(1992). Peace Education in a Hostile Environment: The Divided Society of Northern Ireland. Peace Education Miniprints No. 35. This paper explores the issue of peace education in Northern Ireland in its broadest sense. It looks not merely at peace education per se but also at the sectarian context of schooling and at a variety of anti-sectarian initiatives. In recent years there have been several peace education ventures in Northern Ireland reflecting the statutory responsibility of the education and training agencies in the promotion of peace. These efforts have occurred at a variety of levels (none of them mutually exclusive from one another) but the principal venues have been the schools, youth and community agencies, and the higher education and adult education sectors. The schemes pioneered by these diverse organizations have ranged from holiday projects involving groups of Catholic and Protestant children to programs of study on Northern Ireland history and politics to various types of cross-community contact schemes in a variety of institutional and non-institutional settings. A relatively new… [PDF]
(1989). Peace Education in a Land of Suffering and Hope: Insights from the Philippines. Convergence: An International Journal of Adult Education, v22 n1 p11-24. A holistic approach to peace education in the Philippines encourages citizens to understand the causes of conflicts and violence and to engage in social action to transform society. Pedagogical themes identified include peace-oriented values, critical consciousness and dialogue, reflection and conscientization, and active nonviolence and transformation. (SK)…
(1998). "International Understanding,""Global Perspectives" and "World Citizen Responsibility" as Educational Objectives: Examples of Publications. Peace Education Miniprints No. 96. Books, articles, and reports relevant to peace education are heterogeneous in kind and have been published in a broad range of sources. This booklet considers books and articles that do not focus on terms such as, "peace education," but that deal with partly related goals and methods utilizing terms such as, "international understanding,""internationalization,""global perspectives," and "world citizen responsibility." Titles of documents are given in the booklet in their original language. If the original language is English, French, or German, no translations are provided. In the case of other original languages, a translation of the title into English is added in square brackets. The booklet cites more than 140 documents. (BT)… [PDF]
(1985). A Peaceful World for Women: Peace Education Taking Gender into Account. History and Social Science Teacher, v20 n3-4 p45-48 Spr. An area of war rarely recognized by the mainstream of peace education is the war against women, composed of direct physical violence and indirect (structural) violence. Teachers must find or develop materials and teaching methods that will provide alternatives to sexism and violence in daily life. (RM)…
(2024). The Building Sustainable Peace through Multicultural Religious Education in the Contemporary Era of Poso, Indonesia. Cogent Education, v11 n1 Article 2389719. This research aims to investigate multicultural religious education in post-conflict areas, focusing on the learning strategy used in Poso to enhance sustainable peace among religious communities from January to May 2019. A qualitative method and multisite design examined two public schools sharing essential characteristics and geographical proximity. The informants consisted of 24 informants: 2 school principals, 4 vice principals, 8 teachers, as well as 10 Christian and Muslim students in sites A and B. Meanwhile, data collection methods include interviews, observation, and document analysis to obtain parallels, differences, and relationships between the two locations in the peacebuilding context. The results showed that the schools actualized multicultural content in the classroom and social activities based on humanity. Muslim and Christian teachers or students collaborated harmoniously, transcending differences in beliefs, rituals, ethnicity, and majority-minority status beyond… [Direct]
(1987). Conflict Resolution Bibliography. Various theories and approaches to conflict resolution and peace education are presented in the 31 resources listed in this annotated bibliography. It is divided into two sections. Section 1 contains materials designed to help adults become more effective role models for the peaceful resolution of conflict. Topics include parent/child conflicts, negotiation, control, mediation, power, interpersonal relationships, and peace strategies. Section 2 describes resources useful in establishing a positive environment and teaching conflict resolution skills. Included are a variety of books, curriculum guides, and materials to help establish a school-based mediation program and to teach conflict resolution and peace education. (SM)… [PDF]
(2005). Implementing Community Peace and Safety Networks in South Africa. Theory Into Practice, v44 n4 p345-354. Peace education initiatives often import American models and techniques without careful consideration of their fit with existing sociohistorical contexts, indigenous cultures, and necessary links to community. This article describes a 2-year project that instituted school- and community-based mediation programs as Community Peace and Safety Networks in the Gauteng region of South Africa. Qualitative research processes were used to conduct needs assessments and develop cultural sensitivity that increased the success of the project. The potential role of formative and summative evaluation research to enhance respect for context, culture and community are discussed in relation to peace education efforts…. [Direct]
(2005). Education for Peace and Justice. Catholic Education: A Journal of Inquiry and Practice, v9 n2 p160-177 Dec. This article explores theoretical and practical issues related to education for peace and justice. It briefly presents educational theories of Plato, Aristotle, John Dewey, and Paulo Freire, recent papal and conciliar teachings, and the work of prominent religious educators. The power of education for aiding in justice and peace education is shown through guiding principles, curricular and methodological arrangements, ways of handling controversial issues, and the effective use of the arts…. [PDF]
(1992). Peace Education and Educational Technology. This overview of the use of educational technology in peace education discusses three questions: (1) how educational technology may be applied to increase world understanding and reduce intergroup tensions; (2) what strategies, within what contexts, have proven effective in integrating the study of peace across the curriculum; and (3) how motivated individuals might make use of leading edge technologies to enhance their voices in the global conversation on the future. Terms are defined and 10 strategies for using technology in peace education are presented. These strategies address the following topics: (1) simulations to practice conflict resolution; (2) teaming across curriculum through technology; (3) incorporating information technologies to study peace; (4) developing databases on global themes; (5) creating software on peace through cooperative learning; (6) initiating local electronic conferences and support groups; (7) linking students to national and international… [PDF]
(1987). Peace Education: Moral Imagination and the Pedagogy of the Oppressed. Harvard Educational Review, v57 n2 p153-69 May. Arguing that peace education is constrained by adherence to technical reason, the author underscores the need for peace educators and their students to cultivate "moral imagination." Her view of moral imagination is grounded in an understanding of human intersubjectivity and in the ways in which the poor "read" the world. (Author/CH)…
(1973). International Peace Research Newsletter. Volume XI, Numbers 1 and 2. Spring 1973. This issue, focusing on peace education, is one of approximately six newsletters which are issued each year by International Peace Research Association (IPRA). The purposes of IPRA are to conduct interdisciplinary research dealing with conditions of peace and causes of war; promote national and international studies and teaching related to the pursuit of peace; facilitate contacts between world scholars; and disseminate peace research. Four major sections in this newsletter deal with: 1) a letter from the Secretary of the Education Committee; 2) detailed reports on two conferences, namely, Education for Peace and Social Justice and Conference of the IPRA Education Committee, in which the Education Committee has been involved; 3) descriptions of different institutions and projects of peace education; and 4) news announcements concerning appointments, grants, and conferences. (SJM)… [PDF]
(1991). The Raising of a Peaceful Boy. Peace Education Miniprints, No. 8. During the years 1986-1988, a Swedish research project called \Sons\ tried to provide some tentative answers to questions raised by the recent focus on gender issues in peace education. A total of 20 feminist and 20 traditional mothers of sons were interviewed concerning their ideas about the development of their sons and about the difficulties they had encountered in providing their sons with peace education. The interviews revealed that almost all the mothers wanted to raise a nonsexist son and gentle boy, and thus wanted to provide them with an alternative education. Nevertheless, most of the mothers felt that they did not succeed in educating their sons the way they had originally wanted to. Feminist mothers never used a biological argument when their sons developed into more typical males than the mothers had wanted them to. Feminist mothers deplored the influence of sports clubs to which their sons belonged, noting that they fostered a competitive and rough spirit. More than… [PDF]
(1995). Teachers' Response to Conflict in Selected Milwaukee Schools. This report summarizes a study carried out during the 1993-1994 academic year that evaluated peace education curricula in selected Milwaukee (Wisconsin) public schools. Experimental and control sample populations were established with eight different classrooms, including two classes at a Montessori school and two classes at a neighborhood elementary school where teachers used the Second Step violence prevention curriculum. Control samples at schools that had similar locations, student demographics, and levels of academic achievement included two classes at a specialty school and two at a neighborhood school. Five observations at diverse times on different days were made in each class. Differences between the two samples were observed on classroom environment, content taught, teacher's style, and student behaviors. Experimental sample classrooms had more peace posters, student art work with peace themes, maps of the world, environmental pictures, and items that celebrated different… [PDF]
(2001). Challenges for Peace Educators at the Beginning of the Twenty-First Century. This paper provides a description of the history and advancements made in peace education during the past century. By the end of the 20th century, 200 colleges in the United States had peace studies programs and approximately 1 in 10 of the public schools had conflict resolution programs. The paper focuses on four challenges faced by peace educators today, including: (1) how to replace a military culture with a nonviolent culture; (2) how to convince policymakers and educators to put resources into supporting peace education; (3) how to produce research that demonstrates the value of teaching young people how to behave peacefully; and (4) how to develop peace building strategies in schools. At the beginning of the 21st century, peace education is being used to challenge stereotypes where there is a long history of humiliation, victimization, and ethnic, racial, and religious hatred. Peace educators concerned with violent behavior of youth use violence prevention strategies to help… [PDF]
(1996). Peace Education in an Urban School District in the United States. Peabody Journal of Education, v71 n3 p63-83. Presents a case study of efforts by teachers in a large urban school district in Wisconsin to address problems of student violence by using peace-education strategies, describing district-wide initiatives, summarizing curricular reforms at the elementary and secondary levels, and explaining how urban teachers are teaching alternative dispute-resolution techniques. (SM)…