(1965). Teaching About Peace Issues. A Peace Education Kit. Various aspects of peace education are dealt with in this study kit which includes papers, talks, outlines for courses, reports on seminars, conferences and discussions, plans for workshops, classes, books, programs, information on resources available, and reading lists. The resource manual is arranged under the various headings of overviews, courses in pschology, sociology, humanities and education, sciences, interdisciplinary courses, public or adult education courses, total program for peace study, recent professional periodical references and follow up report. The scope is broad and covers areas relating to peace education such as international relations, disarmament, social problems, conflict, non-violence, culture, war prevention, ethnics, world problems, world peace, world politics and law. (SJM)…
(2016). Evaluation of the Transformative Potential of Positive Gender Socialization in Education for Peace Building. Society for Research on Educational Effectiveness American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with… [PDF]
(2009). Respect, Recognition and Reconciliation: Emerging Models of Integrated Education in Regions of Conflict. ProQuest LLC, Ph.D. Dissertation, New York University. A comparative case study of integrated schools in two regions of conflict, this study addresses the potential and limitations of education to promote individual and societal processes of change and peace building. In modern societies, education is expected to play a central function in socializing young generations into their culture and the dominant societal narrative. In regions of conflict, this is most often done in segregated school systems that keep students from conflicting communities apart and ignorant of each other, education thus contributing to negative stereotypes and ongoing hostilities. Integrated schools in Northern Ireland and Israel challenge the conventional educational systems in these regions. By bringing conflicting communities – Catholic and Protestant in Northern Ireland, and Arab and Jewish in Israel – together into a school to study and work, integrated schools intend to raise an awareness of the other communities' narratives and aspirations and to promote… [Direct]
(1999). Nurturing the Peace Flower: A Model for the Science of Peace. Montessori Life, v11 n1 p31-35 Win. Describes the "Flower of Peace" model for peace education as embedded in the Montessori educational approach, focusing on self-awareness, community awareness, cultural awareness, and environmental awareness. Maintains that the adult is the single most important factor in educating children for peace. Includes resources for peace education. (KB)…
(1996). The Challenges for Peace Educators at the End of a Millennium. International Journal of Peace Studies, v1 n1 p37-55 Jan. Analyzes two questions: challenges for peace educators and goals of peace education at the end of the millennium. Discusses the meaning and content of peace education and methods of teaching peace studies. Argues for increased multicultural awareness, envisionment of peaceful alternatives to present society, and increased racial and gender equality. (DSK)…
(2005). Lessons to Be Learned From Research on Peace Education in the Context of Intractable Conflict. Theory Into Practice, v44 n4 p293-302. Recent research on peace education entails important practical lessons about educational work in regions of intractable conflict. Peace education in this context must deal with collective narratives and deeply rooted historical memories and societal beliefs. Research findings from a series of studies with Israeli and Palestinian students and teachers demonstrate the challenges of attaining durable and worthwhile effects through educational activities: short-term benefits may erode over time, ongoing violence and hostility may block attempts to understand the opponent's perspective, and power and status asymmetries may dictate incompatible agendas or prohibit a mutual common ground for constructive interaction. At the same time, these studies offer several promising directions to enhance the potential of carefully designed peace education programs. Such programs are likely to foster participants' ability to acknowledge the adversary's collective narrative, engage in constructive… [Direct]
(1991). Articles on Peace Education: A Selective Bibliography. Peace Education Miniprints No. 14. This miniprint lists examples of journal articles and chapters in edited books explicitly dealing with peace education. The major focus is on materials in English, German, and the Scandinavian languages from recent years. (Author)…
(1996). Integration of Peace Education into Multicultural Education/Global Education. This paper presents the view that prevailing resentment against new immigrants and other ethnic minorities has clarified for many educators the need for teaching all students skills to resolve conflicts and reduce violence in schools. The paper advocates that peace education be integrated with multicultural education as a way for students to learn these skills, and elaborates on a multidisciplinary approach to the integration of peace education, including links to psychology and political science. On the premise that a long-term approach to developing peacemakers and conflict resolvers is necessary, as less than half of short-term violence prevention programs have claimed to reduce violence, the paper presents an action plan which includes several approaches: (1) integration of human rights education into the social studies curriculum; (2) enhancement of classroom management/discipline systems that blend cultural diversity with peace education and conflict resolution; and (3)… [PDF]
(1986). The Promotion of Peace Education in Higher Education Curricula. Higher Education in Europe, v11 n1 p86-94. Education for peace and international cooperation cannot be confined to a single discipline, but should be interdisciplinary and central to the university curriculum. Although UNESCO has begun development of a pedagogy of peace, other international organizations focusing on peace education need coordination to be effective. (MSE)…
(1994). Peace-Related Education in Schools – Then and Now. Fifty Experts Look Back on Their Own School and Evaluate the Present Situation in Their Country. Educational and Psychological Interactions No. 117. The project group "Preparedness for Peace" at the Malmo School of Education in Sweden studies various prerequisites for peace education in school and various possibilities of carrying out peace-related activities at different school levels. A broad goal is to increase knowledge of possible ways of helping children and young people to deal constructively with the issues of peace and war. As a part of that work, viewpoints are collected via interviews with people who have worked with peace education issues theoretically and practically. In this report, answers related to the "then and now" aspect of peace-related education in schools are dealt with. On the one hand, were there some aspects in the interviewees' old schools that might be considered attempts at peace education? On the other hand, do they believe that schools in their own country, as they know them today, contribute to peace education? Answers to these questions from 50 experts representing 22… [PDF]
(2001). Peace Education in Two Elementary Classrooms with Diverse Students. This paper describes a case study in which two teachers attempted to bring peace education to their classrooms. To date, the most prevalent approaches to peace education center on a curriculum or a program. The two teachers rejected such curricula and programs in favor of an approach that emphasized the importance of the environment in developing and nurturing positive behaviors and preventing negative ones, predicated on the assumption that "children learn what they live." Their approach to peace education was through an environment focused on relationships, i.e., how people interact with one another and with nature. The teachers in this study were overt in their efforts to deal with power relationships within their classrooms. Hierarchical structures were adjusted to give children a real and on-going voice, time structures were altered to provide children with choice, and grouping was heterogeneous to take advantage of the cultural diversity that existed in both… [PDF]
(1979). Peace Education: Opening the Classroom Door. Opening Education for Children and Youth, v6 n3 Spring. This collection of articles on peace education includes course descriptions, examples of student writing, lists of resources and class activities, research on children's and adolescents' thinking about peace, and essays on humanistic education and research trends in peace studies. The various articles are directed at differing age levels, ranging from preschool to adults. \Peace Education: The Challenge of our Times\ provides a general description of the teaching goals and activities of an elementary teacher and a high school teacher, and includes samples of student work and student evaluation of the course. \Global Education\ describes a preschool and kindergarten curriculum focused on the customs and traditions of foreign countries. \Creative Ways to Encourage Group-Building\ describes group activities used in workshops with children aged 7 through 13 to foster cooperation, communication, affirmation, and conflict resolution. \Let's Listen To Our Children and Youth\ describes the…
(2006). Children's Representations of Violence: Impacts of Cognitive Stimulation of a Philosophical Nature. Journal of Peace Education, v3 n2 p209-234 Sep. The ultimate goal of peace education is \to minimise and eventually eliminate various forms of violence through consciousness raising, vision, and action\ (Brantmeier, E. (2003) Peace Pedagogy: exposing and integrating peace education in teacher education. Paper presented at the \Association for Teacher Educators\ meeting, p. 6). Our position is that we should invest in peace education and prevention of violence by helping preschool children develop cognitive competencies. One of the aspects of cognitive development explored in this text regards children's social representations (SR) of violence. Indeed, a number of psychologists have demonstrated that SR serve to regulate behaviors in relation to social norms, and that a change in a person's SR influences her or his judgments and actions. This study consists of descriptions of children's SR of violence, verifying whether these SR are stable or dynamic at the ages of five and six years, and whether children are or are not stimulated… [Direct]
(2009). Socio-Emotional Programme Promotes Positive Behaviour in Preschoolers. Child Care in Practice, v15 n4 p261-278 Oct. This study evaluated an early childhood socio-emotional programme aimed at promoting preschooler's social skills and reducing behaviour problems. The Peace Education Foundation (PEF) socio-emotional development programme was provided in English and Spanish to preschool teachers, parents and children in Miami, Florida. The programme instructs teachers and parents how to use activities and "I-Care Rules and Language" to encourage empathy and fair play, express feelings, avoid conflict, manage anger and interact more positively with others. Teachers and parents of preschoolers participated in PEF's "Creating Caring Children" and "Peacemaking Skills for Little Kids" training. The Preschool and Kindergarten Behaviour Scale (PKBS-2) was used to assess 246 preschoolers' behaviour changes over time at preschools participating in the PEF programme, compared with 50 children from a matched group that did not receive the programme. Children's PKBS-2 scores showed… [Direct]
(2005). School-Based Peace Building in Sierra Leone. Theory Into Practice, v44 n4 p355-362. This article describes the development of a peace education project, including the Peace Education Kit, in schools in Sierra Leone. The program, initiated by the World Bank, has involved working partnerships between local and international agencies and provides a case study of how schools can work with the community to contribute to a national peace-building effort. The project is based in peace theory and the materials developed are integrated into the school curriculum. The approach taken is one of capacity building-working with teachers, workers from nongovernment organizations (NGOs), and mentors. Some of the issues that affect peace education in a postconflict situation, including trauma and religion, are discussed…. [Direct]