Braman, O. Randall (1999). Teaching Peace to Adults: Using Critical Thinking to Improve Conflict Resolution. Adult Learning, v10 n2 p30-32 Win 1998-1999. Conflict resolution or peace-making skills require that adults become aware of and challenge assumptions underlying their views and that they consider new ways of thinking. Critical thinking theories and techniques can help bring about the perspective transformation necessary to reducing conflict. (SK)…

Bird, Lyndsay (2007). Learning about War and Peace in the Great Lakes Region of Africa. Research in Comparative and International Education, v2 n3 p176?190. Two-thirds of the world's conflicts are in Africa. In particular, the Great Lakes region (Rwanda, Burundi, Democratic Republic of Congo, Uganda and Tanzania) continues to see conflicts that are complex, extreme and seemingly intractable. By exploring the narrative experiences of those most affected by the conflicts in the region–specifically refugees from Burundi, the Democratic Republic of Congo and Rwanda living in camps in north-western Tanzania–this article examines to what extent educative processes (holistic formal and informal learning processes) affect people's experience and engagement in violent conflict. The article draws on the author's research that identified different information circuits by which people learned about conflict. In opposition to the common perception that formal schooling effects change, the findings indicated that the primary mechanisms were oral/aural, such as gossip, traditional storytelling and radio. Individual and collective identities were… [Direct]

Curle, Adam (1980). Peace Studies in Universities. World Studies Journal, v1 n4 p5-11 Sum. Defines peace studies from various points of view, identifies problems often encountered in setting up peace studies programs, presents examples of the kinds of issues which might be studied in peace studies programs, and suggests activities appropriate for students of peace studies. Journal available from World Studies Resource Center, Groby College, Ratby Road, Leicestershire, England. (DB)…

Cortright, David (1994). Peace Works. Workbook, v19 n2 p74-77 Sum. Debates the impetus behind the easing of Cold War tensions. Suggests that political pressure, through the organized campaigns of peace movements in the United States and Europe, created a political climate in Washington for arms control and restraint. (LZ)…

Wheeler, Edyth (2005). Kindness in a Curriculum for Peace: Beyond "Random Acts". Childhood Education, v81 n5 p292-I Ann. Kindness is doing things for others, motivated by a true sense of concern and not merely a sense of duty or obligation. Kindness makes life a little better for us. We are all familiar with "random acts of kindness." The question that challenges educators for peace is "How can we make acts of kindness not 'random' but universal?" In this column, the author defines kindness in a curriculum for peace through a few examples of routines and daily practices that offer opportunities for kindness, and describes how kindness and caring can be integrated into the curriculum….

Watson, Bruce (1994). The New Peace Corps Steppes Out–In Kazakhstan. Smithsonian, v25 n5 p26 Aug. Examines the peace corp's role in Kazakhstan, which is often social as well as one of sharing skills and educating. Discusses the personal experiences of volunteers and the challenges of working in the peace corps. (LZ)…

Moore, Margaret (1985). Pepito's Speech at the United Nations. This illustrated book for children tells a story about Pepito, a young boy who appreciates the value of diversity and the need for harmony in the world. Pepito was a peacemaker who liked to smile and to listen. He heard much about the United Nations and became enamored with the idea of making a speech before the Assembly. He wanted to tell the world how to have peace. In his dream Pepito is allowed to address the General Assembly of the United Nations. He forgets his speech and instead finds the simple answer to world agreement and kindness in a single smile–a medium of friendship understood by all peoples of the world. (BZ)…

Gibbons, Maurice; Newman, Maureen (1986). Creating a Curriculum for a Global Future. Educational Leadership, v43 n4 p72,74-75 Dec-Jan 1985-86. Describes the Universal Curriculum, a program designed to prepare students to make constructive contributions to their communities and to actively pursue solutions to global problems. The program helps students deal with major issues confronting humankind and work on making the world a better place in which to live. (MD)…

Simmons, Jean (1982). IFUW: A World of Understanding. Graduate Woman, v76 n3 p28 May-Jun. The history of the International Federation of University Women, organized in 1918 after World War I and developed during this century as an organization to promote peace internationally, is chronicled briefly. Special concerns and projects are outlined. (MSE)…

DiMenna, Stephen; Pipkin, Will (1989). Using Creative Dramatics to Teach Conflict Resolution: Exploiting the Drama/Conflict Dialectic. Journal of Humanistic Education and Development, v28 n2 p104-12 Dec. Discusses the dialectic between creative dramatics and conflict resolution and its exploration by the Conflict Resolution Project (CRP). Outlines the CRP's perspectives and general approach as a prelude to a more indepth review about how creative dramatics are used by the CRP. (Author/NB)…

Bruce, Heather E.; Davis, Bryan Dexter (2000). Slam: Hip-Hop Meets Poetry–A Strategy for Violence Intervention. English Journal, v89 n5 p119-27 May. Describes one strategy used in high school English classrooms to teach for peace and dislodge violence: the poetry slam, a burgeoning pop culture phenomenon that combines poetry and performance art. Describes poetry slams that incorporate hip-hop culture. Discusses promoting slams in English classrooms to show students the power of words and instruct them in nonviolence, leadership, character, and social change. (SR)…

Mayor, Federico (2004). A Global Culture of Peace: Transmission and Ethical Dimensions. Higher Education in Europe, v29 n4 p491-494 Dec. The author considers in this article the ethical boundaries of knowledge, the challenges inherent in the improvement of international ethical and legal frameworks, and some of the ethically important moments of the past half-century. Implications for higher education in the context of globalization are also considered, as are some of the new educational requirements of the knowledge-driven economy and society…. [Direct]

Nolan, Paul (2003). Learning To Live Together. Adults Learning (England), v15 n2 p12-14 Oct. Grassroots communities in Northern Ireland are undertaking learning initiatives aimed at conflict reduction and community building. Efforts include replacing prejudice with knowledge, offering antisectarian education, building healthy individual communities before transcending differences, and celebrating cultural traditions. (SK)…

Harris, Geoff; Kaman, Julienne (2000). Does Studying Peace Make a Difference? An Experiment at the University of Papua New Guinea. Australian Journal of Adult Learning, v40 n1 p83-93 Apr. University of Papua New Guinea students (n=23) who took a 1-semester peace studies course were compared with 23 who were studying politics. Only peace studies students significantly changed their critical thinking and values. (SK)…

Boulding, Elise, Comp.; And Others (1979). Bibliography on World Conflict and Peace: Second Edition. More than 1,000 entries organized in 26 major categories in the field of conflict and peace studies are presented in this bibliography. Compiled as an aid to teachers, students, researchers, activists, journalists, practitioners, and policy makers, the bibliography lists relevant bibliographies, abstracts, collections, annuals, series, and periodicals published from 1945 through 1978. The emphasis is on global systems; however, the structures and processes of conflict and peace making are covered at all levels from interpersonal to international. Material is drawn from the disciplines of sociology, political science, anthropology, geography, history, psychology, and the humanities. Four sections comprise the bibliography: The Main Listing; Collections, Annuals, and Series; Periodicals; and Bibliographies. The Main Listing, which comprises the major part of the document, includes monographs, compilations, and a few articles from scholarly journals. Entries are arranged by author;…

Pritchard, Janet L. (2000). Travel Enhances Education: Experiences of a Trip Down Under. American Biology Teacher, v62 n6 p421-23 Jun. Describes a program in which students and teachers travel to learn about different countries, cultures, and customs in hopes of gaining a better understanding of the world and to promote world peace. (ASK)…

Lawler, Philip F. (1986). How Bishops Decide: An American Catholic Case Study. Ethics and Public Policy Essay 63. The purpose of this study is to show how American Catholic bishops go about preparing a pastoral letter on a public issue. The actual preparation of a pastoral letter includes a number of complicated issues. The first two chapters provide background on the bishops' current letter. "Catholic Social Teaching and the U.S. Economy," tracing the recent history of Catholic social teaching, and the progress of the committee charged with drafting the letter. Chapter 3 assesses the breadth of the committee's consultation and its response to criticism of the draft. Chapter 4 surveys the political outlook of the committee members and their chief advisors. Chapter 5, the final chapter, treats a subject that is now hotly debated among Catholic theologians: the teaching authority of a bishop's conference. (BZ)…

Chilcoat, George W. (1985). The Images of Vietnam: A Popular Music Approach. Social Education, v49 n7 p601-03 Oct. In this activity for secondary social studies students both rock and country-western music are used to analyze the different views held about the Vietnam War for nearly a decade. Specific songs are suggested. (RM)…

Pass, Olivia McNeely (2000). Peace from Within: Teaching Texts that Comfort and Heal. English Journal, v89 n5 p90-94 May. Argues that a curriculum of peace must include ways to define human problems. Describes how the author taught a literature course called "The Healing Word: Literature About Coping with Death and Illness" that used literary selections and a film series to examine physical healing, mental healing, and healing from grief. (SR)…

Ayers, Ann; McMillan, Ellen (2005). Pinwheels for Peace. SchoolArts: The Art Education Magazine for Teachers, v105 n1 p34-35 Sep. In this article, the authors relate how they introduced Pinwheel for Peace project in their classroom to teach about the meaning of peace to their students. The authors chose pinwheel for discussing about peace because it symbolizes simple and joyful childhood things and it is easy to make. Students use paper to make pinwheels. As part of the creation process, students write their thoughts about war and peace, tolerance, or living in harmony with others on one side of the paper. The writing can be poetry, prose, haiku, or essay-style–whatever writing form is appropriate as the children express themselves. On the other side, students draw, paint, or collage, to visually express their feelings. Students assemble these pinwheels and display these during the celebration of International World Peace Day. Instructions on how to make pinwheels are also included in this article…. [Direct]

Woito, Robert, Ed.; And Others (1980). Peace, Security and the 1980 Elections. This booklet offers a perspective on U.S. foreign policy for election year 1980. It can be used as a discussion starter at the secondary and college levels. Long range goals essential to a warless world are proposed. They are: mediating regional and national crises; gaining arms control and disarmament agreements; strengthening international institutions; building a sense of world community; and sustaining world economic development. Specific proposals designed to initiate progress toward reaching these goals are then presented and discussed. For example, to sustain world economic development, the United States should (1) reduce oil imports further; (2) establish a standardized accounting system for aid transfers, including governmental and nongovernmental aid; and (3) appropriate or ear mark 1/2 of the needed funds for a country's land reform program provided the land goes to those tilling it and productive units are formed. (Author/RM)…

Mendelson, Johanna (1982). AAUW and the Quest for Peace. Graduate Woman, v76 n3 p29 May-Jun. The history of the American Association of University Women's work toward world peace, from its inception in 1881 as an alumni organization for women through its efforts through World War II, is chronicled briefly. (MSE)…

Riley, Cheryl K. (1995). Capturing a Sense of Place. Pathways to Outdoor Communication, v5 n2 p4-5 Fall. Outdoor educators can help students, program participants, and colleagues find a special place in nature that enables them to cherish nature's gifts, its healing power, and its ability to bring inner peace. Becoming emotionally connected with nature promotes development of an environmental ethic and a sense of stewardship for the land. (LP)…

Best, Steven; McLaren, Peter; Nocella, Anthony J., II (2007). Revolutionary Peacemaking: Using a Critical Pedagogy Approach for Peacemaking with \Terrorists\. Journal for Critical Education Policy Studies, v5 n2 Nov. In this article, the authors note that peacemaking is based on working and dialoguing with radicals and militants, a point which many academics, government, and law enforcement agencies so easily forget. They aim to show that revolutionaries often have legitimate goals, needs, and demands which, if not addressed and respected, can prompt them to commit extreme or violent acts. Peacemaking, critical pedagogy, and conflict studies provides a salient literature through which to explore this topic. The authors argue that conflict transformation is not something they adventitiously choose to do when engaging in peacemaking, rather it must be broached with everyone in conflict situations, especially if they involve or can lead to violent struggles. This article begins with a brief sketch of the current socio-political climate in the U.S., and shows how the Bush administration's policy hinders efforts to negotiate or reduce conflict with individuals and groups that are, on their skewed… [Direct]

Shrestha, Druba Bahadur (1979). Country Profile: Nepal. International Understanding at School, n37 p21-22. Describes three seminars and a school program designed to promote international understanding in Nepalese students. Focus was on promoting collaboration among nations of the world and maintenance of peace and security. (CK)…

Heslop, Jo; Parkes, Jenny; Ross, Freya Johnson; Unterhalter, Elaine; Westerveld, Rosie (2016). A Rigorous Review of Global Research Evidence on Policy and Practice on School-Related Gender-Based Violence. UNICEF Every day, girls and boys around the world face many forms of physical, sexual and psychological violence in and around schools. On too many occasions, such violence is tolerated by societies and institutions, including schools, and it is these forms of violence that contribute to the alarming numbers of girls and boys being excluded from schools with their learning chances under threat. In response, UNICEF and the Global Partnership for Education (GPE), have joined forces to launch the "End Gender Violence in Schools" Initiative combining research, capacity building and knowledge exchange to contribute to one of the most critical education objectives today: increased equity, gender equality and inclusion for all in a full cycle of quality education, targeting the poorest and most marginalized. School-related gender-based violence (SRGBV) represents one of the worst forms of gender-based discrimination and requires coordinated, cross-sectoral approaches and responses with a… [PDF]

McGinnis, James (1998). The School as a Peacemaking Community: 10 Key Ingredients. This report describes the Pledge of Nonviolence, a peace-educated program designed for all levels of schooling. The seven components of the Pledge expand the value of respect for others to focus on the understanding of, tolerance for, and cooperation with those who are different. The Pledge also acknowledges the need to respect the whole of creation, encouraging the attitudes and skills necessary for appreciating, protecting, and enhancing the earth. The Pledge helps students understand the culture of violence and stresses the urgency of action against violence and injustice in communities. The seven components of the Pledge are the following: respect self and others, communicate better, listen carefully, forgive, respect nature, play creatively, and be courageous. Three additional goals are appended to the Pledge: proclaim visually the commitment to being a peacemaking community through drawings and symbols, celebrate peacemaking through holidays and special events, and involve… [PDF]

(1994). Fostering Peace: A Comparison of Conflict Resolution Approaches for Students (K-12). This compilation of 12 conflict resolution models is an attempt to provide a comparable overview of approaches that teach conflict management and peacemaking skills to K-12 students, teachers, counselors, and administrators. They have been selected for inclusion because they have been used in many schools around the United States. Each is classroom oriented, and each seeks to enhance responsibility and problem-solving skills. Many teachers and counselors are familiar with more than one approach and often combine elements of various models when teaching. Some models focus more on process, others more on communication skills or on respecting and understanding others as well as oneself; some link personal conflict situations with issues of international concern. All models foster peacemaking skills by developing respect for differing opinions, teaching empathy, and by developing collaborative problem solving skills. They empower students to find their own innovative approaches to…

Lischin, Stevi; Smith, Robert Charles (1986). Pathways of the American Peace Movement and the Increasing Role of Intercultural Relations. Four major pathways the U.S. peace movement has followed may be identified as: (1) pacifism; (2) conscientious objection; (3) antimilitarism; and (4) internationalism. Those individuals following pacifism have held a personal dedication to participate in no war or violent revolution. Conscientious objectors have held a selective objection against participation in one particular war but not necessarily in another. Those individuals following antimilitarism oppose military influence over civil affairs. Internationalists have held the commitment to build among nations the institutional mechanisms necessary to preserve order and provide non-violent means for resolving disputes. The peace movement of the 1980s is typified by the four part program of a new postwar coalition opposed to the arms race, called the Mobilization for Survival. The coalition pressed to eliminate nuclear weapons and nuclear power, to stop the arms race, and to fund human needs. Those in the peace movement can open…

Swenson, Gay Leah (1987). When Personal and Political Processes Meet. Journal of Humanistic Psychology, v27 n3 p309-35 Sum. Reports and critiques the Rust workshop conducted in 1985 in Vienna, Austria. Provides an analysis of the challenges to the person-centered approach as applied to international tension reduction. Concludes with issues for further exploration and a declaration for an ongoing program in person-centered approaches in international relations. (BR)…