Lyons, Suzanne (2022). Cooperative Games in Education: Building Community without Competition, Pre-K-12. Teachers College Press "Cooperative Games in Education" is the first comprehensive guide to the world of cooperative play and games for pre-K-12 learning. It includes a thorough pedagogical rationale and guidelines for practice, a survey of related research and scholarship, engaging anecdotes, illustrations, historical background, and an array of sample games to try. In cooperative games, players win or lose together, sharing the experience of fun and challenge. No one can be eliminated in a cooperative game. What is eliminated is us-versus-them perception and zero-sum thinking. When students come to see each other as allies, rather than rivals, there are profound interpersonal effects that enhance community, inclusion, and a positive classroom climate where all can learn and thrive. This accessible, lively resource explains the value of cooperative games with guidance to help teachers use them for maximum social-emotional and academic benefit. "Cooperative Games in Education" will also… [Direct]

Magendzo, Abraham K.; Pavez, Jorge B. (2017). A Perspective of Controversy in Human Rights Education: A Curricular Proposition. Prospects: Quarterly Review of Comparative Education, v47 n1-2 p17-29 Jun. This article proposes introducing a strategy of controversy into human rights curriculum. First, it refers to the development of human rights education in Latin America and illustrates how controversy can be incorporated in the different disciplines of the curriculum. Second, the article shows how human rights from a controversial perspective can be included in different curricular educational programs, such as civic education, ethical education, education for peace, health education, environmental education, sex education, gender education, and multicultural education. It further argues that it is possible and desirable to incorporate controversial issues around several fundamental human rights, such as freedom, equality, justice, rights of solidarity, as well as economic, social, and cultural rights…. [Direct]

Zembylas, Michalinos (2011). Peace and Human Rights Education: Dilemmas of Compatibility and Prospects for Moving Forward. Prospects: Quarterly Review of Comparative Education, v41 n4 p567-579 Dec. This article addresses the dilemmas emerging from efforts to integrate human rights values within a peace education programme being carried out in a conflict situation. Although the article is largely theoretical, it is grounded in the author's reflections on a series of teacher workshops and his overall experiences conducting ethnographic research on issues of human rights and peace education in conflict and post-conflict situations, especially in his home country, Cyprus. The article outlines several interpretations and critiques of the human rights framework, offers an overview of human rights education and peace education, and then discusses two dilemmas that emerge from efforts to integrate human rights values within peace education programmes. Finally, it argues that an approach to human rights that is based on values and oriented towards praxis, with an emphasis on cross-cutting principles such as non-discrimination and equality, could perhaps be more compatible with peace… [Direct]

Delvou, Marjolein (2011). Activity Report: "Escola de Cultura de Pau", the Laureate of the First Evens Prize for Peace Education. Journal of Peace Education, v8 n3 p353-355. On March 18th 2011 an independent jury of experts convened in Antwerp, Belgium, to select the laureate of the first Evens Prize for Peace Education from a shortlist of eleven organizations from all over Europe. After a long day of intense discussions, the jury agreed unanimously to award the prize to the "Escola de Cultura de Pau" (Barcelona, Spain) for its teacher trainings in conflict management organized in the framework of its peace education program. The award ceremony was held place in Barcelona on 20 September 2011. The "Escola de Cultura de Pau" was established in 1999 with the aim of organizing academic activities, research and interventions related to a culture of peace, analysis, prevention and transformation of conflicts, peace education, disarmament and the promotion of human rights. Born as a UNESCO Chair on Peace and Human Rights, it has developed into a Peace Research Centre attached to the Autonomous University of Barcelona. Its objectives are:… [Direct]

Brock-Utne, Birgit (2012). The Centrality of Women's Work for Peace in the Thinking, Actions, and Writings of Elise Boulding. Journal of Peace Education, v9 n2 p127-137. This article starts with a personal introduction from a peace researcher who has not only been inspired by the works of Elise Boulding but who over the years had developed a personal relationship to her. It describes how Elise Boulding made it her concern to raise up the voices of the powerless and also to show the importance of the accomplishments, writings, and thinking of women. In her work, Elise Boulding showed that women peace researchers often had other priorities in peace research than male peace researchers. The women wanted more research on nonviolence, on peaceful ways of settling conflicts, and found that there was too much mindless weapon counting in peace research. The author goes on to describe the ideas and work of Elise Boulding in the field of peace education. She seemed skeptical of western schooling and its possibility of promoting peace education. Elise Boulding was concerned with the peace education going on among groups seen as powerless by the patriarchal… [Direct]

Kelly, Rhys; Kelly, Ute (2013). An Education in Homecoming: Peace Education as the Pursuit of "Appropriate Knowledge". Journal of Peace Education, v10 n3 p283-302. In this paper, we argue that two key trends–an unfolding ecological crisis and a reduction in the amount of (cheap) energy available to society–bring into question both the relevance and the resilience of existing educational systems, requiring us to rethink both the content and the form of education in general, and peace education in particular. Against this background, we consider the role education might play in enabling citizens and societies to adapt peacefully to conditions of energy descent and a less benign ecological system, taking seriously the possibility that there will be fewer resources available for education. Drawing on Wes Jackson's and Wendell Berry's concept of an education in "homecoming", and on E.F. Schumacher's concept of "appropriate technology", we suggest a possible vision of peace education. We propose that such education might be focused around "appropriate knowledge", commitment to place, and an understanding of the needs… [Direct]

Williams, Hakim Mohandas Amani (2017). Teachers' Nascent Praxes of Care: Potentially Decolonizing Approaches to School Violence in Trinidad. Journal of Peace Education, v14 n1 p69-91. Zero tolerance, punitive, and more negative peace-oriented approaches dominate school violence interventions, despite research indicating that comprehensive approaches are more sustainable. In this article, I use data from a longitudinal case study at a Trinidadian secondary school to focus on the role of teachers and their impact on school violence; I show that institutional constraints are not fully deterministic, as teachers sometimes deploy their agency to efficacious ends. In combining Noddings' postulations on care and Freire's notions of praxis as a symbiosis of reflection and action, I explicate the nascent praxes of care of six teachers at this school, as they strive for more positive peace-oriented approaches to school violence. I characterize these praxes as nascent because they are not fully interrogative of the structural violence of the entire system. However, I do argue that these nascent praxes possess decolonizing and transgressive potentiality in the face of a logic… [Direct]

Cengelci Kose, Tuba; Gurdogan Bayir, Omur (2016). Perception of Peace in Students' Drawings. Eurasian Journal of Educational Research, n65 p181-198. Problem Statement: Societies are facing several kinds of problems in the world today as chaos among the countries, conflicts between different groups, wars and diseases. It can be claimed that solving these problems is impossible unless societies care about humanistic cooperation, tolerance and peace. Individuals required developing fundamental values as peace, love, respect, tolerance, etc. to be an active and responsible citizen of a democratic society. Peace education can be a part of school program to develop positive peace understanding in students. Students' perception regarding the world can be seen in their drawings. Therefore, it is important to reveal students' perception about peace through their drawings. Purpose of the Study: This study aims to investigate fifth grade students' perception of peace through their drawings. In direction of this main purpose, the answers of the questions have been looked for "How do the students reflect their perception of peace in… [PDF]

Ross, Karen (2015). Quality as Critique: Promoting Critical Reflection among Youth in Structured Encounter Programs. Journal of Peace Education, v12 n2 p117-137. In this manuscript, I interrogate the concept of "quality" encounter programs for youth in conflict zones. I focus on two Israeli organizations implementing encounters for Jewish and Palestinian citizens, and draw upon narratives of former participants as articulated during life history narratives to illustrate divergent emphases in each organization's goals and implementation strategies. Through my comparison of the organizations and their work, I highlight the importance in encounter programs of providing opportunities not only for legitimizing the collective narrative of the "other" side, but also for critical reflection upon in-group narratives and policies, and suggest that "quality" peace education programs are those that provide these opportunities…. [Direct]

Amir H. Rahimi; Hamid Allami (2024). Realization of Language Teacher's Ideal Identity as Peacebuilder. Language Teaching Research Quarterly, v41 p37-51. Language teaching has the potential not only to teach language skills but also to create a peaceful learning environment where students feel relaxed, safe and valued. To achieve this goal, teachers need to develop an ideal identity that reflects their commitment to promoting peace in their classrooms. In the interest of developing peacebuilder language teachers, this study investigated the ideal identity of English language teachers as peacebuilders, the strategies they employ to achieve their peacebuilder identities, and the manifestation of peace language: hope, help, and harmony (Oxford & Curtis, 2020). The narratives of three Iranian language teachers were thematically analyzed to understand their hopeful, helpful, and harmonious experiences. Our findings indicate that teachers' ideal peacebuilder selves are becoming 'an encouraging teacher', 'a more hopeful and caring teacher', and 'a patient teacher'. To achieve their peacebuilder identity, they proposed strategies such as… [PDF]

Bhat, Mohammad Sayid (2016). Educational Philosophy of Swami Vivekananda. Online Submission, Journal of Research & Innovations in Education (JRIE) v2 n2-3 p131-141. Swami Vivekananda, the great Indian legend who is known as mystic, philosopher, educationist and Yogic saint. He is recognised for his contribution in spreading the philosophy of Vedanta and Yoga to the Western world. He has made India proud when he gave his speech in 'Parliament of Religion' in Chicago USA in 1893. He has a firm belief that the development of any nation is dependent upon the development of its people and the role of education should strictly follow the path of human development to its fullest extent. The advocated various aims of education which goes from individual to social to universal levels. The curriculum he advocated is also a reflection of his philosophy which has a direct link with the self development, capacity building and universal development. His methods of instruction are purely based on Western and Indian philosophies. He has also devoted a special space to Teacher and a separate space to the student as well. In his educational philosophy, he has… [PDF]

Austad, Carol Shaw; Cota, Kate; Morrison, Mary Lee (2011). Help Increase the Peace, A Youth-Focused Program in Peace Education. Journal of Peace Education, v8 n2 p177-191. This study investigated specific attitudes and beliefs, related to the concepts of peace education, of participants in an \Introductory, basic help increase the peace program\ (HIPP) workshop. Pre- and post-workshop ratings showed significant differences on two important attitudinal variables: first, the importance of being familiar with the concepts of communication, cooperation and trust, conflict resolution and understanding diversity, and, second, participants' beliefs about the importance of the philosophical themes of HIPP. The authors conclude that HIPP can be considered an important model program to be incorporated into peace education. (Contains 2 tables.)… [Direct]

Demir, Semra (2011). An Overview of Peace Education in Turkey: Definitions, Difficulties, and Suggestions–A Qualitative Analysis. Educational Sciences: Theory and Practice, v11 n4 p1739-1745 Aut. In modern world, advances and changes experienced in social, political, and economic domains cannot be effective in diminishing the unwanted behaviors displayed by individuals in a society. This underpins the need for creating a peace culture based on equality, justice, democracy, human rights, tolerance, and solidarity in a society. The purpose of this study is to examine the opinions of classroom teachers in Turkey about different aspects of peace as a concept and peace education in terms of problems, expectations, and suggestions. This research has been designed in accordance with qualitative research paradigm, and semi-structured interview technique has been employed as the data collection tool. 13 teachers have voluntarily participated in this study. Findings have revealed that participating teachers have similar definitions regarding not only global and national peace, but also individual peace. Predominantly test-oriented and exam-based education system have been found to be… [PDF]

Oueijan, Harvey N.; Tannous, Joseph M. (2011). A National Peace Education Program in Lebanon: Exploring the Possibilities from the Leaders' Perspectives. ProQuest LLC, Ed.D. Dissertation, Saint Louis University. This document reports the findings of a doctoral project regarding peace education in Lebanon. The emergence of Lebanon from a long civil war necessitates the existence of a peace program that will educate the new generations for a culture of peace. In this study, we tried to explore the potential of the development of a unified peace program among schools belonging to different political and religious affiliations. From a review of literature, the project team identified common perceptions of peace and peace education from different school principals. The project team was guided by the following questions: To what extent is peace education implemented in schools in Lebanon? What are the various challenges and opportunities of introducing peace education into our schools? What are the different perceptions of peace and peace education within the diverse population of the Lebanese people as represented by the school leaders, who belong to the public and private sectors from different… [Direct]

Chowdhury, Piku (2013). ELT for Peace Education: Negotiating Ethnic and Cultural Plurality. Advances in Language and Literary Studies, v4 n1 p149-153 Jan. Multiculturalism and multi-ethnicity have assumed the status of the most charged signs characterizing social contingencies and resultant violence in the increasingly glocalized world today. Minoritization continually interrupts and interrogates the homogeneous, horizontal claim of the projected democratic liberal society. Solidarity turns out to be situational and strategic while the concept of commonality is negotiated through contingencies of social interest and political claims. As Homi K. Bhabha points out in "Cultures in Between": "How did we allow ourselves to forget that the nationalist violence between Hindus and Muslims lie just under the skin of India's secular modernity? …We have entered an anxious age of identity" (p.59). Experimenting with UNESCO's vision of promoting a "culture of peace" through education, 70 trainee teachers from varied socio-cultural and religious backgrounds were exposed to ELT exercises that opened up new avenues of… [PDF]

Threlkeld, Megan (2017). Education for "Pax Americana:" The Limits of Internationalism in Progressive Era Peace Education. History of Education Quarterly, v57 n4 p515-541 Nov. Fannie Fern Andrews, a Boston educator and reformer, started the American School Peace League (ASPL) in 1908 in order to educate schoolchildren in the principles of what she called "world citizenship." Through its curriculum, "A Course in Citizenship," the ASPL taught students about cooperation, tolerance, and the peaceful settlement of disputes. At the same time, however, they were preparing white, native-born US children to lead the new world and to judge others' capacity for membership in it–their fitness for world citizenship–according to "civilized," white American standards. I argue that while Andrews and the ASPL professed a desire for internationalism, theirs was very much a US-dominated internationalism. "A Course in Citizenship" calibrated the standards of progress and civilization by which children were to measure not only themselves but others around the world. Education for peace was also education for the new American empire…. [Direct]

Canan Dilek Eren (2016). Preservice Teachers' Perceptions of the Relationship between Science and Peace. Journal of Baltic Science Education, v15 n4 p464-476. Raising young people aware Canan Dilek Eren of the need for science for peace is only possible with modern education that is based on science and enriches science with elements of peace. Accordingly, determination of perceptions of preservice teachers, who will bear the greatest responsibility in raising individuals, about the relationship between science and peace is of great importance. The aim of this research was to develop a valid and reliable scale to measure preservice teachers' perceptions of the relationship between science and peace. A total of 253 preservice teachers, including 88 from the department of science teaching, 87 from the department of mathematics teaching and 78 from the department of primary school teaching, who were in their 4th year in the education faculty of Kocaeli University, Turkey, during the spring term of the academic year 2014-15, were recruited for this study. As a result of the factor analysis, Cronbach's alpha (√°) reliability coefficient of the… [PDF]

Habib, Zehra (2013). Women's Perspectives of Peace: Unheard Voices from Pakistan. ProQuest LLC, Ph.D. Dissertation, George Mason University. Pakistan is currently impacted by rampant terrorism and is simultaneously grappling with intrastate ethnic and sectarian violence. The focus of this dissertation was on examining grassroots Pakistani women's perspectives on peace and women's contributions to peace in Pakistan. The study was centered on grassroots women because their voices remain unheard in the patriarchal Pakistani milieu. Additionally, for implementing wide-ranging peace policies, it is crucial to incorporate input from all segments of society. It was also posited in this study that peace education for Pakistani girls and women is relevant in a society where a majority of women are sidelined in peacebuilding processes and in decision making at all levels. The foundational framework for this research was based on the paradigm of critical feminism and directed by theoretical approaches to peace, peacebuilding, and peace education. Data were obtained via in-depth individual interviews conducted with grassroots… [Direct]

Yilmaz, Fatih (2018). Road to Peace Education: Peace and Violence from the Viewpoint of Children. International Education Studies, v11 n8 p141-152. It is important to adopt the concept of peace as a culture when human rights, democracy, coexistence and diversity are respected at the social level. Particularly at an early age, introducing this concept to individuals can prevent violent cultures from finding social or individual support. In this sense, individuals are expected to disseminate peace through education and to exclude violence. In this research, it was tried to show how primary school students perceive the concepts of peace and violence in their daily lives. It has been tried to determine how pupils describe these concepts in their pictorial image, literary and verbal expressions. The research was designed as qualitative research from qualitative research approaches. 68 primary school students participated in the research. Students have identified four main themes on the peace issue: "universal / inter-communal peace, inter-group / social peace, inter-personal peace and individual peace." Twenty-five… [PDF]

Carl, A. E. (2011). Education for Peace and a Pedagogy of Hope. South African Journal of Higher Education, v25 n1 p129-144. There are many approaches and arguments on how hope could be given to children in a society characterised by violence and conflict, hope that may contribute towards optimising their potential. This article focuses on the notion and meaning of Peace Education, what the possible link between Peace Education and a Pedagogy of Hope might be and lastly, on what the curriculum implications are for the school and the teacher. I argue that it is through relevant curriculum development that the aims of Peace Education and thus the promotion of hope, can be promoted and achieved. Schools and educators are key role-players in this process as the future of society depends on the children of today. These role-players therefore have to be enabled and empowered with appropriate skills and knowledge to achieve this vision of giving people hope. (Contains 1 table and 1 figure.)… [Direct]

Brantmeier, Edward J., Ed.; Lin, Jing, Ed.; Miller, John P., Ed. (2010). Spirituality, Religion, and Peace Education. IAP – Information Age Publishing, Inc. "Spirituality, Religion, and Peace Education" attempts to deeply explore the universal and particular dimensions of education for inner and communal peace. This co-edited book contains fifteen chapters on world spiritual traditions, religions, and their connections and relevance to peacebuilding and peacemaking. This book examines the teachings and practices of Confucius, of Judaism, Islamic Sufism, Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of Indigenous spirituality. Secondly, it explores teaching and learning processes rooted in self discovery, skill development, and contemplative practices for peace. Topics in various chapters include: the Buddhist practice of tonglen; an indigenous Hawaiian practice of Ho'oponopono for forgiveness and conflict resolution; pilgrimage and labyrinth walking for right action; Twelve Step Programs for peace; teaching from a religious/spiritual perspective; narrative inquiry, Daoism, and peace curriculum; Gandhi, deep ecology,… [Direct]

Quaynor, Laura (2015). "I Do Not Have the Means to Speak:" Educating Youth for Citizenship in Post-Conflict Liberia. Journal of Peace Education, v12 n1 p15-36. Although policymakers stress the importance of education in promoting peace, little research examines the ways that schools prepare students affected by conflict to participate in the restoration of peace in their political community. Post-conflict societies experience severe challenges in strengthening political processes and social cohesion. This paper discusses citizenship education at a school run by a non-governmental organization near Monrovia, Liberia, examining the implemented curriculum in an 8th grade civics classroom. The paper details the ways that young people expressed civic critiques within the classroom, and provides a counterstory to narratives of harsh and violent educational environments in the region. This classroom was a space where students and their teacher engaged in talk about contentious issues: students discussed corruption and injustice, and highlighted the relationship between economic and political power. I argue that if the goal of education is to… [Direct]

Kaya, Beytullah; Top√ßu, Ersin (2017). Friendly and Hostile Country Perceptions of Prospective Social Studies Teachers. Journal of Education and Practice, v8 n3 p48-56. Peace education requires that students have a correct and academic perception regarding other countries. These perceptions of students, who acquire certain perceptions starting from primary school to university, need to be based on real facts and should not contain extravagance. This study aims to determine whether 3rd year Prospective Social Studies Teachers have a perception of friendly and hostile country and what factors affect the formation of these perceptions. In this context, 33 students studying at B√ºlent Ecevit University, Zonguldak were interviewed using the semi-structured interview technique. Students were asked to write down their answers for questions in the interview form prepared for the study. The resulting data were analyzed with content analysis and descriptive analysis. Common statements were merged according to determined criteria and presented under themes. In the light of findings obtained from the study, it was seen that students had developed an awareness… [PDF]

Cairns, Ed, Ed.; Salomon, Gavriel, Ed. (2009). Handbook on Peace Education. Psychology Press, Taylor & Francis Group This handbook encompasses a range of disciplines that underlie the field of peace education and provides the rationales for the ways it is actually carried out. The discipline is a composite of contributions from a variety of disciplines ranging from social psychology to philosophy and from communication to political science. That is, peace education is an applied subject which is practiced in differing ways, but must always be firmly based on a range of established empirical disciplines. The volume is structured around contributions from expert scholars in various fields that underpin peace education, plus contributions from experts in applying peace education in a range of settings, all complemented by chapters which deal with issues related to research and evaluation of peace education. This book is divided into three parts. Part I, The Context, contains the following: (1) History and Peace Education (I. Harris); (2) Peace Education in Societies Involved in Intractable Conflicts:… [Direct]

√ñzt√ºrk, Mustafa (2018). Response of Educational Research in Turkey to the UN Decade of Education for Sustainable Development. Asia Pacific Education Review, v19 n4 p573-586 Dec. With the Decade of Education for Sustainable Development (DESD), nations' engagement with sustainability has differed considerably on the basis of their socio-political priorities. Since reviewing research trends is one way of getting a broad understanding about the value attached to an internationally prioritized issue, such as Education for Sustainable Development (ESD), this study aims to see the coherence and effectiveness of the DESD on the Turkish stakeholders' side and portrays how such a global issue is addressed in educational research by local actors. The study employed a mixed-method design through a two-step process: a quantitative investigation through numbers to assess the level and direction of the attention paid to ESD; and a qualitative examination through content and collocation analyses to identify key dimensions and prevalent themes. As the sample, the papers published with a focus on ESD themes between the years 2005 and 2014 in three high-impact educational… [Direct]

Atuhaire, Richard; Baguwemu, Ali; Byamugisha, Gastone; Dennis, Barbara; Kaahwa, Goretti; Kagaari, James; Mayengo, Nathan; Nakasiita, Kirabo; Namusoke, Jane; Ntare, Edward; Ojok, Gerald; Okumu, Auma S.; Semakula, Paul; Thompson, Chalmer E. (2017). Children's Conceptions of Peace in Two Ugandan Primary Schools: Insights for Peace Curriculum. Research in Comparative and International Education, v12 n1 p9-25 Mar. Oppenheimer urged communities all over the world to study how children come to understand peace, conflict, and war. Set in various countries, their review of studies, as well as more recent examinations reveal trends in how children view these phenomena, often differing by gender, age, and extent to which they were exposed to highly dangerous and traumatizing situations, like being forced to be child soldiers or sex slaves. No such research has been published in the contemporary post-war Uganda context. Using focus group methodology, we asked: How might Ugandan primary school children's stories about peace (traditional and otherwise) help them navigate conflict? What sorts of conflicts do these children observe in their home, school, and community, and how do they describe peace as being resolved by themselves or others? The purpose of our study was to contribute to the knowledge base on peace education in Uganda and to ultimately develop written materials that students can use as… [Direct]

Vonhm Benda, Ebenezer Mainlehwon (2010). Activity Report: Peace Education in Liberia. Journal of Peace Education, v7 n2 p221-222 Sep. In March of 2009, the author decided to establish the Center for Peace Education (CPE) in Liberia solely dedicated to promoting a non-violent culture by imbuing students with the skills, knowledge, and attitude needed to peacefully coexist. To begin the process of building a culture of peace, in April of 2009, CPE conducted a baseline survey in 14 junior and senior high schools located in Montserrado County. The baseline survey revealed that students are more receptive to violent behavior than non-violent ways of life. Based on an analysis of the survey data, a peace education curriculum was developed and is currently being taught by CPE in seven schools in Montserrado County. For the first time in Liberian history, peace education is being taught in elementary, junior, and senior high schools. CPE lessons are designed and taught in ways that un-teach violent behavior using a therapeutic process of oral discussion, drama, dance, songs, and written expression. In all of the schools… [Direct]

Angela Victoria Vera-M√°rquez; Cristian Yesid Urbano Mej√≠a; Laura Rojas-Gait√°n; Luisa Ram√≠rez; Ximena Palacios-Espinosa (2024). Education for Peace in a Peace-Friendly Context: Testing a Virtual Learning Tool to Improve Teachers' Competencies for Conflict Transformation in Colombia. Journal of Peace Education, v21 n3 p357-381. Colombian society has been exposed to decades of sociopolitical violence with apparent effects on its social infrastructure that may inadvertently lead to more structural, cultural, and interpersonal forms of violence. Peacebuilding efforts are required, and education for peace plays a key role. This requires building conflict sensitivity within the school system and improving teachers' competence-based knowledge in several domains. To achieve this aim, we developed and tested the 'Eco-GesTE Virtual Learning Environment.' Nine teachers (male and female) from a public school in Ibagu√© (an intermediate city in Colombia) completed 10 Interactive Virtual Learning Scenarios (IVLS) to improve emotional, social reasoning, integrative, and conflict transformation competencies over three months. They completed two conflict management style measures, before and after the intervention, besides a qualitative survey after the intervention. Non-parametric, paired samples Wilcoxon tests suggest… [Direct]

Andersson, Irene; Johansson, Roger (2010). A Peace Education Pioneer: A Swedish Professor in Pedagogy Dedicated to Peace Education–Ake Bjerstedt. Journal of Peace Education, v7 n2 p223-224 Sep. This article profiles Swedish professor Ake Bjerstedt and discusses his contributions to the field of peace education. Bjerstedt helped history researchers a great deal by writing bibliographies like "Educating towards a culture of peace. A select bibliography focusing on the last 25 years", 2001, and by keeping a well organized archive and saving a lot of documents in which different aspects on peace education in past times can be analyzed…. [Direct]

Schimmel, Noam (2009). Towards a Sustainable and Holistic Model of Peace Education: A Critique of Conventional Modes of Peace Education through Dialogue in Israel. Journal of Peace Education, v6 n1 p51-68 Mar. This article explores ways of improving peace education, placing emphasis on peace education programmes in Israel that use dialogue to foster mutual understanding and respect. This article offers a critical assessment of contemporary Israeli peace education initiatives, emphasizing that current peace education programmes in Israel have failed to significantly improve social attitudes between Arabs and Jews. Critiques of contemporary forms of peace education focus on their psychological and social contexts, and the ways in which the framing of peace education has substantive impacts on the likelihood of its success and its sustainability. Emphasis is placed on the importance of incorporating affective rather than primarily cognitive models for promoting coexistence; the importance of pursuing long-term peace education programming rather than the predominant short-term "encounter group" model; and the need for a comprehensive social and political approach to peace education… [Direct]