet the curriculum the teachers and students described, with minor differences between… [Direct]

Wang, Hongyu (2013). Confucian Self-Cultivation and Daoist Personhood: Implications for Peace Education. Frontiers of Education in China, v8 n1 p62-79. This essay argues that the concept of reaching peace within in order to sustain peace outside in classical Confucianism and Daoism offers us important lessons for peace education in the contemporary age. Building harmonious connections between differences in one's personhood paves a path for negotiating interconnections across conflicting multiplicities in the outside world. The essay starts by discussing the Confucian and Daoist notions of personhood as a microcosmic universe connected to a macrocosmic universe. Second, the historical context of the Spring and Autumn and Warring States Period in which Confucianism and Daoism emerged are briefly reviewed. Third, Confucian self-cultivation and the Daoist conception of personhood are discussed. Fourth, relational issues of harmony in difference and tranquility in turbulence are analyzed. Lastly, inner peace reaching outer peace in leadership and governing is formulated in terms of the unity between means and end in peace education…. [Direct]

Sumida Huaman, Elizabeth (2011). Transforming Education, Transforming Society: The Co-Construction of Critical Peace Education and Indigenous Education. Journal of Peace Education, v8 n3 p243-258. This article seeks to contribute to the link between critical peace education and Indigenous education from an Indigenous international and comparative education perspective. The article first reviews the marginalization of critical peace education and Indigenous education. By bringing forward areas of common interest between peace education and Indigenous education, the need for specific strategies involving mutual exchange and resulting in co-construction of education using both approaches is emphasized. Although peace education is not widely discussed in Indigenous or American Indian education, this article proposes a conversation between Indigenous community members, scholars, educators and other stakeholders in order to encourage collaboration towards the shared goal of education for the purposes of social transformation. (Contains 4 notes.)… [Direct]

Alexander W. Wiseman, Editor; C. C. Wolhuter, Editor (2019). Comparative and International Education: Survey of an Infinite Field. International Perspectives on Education and Society. Volume 36. International Perspectives on Education and Society The scope and breadth of the field of comparative and international education is vast. In fact, there are few, if any, limitations on theme, method, or data in the field of comparative and international education. Every context or combination of contexts are available for comparative education scholars to scrutinise. The scope of this field brings both serious interest but also great challenges. This book explores the evolution and current state of the scholarly field of comparative and international education over 200 years of development. Experts in the field explore comparative and international education in each of the major world regions including Latin America, North America, Western Europe, Eastern Europe, the Middle East-North Africa, Oceania, South Asia, South-East and East Asia, and Sub-Saharan Africa. Illuminating studies conducted in the fields of higher education, teacher education, vocational education, and peace education shed light on the rise of global testing… [Direct]

Johnston, Linda M.; Stura, Claudia (2018). Cross-Cultural Conflicts within Sports Teams. Journal of Peace Education, v15 n1 p97-114. Since sports are increasingly used a way to bring formerly conflicting parties together post-conflict, more work needs to be done to ensure that sports are actually conducted in a way that promotes peace rather than exacerbates the conflict. Since many sports-for-peace programs cross cultural boundaries, this exploratory study was conducted to gain insights into interpersonal and cross-cultural conflicts within sports teams. This research was accomplished with three very culturally diverse teams of college-level athletes in a public university in the United States and focused on the types of conflicts, where those conflicts occurred, how the conflicts developed, who was involved, how the conflicts ended, and their effects on team cohesion. The findings of the study give valuable insight into how cultural differences and their resultant ramifications were viewed and worked through by the athletes involved. The authors also considered some ethical issues that resulted when groups of… [Direct]

Naoufal, Nayla (2014). Peace and Environmental Education for Climate Change: Challenges and Practices in Lebanon. Journal of Peace Education, v11 n3 p279-296. As noted in the literature reporting on the impact of climate change, it does not only bring about environmental degradation, i.e. ecological violence, but it may also provoke increased intercommunity and interstate violence. This article examines the implications of this relationship between climate change and increased violence for environmental education and peace education. First, it presents existing and potential consequences of climate change on local and regional stability, underlining the need to incorporate climate change into environmental and peace education. Second, it examines how and why the incorporation of climate change into education has been met with difficulty. Third, this article illustrates how climate change can be included into environmental education reporting on research of the educational practices of IndyACT, a Lebanese non-governmental organization which works on climate change issues at national, regional, and global levels. The article explores the… [Direct]

Jacobs, Adam (2019). Process over Product: How Creative Youth Development Can Lead to Peace. Afterschool Matters, n29 p1-8 Spr. Kids Creative is a New York City nonprofit that runs afterschool and summer programs with over 1,000 youth each year. The programs they run use this creativity-oriented process to produce original musicals, works of art, videos, dances, and more. When Kids Creative received grant funding, they were able to include more youth and add homework help, science, technology, engineering, mathematics (STEM) activities, and sports to their arts offerings. Throughout this expansion, they have maintained their process-oriented educational structures. Whether they are creating a musical play or a Lego robot, playing chess or learning a martial art, all participants have a voice as contributors and collaborators. At Kids Creative, the arts, science, and sports are vehicles for individual and community growth. Kids Creative see themselves as a creative youth development (CYD) program engaged in peace education. Their vision is that "a better, more peaceful future is achievable by teaching… [PDF]

Ragland, David (2015). Betty Reardon's Philosophy of Peace Education and the Centrality of Justice. Journal of Peace Education, v12 n1 p37-55. There is no clear description of an approach to justice that is related to peace education. Betty Reardon's writing holistically connects peace and justice. While there are various traditions of justice, such as utilitarianism and contractarianism (social contract), the breadth of Reardon's writing suggests that justice, in terms of its relationship with peace, is most consistent with the capabilities or human development approach to justice. Popularized by Nobel-prize winning economist Amartya Sen and University of Chicago philosopher Martha Nussbaum, capabilities are substantive opportunities and freedoms, consistent with human dignity, that enable persons to choose their own life path. Articulating Reardon's conception of justice might provide peace educators, researchers, and activists with more clarity about the nature of justice in relation to peace, places to begin inquiry, and critical and conceptual understanding about the meaning of "NO JUSTICE, NO… [Direct]

Antoniou, Chrystalla; Ioannou, Andri (2016). Tabletops for Peace: Technology Enhanced Peacemaking in School Contexts. Educational Technology & Society, v19 n2 p164-176. This article describes an empirical investigation of technology-enhanced peacemaking in a conflict-stressed school environment. The peacemaking intervention required students in conflict-laden groups to collaborate on various game-like learning activities on a multitouch interactive tabletop, over the span of three weeks. Student interviews and video observations provided evidence that tabletops can become a means for communication and collaboration giving the chance for students in conflict to share a common space, shifting attitudes and improving their relationships. The study elaborates on the affordances of tabletops as they become apparent in the context of peacemaking, unpacking the still widely unexplored potential of multitouch interactive technology in peace education…. [PDF]

Finley, Laura (2011). Building a Peaceful Society: Creative Integration of Peace Education. Peace Education. IAP – Information Age Publishing, Inc. To truly move toward a more peaceful society, it is imperative that peace education better address structural and institutional violence. This requires that it be integrated into institutions outside of schools and universities. Doing so will be challenging, as many of these institutions are structured on domination and control, not on partnership and shared power. In particular, U.S. criminal justice, social services and prevention programs, and sport have tended to be dominator-modeled. This book offers analysis and suggestions for overcoming these challenges and for integrating peace education into important social institutions. Creativity will be one of the most useful assets in moving peace education from schools to other institutions. This book argues that with creative visioning, collaboration, and implementation, peace education can be integrated into the most challenging situations and provide hope for holistic changes in our society…. [Direct]

Sagkal, Ali Serdar; Totan, Tarik; Turnuklu, Abbas (2012). Empathy for Interpersonal Peace: Effects of Peace Education on Empathy Skills. Educational Sciences: Theory and Practice, v12 n2 p1454-1460 Spr. The purpose of this research was to examine the effects of Peace Education Program on the sixth grade elementary students' empathy levels. The research was carried out using pretest-posttest control group quasi-experimental design. While Peace Education Program was applied on experiment group; control group has not been provided any treatment. The study group included 281 students; 158 (56.23%; girls n= 84, 53.17%; boys n= 74, 46.83%) in the experiment and 123 (43.77%; girls n= 57, 46.35%; boys n= 66, 53.65%) in the control group. In the research, Index of Empathy for Children and Personal Information Form were used as measuring instruments. Research was conducted on sixth grade classes of two different elementary schools which are located in Menemen town of Izmir in 2010-2011 academic year. Research results indicated that Peace Education Program implemented on experiment group was effective in increasing students' empathy levels. Compared to experiment and control groups in terms of… [PDF]

Sandoval, Elaine (2016). Music in Peacebuilding: A Critical Literature Review. Journal of Peace Education, v13 n3 p200-217. The critical literature review summarizes and appraises studies that have been pursued by music scholars examining the contributions of music to peacebuilding as well as the role of music in violence. These two bodies of literature are rarely brought into dialogue, but I juxtapose them in order to confront the idea of music's exceptionalism as inherently good or neutral. I further highlight the specific issues and questions that arise from considering the findings on music's role in peace and violence together. The goal of this piece is to help situate the other "Journal of Peace Education" special issue articles within the existing efforts in music and peacebuilding, to indicate fruitful areas for future research, and to raise ideas and concerns for praxial interventions that might be developed to use music in peacebuilding…. [Direct]

Maebuta, Jack (2011). Technical and Vocational Education and Training in Peace Education: Solomon Islands. Journal of Peace Education, v8 n2 p157-176. Technical and vocational education and training programs as a form of peace education are examined in this paper. It explores the notion of educating for a culture of peace through refocusing technical and vocational education and training programs on sustainable community development in the Solomon Islands. It further highlights the policy and practice mechanisms that contribute to advancing technical and vocational education and training as a peace education initiative. As a model of the applicability of the program as a form of peace education, the discussion describes a technical and vocational education and training centre in the Solomon Islands that has engaged in post-conflict livelihood projects–bringing about healing and restoration and creating the culture of peace. This is a practical and comprehensive model to peace education that extends beyond the centre and embraces the culture of peace in the community as a whole. The implications point to technical and vocational… [Direct]

Burns, Stephanie; Lyons, Evanthia; Niens, Ulrike (2017). "The World Would Just Fall Apart if There's No Respect at All": Children's Understandings of Respect for Diversity in a Post-Conflict Society. Journal of Peace Education, v14 n1 p15-31. The term "respect for diversity" has gained prominence in many policy and curricular developments aimed at promoting reconciliation and pluralism. To explore the understandings of "respect for diversity" held by children in a society that has both emerged from conflict and is increasingly multicultural, 15 group interviews were conducted with 7-11-year-old children in Northern Ireland. The behavioural aspects of respect for diversity articulated by the children were identified as: attention; offering time; equality of treatment; and acts of solidarity. Affective motivations for these actions were empathy and the pursuit of friendship; cognitive motivations were: a moral norm of inclusion; curiosity; internalised human rights principles; and egalitarianism (a belief that all persons are equal in fundamental worth or value). Findings are discussed in relation to theories of children's prejudice development and moral development, and implications for the teaching and… [Direct]

Zembylas, Michalinos (2012). The Affective (Re)Production of Refugee Representations through Educational Policies and Practices: Reconceptualising the Role of Emotion for Peace Education in a Divided Country. International Review of Education, v58 n4 p465-480 Aug. Drawing into a discussion of the politicisation of emotion, this paper develops a framework to analyse some of the processes and strategies by which educational policies and pedagogical practices "emotionalise" the representation of refugees in conflict-ridden societies such as Cyprus and explores the implications for peace education. In particular, this paper aims to refine our understanding of how emotions affect the ways in which educational policies and practices reproduce self-other dichotomies through certain representations of the refugee experience. It is argued that these dichotomies are relevant to the emotional reactions against peace education initiatives. Second, this paper examines alternative possibilities of promoting peaceful coexistence, while taking into consideration the affective (re)production of refugee representations yet without undermining the refugee experience. Better understanding of how emotion is involved will help educational policymakers and… [Direct]

Rosen, Yigal; Salomon, Gavriel (2011). Durability of Peace Education Effects in the Shadow of Conflict. Social Psychology of Education: An International Journal, v14 n1 p135-147 Mar. Value-oriented instructional programs, such as anti-racism, may often face societal barriers. A case in point are peace education programs in conflictual contexts. Close analysis of peace education programs in regions of conflict and tension suggest that they face formidable barriers that would appear to prevent the attainment of their goals of mutual legitimization, changed attitudes and empathy. However, positive research findings suggest otherwise. A possible solution of this contradiction is the distinction between strongly held and not easily changeable attitudes and beliefs, called "convictions" (Abelson, "American Psychologist" 43: 267-275 1988) and more regular attitudes. Possibly, the barriers facing peace education may pertain to convictions while the positive impact of peace education may pertain to less strongly held attitudes and beliefs. The present study examined the possible differential changes in more or less central beliefs when Israeli Jewish… [Direct]

Carter, Candice C., Ed. (2012). Conflict Resolution and Peace Education: Transformations across Disciplines. Palgrave Macmillan Peace education includes lessons about conflict sources, transformation and resolution. While featuring field-based examples in multiple disciplines, including political science, anthropology, communication, psychology, sociology, counseling, law and teacher training, this book presents real cases of conflict work. Explained are concepts underlying conflict transformation and strategies that have been adapted for use in professional practice. The contributors describe formal peace education with university students in different fields of study and informal learning of adults in community settings. Comprehensively, this book supports professionals who specialize in conflict work as well as instructors and learners in several disciplines which all respond to conflict. This book contains the following: (1) Introduction (Candice C. Carter); (2) Multiculturalism and Conflict Transformation: Counselor and Client Working Together (Richmond Wynn, Sharon Wilburn, and Cirecie West-Olantunji);… [Direct]

Christie, Daniel J.; Sajjad, Fatima; Taylor, Laura K. (2017). De-Radicalizing Pakistani Society: The Receptivity of Youth to a Liberal Religious Worldview. Journal of Peace Education, v14 n2 p195-214. The reported rise in radicalism among youth in Pakistan since 9/11/2001 has been attributed to religious education in "madrasas" and schools. However, education in Pakistan is only part of the historical and contemporary forces that contribute to the prevailing exclusivist religio-political discourse. Although most policy papers have recommended a secularization of public education, such efforts by the Pakistani Government have been counterproductive. These efforts by the Pakistani Government to reshape education, with massive funding from international donors, have faced strong opposition and there are signs of psychological reactance as evidenced by even greater levels of religious radicalism among Pakistani youth. The current study suggests a viable alternative for reshaping education in Pakistan. A nationwide survey of educated urban youth (N = 386) conducted by the first author, revealed that when considering radical religious, Western secular and liberal religious… [Direct]

Snauwaert, Dale (2011). Social Justice and the Philosophical Foundations of Critical Peace Education: Exploring Nussbaum, Sen, and Freire. Journal of Peace Education, v8 n3 p315-331. The purpose of this paper is to philosophically explore a \realization-focused\ capabilities theory of social justice, as articulated by AmartyaSen and Martha Nussbaum, as foundational to a theory of critical peace education. Paulo Freire's philosophy of critical pedagogy has had and continues to have a profound influence on the theory and practice of peace education. It is argued that the basic premises of Freire's philosophy point to a realization-focused theory of justice and can serve as a robust organizing foundation for critical peace education theory and practice. This conclusion constitutes a hypothesis that calls for further research…. [Direct]

Gross, Zehavit (2017). Studying How to Build Peace and Deal with Stereotypes and Discrimination in a Period of Terror and Despair: A Case Study from Israel. Research in Comparative and International Education, v12 n1 p64-75 Mar. This paper aims to explore how Palestinian Arab and Jewish university students in Israel, attending a course on conflict resolution, deal with their stereotypical views of the Other and their prejudices, as well as their complex emotions of fear, hate, anxiety, and love during a period of tension and violence. On the one hand, they have a natural desire for professional partnership and friendship with their fellow students. On the other hand, they are attending this class in a Jewish university, in the heart of the Middle East, where acts of terrorism occur almost daily. This violence changes the power structure and the dynamics of their mutual relationships. Through an analysis of a specific case study the paper aims to shed light on how bridging theory and practice can generate a better understanding of complex situations, enabling reflection and developing signposts to improve coping mechanisms within peace education frameworks in times of terror…. [Direct]