Akbar, Rafaqat Ali; Bashir, Samra (2021). Determining the Effect of Peace Education on Knowledge and Attitude of Prospective Teachers: An Experimental Study. Bulletin of Education and Research, v43 n3 p47-66 Dec. Peace education contribute to promote peace by changing the thinking of people. Education is a tool to impart peace by changing the mind of people. Teacher can solve the problems of peace by developing the peaceful minds of youth through peace education. This study was conducted to determine the peace education's effect on knowledge and attitude of future teachers. It was a quantitative study and followed the quasi-experimental design i.e. A pretest posttest nonequivalent group design. Researchers develop two tools for data collection: A Test for Knowledge of Peace Education (TKPE) and a Scale for Peace Attitude (SPA). Five themes of peace education were selected to developed the TKPE and SPA, i.e. peace, conflict resolution, human rights, social justice, cultural diversity. A Test for Knowledge of Peace Education (TKPE) was developed by reviewing the literature. This objective type test comprised 25 Multiple Choice Questions (MCQs). The attitude scale consisted of 80 statements… [PDF]

Yasemin Kirkg√∂z (2024). Introducing Peacebuilding Philosophy to Language Teacher Education. Language Teaching Research Quarterly, v41 p81-98. Rebecca L. Oxford's contributions to academia extend well beyond language learning strategy research, for which she is well known, to embrace peace education in language classrooms. Inspired by her peace education philosophy, this study first describes the influence of Oxford's scholarly research in peace approach. Then, it presents a case study of five preservice teachers, all native Turkish speakers, who were guided to adopt the peace approach philosophy to develop creative teaching materials to be implemented in the "Practicum course." Throughout six hours of weekly lessons at a state middle school, the preservice teachers integrated peacebuilding activities into their English instruction. The analysis of the qualitative data from lesson plans, classroom observations, and reflective writings, revealed compelling findings. Preservice teachers who implemented peacebuilding activities showcased increased competence and awareness of peace education philosophy, and they… [PDF]

Basman-Mor, Nurit (2021). Saving Peace Education: The Case of Israel. Higher Education Studies, v11 n1 p18-27. In the divided society of Israel, educators committed to the future and the well-being of young people should incorporate peace education in all the dimensions of doing and learning in the educational system. While the formal educational system does not have a peace education policy, throughout the country, many schools undertake diverse practices of peace education. However, these practices have neither succeeded in changing students' attitudes and emotions about other groups members, nor have they succeeded in transforming conflictual relationships, between different social-ethnic-religious groups, into relationships of trust, understanding, and reciprocity. In this article, I review the accepted practices of peace education and suggest a potential explanation of the failure of these practices. The main purposes of the article are first to argue that many educators, who engage in peace education, aspire to cultivate tolerant, or even pluralistic relationships among the conflicting… [PDF]

Yastibas, Ahmet Erdost (2021). Integrating Peace Education into English Language Teaching in Primary Schools. International Online Journal of Primary Education, v10 n2 p308-318. Peace education is a significant aspect of education as it aims to teach individuals to deal with violence and conflicts in a peaceful way. A literature review indicated that peace education can be integrated into English language teaching (ELT) and learned by students while they study English in middle and high schools and at universities, but how peace education can be integrated into ELT in primary schools has not been studied. Therefore, the present study aimed to find out whether peace education is integrated into the new English language teaching program (ELTP) for primary schools in Turkey and, if it is, how it is integrated into the ELTP. This work was designed as a qualitative study. The new ELTP for primary schools in Turkey was used as the data collection tool and data were subjected to content analysis. The findings of the study indicated that peace education is integrated into the new ELTP through the themes and/or language functions of the units in the 2nd, 3rd, and 4th… [PDF]

Ali, Naina Hassan; Hussain, Nasreen (2021). An Initiative to Introduce Peace Education in B.Ed. (Hons) Program. Bulletin of Education and Research, v43 n1 p229-246 Apr. Today, we are living in an era of violence and conflicts and many people have forgotten their values and norms that are essential for living peacefully in societies. Peace education is the only way to overcome these problems because it helps to enrich both social as well as cultural values of an individual, and a society as a whole. In order, for peace education to become a steady insertion and curriculum anticipation within schools, teachers must be well trained to reduce conflicts within the society. Therefore, integrating the concept of peace education in teachers' training institutions is very essential. For this purpose, the study used action research methodology to identify students understanding regarding the concept of peace education in B.Ed. (Hons) program. For this study, students were primary participants, whereas, teachers were secondary participants. The findings from this study revealed that peace education is not included implicitly in the B.Ed. (Hons) curriculum, nor… [PDF]

Galang, Joseph Renus F.; Gozum, Ivan Efreaim A.; Sarmiento, Philip Joseph D. (2023). Integrating Ecumenism and Interreligious Dialogue in Peace Education in the Philippines from a Catholic Perspective. International Journal of Christianity & Education, v27 n2 p209-222 Jul. This study presents the importance of promoting interreligious dialogue and ecumenism in teaching peace education. It also discusses the applicability of selected papal documents for implementation in current interreligious education in Catholic and government schools in the Philippines. We explain the importance of interreligious dialogue and ecumenism from the Catholic Church documents Ut Unum Sint and Nostra Aetate. Then, we show the need for interreligious dialogue and ecumenism in achieving peace in this time when religion is misconstrued. Conclusions are given to lay out the need for interreligious dialogue and ecumenism to be integrated in peace education…. [Direct]

Loukaides, Loizos; Zembylas, Michalinos (2021). Teachers' Strategies of Everyday Diplomacy in Peace Education: A Case Study of the "Infrapolitics" of Peacebuilding in Greek-Cypriot Schools. Research in Comparative and International Education, v16 n1 p43-63 Mar. The aim of the article is to describe and analyze the strategies used by teachers in their everyday encounters with those who express concerns towards peace education–parents, colleagues, head teachers, and students. The analysis uses a theoretical framework that builds upon critical peace education and brings into conversation the notions of "everyday peace" and "everyday diplomacy." The data are drawn from a qualitative case study based on interviews with 25 Greek-Cypriot teachers participating in a peace education intervention. The findings show that everyday diplomatic strategies invented by teachers help create conditions under which this peace education intervention, as a form of everyday peace, can take place, although it is not clear to what extent these strategies challenge the long-term nature of concerns. The implications of the study highlight the need that teachers and policymakers engage with concerns towards peace education in productive, sensitive… [Direct]

Betts Razavi, Tiffani; Mahmoudi, Hoda (2023). What Can Be Learned from Looking for Gender Differences in Peace Education Data? Lessons from a Bah√°'√≠-Inspired Undergraduate Course. Journal of Peace Education, v20 n1 p95-119. Despite attention to the importance of the role of women in peacemaking, there is a curious gap in the peace education literature in gender differences research and study of the specific impact of peace education on girls and women. In this article, we explore some of the reasons for this trend and propose that looking for differences is important to maintain awareness of gendered experiences, the settings in which they exist, and those in which they are absent. Further, we suggest that the principles underpinning the approach to peace and peace pedagogies, in this case Bah√°'√≠ concepts of human nobility, the equality of women and men, and the oneness of humanity, and related discursive values, help to foster 'equal benefit' environments. We describe our exercise of disaggregating pre- and post-course responses from a Bah√°'√≠-inspired university peace education classroom of twenty students, findings of overall similarity, and particular themes in some women's responses. Finally, we… [Direct]

Kester, Kevin; Kwon, Jeongim; Kwon, Soonjung; Lee, Kris Hyesoo; Sweeney, Loughlin; Zembylas, Michalinos (2021). Reflections on Decolonizing Peace Education in Korea: A Critique and Some Decolonial Pedagogic Strategies. Teaching in Higher Education, v26 n2 p145-164. Universities and scholars around the world teach and research extensively in the field of peace education; yet, despite a plethora of diverse scholarship, educational programs are often critiqued as dominated by the English-speaking world. This paper employs the intersecting lenses of decolonization and postcolonial theory to explore and challenge the perceived dominance of Western literature and practice. Using a criss-crossing comparison method, English and Korean literatures are compared to ascertain the extent of Western-centricity within Korean higher education peace studies, and to offer a critical discussion of liberal peacebuilding, and linear problem-solving models within the literatures. Counter-arguments and policy recommendations are considered. The paper concludes that for peace education to fulfill its mission, global educational decolonization movements need to be strengthened. It is argued that efforts toward decolonization of Korean peace education could support the… [Direct]

Zembylas, Michalinos (2021). In the Mood for Peace? Mood Work and Structures of Feeling in the Politics of Peace Education. Journal of Peace Education, v18 n3 p342-359. This paper puts in conversation Martin Heidegger's concept of "Stimmung" (mood or attunement) with Raymond Williams' notion of 'structures of feeling' to theorize 'mood work' in peace education. It is argued that the perspective of mood provides new insights in peace education that might be harder to grasp through the lens of affect or emotion, suggesting that mood is a term well suited to paying attention to longer duration of affective phenomena. In particular, mood work draws attention to the processes of affective (mis)attunement, that is, the successes and failures of individuals and groups to 'fit the mood.' The author offers a vignette from his ethnographic research to show the mood work conducted by a teacher in the context of a peace education initiative within a conflict-affected society. The analysis shows how mood work marshals bodies, objects, and feelings "towards" or "away" from particular political visions in peace education…. [Direct]

Alnufaishan, Sara (2020). Peace Education Reconstructed: Developing a Kuwaiti Approach to Peace Education (KAPE). Journal of Peace Education, v17 n1 p83-106. Peace education is an emerging and growing field of study that holds promise for the future survival of our species. In this study, I use a relational hermeneutics method to analyze the relative compatibility of elements of three major peace education approaches (i.e. integrative, critical and comprehensive) with the Kuwaiti sociocultural context. My findings reveal several compatible elements: reflection, dialogue, creative learning, and action. I use these elements to propose a framework for a Kuwaiti Approach to Peace Education (KAPE) and discuss several practical and research implications…. [Direct]

Bellmer, Rasmus; M√∂ller, Frank (2023). Interactive Peace Imagery — Integrating Visual Research and Peace Education. Journal of Peace Education, v20 n1 p53-74. In this article, we suggest incorporating visual images into peace education through "interactive peace imagery" (IPI). We will show, and illustrate with examples from our work, that interactive teaching creates a space for students to reflect upon their socializations, including visual ones, without which image interpretation cannot be fully explained. We begin by exploring photojournalism as a media that, while providing raw material for peace education, does not serve as a model for image interpretation. Emphasizing images' interpretive openness, we suggest an alternative approach (IPI) that unearths, (re)vitalizes, and capitalizes on the plurality of meanings images carry with them. We focus on digitization and active interaction (seeing — changing — sharing) in a non-hierarchic teaching environment. In IPI, the classroom becomes a network: students interactively engage with visual images by regarding existing images, elaborating on them, changing them, sharing the… [Direct]

Lehner, Daniela (2021). A Poiesis of Peace: Imagining, Inventing & Creating Cultures of Peace. The Qualities of the Artist for Peace Education. Journal of Peace Education, v18 n2 p143-162. In this theoretical article, the qualities of the artist for peacebuilding and peace education are explored. Peacebuilding and peace education are not only based on skills and knowledge, but also on art, a creative process that originates in our imagination. The question guiding this paper is: How can we, as peacebuilders and educators, imagine, invent, and create cultures of peace and build spaces for others to do so? Based on Lederach's moral imagination, I present a conceptualization of a poiesis of peace as a frame for peace education. This so-called poiesis of peace is built on the sensibility of the heart as the feeling center that can perceive the imaginal and the relationality of breath as described by Irigaray as a field of intersubjectivity and interconnectedness. The potential of this imaginative sensibility is the ability to feel into another experience, described as empathy and resonance, which might manifest as an ethics of care and nonviolence. Using arts based methods… [Direct]

Archer, Tim; Bryant, Shawn; Kester, Kevin (2019). Diffraction, Transrational Perspectives, and Peace Education: New Possibilities. Journal of Peace Education, v16 n3 p274-295. This paper draws on the theoretical lens of diffraction to conceptualize a new approach to transrational peace education theory and praxis in the post-2016 posttruth political era and Industry 4.0 economic period. The paper reviews foundational concepts and approaches from key founders of the field — Paulo Freire and Betty Reardon — before turning to two contemporary peace education scholars — Wolfgang Dietrich and Hilary Cremin — to investigate the contributions of recent scholarship toward diverse diffractive possibilities for transrational peace education. In this sense, diffraction offers pluralistic views and transformative possibilities for transrational peace education in varied contexts. Transrational peace education builds upon peace education to integrate affective and aesthetic perspectives into peace education theory and praxis. Before concluding, we offer some theoretical implications and pedagogic responses for scholars seeking to work at diffractive transrational… [Direct]

Gittins, Phill (2021). Developing Context-Specific Peace Education Initiatives with Local Communities: Lessons from Bolivia. Compare: A Journal of Comparative and International Education, v51 n7 p1003-1021. Peace education is often carried out without being appropriately adapted to the contexts in which it takes place and rarely involves those most affected by the work in the design and planning of their own initiatives. This article reports on an original participatory action research project designed to contextualise a peace education initiative with local communities in Bolivia. It draws on fieldwork, including interviews and focus groups with policymakers, educators, and students, to show how local actors, including students, were involved in influencing what peace education should look like for them, focussing on its purpose, pedagogy, and content. Lessons learned are also discussed. The case study is offered within a larger context of how the international community can work with the direct beneficiaries to co-develop peace and education-related initiatives that are responsive to the needs of the particular groups and contexts they are trying to affect…. [Direct]

Hajir, Basma; Kester, Kevin (2020). Toward a Decolonial Praxis in Critical Peace Education: Postcolonial Insights and Pedagogic Possibilities. Studies in Philosophy and Education, v39 n5 p515-532 Sep. This paper argues for a decolonial praxis in critical peace education. Drawing on an integrative review method, the paper synthesises approaches, practices, and theories from peace and peace education literature with special attention paid to the concepts of critical peace education, cosmopolitanism, postcolonial thought, and decolonial action. The paper particularly explores the philosophical contributions of postcolonial and decolonial thought and how each could help toward decolonising approaches for critical peace education. The concept of 'structural violence' is critiqued as obfuscating individual responsibility. Insights are drawn here from the closely related field of global citizenship education that argues for a focus less on empathy and more on causal responsibility. Before concluding, the paper discusses a 'pedagogy for the privileged' and 'pedagogy of discomfort' that both might better support a decolonial praxis for critical peace education in theory and practice…. [Direct]

Irham, Muhammad Aqil; Ruslan, Idrus (2022). The Role of Cultural Literacy and Peace Education in Harmonization of Religious Communities. Journal of Social Studies Education Research, v13 n3 p174-204. This study investigated the role of cultural literacy and peace education in religious harmonization of different communities in "Kepaksian Sekala Brak," an Islamic-style kingdom in the province of Lampung, Indonesia, that followed Hinduism from the third century until it adopted Islam in the 16th century. A qualitative research approach was used with an ethnographic approach to determine the socio-cultural meaning of a particular community group. Data collection techniques included observation methods, open interviews, and documentation studies. The findings revealed that traditional leaders play an important role in "Sekala Brak"'s cultural literacy and peace education. Indigenous leaders assist the state government system, build local politics, and harmonize religious communities, as evidenced by the concepts and objectives of the traditional leadership of "Kepaksian Sekala Brak." Indigenous community "Kepaksian Sekala Brak," Lampung, was… [PDF]

Gupta, Tushar; Mishra, Lokanath; Shree, Abha (2020). Guiding Principles and Practices of Peace Education Followed in Secondary Schools of Mizoram. International Journal of Evaluation and Research in Education, v9 n4 p1096-1101 Dec. The significance of peace education is universally recognized for a safe and prospering future for the world at school level as peace education aims at equipping the future citizens with necessary knowledge, attitude, and skills so that they would acknowledge and respect all kinds of diversity and understand human dignity. This paper is based on an empirical research aiming how far guiding principles and practices of peace education followed in secondary schools of Mizoram. The concept of peace education, guiding principles of peace education and practices on peace-related activities being followed in the secondary schools of Mizoram were explored. The study revealed that peace education was not being taught as a separate subject. Peace education component was infused in the existing curriculum and also was being taught through co-curricular and extra-curricular activities. Besides, teachers must reflect in their behavior all the guiding principles of peace. They should encourage the… [PDF]

Skinner, Robert (2020). Contesting Forms of Capital: Using Bourdieu to Theorise Why Obstacles to Peace Education Exist in Colombia. Journal of Peace Education, v17 n3 p346-369. Critical peace education literature has focused attention on how programmes that promise to teach peace contribute to and contest existing power relations. However, using social theory to work out the relationship between peace education programmes and their context is only beginning. This paper uses a document review and interviews with experts to examine the expectations for peace education in Colombia and the challenges these programmes face. It finds there is a coherent set of demands that constitute peace education, which primarily focus on developing empathy and critical thinking. These aims face material restrictions of a lack of time and space in the curriculum, but also the problem of embedded competitive behaviour between pupils. Bourdieu's toolkit of habitus, field and capital frames this obstacle as part of the struggle to determine what constitutes legitimate capital within a field. This framing has two benefits. It prevents the problem of competitive inter-pupil… [Direct]

Douglas Attoh Odongo; Eric Agyemang; John Boulard Forkuor; Ronald Kondor (2024). Sustainable Peace Building Education: Strategies Used by Ghana's National Peace Council. Journal of Peace Education, v21 n1 p34-53. African countries experience a lot of recurring conflicts because the underlying causes of most conflicts on the continent have either been unresolved or tackled at the surface level. This situation leads to the loss of lives and property. Ghana's National Peace Council (NPC) is one of the existing peace infrastructures whose mandate is to educate the public on peace and conflict management. However, there is a paucity of literature on how this peace council educates the Ghanaian population on peacebuilding. The study, therefore, sought to uncover strategies employed by Ghana's NPC in educating the public on peacebuilding. Data was gathered through interviews and focused group discussions with participants who work with the NPC. The study also relied on secondary data, which consisted of recordings of peace education programmes through mass media such as TV and radio. The findings revealed that two main strategies are employed by the NPC of Ghana, namely, the use of media platforms… [Direct]

Betts Razavi, Tiffani; Mahmoudi, Hoda (2022). A Bah√°'√≠ Concept of Peace as a Resource for Peace Education: Case Study of 'The Problem of Prejudice'. Journal of Peace Education, v19 n2 p226-248. This article describes a Bah√°'√≠ concept of peace in the context of discussions about the nature and focus of peace education, in particular the role of moral education as an element of peace education. It introduces the notions of human nobility and the oneness of humanity as the moral basis for holistic peace within a framework of the collective social evolution of humanity, and explores the idea of identifying, understanding, and removing barriers to unity, specifically in the form of inequalities and prejudices, as the foundation of an approach to peace education. The application of such an approach to a university level course is shared through a case study of 'The Problem of Prejudice', offered by the Bah√°'√≠ Chair for World Peace at the University of Maryland, College Park. Key strands of content and pedagogy are described, and qualitative data from students participating in the course in 2021 (n = 20), collected in the form of self-perceptions of changes in knowledge, skills,… [Direct]

Angucia, Margaret; Durkin, Thomas; O'Brien, Lynn; Velez, Gabriel; Walker, Sherri (2021). Teacher and Administrator Perceptions of Peace Education in Milwaukee (US) Catholic Schools. Journal of Peace Education, v18 n3 p360-383. Often intersecting with systemic inequity and injustice, young people's exposure to community violence has been linked to a myriad of developmental impacts. A growing literature demonstrates the potential of peace education programs to promote resilient and prosocial outcomes for these individuals. Still, more work can be done to understand underlying mechanisms and implementation challenges to support these young people and build cultures of peace through education more effectively. In this article, we detail the theoretical foundation, context, and socioecological model for Marquette University Center for Peacemaking's Peace Works program in Milwaukee, Wisconsin, United States, before presenting the results of focus groups with teachers and administrators where it was implemented. The conversations touched on how teachers and administrators perceive of the implementation of this peace education program, what impacts they observe in students and school culture, and obstacles to… [Direct]

Jalil, Fadli; Khairi, Aizat; Yunus, Saifuddin; Zainal, Suadi (2021). The Policy of Local Government to Implement Peace Education at Secondary School Post Armed Conflict in Aceh Indonesia. Journal of Social Studies Education Research, v12 n2 p377-409. This study aims to describe the policies adopted by the Aceh government in implementing peace education in the secondary schools. It used the qualitative descriptive method with a case study design, whereby 17 participants consists of officials of education bureau and teachers of civic and religious education were involved in the study. The data was collected by in-depth interview and documentary study. The data was analyzed using Creswell's spiral data analysis. The study found that, firstly, the Aceh government focused more on implementing Islamic-based education in accordance with the national standards, and had not considered the normative and sociological chances to make a policy that regulated the implemention of peace education in the schools. Secondly, the Aceh peace agreement used the concept of human rights in regulating the education in Aceh, and therefore, the Law on Governing Aceh did explicitly regulate Aceh educational reform for peacebuilding. This had resulted in… [PDF]

Aura In√©s Urrea-Hern√°ndez; Lina Trigos-Carrillo (2024). Fostering Empathy through Critical Literacy in Early Childhood Education in Colombia. Journal of Peace Education, v21 n2 p185-209. In Colombia, some educational settings, particularly territories with high levels of educational inequality, uphold conventional teaching strategies where emotional education and critical thinking receive little attention. This study is rooted in our intention to contribute to peace education in early childhood educational environments by fostering critical thinking and empathy, a predictor of prosocial behavior in children. The aim of this study is, first, that young children develop empathy by recognizing situations of oppression and injustice in children's literature using critical literacy practices; and second, to contribute to young children's development of critical thinking. Utilizing Critical Discourse Analysis, we suggest that critical literacy practices enhance empathy and critical thinking in young children through three strategies: reading selected children's literature aloud, responding through multimodal texts, and having an open dialogue about critical issues that… [Direct]

Dey, Sweta (2021). The Relevance of Gandhi's Correlating Principles of Education in Peace Education. Journal of Peace Education, v18 n3 p326-341. Mahatma Gandhi's life, ideas and educational philosophies on the whole form important cluster in peace education. Gandhi mainly valued three types of correlation in education viz., physical environment, social environment and craft, which are unavoidable in peace studies. Through these correlations Gandhi wanted to develop qualities which were necessary for building a non-violent society. His "Nai Talim" integrated craft, art, health and education into one scheme. Gandhi's approach was ethical, as he believed that moral degeneration was the root cause of all evils including conflicts. Hence, he recommended acquisition of moral value by correlating education with craft, social surrounding and physical environment. This essay seeks to investigate why Gandhi identified these three as basic correlating factors? How far these factors are truly related with peace education and significant in promoting peace? How these correlating principles were accommodated within the… [Direct]

Kurian, Nomisha (2020). 'Kindness Isn't Important, We Need to Be Scared': Disruptions to the Praxis of Peace Education in an Indian School. Journal of Peace Education, v17 n2 p186-207. There is a dearth of research on the frustrations, moral dilemmas and challenges non-Western teachers might face in the everyday praxis of peace education. To address this gap, this study analyses how violence is negotiated and understood in an Indian school seeking to build a culture of peace. Interviews with eight teachers and four students are analysed using grounded theory. Firstly, the study discusses a teacher's response to a student witnessing domestic violence. Thereby, it explores the limits of peace education in the face of home-school boundaries and societal stigmas. Secondly, the study discusses a teacher's attempt to help an abused child labourer. It questions the extent to which peace education can tackle systemic inequalities and the danger of the field reproducing exclusionary structures. Thirdly, the study discusses the intergenerational politics of children endorsing corporal punishment. It seeks to demonstrate how socio-economic pressures and historical legacies… [Direct]

Akubue, Felicia N.; Aroh, Patricia N.; Mezieobi, Daniel I.; Obiagu, Adaobiagu N. (2020). The Effect of Cooperative Concept Mapping on Misconceptions, Knowledge Achievement, and Transfer of Learning in Peace Education. Social Studies, v111 n1 p18-38. This study tested the effect of cooperative concept mapping on knowledge achievement and transfer in peace education on 159 social studies students using a quasi-experimental research design. Four intact classes-two each in rural and urban areas-were randomly assigned to experimental and control conditions, and two instruments-Peace Education Achievement Test and Peace Education Transferability Test-were used for data collection. Findings showed that cooperative concept mapping unveiled students' misconceptions in peace education and their perceptions about violent behaviors, raised students' consciousness about asymmetric structures undermining peace, empowered them with ability to establish connections between intrinsic and extrinsic causes of conflict, and encouraged practical suggestions on how to resolve conflict and promote peace through enactment of peace virtues. Bivariate associations showed that students' achievement in one context correlated with their transfer of learning… [Direct]

Amsing, Hilda T. A.; Dekker, Jeroen J. H. (2020). Educating Peace Amid Accusations of Indoctrination: A Dutch Peace Education Curriculum in the Polarised Political Climate of the 1970s. Paedagogica Historica: International Journal of the History of Education, v56 n3 p360-383. Within the polarised political culture of the 1970s, in which political differences were emphasised instead of being played down, Dutch right-wing politicians frequently accused left-wing politicians and educators of indoctrination in educational settings. In this period of economic stagnation and an ongoing Cold War, peace education — which was vulnerable to accusations of indoctrination — became an optional part of the secondary school curriculum. This article addresses the aims and strategies of the Working Group for Peace Education in implementing the peace education curriculum and relates it to politics, place and pedagogy. The study centres on the content, intentions, and methods of the Working Group's curriculum, especially with regard to topics relating to the Vietnam War and nuclear weapons. The results suggest that the members of the Working Group for Peace Education aspired to educate young people to become citizens who would be actively engaged in global problems…. [Direct]

Zembylas, Michalinos (2018). Con-/Divergences between Postcolonial and Critical Peace Education: Towards Pedagogies of Decolonization in Peace Education. Journal of Peace Education, v15 n1 p1-23. This paper focuses on the limitations of the Eurocentric modernist framework that undergirds Freirean theory and critical pedagogy in relation to critical peace education, highlighting in particular the contributions of post-colonial and decolonial thinking. The paper posits that critical approaches to peace education need to consider these limitations in pushing critical peace education to engage more postcolonial and decolonial thinking. A renewal of critical peace education that integrates the critiques of both decolonial and postcolonial perspectives will provide productive possibilities for revitalizing the transformative orientation within critical peace education and decolonizing the work of research and pedagogical praxis in peace education. This means to evoke discourses and practices that move away from the dominant categories of Eurocentric thought and engage explicitly with the ways in which understandings and pedagogies of peace education are implicated in modernity and… [Direct]

Joyce, Janine (2020). Ashram Pilgrimage and Yogic Peace Education Curriculum Development: An Autoethnographic Study. Journal of Peace Education, v17 n3 p263-282. This autoethnographic study explores how my (the author's) four-year "ashrama" pilgrimage was a transformative learning experience in peace education. The pilgrimage was an embodied, sociocultural spatial immersion in the Raja Yogic tradition which led to the development of "Yogic Peace Education: Theory and Practice," a pedagogic framework and collaborative practice workbook. In 2011, I answered a 'call to pilgrimage' in which Shri Parthasarathi Rajagopalachari invited me to learn Raja yogic philosophy, principles and practice within an "ashram" structure, i.e. a spiritual, monastic retreat. My journey was documented through electronic and hand-written journals, highlighting and exploring inner spiritual conditions alongside psychosocial and behavioural changes. The metacognitive and autoethnographic analysis of my pilgrimage revealed unacknowledged personal goals, such as the search for self-knowledge, for inner peace, and for connection to community,… [Direct]