(2009). Teaching a Pedagogy of Peace: A Study of Peace Educators in United States Schools in the Aftermath of September 11. Journal of Peace Education, v6 n2 p189-207 Sep. This qualitative study, based on in-depth semi-structured interviews, depicts practices of seven peace educators in public elementary and secondary classrooms in the United States during the time of the terrorist attacks on 11 September 2001 through the US engagement in war in Afghanistan and Iraq. Focusing on individual perceptions of practice and classroom experiences, the participants described how, despite teaching at a time in which terrorism and war had become national preoccupations, they taught a pedagogy of peace that included recognition and rejection of violence, understanding of differences through dialogue, critical awareness of injustice and social justice, and imaginative understanding of peace. The study discloses a multitude of examples of both peacemaking and peacebuilding in their teaching and development of classroom cultures but a lack of emphasis on anti-war curriculum. It also reveals the teachers' motivations for teaching peace education, theoretical… [Direct]
(2002). Education for Conflict–Education for Peace. This paper contrasts the use of education for conflict with the use of education for peace, shows some historical developments in the field of peace education, and summarizes facets and the diffusion of peace education. The paper explores some considerations for learning environments suitable for peace education programs and describes selected features of two schools to illustrate the implementation of some of the characteristics of peace education. It explains that, although college offerings in peace education worldwide demonstrate the scarcity of peace education programs in mainstream educational institutions, a Web site listing colleges and universities that offer peace studies programs shows approximately 120 graduate and undergraduate programs, most of which are located in North America. The paper notes that in public schools, peace education can at best be found in the international education or conflict resolution programs designed to prevent school violence. Appended is a… [PDF]
(1994). Education for Peace: A Conference Report from Budapest. Peace Education Reports No. 10. Eight papers and nine summaries of papers present themes and discussions addressed during the European Peace Research Association (EUPRA) conference in Budapest (Hungary) in 1993. Following an introduction with overview information regarding the conference, the first three sections present eight papers on areas studies, peace museums, concepts, and methods: (1) "Peace Education Across the Curriculum: Some Perspectives from New Zealand" (James Collinge); (2) "Peace Education in Lithuania: Experiences and Problems" (Algis Krupavicius); (3) "The Teaching of Conflict Resolution and Nonviolence in Australian Schools: A Context for Peace Education" (Max Lawson); (4) "The Role of Peace Museums in Peace Education: A New Terrain for Peace Educators" (Terence Duffy); (5) "A Peace Museum as a Center for Peace Education: What do Japanese Students Think of Peace Museums?" (Kazuyo Yamane); (6) "'An Agenda for Peace' and the Role of Peace… [PDF]
(1987). Peace Education and the Task for Peace Educators. A World Council for Curriculum and Instruction Monograph. The development of informed citizens who are dedicated to maintaining the public good through wise action is the goal of peace education. Ten articles in this document discuss the various issues surrounding peace education. The first two articles, by Ken Osborne and Nigel Young, set an historical and conceptual framework for the field of peace education. Robin Burns speaks of the challenge that peace education presents for conventional school organizations and curriculum. Virginia Cawagas writes of the recent events in the Philippines and of the role played by educators in bringing about political change. Jaime Diaz analyzes peace education in the context of both direct and structural violence. Birgit Brock-Utne directs the reader's attention to the historical and contemporary problems of structural violence experienced by women. Two articles by Mildred Masheder and Lennart Vriens focus on the world of children, and encourages parents and elementary school teachers to focus on peace…
(1990). Introducing the PEC Network: Mailing Addresses of the Peace Education Commission. Peace Education Miniprints No. 1. The Peace Education Commission (PEC) was established to facilitate international cooperation among individuals interested in peace education and research related to the field. The major ambition of PEC is to serve as a useful network for transnational information and support in the peace education area. This document gives current mailing addresses for a core group of PEC members. (DB)…
(1988). Peace Education in Different Countries. Peace Education and Debate. 81. An attempt was made via an international questionnaire to procure information about the current situation and debate surrounding peace education in different countries. After a presentation of the questionnaire's background and composition, some general characteristic features from the response are shown. Then, a more concrete picture of the status of peace education in different countries is given through a series of illustrative responses from letters and documents. It is observed, among other things, that many countries do not have any recommendations on peace education in their official texts for schools. On the other hand, active work on this topic has begun in several countries, so it is now possible to talk about an increasing official recognition and legalization of peace education. It is often seen as a controversial topic, and the lack of research-based knowledge is quite marked. There seems to be a need to spell out more concretely the various educational goals of peace…
(2004). The Baha'i Curriculum for Peace Education. Journal of Peace Education, v1 n2 p205-224 Jan. Although efforts to teach peaceful attitudes and behaviors have been documented in many countries, those very institutions centrally concerned with education have proven themselves ineffective in educating citizens to better learn to live together. This paper addresses peace education from the perspective of the Baha'i faith, which has concerned itself with peace education since its inception in the early 1800s. A description of peaceful behaviors is presented within an international overview of peace education generally. This leads to an overview of Baha'i peace program principles and practice within formal and informal settings. Comparisons with other peace education programs in both secular and religious contexts are provided, along with a general critique of all peace education attempts. Suggestions for addressing program weaknesses according to Baha'i guidelines for building unity are proposed as possible descriptors and assessment tools for peaceful behavior. (Contains 1 note.)… [Direct]
(1998). Development of Peace Education in India (Since Independence). Peace Education Miniprints No. 95. The development of peace education in India is discussed in this booklet. Although India has made many contributions to the theory and practice of peace work (the non-violent movement led by Mahatma Gandhi), peace education in the form of university courses or special curricula for schools is seldom encountered. However, signs of interest in peace education are evident in the peace research centres, in departments of Gandhian Thought, and in similar institutes that have been organized over recent decades. Brief descriptions of these institutes are given. Books and journals from India and relevant to peace education also are presented. Contains 19 references. (Author/LB)… [PDF]
(1992). Peace Education in Australia: The Legacy of the 1980s. Peace Education Miniprints No. 27. After a brief introduction to the historical background of the peace education movement in Australia, this paper surveys major events concerning peace education in Australia in the 1980s. Peace education efforts in Australia have experienced successes as well as setbacks, and that the fate of such efforts often is at least in part, related to national and local political forces. (DB)… [PDF]
(1994). Peace Education for Children: Historical Perspectives. This research paper addresses the development of peace education initiatives through exploring primary sources, photographs, essays, prayers and writings of children from 1828 until the present. There has been a "hidden history" of peace education that chronicles humanitarian and education efforts but has not been clearly documented. Critical turning points in peace education history are identified with explanations as to their success or failure. An infusion or integration of peace studies into the teacher education programs, both preservice and inservice, and a part of undergraduate and graduate programs is advocated. "Voices from the Past for Peace…and Peace Education," which has excerpts of writings related to the topic from 1847 to 1991, is included. (EH)… [PDF]
(2022). Reducing School Violence: A Peace Education Project in Kwazulu-Natal, South Africa. South African Journal of Education, v42 n2 Artcle 1989 May. Violence occurring in South African schools takes various forms and is a concern for all stakeholders. All forms of violence have negative effects, i.e. physical and psychological, educational damage and societal breakdown. The overall aim of the study reported on here was to explore the nature, causes and consequences of school violence, and then to design an effective intervention strategy to reduce it. In this study we used action research methodology in which stakeholders were empowered to interrupt the occurrence of violence, stop the spread of violence and change group/community norms regarding violence. This strategy of violence reduction was tested at 1 school in Umlazi, in the KwaZulu-Natal province of South Africa, in 4 stages: initial data collection, formation of an action team, design and implementation of a strategy, and evaluation of its efficacy. The action team was composed of teachers, community members, parents and learners who developed a strategy entitled, We… [PDF]
(1998). Peace Education in the Early Childhood/Elementary Education Classroom: Setting the Agenda for a Humane World. Peace Education is now considered by many as a viable curriculum that could be integrated into many school programs. This paper identifies and clarifies the role that peace education can play in the creation of a humane, nonviolent learning environment; highlights recent research on brain-based learning that holds significance for the inclusion of peace education in the curriculum, especially with integration of the arts and humanities; and demonstrates and invites participation in workshop activities that enhance the quest for a peaceful school and classroom. The paper maintains that peace education can enfold integrated, brain-based, multisensory learning, and a problem-solving approach. Integration of the arts and humanities in peace education can be a form of art therapy for children living in violent communities. The paper further maintains that peace education ensures enhanced citizenship skills for a new century. Appended to the paper are lists of: resources for brain-based… [PDF]
(1995). Peace Education: A World Perspective for the 1990s. This booklet reports on an international survey of the ministries of education of several countries, conducted in cooperation with the National Board of Education in Sweden. The study sought to assess the status of peace education in various countries in the mid-1980s and again in 1991-92. The questionnaire concentrated on three questions: (1) whether the country had official recommendations for schools that teaching should include questions of peace or "peace education"; (2) whether there were instructional materials for school pupils or manuals for teachers dealing explicitly with peace education; and (3) whether there were recent public discussions on the topic of peace education. Although peace education has emerged as a recognized topic for consideration, the researcher concludes that much remains to be done about instructional materials and planning. (EH)… [PDF]
(2009). Promoting Peace, yet Sustaining Conflict? A Fantasy-Theme Analysis of Seeds of Peace Publications. Journal of Peace Education, v6 n1 p19-35 Mar. Seeds of Peace is a nongovernmental organization that annually brings together children from the Middle East and various other regions of conflict for a summer camp experience in the woods of Maine, USA. It also operates coexistence centers throughout the world. Founded in 1993, the organization has gained worldwide acclaim for its peace education programs. This fantasy-theme rhetorical analysis explains Seeds of Peace's rhetorical vision using Ernest Bormann's symbolic convergence theory. The analysis suggests that the rhetorical vision constituted by organizational stakeholders and promoted in marketing and promotional publications by Seeds of Peace project peace as something achievable only in the future. The result is an organization that seeks to bring peace to the world, but potentially participates in sustaining conflict in the present. This article considers the ways in which peace institutes and nongovernmental organizations can unknowingly participate, rhetorically, in… [Direct]
(1987). Implementing Peace Education. Learning (Canada), v4 n4 p18-20. The author discusses the attitudes among Canadian teachers concerning the teaching of peace education in the public schools. He points out that while 5 to 10 percent are either strongly for or against peace education, the large majority are uncommitted. (CH)…