(2011). Peace Management and Enhanced Academic Performance of Tertiary Institutions in South-South Nigeria. Higher Education Studies, v1 n2 p121-128 Dec. This study was embarked upon with a view to examining the need for peace in the management of tertiary institutions towards enhancing academic performance in south-south Nigeria. Three hypotheses and one research question guided the study. One thousand, two hundred and nineteen (1219) academic and non-academic staff were selected for the study. A 31 item researcher developed questionnaire was used to collect data from the sampled staff in their respective institutions. Population t-test and mean scores were used to analyze data collected. Findings show that peace was advocated but there were serious inadequacies in the implementation and enforcement process of peace. Proposed peace was scarcely enforced to the detriment of academic performance. The manner and approach to existing peace management does not actually address the issue of peace building. Based on the findings, recommendations were made which included among others, that conflict resolution and peace education courses… [PDF]
(2016). Identity Negotiations in Conflict-Ridden Societies: Historical and Anthropological Perspectives. Paedagogica Historica: International Journal of the History of Education, v52 n1-2 p201-218. The present paper deals with epistemological and methodological issues as these touch upon the products of educational practices related to the teaching of historical narratives in settings purposely created to facilitate dialogue, inclusion and recognition among children thought to be belonging in clearly differentiated and antagonistic groups in a conflict-ridden area–i.e. Israeli Jews and Palestinians, and Greek and Turkish Cypriots. It offers an overview of the sociopolitical and educational contexts the authors have studied and vignettes of some of the events that captured their attention and led them to critically approach present theorising on peace and multicultural education. It finalises with reflections on the epistemological and methodological issues the authors encountered in their studies…. [Direct]
(2008). The Education for Peace Integrative Curriculum: Concepts, Contents and Efficacy. Journal of Peace Education, v5 n2 p157-173 Sep. This article presents the conceptual foundations of the Education for Peace (EFP) integrative curriculum, reviews its contents, and briefly describes its impact on students, teachers, staff and parents/guardians in Bosnia and Herzegovina. The curriculum was developed in 2000, first employed in six pilot schools and then implemented in 112 primary and secondary schools in Bosnia and Herzegovina as well as in a few schools in North America, thus far involving thousands of educators and tens of thousands of students. The curriculum is being published in nine volumes covering core aspects of peace education. This article reviews the curriculum's comprehensive and inclusive pedagogical approaches and unique conceptual formulation, which defines conflict as the absence of unity and unity as the main prerequisite for peace. The curriculum integrates insights from a wide range of disciplines on peace and education, including education, peace studies, conflict resolution, political science,… [Direct]
(2009). Multicultural Historiography as a Vehicle for Overcoming the Marginalization of Peace Education. Multicultural Learning and Teaching, v4 n1 p58-63 Aug. This article is to draw upon a recent groundbreaking history of the Deacons for Defense along with scholarly research on the Gandhian construct of "?satyagraha?" to develop a conception of the Civil Rights Movement as a multifaceted strategy shaped by a dialectical relationship of non-violent direct action and armed self defense. They contend that this alternative to Eurocentric interpretations provides a historical grounding for Peace Education that raises the possibility of overcoming the marginalization and resistance encountered by peace educators especially among less privileged constituencies…. [Direct]
(2010). Echoing with the Voices of Victims: Reflection on Vietnamese Lessons on the Japanese Experiences of Atomic Bombs. Improving Schools, v13 n3 p221-234 Nov. This article explores the case of a Vietnamese teacher whose conception of teaching changed greatly following a short but intensive series of lessons based on the Japanese experiences with atomic bombs. The following three issues are considered: 1) what types of efforts teachers should make to increase the depth of their lessons, on the basis of children's reality of learning; 2) what kinds of support teachers require from colleagues, including external resource persons; and 3) how school management should be organized to practise peace education. (Contains 2 figures.)… [Direct]
(2011). When Projects of "Empowerment" Don't Liberate: Locating Agency in a "Postcolonial" Peace Education. Journal of Peace Education, v8 n3 p277-294. By juxtaposing male secondary student and teacher classroom practices with a postcolonial analysis of the structural and discursive forces that characterize education reform in Jordan, this study draws attention to the ways that authoritarian regimes may coopt peace education language and concepts, such as "dialogue" and "empowerment", to create a democratic veneer for neoliberal educational projects. Jordanian (along with other Arab and Muslim) male youth are often discursively positioned in transnational accounts as objects of educational intervention requiring assistance to become democratic and empowered citizens rather than subjects of self-empowerment. Employing a postcolonial framework of centering "marginalized" voices, then, challenges prevalent cultural representations of Jordanian youth as "vulnerable" and allows scholars and practitioners to see how students enact agency and contest sociopolitical norms in everyday practices of… [Direct]
(2008). Leading Integrated Schools: A Study of the Multicultural Perspectives of Northern Irish Principals. Journal of Peace Education, v5 n1 p3-16 Mar. This article is concerned with the sustained peace education initiative of integrated schooling and in particular with leadership responses to cultural diversity. Using a case study group of principals of integrated (mixed Catholic, Protestant and other) schools in Northern Ireland, the author explores how principals perceive and lead their visions of integrated education. A combined framework of multicultural and school leadership theory is employed to analyse the findings. The perceptions of the principals reported are consistent with liberal interpretations of multiculturalism, although there is also evidence of a more pluralist perspective. Core liberal values appear to be central to the leadership style of these principals, in line with values-led contingency models of leadership. The article suggests that a sole emphasis on common humanity is an inadequate approach to peace education. It tentatively suggests a relationship between leadership styles and approaches to… [Direct]
(2007). Is Ecological Sustainability Consonant or Dissonant with Human Rights? Identifying Theoretical Issues in Peace Education. Journal of Peace Education, v4 n1 p39-55 Mar. During the twentieth century, there were increasing concerns about forms of violence and, also, increased interest in peace education. There are various approaches of peace education. And, since all the approaches aim at the same goal–peacemaking–the basic assumptions of the different approaches must agree, otherwise there will be internal inconsistencies in peace education theory. This article examines different concepts, perspectives and implications of the key terms of \anthropomorphic\ and \ecocentric\ in the context of peace education. These are identified as two perspectives underlying certain inconsistencies between the views of human rights education and of environmental education, being two important perspectives in peace education. Over the past decades, much educational effort has been made to improve human rights education and, also, education to help save the earth from environmental deterioration. Nevertheless, there are still problems in the process of promotion both… [Direct]
(2009). The Color Green: A \Go\ for Peace Education. Exchange: The Early Childhood Leaders' Magazine Since 1978, n187 p40-43 May-Jun. This article talks about the \Green Approach\ to peace education. This approach to early childhood education is not only good for the environment but also good for young children and society, as \going green\ gives children many opportunities to experience and practice peace in a way that matches their level of development. Caring for simple things in nature–like caterpillars, flowers, and ladybugs–helps children develop a sense of themselves as nurturers and as people who care. This sense of self contributes to a peaceful way of living–with self, with others, and with the natural world. The article includes a list of children's books on caring…. [Direct]
(2023). Sport-for-Development, Critical Pedagogy and Marginalised Youth: Engagement, Co-Creation and Community Consciousness. Sport, Education and Society, v28 n7 p741-754. The principles of critical pedagogy proposed by Paolo Freire have been widely cited as presenting the necessary intellectual tools to underpin sport-based programmes that are targeted towards marginalised groups. Yet, despite the widespread advocacy for Freire's educational philosophy, to date there have been few attempts to present theoretical articulations of how these pedagogical principles might be more precisely understood within the context of sport-for-development (SfD). One example, proposed by [Spaaij, R., & Jeanes, R. (2013). Education for social change? A Freirean critique of sport for development and peace. "Physical Education and Sport Pedagogy," 18(4), 442-457. doi.org/10.1080/17408989.2012.690378%5D, offers a framework for 'critical SfD education' and emphasises the necessity for programmes that are co-created, inclusive and directive. However, there are an absence of studies that apply this framework directly to examine SfD programmes. This article… [Direct]
(2011). Flowers in the Cracks: War, Peace and Japan's Education System. Journal of Peace Education, v8 n2 p101-126. A major role of education is to socialise individuals into being responsible and productive citizens. It is aimed at preparing people for the workforce and for participating in the public life of the nation. Educational systems are complex bureaucracies based on particular educational and social theories and philosophies. This paper is concerned with one particular system, the Japanese education system, which emerged from many conflicting ideologies. Polar extremes of liberal and ultra-nationalism orientations were disseminated in its historical course and it remains in the early twenty-first century a system that retains many tensions. This paper seeks to elucidate these tensions while demonstrating that peace outcomes can still be achieved. It begins with three collected narratives of peace work and peace education work within a formally militaristic institution, Ritsumeikan University. Together with Kogakukan University in Mei and Kokushikan University in Tokyo Ritsumeikan was… [Direct]
(2020). Understanding and Promoting Ethics and Values Education: The Methodological Challenge. Prospects: Quarterly Review of Comparative Education, v48 n3-4 p115-134 Jul. Two studies were undertaken recently to examine how schools promote SDG Target 4.7–including ethics and values. UNESCO's Mahatma Gandhi Institute of International Education for Peace and Sustainable Development (MGIEP) in Delhi examined to what extent concepts and competencies related to Target 4.7 are mainstreamed in education policies and curricula in 22 countries across Asia. Education Watch, a civil society group in Bangladesh that monitors progress in pretertiary education in the country, took the promotion of ethics and values through school education as the subject for its 2017 report. This article describes the methodological concerns and how the MGIEP comparative study and the Bangladesh study address those concerns. The SDG agenda, particularly Target 4.7, constitutes a frame of reference for both studies. The article discusses the relevance of SDG Goal 4 and Target 4.7 for the two studies, and briefly presents the objectives, the methodology, and the nature of conclusions… [Direct]
(2009). Friendly Fire: War-Normalizing Metaphors in the Israeli Political Discourse. Journal of Peace Education, v6 n2 p153-169 Sep. Combining principles of peace education and political discourse analysis, this study dwells on one powerful metaphorical mechanism engaged in by Israeli political leaders: war-normalizing metaphors, a mechanism for framing war as part of human nature and normal life. Six core semantic fields were identified as particularly useful "raw material" in creating war-normalizing metaphors: women's work, commerce, child's game, sport, nature and tourism. The case study is based on the rhetoric employed by Israeli politicians during the years 1967-1973, a period during which Israel participated in no fewer than three wars. During those same years, several peace initiatives were initiated but eventually failed. The contribution of this article is dual. First, it looks at the role of the discourse as either facilitating or obstructing achievement of a culture of peace or the converse–a culture of violence. Second, it demonstrates the importance of peace education, especially for… [Direct]
(2022). Young Adult Perceptions of PeaceJam: Social Justice, Active Citizenship and Creating a More Democratic Society. ProQuest LLC, Ed.D. Dissertation, Aurora University. The purpose of this qualitative study was to explore and describe the perceptions of participants of PeaceJam towards personal and collective power, service learning, social justice and democratic education as examined through participant observations, interviews, focus groups, artifacts, and documents of individuals engaging with the non-profit organization PeaceJam. The PeaceJam curriculum and service-learning model is strongly related to social justice and democratic education as it advocates for civic action and attacking the root cause of issues as inspired by 14 Nobel Peace Prize Winners motivating everyday citizens to change the world through action (PeaceJam 2019). Throughout the course of this research study, 11 interviews and two focus groups were conducted that provided valuable data addressing questions at the forefront of this study. The major findings are related to the research on young adults post high school under the age of thirty who have had experiences with… [Direct]
(2008). Peace Education in Conflict Zones–Experience from Northern Sri Lanka. Journal of Peace Education, v5 n2 p127-140 Sep. In September 2005, adult students from Kilinochchi, located in the Liberation Tigers of Tamil Eelam (LTTE)-controlled Wanni region of northern Sri Lanka, were awarded University of Bradford, UK, validated postgraduate certificates or diplomas in conflict resolution and peace preparedness. The diploma is, we think, a landmark in peace education when an internationally recognised higher educational course on peace and conflict resolution has been conducted in an area under the de facto authority of a militant separatist group with their full knowledge, cooperation and participation. We argue that in conflict or post-conflict situations, formal tertiary-level peace education programmes are important. This is because they provide local stakeholders with a safe educational space–one in which they can engage and experiment with the discourse of peace without overtly political implications. Such programmes also help develop peace-building capacity by offering people the necessary knowledge… [Direct]