(2014). Schooling for Conflict Transformation: A Case Study from Northern Uganda. Research in Comparative and International Education, v9 n2 p181-196. Civil wars are impeding progress towards the Millennium Development Goals. Educational access contributes to peace-building after civil war but little is known about the role of the school curriculum. A framework derived from a synthesis of peace education, human rights education and citizenship education is proposed and then examined through a qualitative case study of eight educational institutions in a district in northern Uganda emerging from a 20-year civil war. The schools promote reconciliation values, develop some problem-solving and communication skills, and reveal some knowledge of human rights. There is little understanding of history, or of local, national and international political/legal systems, and minimal development of discussion and critical thinking skills. It is argued that the framework can be used to investigate other schools and to inform the design of a curriculum that can contribute to conflict transformation, with the ultimate aim of reducing the risk of… [Direct]
(2010). A Report on the Peace Education Commission Program, International Peace Research Association Conference 2010, Sydney, Australia. Journal of Peace Education, v7 n2 p225-228 Sep. From July 6th to 10th, 2010, International Peace Research Association (IPRA) held its biennial conference at the University of Sydney in Australia. Hosted by the University's Centre for Peace & Conflict Studies and coordinated by Jake Lynch and a team of dedicated staff and volunteers, the conference featured seven plenary panels and many papers presented within 24 Commissions and working groups. Some 400 delegates from many regions gathered to share their ideas, experiences, practices and research in diverse and inter-related fields of peace research, education and action. Given its venue, this IPRA conference appropriately highlighted the continuing struggles of Australia's indigenous peoples for their rights, justice and cultural identity and the vital need for an authentic process of reconciliation. As in many previous conferences, the Peace Education Commission (PEC) attracted the most number of participants (40) although some presenters could not attend due to delays in… [Direct]
(2009). Living Peace: An Exploration of Experiential Peace Education, Conflict Resolution and Violence Prevention Programs for Youth. Journal of Peace Education, v6 n1 p101-118 Mar. The authors review the types of experiential peace education programs available to teens in the US and provide a classification guide for educators, parents, other concerned adults and teens who may be interested in developing conflict, peace and/or violence prevention knowledge, skills and attitudes. The authors identify experiential programs in the US and the tools that are effectively achieving peace education, violence prevention and conflict resolution objectives. They conclude by offering an explanation of the orientation, mission and activities in each type of program and explain the contributions each program makes towards the goal of experiential peace education. (Contains 1 figure.)… [Direct]
(2022). Research from 1996 to 2019 on Approaches to Address Conflicts in Schools: A Bibliometric Review of Publication Activity and Research Topics. Journal of Peace Education, v19 n2 p129-157. The numbers of publications within the field of research on approaches to address conflicts in schools is rapidly growing, and it is now important to map influential theories, methods and topics that shape this research field. In addition, student teachers, teachers and teacher educators would benefit from it being easier to find research-based knowledge of how to address conflicts in schools. Therefore, a bibliometric study was carried out on 1126 publications that were published between 1996 and 2019 in this field. The study aimed at examining publication activity, geographic spread, and dominant research topics. The findings showed a positive trend in publication output from 2006 onwards. Research output was found to be dominated by the United States. However, the results also indicated an internationalization trend expressed in an increased geographic spread of publication output. Furthermore, six research topics were identified through cluster analyses and labelled 'peace and… [Direct]
(2009). Schooling for Violence and Peace: How Does Peace Education Differ from "Normal" Schooling?. Journal of Peace Education, v6 n2 p171-187 Sep. This article reviews literature on the roles of schooling in both reproducing and actively perpetrating violence, and sets out an historical explanation of why schools are socially constructed in such a way as to make these roles possible. It then discusses notions of peace education in relation to one particular project in England before using empirical data from research on the project to examine contrasts between peace education approaches and "normal" schooling from the viewpoints of project workers, pupils and teachers. It concludes that such contrasts and tensions do indeed exist and that this raises serious questions about the compatibility of peace education and formal schooling…. [Direct]
(2008). Virtual Peace Education. Journal of Peace Education, v5 n2 p193-207 Sep. This article is based on the convictions that peace education is the basis for any sustainable non-violent relations between parties in a conflict, and that virtual peace education is almost the only feasible way to practise peace education in an open violent conflict as is the current Israeli/Palestinians one. Moreover, virtual peace education has an independent rationale that justifies its merits as an additional model of peace education, in a post-conflict process of healing and among parties in societies torn by rifts and problems. This article includes highlights of the Israeli peace education experience from the early twentieth century until the present stage that is characterized by virtual peace education. It contains a basic taxonomy of virtual learning and virtual peace education that is followed by offering the arguments for and against it as based on the observations of researchers and on concrete occurrences in Israeli/Palestinian experience. The article concludes with a… [Direct]
(2017). The Case of Educational Peacebuilding inside the United Nations Universities: A Review and Critique. Journal of Transformative Education, v15 n1 p59-78 Jan. This article examines higher education for peace inside the United Nations (UN). It offers an overview and synthesis of core concepts, organizing frameworks and theoretical premises in the field of peace and conflict studies (PACS) higher education and in the UN universities in particular, as the field aspires toward transformative learning and social justice. The article then critically analyzes the ways in which the field might perpetuate structural and cultural violence and offers implications for the UN universities. In these critiques, I call for further inquiry into the taken-for-granted assumptions of the field and suggest greater criticality along with enhanced empathy and hope for PACS education in the 21st century…. [Direct]
(2012). A Plea for Improved Education about "the Other" in Israel and Palestine. Curriculum Journal, v23 n4 p553-566. This study outlines the current and recent "state of play" in Israeli and Palestinian schools concerning the education of students about "the Other". This is seen to be far from satisfactory. An examination of the complexities involved in learning about "the Other" and of education programmes in other countries that have been afflicted by internal conflict show the need for a properly developed peace education programme to be developed in Israel and Palestine if real peace in the region is to be promoted…. [Direct]
(2017). The Impact of Montessori Practices. ProQuest LLC, Ed.D. Dissertation, Lipscomb University. This mixed methods study examined the impact of School Y's Montessori approach on their students' academic achievement, perceptions of executive functioning skills, and the school's culture. The purpose of this study was to determine the impact of length of enrollment on academic achievement in a Montessori upper elementary and middle school classroom. Administrator, parent, student, and teacher perceptions of the impact of School Y's Montessori approach on students' executive functioning were examined. The stakeholders' perceptions of School Y's culture were also identified. There were three main findings of the study: (1) there was no statistically significant relationship between the number of years students have been enrolled and their academic scores on both the Stanford Achievement Test and the OLSAT, (2) executive functioning skills were attributed to student success, and (3) cultural practices included individual instruction, mastery, real-life learning, positive discipline,… [Direct]
(2023). Social Justice, Education and Peacebuilding: Conflict Transformation in Southern Thailand. Compare: A Journal of Comparative and International Education, v53 n4 p710-727. Education is increasingly becoming central to debates about how to promote peace in conflict-affected societies. Equitable access to quality learning, promotion of social justice through educational reforms and conflict-sensitive curricular and pedagogical approaches are viewed as peace supporting educational interventions. Drawing upon the existing body of literature in the area of education, conflict and peace in Southern Thailand and reflecting on Nancy Fraser's theory of social justice and applying the 4Rs framework, this paper provides a critical analysis of inequalities, cultural repression and epistemic domination through education. The paper argues that the 4Rs framework usefully exposes underlying structural tensions in education but does little to show avenues for rupturing unequal power relations and hegemonies that reproduce systems of domination and social exclusion at the macro level. The real hope, however, lies in the potential use of the 4Rs as a tool for grassroots… [Direct]
(2010). Beyond Peace Education: Toward Co-Poiesis and Enduring Improvisation. Policy Futures in Education, v8 n3-4 p315-339. Is it possible that the essence of peace is negated in peace education? And is it possible that even against its own will peace education calls for the negation of its negation? In peace education no serious attempts have been made to elaborate its most central concepts. \Pacifism\, \violence\, \counter-violence\ and \emancipation\, \culture of peace\, among others, have still not been probed. Peace education, actually, is a serious threat to human edification. Peace for the eternal Jew, for the enduring improviser, is a condition of the one who found his way: an endless path of a nomad that has Love but no other \home\, dogma or quest for \home-returning\ into thingness, the continuum or the Same. He will never find and never search for \peace\ as an end of Diasporic existence and terminality of the suffering of the nomad. He will be at peace with his mission of avoiding history within history, of overcoming the temptation to be part of the collective \I\/consensus/pleasure… [Direct]
(2010). Books, Not Bombs: Teaching Peace since the Dawn of the Republic. Peace Education. IAP – Information Age Publishing, Inc. \Books Not Bombs: Teaching Peace Since the Dawn of the Republic\ is an important work relevant to peace scholars, practitioners, and students. This incisive book offers an exciting and comprehensive historical analysis of the origins and development of peace education from the creation of the New Republic at the end of the Eighteenth Century to the beginning of the Twenty-First century. It examines efforts to educate the American populace, young and old, both inside the classroom and outside in terms of peace societies and endowed organizations. While many in the field of peace education focus their energies on conflict resolution and teaching peace pedagogically, \Books Not Bombs\ approaches the topic from an entirely new perspective. It undertakes a thorough examination of the evolution of peace ideology within the context of opposing war and promoting social justice inside and outside schoolhouse gates. It seeks to offer explanations on how attempts to prevent violence have been… [Direct]
(2010). Peace Education, ESD and the Earth Charter: Interconnections and Synergies. Journal of Education for Sustainable Development, v4 n2 p167-180 Sep. This article provides a review of how the values and principles of the Earth Charter initiative relate to two specific innovative movements of educational transformation, namely peace education and education for sustainable development (ESD). The interconnections and synergies between these movements and the Earth Charter are highlighted. Conceptual and pedagogical implications are drawn for implementing all three initiatives in ways that mutually strengthen and enhance their shared vision and mission to build a world infused with values of nonviolence, justice, respect, reconciliation and sustainability. However, they also share various commonalities of purpose, understanding of the root causes of conflicts and peacelessness and optimal strategies for building peace at all levels of life. Drawing on a holistic multidimensional framework of building a culture of peace, the article provides exemplars of how peace education, ESD and the Earth Charter empower members of all societies to… [Direct]
(2010). Cooperative Learning: A Dialogic Approach to Constructing a Locally Relevant Peace Education Programme for Bougainville. Journal of Peace Education, v7 n2 p185-203 Sep. Bougainville is a post-conflict society where armed violence ceased in 2001. For Bougainville to sustain a peaceful future, its development must be based upon politically, economically, socially and ecologically just practices. A peace education curriculum is one way through which this goal could be achieved. Consequently this paper describes how local education stakeholders were involved in a dialogic process of curriculum development with peace academics from Australia. This collaborative process was facilitated by the adoption of active, cooperative learning strategies to develop a locally relevant peace curriculum, which could be integrated into the school curriculum and used by civil society organisations. This paper reports on the first and second phases (in more detail) of a three-phase project where a workshop of community stakeholders produced themes that they viewed as important for peace in Bougainville. The first phase of the project considered the "what" and… [Direct]
(2008). Peace Education: An International Baccalaureate Perspective. Journal of Peace Education, v5 n1 p49-62 Mar. The International Baccalaureate (IB) Diploma programme, an internationally recognised pre-university curriculum, is currently offered by approximately 1500 schools in 120 countries. This article will analyse various dimensions of peace education in the IB Diploma programme, with particular reference to its peace and conflict studies course. This course has been a success in qualitative terms but has not managed to draw in large numbers of students. Ian Harris' typology of peace education will be used to demonstrate how elements of peace education have found their way into the Diploma programme in other ways as well. It is argued that the IB Diploma programme's commitment to peace education is mostly achieved through international education, but that the four other types of peace education (human rights education, development education, environmental education and conflict resolution education) are also available. By way of conclusion this article suggests how the peace education… [Direct]