(2004). Project Trust: Breaking down Barriers between Middle School Children. Adolescence San Diego, v39 n155 p531 Fall. This paper analyzes the success of a camp retreat weekend called Project Trust involving middle school students and teachers. The goal of the camp is to break down barriers between cliques identified as active in the school. The camp focuses on building team relationships across clique membership and incorporates elements of peace education and conflict resolution. A treatment group (campers) and comparison group (noncampers) were administered an adaptation of the Bogardus Social Distance Test and the Piers-Harris Children's Self-Concept Scale before and after the camp. Attendance was found to lower social distance scores for nine of the ten groups/cliques. Campers also had higher self-concept scores after the retreat….
(1999). Transformative Teacher Education for a Culture of Peace. Teacher training across the world has typically assumed a functionalist role in preparing individuals to stand in front of children in classrooms and impart acceptable knowledge. The limitations of this approach have led, in recent years, to the development of new kinds of teacher education which reorient the role of the teacher in powerful ways. This article introduces several transformative approaches to teacher education internationally. It also seeks to extend the notion of transformative teacher education. Building on the aspirations of the Culture of Peace Program initiated by UNESCO (United Nations Educational, Scientific, and Cultural Organization), the paper discusses how teacher education might make a more deliberate contribution to the development of a culture of peace. The paper presents the characteristics of three innovative teacher education programs (in Bolivia, Namibia, and Egypt). Grounding the discussion in the movement from a mechanistic to a holistic world view,… [PDF]
(1972). Peace Education. Social Science Record, 9, 2, 25-31, Win 72. Explicit education for peace, as it can be integrated in the curricula of schools and colleges through the use of specific didactical aims and methods, is the concern of this article. (Author)…
(1990). The Role of Communication in Peace and Global Future Studies. An evaluative study examined the role communication scholars should play in the planning, development and teaching of peace studies courses. Numerous surveys indicate increased student concern over world communication and peace. The language and war metaphors being used by the various governments in the Persian Gulf crisis illustrate how the misuse of language impedes the communication process. Most communication departments already offer courses conducive to the teaching of peace education in communication classes. These courses could very easily include a chapter or section on peacemaking. For example, courses such as group problem solving, discussion, ethics, conflict management, leadership, debate, bargaining and negotiation, and interpersonal communication could add segments on peacemaking. Offering a course in peacemaking and dialogue is another highly recommended option within the capabilities of communication educators. (Twenty-seven references are attached.) (KEH)…
(2009). Identity versus Peace: Identity Wins. Harvard Educational Review, v79 n1 p74-83 Spr. In this essay, Zvi Bekerman reveals the complicated and dynamic negotiation of individual and group identities for communities engaged in peace and reconciliation education. By looking closely at the experiences of students, teachers, and parents at one integrated bilingual Arabic-Hebrew school in Israel, Bekerman finds that while children are often able to reach beyond the boundaries of ethnicity and religion, adults struggle to negotiate their sociohistorical positioning with their goals for peace. Everyday practices–from recognizing the exceptionality of students who participate in religious practices outside of their ethnic background to segregating national ceremonial events–promote static and nationalistic notions of identity that limit the potential of these schools to advance authentic and meaningful change for peace. Bekerman calls on us to teach our students to become "artists of design" who can help construct new ways of living together. (Contains 5 notes.)… [Direct]
(2021). Towards Education for 21st Century Democratic Citizenry: Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E.) Curriculum: An Intentional Critique. Analytic Teaching and Philosophical Praxis, v41 n2 p92-105. Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children's implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a 21st century curriculum address education for democratic citizenry? In this evaluation the ways in which issues of culture and identity, human rights and democracy are perceived and addressed, along with issues of critical thinking and reasoning in verbal and nonverbal language are attended. Concepts of collaboration, cooperation, teacher support and development are also critiqued. This critique is… [PDF]
(1991). Education for Peace in the Secondary School: The Contribution of One Subject to an Across-the-Curriculum Perspective. International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de Pedagogie, v37 n3 p335-50. Offers guidance on integrating peace studies into the secondary school geography curriculum. Defines negative and positive peace, welfare geography and radical geography, and positive peace through empowerment. Presents an education for peace learning activity focusing on land rights for Australia's aboriginal people. Suggests other appropriate teaching approaches. (DMM)…
(2021). Teaching and Learning the Most Recent History in Divided Societies Emerging from Conflict: A Review of the Literature through the Lens of Social Justice. Journal of Peace Education, v18 n3 p282-308. In recent years, a number of nation states have signed peace protocols and entered processes of peace and reconciliation. This has led to an increasing pool of literature on history education in these divided and diverse societies emerging from violent conflict. This article provides a review of the latest developments in this field which focuses on the often counterproductive objectives of developing critical thinking skills in students while simultaneously promoting patriotism and a vision of a nation. Through a theoretical lens centering on politics of recognition, redistribution, and representation, I analyze research literature that focuses on the teaching and learning of recent history and how the subject of history might facilitate social justice for all. Findings from this review show that the affective dimension of the curriculum and the vision of the nation in these contexts promote single narratives of the past and therefore cultivate an identity model of recognition which… [Direct]
(2024). Infusing Creativity into Peacebuilding in Sri Lanka. Journal of Peace Education, v21 n1 p82-107. This paper examinations the nexus between creativity and teacher identity in post-war peacebuilding. It aims to understand how infusing creativity into teacher preparation geared towards peacebuilding can help language educators reflect on their identities, values and their roles in bridging a fragmented society at the end of a war. Drawing on data generated from a visual ethnography carried out in the aftermath of Sri Lanka's civil war, one of the longest civils wars in recent history, this study explores the power of self-generated identity portraits in helping teachers to visualise their identities as second language educators. This paper highlights the potential of creativity and creative approaches to teacher education to help teachers articulate their identities, expectations, responsibilities towards their learners and challenges they face. The paper highlights the power of creative approaches to meaning making, especially in tapping into identities that are otherwise hidden… [Direct]
(1996). Peace Education after the Cold War. Canadian Social Studies, v30 n4 p178-79,182 Sum. Considers school violence prevention programs as well as the role students can play in international efforts to prevent war. Examines the peace and global education efforts of nongovernmental organizations. Finds a pertinent example in the Philippines where students declared their school a "zone of peace." (MJP)…
(2023). School Partnerships in a Post-Conflict Society: Addressing Challenges of Collaboration and Competition. Irish Educational Studies, v42 n2 p257-274. In societies emerging from conflict, education plays an important part in instituting peace and reconciliation, and school leaders are key to this. This paper examines the complexity of school leadership in Northern Ireland. Despite the peace agreement of 1998, Northern Ireland's communities are still deeply divided, and this is reflected in education. The school leaders who were interviewed as part of this research work within school partnerships as part of 'shared education' projects which involve schools working together and with twin aims of improving both educational and reconciliation outcomes for young people. The challenges that school leaders face when working in partnership in post-conflict societies have not been given the attention they deserve in the literature, so this work is significant in that it brings a focus on how school leaders can best be empowered to be agents of change, in turn empowering pupils. While the context is Northern Ireland, the outcomes from this… [Direct]
(2001). Learning for a Future: Refugee Education in Developing Countries. This collection of papers is the product of research conducted by the United Nations High Commissioner for Refugees (UNHCR). The papers, which were presented at a 2001 workshop, "Refugee Education in Developing Countries: Policy and Practice," are: "Education in Emergencies" (Margaret Sinclair), which reviews the rationale for education in situations of emergency and crisis, noting elements of education in response to several recent disasters; "On School Quality and Attainment" (James H. Williams), which examines research on education in developing countries to see what lessons can be learned for refugee education in care and maintenance situations; "Improving the Quality and Attainment in Refugee Schools: The Case of the Bhutanese Refugees in Nepal" (Timothy Brown), which highlights the lack of consistent donor funding to maintain even the low-cost models of refugee education supported by UNHCR; "Peace Education and Refugee Youth"… [PDF]
(2004). The Art of Storytelling for Cross Cultural Understanding. International Journal of Early Childhood, v36 n1 p35-48. Understanding and appreciating other cultures has long been a goal of many early childhood education programs. Yet, helping children develop an understanding and appreciation of other cultures is not easily achieved. The purpose of this study was to examine the use of fairytales and storytelling with young children to promote cultural understanding and peace education. We were interested specifically in understanding how children in a rural school in America would understand a Kuwaiti fairytale. After hearing two versions of the Cinderella tale, a familiar version and a Kuwaiti version, the children wrote their own story. The children's stories reflected elements from both fairytales, yet showed each child's unique interpretation of major themes, thus creating a dialogical narrative. Such experiences, we believe, can promote children's understandings and appreciation of other cultures…. [Direct]
(1974). Peace Studies Courses. Peace Research Reviews, v6 n1 Sep. This publication provides a descriptive list of university peace studies programs and organizations that maintain resources in peace education. After a brief introduction in Chapter 1, Chapter 2 describes 34 undergraduate peace studies programs in universities in Canada, Sweden, United Kingdom, and the United States. Chapter 3 describes six graduate programs in peace studies at various seminaries and universities in Canada, United Kingdom, and the United States. Chapter 4 lists colleges and universities in the United States at which peace studies courses are being established or are being already taught but for which no information was available. Chapter 5 lists 33 peace research institutes that do some teaching in Belgium, Canada, Finland, France, Federal Republic of Germany, Netherlands, Norway, Sweden, United Kingdom, and the United States. Chapter 6 describes summer school programs in Belgium, Canada, Denmark, and Norway. Chapter 7 lists nine centers which have materials which…
(2020). Factors Influencing Sectarian Conflict and Peace through Education in Lebanon: An Ethnographic Analysis of Equal Access, Social Inclusion, and Social Contract. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. This is an ethnographic study with the purpose of spotlighting factors related to K-12 education in Lebanon that tend to reduce or exacerbate sources of sectarian conflict. The following research questions guided my research: (1) How do education stakeholders operationalize equal access, social inclusion, and social contract through education? (2) What features in K-12 education contexts exacerbate sectarian conflict in Lebanon? (3) What features in K-12 education contexts contribute to conflict-reduction in Lebanon? Data sources include interviews with education stakeholders and school visits I conducted throughout Lebanon, curriculum documents and documents outlining education purposes and policies in Lebanon that I analyzed. I present a model for examining factors that precipitate and exacerbate sectarian conflict in Lebanon that contributes to theory-building related to equal access, social inclusion, and social contract. Findings pointed to the following seven factors to… [Direct]