Wibowo, Dody (2022). The Role of School Culture in Teacher Professional Development for Peace Education: The Case of Sukma Bangsa School Pidie in Post-Conflict Aceh, Indonesia. Journal of Peace Education, v19 n2 p182-204. This paper explored the relations between the practice of school culture and teacher professional development for peace education. Using the case of Sukma Bangsa School Pidie (SBS Pidie) in post-conflict Aceh, Indonesia, and the influence of school culture on teacher professional development as the theoretical framework, this paper provides a discussion of teacher professional development for peace education that is still lacking in the literature. The findings suggest that SBS Pidie teachers who participated in this study perceived that their school leadership had developed a school culture and clarity of stance that was conducive to their learning for peace. The culture in this school is based on a clear stance of the school on peace, and the practices that contribute to teacher professional development are manifested in the school management and its environment, facilitation for learning, and relationships between teachers. The findings also suggest that in post-conflict areas,… [Direct]

Gursel-Bilgin, Gulistan (2020). Critical Discourse Analysis: An Effective Tool for Critical Peace Education Informed by Freirean Dialogue. Educational Policy Analysis and Strategic Research, v15 n2 p25-40 Jun. This study emphasizes that research and practice regarding employing dialogue as transformative pedagogy should be investigated and cultivated by peace educators in ways relevant to various contexts. In this regard, Critical Discourse Analysis (CDA) has a valuable potential to contribute to the development of this relatively new scholarly field by providing effective tools to problematize and analyze social practices. This paper explores critical peace education as it is informed by the dialogical method of emancipatory education, and scrutinizes the promising potential of CDA as an essential tool for on-going research in the field. Towards this goal, this paper includes two subsections. The first section discusses Freirean dialogue and his six preconditions (i.e., love, humility, faith, hope, trust, and critical thinking) as fundamental constructs for critical peace education. The second section explores how the theories, goals, and methods of CDA in current discourse studies… [PDF]

Higgins, Sean; Novelli, Mario (2020). Rethinking Peace Education: A Cultural Political Economy Approach. Comparative Education Review, v64 n1 p1-20 Feb. Through a case study of a peace education intervention in postwar Sierra Leone, this article seeks to contribute to the ongoing critique of dominant peace education approaches that seek attitudinal and behavioral change in conflict-affected societies. Specifically, the article interrogates "Emerging Issues," a curriculum intervention developed in 2007-8 by UNICEF for teachers in Sierra Leone. It applies the analytical framework of Cultural Political Economy, an interdisciplinary theoretical current that extends traditional concerns of political economy with power and institutions to show their interaction with cultural processes of meaning making. The insights suggest that this approach to peace education might not be as benign as projected. Instead, we assert that it promotes a form of pacification derived from a decontextualized curriculum that treats victims as guilty and in need of attitudinal and behavioral change, while avoiding engagement with the structural and… [Direct]

Snauwaert, Dale T. (2020). The Peace Education Imperative: A Democratic Rationale for Peace Education as a Civic Duty. Journal of Peace Education, v17 n1 p48-60. This paper articulates a normative philosophical justification for Peace Education as a civic duty understood from within the imperatives of democratic political legitimacy. A normative philosophical rationale is present that outlines how and in what ways valid public justification is the source of political legitimacy in a democracy, which in turn gives citizens a justified claim to political rights (including a right to justification) and an education that develops the knowledge and capacity to participate in public justification and critique. From this perspective, political education is a civic duty. It is also argued that democracy faces in two directions, inward toward the basic structure of society and outward toward relations with other nations and peoples. Given this dual nature of democracy it is argued that a basic civic duty to provide peace education as a form of democratic, global, political education to all future citizens is morally imperative. It is argued that we… [Direct]

Gebre, Engida H.; Morales, Esteban (2021). Teachers' Understanding and Implementation of Peace Education in Colombia: The Case of "C√°tedra de la Paz". Journal of Peace Education, v18 n2 p209-230. The longest internal conflict in Colombia was concluded in 2016, leading to the creation of "C√°tedra de la Paz," a peace and citizenship education course required for all schools and grade levels. However, teachers' understanding of the course, their ways of implementation and the challenges they face remain unknown. This study examines teachers' understanding of "C√°tedra de la Paz" and the challenges they face when implementing it. Data were collected from 45 teachers using qualitative survey, followed by semi-structured interviews with 10 selected participants. Results showed that a) teachers have more integrated views of the course compared to the guideline provided by the Ministry of National Education, and b) teachers face several challenges implementing the course. Findings provide insights about context-oriented learning design for peace education and highlight the need for professional development and relevant support for teachers in a way that considers… [Direct]

Flinders, David J.; Gursel-Bilgin, Gulistan (2020). Anatomy of a Peace Educator: Her Work and Workplace. Australian Journal of Teacher Education, v45 n10 Article 3 p35-54 Oct. This article reports a case study that examined the peace education practice of a 5th and 6th grade teacher at an independent, non-profit school in the Mid-western United States. The study used Paulo Freire's (1970) conception of dialogue as its conceptual framework. After describing the study's context and methods, we present data focusing on the teacher's background and development as a peace educator, her teaching practices, and her relationships with her students, school and local community. We discuss Michelle's interdisciplinary approach to peace education linked with her personal background and her use of dialogue as dynamic, fluid, and relational. Our analyses also prompted emergent themes for which we used curriculum theory to capture forms of integration between the personal and political dimensions of peace education, based on which, we propose an "integrated peace education."… [PDF]

Ariza Porras, Angie Paola; Bellino, Michelle J.; Cortes, Ibeth Danelly; Ortiz-Guerrero, Marcela; Paulson, Julia; Ritschard, Sebastian; S√°nchez Meertens, Ariel (2022). 'Are We Doing C√°tedra de Paz?' Teacher Perspectives on Enacting Peace Education in Bogot√°, Colombia. Journal of Peace Education, v19 n3 p255-280. In 2015, the Colombian Ministry of Education introduced the C√°tedra de Paz (CdP), a national policy that seeks to contribute to human rights, citizenship, violence prevention, and peaceful conflict resolution. In the context of a decentralized education system, schools have significant autonomy to adapt the policy to local contexts. Relatively little research to date has documented the enactment, evaluation, or impact of the CdP. This study aims to understand how educators have interpreted this national mandate, and the extent to which the policy has prompted and expanded teaching and learning opportunities about conflict, peace, and justice. We explore the perspectives of 46 teachers working in public schools across 19 of Bogot√°'s 20 localities, several years into the creation of the CdP and in the midst of a contentious national peace process. The paper shows a range of enactment formats and uneven impact on teachers' existing commitments to peace education. We conclude that the… [Direct]

Edwards, Sachi; Vieyra, Rebecca E. (2021). Peace in Science Education: A Literature Review. Journal of Peace Education, v18 n2 p121-142. Science education has historically been viewed both as a tool to advance competitiveness as well as to improve the human condition. However, science education as it is enacted at a systemic level often presents itself in over-simplified (and typically Westernized) form that does not fully lend teachers and students the opportunity to explore the relationship between science and peace. This article explores science education literature through the lens of peace education frameworks to look for opportunities to explicitly acknowledge the possibility for the integration between these two fields. The review revealed four major themes in science education literature with connections to peace education, including (1) 'science for all' initiatives, (2) science-technology-society and socio-scientific issues movements, (3) decolonization and diversity, and (4) science education as political activism. This article provides recommendations for emphasizing these themes in the context of science… [Direct]

Ashraf, Mehreen; Huma, Afshan (2020). Professional Development Needs of Primary School Teachers in Khyber Pakhtunkhwa to Teach Peace. Education 3-13, v48 n4 p405-412. Educating for peace is essential for students and teachers not only to understand the basis of aggression and conflict but also to independently resolve such situations in non-violent ways and hence, influence the behaviours anticipated for a peaceful society. The article 4 of the UN resolution 53/423 also proclaimed the need to promote peace education at each level. However, teachers are not likely to achieve the objectives so desired if they have not been trained in peace education. This paper examines the training needs of primary school teachers in Khyber Pakhtunkhwa to teach peace. By drawing on questionnaire, interviews and focus group data, the article reflects on consistent training of teachers about peace education concept and methodology to support them achieve the desired objectives. The research article identifies sensitisation workshops, revision of teacher training programmes and availability of peace education module on the provincial education website, beneficial for… [Direct]

Aritza S√°enz del Castillo Velasco; Joseba I√±aki Arregi-Orue; Joseba Jon Longarte Arriola; Leire Agirreazkuenaga Onaidia (2023). Teacher Training for Social Sciences Education and a Democratic Citizenship in a Post-Conflict Society. The Case of the Basque Country. Journal of Social Science Education, v22 n3. Purpose: The Basque Country has been suffering political conflict and human rights ¥ violation for decades, tearing the social fabric. Human rights and peace education carried out through the testimony of the victims and their memory about this recent violent past can play an essential role in reestablishing the social understanding. This article aims to make known the experience of Adi-Adian initiative developed with the victims of the politic violence in the Teacher Training School of the University of Basque Country and asses its effectiveness in terms of critical thinking and empathy. Design/methodology/approach: This research is based on group discussion and personal surveys focused on students' feedback as a suitable method to analyze the way of thinking of students, their feelings and opinions about the violence. Findings: The results indicate that these initiatives implemented at school might be suitable to achieve the goals of human rights and peace education and deepen on… [PDF]

Behr, Hartmut; Carnaffan, Jane; Megoran, Nick (2018). Peace Education, Militarism and Neo-Liberalism: Conceptual Reflections with Empirical Findings from the UK. Journal of Peace Education, v15 n1 p76-96. This article explores 'peace days' in English schools as a form of peace education. From a historical overview of academic discussions on peace education in the US and Great Britain since the First World War, we identify three key factors important for peace education: the "political" context, the "place" in which peace days occur and "pedagogical" imperatives of providing a certain narrative of the sources of violence in politics. Although contemporary militarism and neoliberalism reduce the terrains for peace studies in English schools, peace days allow teachers to carve out spaces for peace education. Peace days in Benfield School, Newcastle and Comberton Village College, Cambridgeshire, are considered as case studies. We conclude with reflections on the opportunities and limitations of this approach to peace education, and on how peace educators and activists could enlarge its reach…. [Direct]

Yastibas, Ahmet Erdost (2020). Evaluating an English Language Teaching Program in Terms of Peace Education. Shanlax International Journal of Education, v8 n4 p11-19 Sep. The present study aimed to evaluate the new English Language Teaching Program (ELTP) of the 12th grade in Turkey in terms of peace education. It was designed as qualitative research. The new ELTP of the 12th grade was used to collect data. The data were analyzed through document analysis. The findings indicated that the new ELTP was integrated with peace education in its nine units through the themes, target language functions, and learning objectives of the units. The findings also showed that the new ELTP could teach students personal peace, peace with the human family, and peace with nature. The findings were discussed in light of the literature…. [PDF]

Esteves, Ana Margarida (2020). Peace Education for the Anthropocene? The Contribution of Regenerative Ecology and the Ecovillages Movement. Journal of Peace Education, v17 n1 p26-47. The security risks posed by the Anthropocene requires peace education strategies aimed at developing the skills necessary for the emergence of regenerative social forms, based on sustainable synergies between humans and nature. This article explores how community-building and regenerative ecology frameworks developed in ecovillages can contribute to that goal, through the case study analysis of the peace education initiative carried out in Israel and the West Bank by Tamera — Healing Biotope I, an ecovillage located in southern Portugal. The findings illustrate the difficulty of creating regenerative social forms through the reproduction of whole system ideal models for sustainable human settlements, due to the vulnerability of intentional communities to the internal reproduction of ethnopolitical loyalties and conflicts. They also illustrate how a combination of local embeddedness and transnational connections contribute to the diffusion of social innovations produced in… [Direct]

Golding, David (2017). Border Cosmopolitanism in Critical Peace Education. Journal of Peace Education, v14 n2 p155-175. This paper intends to contribute to recent developments in the theory of critical peace education. The role of cosmopolitanism in critical peace education is examined, particularly in relation to universal moral inclusion, secularism and universalism. It is then recommended that critical peace education draw from post-universalist and dialogical approaches to cosmopolitanism. Walter Mignolo's border cosmopolitanism is suggested as a decolonising framework for critical peace education. This would entail the theory of critical peace education orienting itself towards the aim of reconsidering cosmopolitanism from the perspective of coloniality. Connections are drawn between border cosmopolitanism and Paulo Freire's problem-posing education. The result is a vision for critical peace education to empower participants through centring personal and lived experience in critical deconstructions of cosmopolitan discourses…. [Direct]

Winarwati, Indien (2021). Peace Education and Learning on Marine Law in Social Conflict Handling. Journal of Social Studies Education Research, v12 n4 p344-364. The purpose of this research is to learn about the division of authority in the management of marine resources and the handling of social conflicts that occur between fishermen in terms of peace education in national law. This study uses a normative juridical research methodology by conducting a comprehensive study of theoretical aspects, legal rules and legal principles that focus on the authority of sea management and handling social conflicts through peace education on Madura Island, East Java Province, Indonesia. The main data sources are secondary data obtained from primary legal materials, documentation, and relevant research studies. The data analysis technique uses content analysis which is intended to describe the characteristics and draw inferences from the research conducted. The results showed two main points. First, since the enactment of Law Number 23 of 2014, the authority for marine management by the district government has been abolished and taken over by the… [PDF]

Kester, Kevin (2023). Global Citizenship Education and Peace Education: Toward a Postcritical Praxis. Educational Philosophy and Theory, v55 n1 p45-56. This paper argues for a postcritical praxis in global citizenship education (GCE) and peace education (PE). The paper begins by critiquing the interlocking fields of GCE and PE as problematically framed around the three key pillars of liberal peace. Then, drawing on postabyssal thinking the paper illustrates that the Western-centricity of liberal peacebuilding is not only colonialist/imperialist but that it is an erasure of the other. The paper argues that in light of this realization epistemological pluralism as a transformative response is wanting. Instead new responses must focus on other ontological possibilities grounded in a postcritical response to postabyssal thought. Before concluding, the paper offers some pedagogic possibilities integrating the ontological for a new postcritical GCE and PE…. [Direct]

Taylor, Noah B. (2019). Transpersonal Consciousness in Elicitive Teaching. Journal of Peace Education, v16 n3 p339-354. In this article I explore the role of transpersonal consciousness in Peace Education. Following the framework of transrational peace philosophy, I discuss the dynamics between the spiritual and policitary layers and their relevance in preparing for elicitive teaching, curriculum design, and developing pedagogical approaches. I use my personal experiences in elicitive peace education to elucidate opportunities for the practical application of transpersonal consciousness in the classroom. This article concludes that in Peace Education, engaging with the transpersonal layer supports deeper transformations within and beyond the classroom that includes shifting of personal awareness and deepening of perspectives, as well as the capacity for the group to become a resource for learning…. [Direct]

Cheryl Lynn Duckworth (2024). The Role of Schools in Preventing Violent Extremism: From Policing to Pedagogy. Journal of Peace Education, v21 n3 p382-401. This study contributes to the literature via a qualitative meta-analysis that illuminates the role of schools in preventing and countering violent extremism and hate crimes globally. By examining and analyzing recent studies at the intersection of peace education and countering or preventing violent extremism (CVE/PVE), the present study develops themes that provide essential lessons for teachers and other educational leaders looking to prevent and reduce violence, as well as build more peaceful school cultures. These themes include the role of power dynamics in the classroom and beyond, the importance of fostering social and community connections, and fostering in students certain relevant cognitive and affective skills…. [Direct]

Kester, Kevin; Kurian, Nomisha (2019). Southern Voices in Peace Education: Interrogating Race, Marginalisation and Cultural Violence in the Field. Journal of Peace Education, v16 n1 p21-48. Three gaps seem to be present within the literature of peace education: relatively little self-critique of the internal workings of the field; a dearth of studies featuring the personal narratives of peace educators; and an underrepresentation of peace educators from the Global South. To address these three gaps, this qualitative investigation explores the personal narratives of Latin American, Asian and African peace educators and critiques certain assumptions and norms underlying the field. We primarily draw on Galtung's concept of cultural violence, Bajaj's critical peace education and Connell's Southern Theory to make our critiques. We examine 13 semi-structured interviews using grounded theory analysis. Three themes relating to cultural and structural violence emerge from these interviews: discriminatory hurdles for Southern peace educators, intercultural tensions in the classroom and linguistic inequality in opportunities for professional mobility. These may or may not reflect… [Direct]

Nozawa, Ayako (2020). Peace Education Program in Hiroshima: An Artful Narrative of Transformative Experiences. Canadian Journal for the Study of Adult Education, v32 n2 p49-61 Oct. This article is an artful narrative of my transformative experiences as a teacher educator of the Peace Education program, Oleander Initiative 2018 in Hiroshima. Hiroshima is where endless stories are told and retold by many "Hibakushas, the atomic-bomb survivors" in an effort to give meaning to this tragic experience. They both refigure the past and create purpose for the future. I invite readers to walk through this experience while considering the following questions: What are the stories of Hiroshima? What and how did I learn from the program? How could these experiences influence and give meaning both professionally and personally to me as a teacher educator and as a whole person? I hope this article expands understanding of peace education with respect to adult education, exploring how it can lead to transformative learning experiences and give insights into artful narrative. It reminds us to be hopeful in the challenging times…. [Direct]

Greg William Misiaszek; Kevin Kester (2025). Four Questions for Teaching Conflict for Peace, Justice, and Sustainability: Higher Education Roles and Responsibilities. Teaching in Higher Education, v30 n1 p277-292. Conflict is an inescapable reality in contemporary life, and higher education (HE) is not immune. From armed conflicts to campus protests, university educators increasingly navigate volatile environments where teaching is intertwined with global struggles. Educators may face violence, displacement, or the effects of heightened militarization and censorship on campuses. As student movements advocating for peace and justice intensify, universities globally are witnessing growing tensions between academic freedom and state responses to perceived "controversial" issues, such as coloniality, human rights, and gender equity. Integrating insights from peace education (PE) and education in emergencies (EiE), the paper critically examines the role of HE in peacebuilding and/or conflict exacerbation. It raises four questions for university educators to reflect on as they teach about conflict and peace, exploring the essential role of HE in questioning and disrupting (or not) the… [Direct]

Cooke, Paul; Harvey, Lou (2021). Reimagining Voice for Transrational Peace Education through Participatory Arts with South African Youth. Journal of Peace Education, v18 n1 p1-26. This article reports on a co-produced project based in South Africa which aimed to support the development of youth committees in Safe Parks operating across Ekurhuleni municipality, by building young people's capacity to claim greater voice within their communities through participatory arts practices. Drawing on recent perspectives in the field of peace education, our analysis engages a transrational onto-epistemology to examine how voice might be understood through participatory arts in this context. To do so, we critique the prevailing modernist, post-Enlightenment perspective on dialogue and voice in critical peace education, and offer a philosophical framework which moves closer to an acknowledgement of the material, embodied, and collective dimensions of voice. We then use the concept of voice to narrate our inquiry, drawing on data from the project alongside theoretical perspectives from new materialism, language and literary studies, and singing studies, to support and… [Direct]

Adigun, Olufemi Timothy; Ndwandwe, Ntokozo Dennis (2023). "Let There Be Peace": An Exploratory Study of Peace Education as a Strategy to Combating School-Based Violence in South African Secondary Schools. Journal of School Violence, v22 n4 p556-568. The aim of this study was to discuss issues of school-based violence and how some secondary schools have been able to achieve relative peace. Framed by the Integrative Peace Theory, the study provided answers to three research questions. The qualitative research design was employed, and data was collected with semi-structured interviews and focus group discussions. Participants were comprised of learners, teachers, principals, and a project manager of a non-governmental organization. A thematic content analysis with an iterative process was employed for analysis of data collected. Findings revealed that there is a reduction in reported cases of school violence and three basic strategies were found to be employed by schools to ensure relative peace and a reduction in school-based violence. Time constraints and societal influence were found to be the potential barriers for effective peace education and sustenance of peace in secondary schools. Based on the findings, appropriate… [Direct]

Suren Ladd (2024). Virtual Qualitative Inquiry: Tensions of Research in Post-Conflict Sri Lanka. Globalisation, Societies and Education, v22 n3 p475-488. Due to the global COVID-19 pandemic, in-person data collection methods have been considerably hampered by requirements for social distancing and safety. Consequently, academic inquiry has shifted largely to virtual means, leading to the considerable growth of virtual qualitative research. Conducting virtual research in post-conflict contexts, such as Sri Lanka, with increased state surveillance, security concerns, and censorship presents researchers with additional tensions, particularly during a pandemic. Limited literature, however, has grappled with these unique situations. This paper addresses this gap by reflecting on the process of conducting virtual qualitative research through a case study of faculty members in peace education instruction at Sri Lankan universities. The study drew on semi-structured interviews (n = 32), documentary evidence, and memos created during the data collection and analysis stages. This paper discusses the challenges and complexities of conducting… [Direct]

Turk, Fulya (2018). Evaluation of the Effects of Conflict Resolution, Peace Education and Peer Mediation: A Meta-Analysis Study. International Education Studies, v11 n1 p25-43. The purpose of this study was to examine the effects of conflict resolution, peace education and peer mediation on the conflict resolution skills of students via meta-analysis method. 23 studies were determined to be in accordance with the study criteria. According to research findings conflict resolution, peace education and peer mediation education programs have a wide range of effect on the conflict resolution skills of students. In addition, the education program, education level, the type of application, publication type, the duration of application have been examined and evaluated. As a result, it can be stated that conflict resolution, peace education or peer mediation is effective in the constructive development of conflict resolution skills of the students…. [PDF]

Agnieszka Bates; Anne Parfitt; Liliia Melnychuk; Oksana Marchuk; Tamara Paguta; Yanina Pocheniuk; Yesid Paez (2024). Peace Education in a Time of War: The Museum of Peace in Rivne, Ukraine as a Space of Memory Making and Hope. Journal of Peace Education, v21 n1 p16-33. Peace museums play an important role in peace education by offering visitors informal and non-formal education. As sites of remembrance, peace museums are rich pedagogical spaces for experiential learning and reflection. Educating children in the spirit of peace, tolerance and harmony between nations has been central to the work of the Museum of Peace in Rivne in Ukraine. Whilst peace museums usually engage in peacebuilding and memory making in times of peace, post conflict, this article reports on the work of the Museum in Rivne in a time of war. Wartime brings difficult questions about engaging in peacebuilding in the face of military aggression and about sustaining memory-making work when violent conflict makes memories too immediate and painful. As explained in the article, the reinvigorated peacebuilding effort at the Museum in Rivne demonstrates that, in a time of war, it is even more important to promote peace, in opposition to war. Through the annual event 'I Vote for Peace',… [Direct]

Frauke Matz; Ricardo R√∂mhild (2024). Critical Language Education for Peace: On the Significance of Communicative Agency for Education for Human Rights, Peace, and Sustainable Development. International Journal of Human Rights Education, v8 n1 Article 6. This conceptual paper explores the intersection of human rights, children's rights, and peace education, and language education. Languages, communication, and dialogue play a crucial role in international understanding and cooperation towards human rights, children's rights, and peace. This contribution recognizes communicative competence as inclusive of ideology-critical abilities (Delanoy, 2017) and begins by arguing that for students to become "agents of change and protagonists of their future" (UNESCO, 2024, p. 5), their communicative agency must be considered an essential aspect of transformative education. The discussion will focus on the field of English (as a "foreign," second or additional) language education, as English is one of the lingua francas used in global discourses on human and children's rights, peace, and sustainable development. This paper will take a dialogue-based and interdisciplinary approach and will be developed in two steps: first, it… [PDF]

Kamiya Kumar (2024). Critical Peace Education and Critical Hope: Co-Researching with Middle School Students in India to Imagine Possibilities for Social Change. Journal of Peace Education, v21 n3 p313-335. An existing culture of conflict tends to shape practices within schools, which often maintain and in turn, contribute towards perpetuating stratifications at the societal level. Through this study, the author seeks to challenge this culture of conflict by creating a pedagogical space and facilitating possibilities of collective thinking, relationality, and action, with a focus on nurturing a culture of peace. With a goal of gaining insight into how middle school students from two school sites in New Delhi, India, are embodying and interacting with notions of peace and conflict as they make meaning of their social worlds, the author conducts a youth participatory action research (YPAR), which is complemented with semi-structured interviews. A total number of 12 participants collectively engage in a YPAR process across 13 virtual sessions, which were held on a bi-weekly basis. Guided by a critical peace education and critical hope framework, the author examines a 'moment', which… [Direct]

Amaladas, Stan; Parker, Lorelei Higgins; Schellhammer, Erich (2023). Rising above the Ashes: Sustainable Development Goals and the Intersections of Peace Education amid a Violent Past. New Directions for Student Leadership, n179 p73-84. For the sake of promoting peaceful and inclusive societies and building accountable and inclusive institutions, what can peace leadership educators do in the Here and Now to implement equitable quality education and promote lifelong learning opportunities? This question is raised within the context of the discovery of hundreds of unmarked graves of Indigenous children on the grounds of several former Indian Residential Schools across Canada. Emerging from the responses to the question raised, the authors offer a peace education model that includes four distinct yet interconnected aspects for college student leadership educators (i) be principle-centered; (ii) be courageous in challenging questions asked, (iii) be purposeful by enabling safe spaces where learners' stories can be told and heard, and (iv) be imaginative by choosing hope rather than despair…. [Direct]

Culp, Julian (2017). Against All Odds: Peace Education in Times of Crisis. Educational Philosophy and Theory, v49 n10 p1029-1037. Contexts of violent, intractable conflict such as those present in Israel, Nigeria, or Iraq represent times of severe crisis. Reducing the high indices of violence is very urgent, but the attempts of establishing peaceful arrangements in the short- or medium-term usually fail. Peace education, by contrast, is a "long-term" endeavor to resolve violent, intractable conflicts that aims at affecting moral stances that the conflicting parties take vis-√ -vis each other. Unfortunately, however, peace education in times of severe crisis also faces many impediments. These impediments concern the "agential," "cultural," "financial," and "legal" aspects of educative institutions within context of violent and intractable conflicts. Although these impediments strongly put into question the practice of peace education, this article shows that four reasons nevertheless strongly support this practice. These reasons refer to (1) "humanity's… [Direct]