(2022). Between Identification and Empathy to Elaborate the Difficult Past: An Experience of a Classroom Debate with Chilean Children. Journal of Peace Education, v19 n1 p25-46. This article presents an analysis of historical thinking operations deployed in a student debate on Chile's difficult past. A discussion was held in a public school during the second semester of 2019 on sensitive issues in recent history. Twenty-seven students between eleven and fourteen years of age participated in the activity, corresponding to the sixth grade of primary education. The results indicate that the students are active thinkers of past events through operations such as identification and historical empathy. According to the debate, these operations unfold through the categories of family affiliation and social class from which they identify and empathise with the actors of the past and the temporal relationship with their own experience. The article concludes with some insights about peace education in post-conflict societies where the past conflict remains in the present…. [Direct]
(2021). Possible Impossibilities of Peace Construction in ELT: Profiling the Field. HOW, v28 n1 p141-162 Jan-Jun. When referring to peace, peacebuilding, and peace education, among others, some similarities and differences among them appear. Although some consider ELT as a peripheral field regarding peace construction, diverse enunciation modalities profile this interest. Inquiring into "what, where, when and who," I analyzed 55 articles and 36 presentation abstracts for this qualitative study to unveil what is understood as peace construction in ELT. This revision presents six tendencies. Gaps and opportunities of research action for teachers are synthesized. Time/space coordinates of enunciation modalities in peace construction are displayed. I describe who the teachers behind some studies might be, regarding their locus of enunciation. Conclusion remarks around the diverse nature of peace construction are discussed, as representing those links between imagined separated fields…. [PDF]
(2015). "Pedagogies of Resistance" and Critical Peace Education Praxis. Journal of Peace Education, v12 n2 p154-166. This paper explores "pedagogies of resistance"–or critical and democratic educational models utilized by social movements–and how global examples of engaged educational praxis may inform peace education. The central inquiry of this article is "How can educational projects that resist larger social, political and economic inequalities offer understandings about how we learn, teach, and act for peace in diverse settings?" Drawing upon literature from various fields, ideas and insights are offered about how the field of peace education can better respond to multiple and diverse realities, particularly those facing marginalized communities. The article provides an overview of key tenets of peace education and ideas central to "critical peace education;" offers a framing of "pedagogies of resistance;" and, lastly, details what directions emerge by putting these two educational forms in conversation…. [Direct]
(2017). Global Conflicts Shattered World Peace: John Dewey's Influence on Peace Educators and Practitioners. Education and Culture, v33 n1 Article 5. The need to build an awareness of peace and of peace education is often a message that is difficult to share with the larger society. John Dewey, an acclaimed American philosopher and intellectual, used his public platform to espouse his ideas on democracy and peace as a resolution to global discord during the years preceding and during World Wars I and II. Although Dewey did shift his perspective as global conflicts shattered his hope for world peace, he persevered in his missive of democracy and tolerance, especially through his writing and lectures. Dewey strongly believed that democratic societies are best suited to preserve peace and societal harmony. His reasoning was premised on his own understanding of democracy as a way of life, not as a political process. This paper examines Dewey's ideas on peace education and his influence during the interwar years as well as during World War II. It also discusses how his ideas have been applied to contemporary approaches to peace… [Direct]
(2016). Culturally Responsive Peace Education: A Case Study at One Urban Latino K-8 Catholic School. Journal of Catholic Education, v20 n1 Article 2 Oct. This paper presents a case study of a yearlong research-based peace education program at one urban K-8 private Catholic school situated in a community plagued by structural violence in an enclave of a large Midwestern city. To frame the analysis, the author employs concepts central to culturally responsive pedagogy (including cultural competence, funds of knowledge, reshaping the curriculum, and activism) in order to highlight some of the unique challenges involved in implementing a peace education program in a diverse, urban environment…. [PDF]
(2023). Dynamic Empowerment in Critical Peace Education: A Three Angle Approach. ProQuest LLC, Ph.D. Dissertation, The University of Toledo. Critical peace education sets forth a process-oriented pedagogy with key tenets that include inquiry, reflection, dialogue, critical value-assessment, and empowerment. Empowerment as tenet is unique because, when viewed comprehensively, it is recognized as an integral element required for the actualization of all other tenets within CPE. Although empowerment may take on many forms within the CPE framework, this work seeks to establish that its foundational component rests upon three distinct elements which include: the ability to establish and maintain authentic inner unification with peace (through the development of an integrated state of nonviolence), the ability to offer valid normative justifications for one's claims, and an ongoing commitment and willingness to reconstruct the conception of peace in pursuit of justice and fairness in a diverse biosphere. The prevalence of violence (specifically structural violence experienced as dehumanization, marginalization, and oppression)… [Direct]
(2020). Examining Learning in the Course, "Inclusive Leadership for Sustainable Peace". Journal of Peace Education, v17 n1 p1-25. The undergraduate, introductory course, 'Inclusive Leadership for Sustainable Peace' aimed to cultivate sustainable peace leaders by inviting students to clarify their own core values and by examining: macro UNESCO Sustainable Development Goals and the Earth Charter; values and approaches of global sustainable peace leaders in their historic and community contexts; and local leadership in organizations committed to healthy ecosystems, society equity, and viable economies. Offered in the spring of 2017 and 2018 at a predominately white, Euro-American, and large master's comprehensive university in the United States, the core pedagogy of the course involved a critical pedagogy of place, critical peace education for sustainability, a systems approach to leadership, and contemplative inquiry, aimed at promoting deep learning. The primary research question for this study is 'What do students learn about themselves, others, and their ability to change the world from engaging in this… [Direct]
(2015). Museums for Peace: Agents and Instruments of Peace Education. Journal of Peace Education, v12 n3 p223-235. Although museums for peace claim peace education to be a primary mission, their definitions of "peace" and their aims and practices for peace education vary widely. In this article, we draw from the field of critical museology and the knowledge construction perspective to understand the role of museums for peace in the service of peace education. From the constructivist viewpoint, the museums' narratives are not objective or historical truths. Rather they are the museum designers' "constructed" interpretations of the events, people, and places that are memorialized. The museums' exhibits, narratives, and programs reflect a wide range of definitions of peace including some which conflict and contradict each other. The variations in defining peace contribute to differences in how the museums view and exercise their role in educating for peace. From this analysis, we observe how contemporary museums for peace can play a significant role in peace education by raising… [Direct]
(2017). Peace Process Pedagogy: Lessons from the No-Vote Victory in the Colombian Peace Referendum. Comparative Education, v53 n3 p462-482. Is there a need for a new field within Peace Education that looks at the complex dynamics of transitional societies in the post-truth era? What formal and informal pedagogical strategies might be best suited for transforming "emotional anti-peace mindsets?" Drawing on practical examples from the complex political contingencies in Colombia, this article positions the concept of Peace Process Pedagogy within discussions in Critical Peace Education and Critical Contemplative Pedagogy. It encourages critical pedagogues to develop strategies to dismantle misinformation about peace policies, to engage in open conversations about emotions, and to work with embodied action…. [Direct]
(2022). Human and Integral Education: Educational Paradigms from the Indian Context Expanding Meanings of Peace and Conflict. Journal of Peace Education, v19 n3 p351-372. Post-independence, the Indian context has witnessed conflicts between religious groups, structural/cultural violence, and discrimination based on socio-cultural factors such as socio-economic status, religion, gender, sexual identity, caste, language among others. Even though the perpetuation of these power imbalances at the macro-national level are being manifested in schools through educational interventions, there are ongoing efforts, as part of peace curriculums, to engage with/transform this culture of conflict towards cultivating a culture of peace. This study seeks to understand how school curriculums engage with ideas of peace and conflict. A document analysis of micro-peace curriculum (two school sites) that incorporated both a deductive and inductive approach of analysis was undertaken. Guided by a critical peace education framework implicating that curriculum engaging with conflict, positive relationships, and transformation can contribute towards cultivating peace guided… [Direct]
(2020). Deliberative Democratic Theological Education: A Proposal for Youth Ministry That Builds Peace. Religious Education, v115 n3 p233-244. Drawing on research in deliberative pedagogy, this paper will develop in depth one piece of a larger project that envisions peace education as an essential component of youth ministry. The paper proposes a sacred pedagogy that engages theological concepts through deliberative, democratic discussion, teaching young people skills in engaging across difference as well as habits of deliberative theological thinking for a lifetime of spiritual growth. The specific example of engaging the problem of how we image Jesus will serve as an illustration of the potential for a series of curricular materials for use in congregational youth settings…. [Direct]
(2024). Mapping Our Dreams and Rooting Our Futures: Possibility Trees as Essential Pedagogy and Praxis in Peace, Social Justice, and Human Rights Education. International Journal of Human Rights Education, v8 n1 Article 2. In this article, we explore a pedagogical and conceptual tool we have refined and developed for the fields of peace, social justice, and human rights education: "the possibility tree." Initially introduced in our 2021 book, we explore this tool in more depth in this article to show how such pedagogical and conceptual processes are key components of peace and human rights education praxis with greater implications for both research and teaching. Our aim is to provide an applied praxis-oriented framework for educators, practitioners, researchers, and theorists that are concerned with larger issues of peace, justice, and human rights. While we do not delve into the distinct theoretical concepts and genealogies (and their intersections) of peace and human rights education in this article, we use this opportunity to expand upon the importance of pedagogical and conceptual practices and their applicability, as these integral processes have ultimately remained underexplored in… [PDF]
(2022). Trust, Civic Self-Efficacy, and Acceptance of Corruption among Colombian Adolescents: Shifting Attitudes between 2009-2016. Compare: A Journal of Comparative and International Education, v52 n8 p1205-1221. Civic self-efficacy and trust are interrelated dimensions of citizenship that are important in adolescence and linked to educational contexts. Furthermore, they have been separately connected to corruption. However, the three factors are seldom looked at together and investigations of them using international education datasets are rarely contextualised within national histories and politics. The current study uses the 2009 and 2016 ICCS and multi-group multilevel confirmatory factor analysis to investigate differences in and relationships between adolescent Colombians' trust, civic self-efficacy, and acceptance of corruption. During these years, the government was involved in a peace process that sparked political polarisation and embroiled in several corruption scandals. Analyses revealed lower institutional trust, but higher civic self-efficacy and acceptance of corruption in the 2016 cohort. The results indicate that declining trust and rising acceptance of corruption may not… [Direct]
(2016). Using Conflict Mapping to Foster Peace-Related Learning and Change in Schools. Education as Change, v20 n2 p221-242. South African societies, including learners in primary and secondary schools, experience high levels of violent conflict. The lack of interventions in terms of peace education and peace building is cause for concern. Driven by an interest to build educators' capacity and agency to become agents of change in the face of growing conflict and violence, this article discusses a mapping project which gets educators to explore their schools using a participatory process and to plan appropriate interventions in response. It considers how Freirian-inspired critical reflection and dialogical learning can be used to stimulate peace education and peace building in schools…. [Direct]
(2016). Peace Education in Secondary Schools: A Strategic Tool for Peace Building and Peace Culture in Nigeria. Journal of Education and Practice, v7 n14 p88-92. The paper discusses Peace Education as Strategic Tool for Peace Building and Peace Culture in Nigeria. This was prompted by the inherent incompatibility between the objectives of individuals, ethnic/social groups in Nigeria. The research question addresses Normative and Ethical issues regarding peace, the absence of violence/hostility and its education in secondary schools were discussed; two research questions and two hypotheses where addressed. Eighty Nine (89) subjects (Teachers) were selected from 124 (Public and Private) Secondary Schools in Delta State. The internal consistency of the questionnaire items were tested using the Cronbach alpha method with a coefficient of 0.87. A mean and t test statistics was used to analyze the research question and hypothesis. The study revealed that peace and cultural harmony goes hand in hand, in order for peace education to gain academic acceptance it has to be defined in terms of the predominant culture of the society and that anti-social… [PDF]