(1976). Project Profile: Romania, Action to Promote Education for Peace. International Understanding at School, 30, 21-4, 76. The peace education program in Romanian Associated Schools is described. (DE)…
(2007). Everyday Understandings of Peace and Non-Peace: Peacekeeping and Peacebuilding at a US Midwestern High School. Journal of Peace Education, v4 n2 p127-148 Sep. This article reports findings from a critical ethnographic action research project at a US Midwestern high school in the 2004-2005 academic year. The project engaged seven teacher inquirers in an intercultural peace curricula development process. Data collected from participant observation, from personal interviews and from focus group meetings are examined within the conceptual framework of micro-peacekeeping, micro-peacebuilding and intercultural peace. Implications for action research that is responsive to local conceptions of peace and non-peace are discussed. The author calls for more vigorous and nuanced peace theory for guiding peace education efforts in multicultural contexts. (Contains 1 figure and 15 notes.)… [Direct]
(1998). Peace Education Aids: Examples of Students' Materials and Teachers' Guides, with a Focus on the Last 25 Years. Peace Education Miniprints No. 93. Over 180 examples of peace education students' materials and teachers' guides, from the last 25 years, are listed in this bibliography. A translation of the title into English is added in square brackets if the original language is not English, French, or German. Examples of final products, preliminary versions, and material catalogs are given. Documents listed in the bibliography are not grade specific and range from pre-kindergarten to under graduate studies. A few publications in the bibliography have been marked with an asterisk as examples of comprehensive materials that may be used for analyses in course programs on peace education. (BT)…
(1991). Peace Education in Art: Focus on Gender. Art education can be used as a focal point in studying peace education and gender issues. One aspect of peace education is the field of human relations and that can include issues of gender. Basic concepts of patriarchy, sexism, feminism, and women's liberation can be studied through art. Finnish art education curriculum provides three areas for peace education with a focus on gender: (1) art history; (2) folk art; and (3) mass media. Art history features an image of Finnish women as successful artists and creators of culture. Twenty-five percent of the art works cited in art history books are by women and in the history of design women's artworks are in the majority. In the study of folk art much attention is given to the study of decorative and utility textiles designed and made by women. Study of folk art also emphasizes equal achievement by men and women. Students study mass media by examining newspapers, magazines, television, and film to develop their understanding of gender…
(1995). Adult Education for Peace: Japanese Experiences. Peace Education Miniprints No. 74. To this point peace education has been carried out and discussed more in elementary and high schools than in adult education. This paper stresses the need for adult education for peace and discusses the organization, content, and methods of such education, with special attention to experiences in Japan. Methods of adult education for peace in Japan include: testimonials of war experience; exhibitions for peace; movie meetings; lectures; study through survey; and a peace tour. Contains four references. (RJC)… [PDF]
(1990). British Perspectives on Peace Education and Its Difficulties: [Conversations With Helen Collinson, Mildred Masheder, Chris Sewell, Patricia White, and The Project "Preparedness for Peace." Educational and Psychological Interactions No. 100. The project group "Preparedness for Peace," at the Malmo School of Education (Sweden), studies possible ways of helping children and young people to deal constructively with questions of peace and war. As part of this work, the project group conducts interviews with people engaged in the problems of peace education. This publication presents conversations with four people from Great Britain–Helen Collinson, Mildred Masheder, Chris Sewell, and Patricia White–who have all been professionally involved in activities related to peace education. (Author)… [PDF]
(1973). Education for Peace: Focus on Mankind. This 1973 yearbook, designed for educators, parents, and other readers, aims to inform about issues of war and peace; prod toward teaching about peace; and encourage people to seek and live peaceful lives. Major emphasis is on presenting literary references and statistical data that can form a foundation for individuals who are trying to be effective peace educators. Each chapter focuses on schools and those who administer and teach in them, but stress is on concern for students and the impact that their school experiences have upon the ultimate realization of a peaceful world order. The book is arranged into nine chapters with ten authors providing insightful understanding toward the general theme of education for peace. In addition to a brief prologue, chapters focus on factors contributing toward violence in individuals and institutions; children and young students who respond to questions about ways in which they conceptualize peace; problems and forces operative in relation to…
(1994). Peace Education. Reports and Miniprints from the Malmo School of Education, 1990-1993. Peace Education Miniprints No. 57. The project group, "Preparedness for Peace," does research and development work on peace education and related aspects of internationalizing of school teaching. This miniprint lists 135 reports and miniprints from work published during the years 1990-1993, and includes reports and miniprints related to the work of the PEC (Peace Education Commission of the International Peace Research Association) that are published by the Malmo School of Education (Sweden). If the title is given in English only, the language of the report is English. For reports written in a Scandinavian language or in German, the title appears first in the language of the report, followed by an English translation of the title in brackets. (CK)…
(1995). Peace Education in the Denver Public Schools. A Study of Social Studies Classes in Grade 7. Peace Education Miniprints No. 78. This miniprint summarizes a study of the status of the teaching of peace themes in the Denver (Colorado) Public Schools. The intent was to analyze and provide recommendations for the development of peace education. The research methods included observations, interviews, and examination of curricular materials. Social studies departments in the schools were contacted to find the teachers who teach about peace. Twenty 7th grade classes were observed. Interviews were conducted with 20 teachers, 15 students, and 10 peace specialists. The intent was to study peace themes by examining how teachers and textbooks present issues and how students react, and by examining these data in the context of the views of peace education specialists. (RJC)… [PDF]
(2010). Portraits of Peace Knowledge in Post-Yugoslav Higher Education. Journal of Peace Education, v7 n1 p15-31 Mar. Using the central concept of "peace knowledge", this article suggests that such knowledge is one part of a region's intangible, intellectual heritage that constitutes its ways of knowing and living, necessary for its own creation and sustainability of a culture of peace. During the sustained fieldwork of the author, peace knowledge was explored in the post-Yugoslav context of recent war, primarily through methods influenced by phenomenology: dialogue ("muabet") and shared lived experiences with students and professors in higher education programs related to peace studies, as well as observations and interactions in their classes. The opportunity exists to learn from those from this war-torn region whose teaching and learning of peace knowledge in higher education affect their daily, lived experiences of peace. (Contains 7 notes.)… [Direct]
(2016). Examining the Educative Aims and Practices of Decision-Makers in Sport for Development and Peace Organizations. Sport, Education and Society, v21 n4 p495-512. Sport for Development and Peace (SDP) policy-makers and practitioners continue to offer ambitious claims regarding the potential role of sport-based programs for promoting social change. Yet, it is important to put sport under a critical lens in order to develop a more balanced and realistic understanding of the role of sport in society. Whether SDP programs result in positive or negative outcomes depends on the structures and processes of the implementing organizations. Hence, SDP researchers are paying more attention to the organizational approaches of these agencies. Scholars also argue the outcomes of SDP programs depend on the relationship of these organizations with broader community education and health promotion efforts. Despite the claims of many SDP programs, little remains known about the educational goals of these programs and their relationship with broader educational efforts. Therefore, the purpose of this study was to critically examine the role of education among a… [Direct]
(1994). American Montessori Society Position Papers. Montessori Life, v6 n2 p6-7 Spr. Presents two American Montessori Society position papers. "Multi-Age Grouping" offers an analysis of eight specific methods and strategies of multiage practice that serve as a useful guide for implementation. "Peace Education" explains the need for, the requirements for, and the benefits of peace education as part of a school's curriculum. (TJQ)…
(1985). Conceptions of Peace Education. History and Social Science Teacher, v20 n3-4 p29-32 Spr. One's conceptions define what is worth learning about war and peace and why. Educators must make important choices of content. Three conceptions of peace education are discussed: those that focus on information, those that center on issues, and those dealing with attitudes. (RM)…
(1990). Peace Education: Basic Books–Recent Publications. Peace Education Miniprints, No. 7. This publication presents an annotated bibliography of some recent publications in the area of peace education. The document features seven volumes identified as seminal works in the field. In addition, six doctoral dissertations, four journal articles, and 16 additional sources for publications are described. (DB)…
(2007). Cultivating a Spirit for Justice and Peace: Teaching through Oral History. Religious Education, v102 n2 p151-171 Mar. The thesis of this article is that teaching through oral history cultivates a spirit for justice and peace, as well as knowledge and skills that contribute to that spirit. The authors examine periodical literature focused on justice and peace education and analyze a course taught through oral history. Both the literature and case study yield thematic insights. The dialogue between them suggests educational practices that serve justice and peace: engaging in active, practical learning; encountering cultural, contextual, and pedagogical diversity; analyzing social systems; building strong, multivalent learning communities; fostering imagination, wonder, and empathy; inspiring creative agency; and challenging with encouragement. (Contains 2 footnotes.)… [Direct]