Lewsader, Joellen; Myers-Walls, Judith A. (2017). Developmentally Appropriate Peace Education Curricula. Journal of Peace Education, v14 n1 p1-14. Peace education has been offered to children for decades, but those curricula have been only minimally guided by children's developmental stages and needs. In this article, the authors apply their research on children's developmental understanding of peace along with peace education principles and Vygotsky's sociocultural theory to present recommendations for educating children about peace at six developmental levels. Two sample lesson outlines dealing with communication skills and personal peace are provided, and implications for future research and practice in different contexts are discussed…. [Direct]

H. Dan O'Hair, Editor; Mary John O'Hair, Editor; Philip A. Woods, Editor (2024). Communication and Education: Promoting Peace and Democracy in Times of Crisis and Conflict. Communicating Science in Times of Crisis. John Wiley & Sons, Inc "Communication and Education: Promoting Peace and Democracy in Times of Crisis and Conflict" explores the complexities of addressing divisive societal challenges, reducing conflicts, and building and sustaining peace and democracy around the world. Contributions by an international panel of experts provide evidence-based practices, findings from ongoing research projects, policy analyses, and cutting-edge theories, frameworks, and models for confronting global challenges to peace and democracy. Examining the crucial role of crisis communication and education on a global scale, this research-based compendium covers a broad range of key topics, such as democratizing education, promoting peace through complexity science, understanding how factionalism threatens democracy, encouraging citizen participation, and more. Throughout the text, the authors highlight the need for equity, compassion, critical thinking, and active engagement to create a sustainable future based on… [Direct]

Arslan, Yaser; G√ºn√ßavdi, Gizem; Polat, Soner (2016). The Qualities of Teachers Who Instruct Peace Education: Views of Prospective Teachers' Who Attended the Peace Education Programme. Journal of Education and Practice, v7 n28 p36-45. The concept of peace can be described as the values including respecting features such as race, gender, religion, physical appearance, and age; appreciating diversities, unity, cooperation, tolerance and being fair. Related to this, the concept of peace education can be defined as an educational process during which peaceful problem-solving methods, instead of problem-solving methods based on violence and conflict, are taught to individuals. The aim of this study was to determine the qualities of teachers who instruct peace education depending on the prospective teachers' view. The study was a qualitative descriptive research. The sample of this study was chosen with the homogeneous sampling method. The sample of this study was chosen among the participants of the Peace Education Programme. The data was gathered with focus group interviews. The content analysis technique was used for data analysis. The results of the study showed that the participants learned the peace education… [PDF]

G√ºrsel-Bilgin, G√ºlistan (2020). Dialogue in Peace Education Theory and Practice. Educational Practice and Theory, v42 n1 p27-46 Jun. This article reports a case study of a peace educator (Haley), an interventions program coordinator for a domestic violence shelter and rape crisis center, reaching thousands of youth in the Midwestern United States. The findings of the study raise implications for employing dialogue as a pedagogy for peace in formal schooling and infusing peace education throughout the school curriculum. In particular, the findings offer insights about the attributes of the peace educators who are able to implement dialogue effectively in their classrooms, and the vital characteristics necessary in the formal school setting to employ Freirean dialogue…. [Direct]

Cunliffe, Rachel H. (2017). Conflict Resolution Classrooms to Careers: An Emergent Theory of Change with Implications for a Strategy in Peace Education. Journal of Peace Education, v14 n2 p235-252. Peace education provides for the development of knowledge, skills, and dispositions appropriate to effective peacebuilding. Therefore, the development of curriculum in degree programs which builds bridges by which students in conflict resolution/peace studies classrooms may cross over to the field of conflict transformation and peacebuilding may properly be thought of as within the sphere of peace education. This paper describes an emerging theory of change in the context of the peace education offered by a graduate and undergraduate program of conflict resolution. It is argued that employability exists at the nexus of student skills and attributes, and the demands of a labor market which a partnership between experienced practitioners and academics has a responsibility to inform and shape through outreach, education, practice, evaluation, research, and publication…. [Direct]

Olowo, Oluwatoyin Olusegun (2016). Effects of Integrating Peace Education in the Nigeria Education System. Journal of Education and Practice, v7 n18 p9-14. This paper attempted to investigate the effects of integrating Peace Education into Nigeria educational system. Four research questions were designed for the study. The researcher designed an instrument tagged: Questionnaire on effect of Integrating Peace Education (QEIPE). The entire population of two hundred respondents spread across Secondary Schools and lecturers in higher institutions of learning in Ondo State were used as the sample for the study. A 20-item questionnaire structured on a 4-point scale was used for the collection of data. Mean and Standard deviation was used to answer the four research question generated from the study. The findings identified the inclusion of Peace Education in Nigerian School curriculum in order to reduce crime, violence and other social vices in Nigeria. The result of the study further revealed that there is no significant differences between Peace Education and Social Studies. The findings equally identified with the relevance effects of… [PDF]

Tunisha Hairston-Brown (2024). Cultivating Belonging. Montessori Life: A Publication of the American Montessori Society, v36 n2 p34-41. The author describes their experience, as a Black woman, during the beginning of their teaching career. The author describes experiences in school as a young student, within their community, and as an adult out in public and in their early career. The author discusses their assimilation from childhood, and eventual transition to teaching within a Montessori school. Their parenting choices of an educational experience with Montessori philosophy led to their career change. The author also discusses systemic racism, social justice, and peace education within the context of Montessori education. The author discusses the Black, Indigenous, and people of color (BIPOC) family and student focus groups, held to learn about their experience and to understand their school experience needs. Specific student needs, bare minimum according to the author, for Montessori spaces are described, to initiate inclusion and equity for students…. [Direct]

Tulgar, Ayseg√ºl Takka√ß (2018). Student Views on the Maintenance of Peace Education in Glocal Second Language Setting. Journal of Language and Linguistic Studies, v14 n4 p150-161. Peace has been an indispensable notion in the lives of mankind ever since the existence of community life. Having such a significant place in human life, peace has turned into a concept with relevance almost in every aspect of life and language education is not an exception. Though peace education has been covered in an increasing number of studies in foreign language education, there is a further need for studies on peace education in second language learning settings. Therefore, this qualitative case study, from a glocal perspective, is intended to examine the views of 12 learners of Turkish as a second language with different cultural backgrounds regarding the maintenance of peace education in their language learning process in the glocal setting. The data were collected through open-ended questions. The results of the content analysis revealed that the participants appreciated available chances of observing and experiencing the target culture and other cultures presented by their… [PDF]

Br√°s, Jos√© Greg√≥rio Viegas (2024). For an Epistemic Decolonisation of Education from the Ubuntu Philosophy. Pedagogy, Culture and Society, v32 n1 p61-76. Drawing on ubuntu philosophy and notions of otherness, this paper and refers to, but is not limited to, the South African experience. In a relatively humanising turn, "Ubuntu" draws our attention to wider forms of interdependence with all that surrounds us: the dead, the living and the yet unborn, the physical and social environment, what is closest to us and furthest from us, the visible and the invisible. In this world of neoliberal globalisation, "ubuntu" emerges as an ecopolitical alternative. It is a form of knowledge that makes us more humane. To explore the educational legacies of Post-Colonial Africa, the following questions were asked: in the field of peace education, do we have more to learn from the culture of the ruler or of the ruled? However, "ubuntu" philosophy potentially represents an invaluable contribution to the education of anew humanity capable of implementing perpetual peace…. [Direct]

Akanmori, Harriet; Chan, W. Y. Alice; Parker, Christina (2019). Addressing Canada's Truth and Reconciliation Commission for Indigenous Peoples through Religious Literacy and Spirituality: Unexpected Pathways to Peace Education. FIRE: Forum for International Research in Education, v5 n1 p63-88. In 2015, Canada's Truth and Reconciliation Commission (TRC) documented 94 callsto-action in relation to the institutional and debilitating legacy of the Indian Residential School System towards Indigenous culture, language, identity, and knowledge in order to actualize reconciliation between Indigenous peoples and Canada. In it, Justice Murray Sinclair explained that education caused much of the problem but is also part of the solution. Concurrently, the Ontario Human Rights Code (OHRC) updated its policy on preventing discrimination based on creed that includes religious and non-religious systems that influence a person's identity, worldview, and lifestyle. In accordance, drawing on a framework of peace education, we present religious literacy and spirituality as pedagogy as potential responses to concerns raised by the TRC and OHRC, and as a means to inform and dialogue about Indigenous cultures and spirituality that have been silenced from public education for centuries. Thus, we… [PDF]

Sagy, Shifra (2017). Can We Empathize with the Narrative of Our Enemy? A Personal Odyssey in Studying Peace Education. Intercultural Education, v28 n6 p485-495. The reader is taken on a journey spanning some 30 years devoted to the author's involvement in practicing, teaching and studying peace education. The core concept in this journey is active "bystandership," which implies the capacity to disengage from our ethnocentric narratives and perceptions and to face the emotional challenges of acknowledging narratives that contradict our collective assumptions about the conflict and accept the moral obligation to address our contribution to violence. The author describes her non-professional as well as her professional activity in academia of participating, initiating, teaching and facilitating peace education projects. She describes inter and intra-group encounters and attempts to identify the limitations and opportunities of each type. Finally, some research methods and results of recent studies in peace education, especially regarding perceptions of collective narratives, are presented and discussed…. [Direct]

Basaran, Semra Demir; Karakurt, Sevgi √ñzden (2017). Development and Evaluation of the Efficiency of In-Service Training Program with the Theme of Peace Education. Universal Journal of Educational Research, v5 n8 p1425-1434. In this article, an in-service training program was developed and evaluated to improve the peace education competencies of primary school teachers. This program, named as In-Service Training Program with the Theme of Peace Education for Primary Teachers (BEHEP), was based on the system approach. The implementation was completed in 28 hours with the participation of 18 primary school teachers working in Serkan Ciddioglu Primary School located in Melikgazi district of Kayseri province. The article was designed according to the mixed research model. Interview forms, concept forms, course plans, participant diaries and in-service training evaluation scales were used as data collection tools. Qualitative data were analyzed via content analysis method; quantitative data were analyzed via SPSS. BEHEP has been an effective program to raise the awareness of teachers and to improve their skills in designing learning environments suitable for peace education…. [PDF]

Gautam, Bishwa Raj; Sowell, Jimalee (2021). Writing about a Peacemaker. English Teaching Forum, v59 n2 p24-29. Second-language learners increasingly need effective writing skills in English for academic and professional purposes, as well as for personal and social purposes. To date, peace education (PE) activities in the English language classroom have mostly focused on speaking. This article presents an activity that can help fill the gap in the lack of resources on writing activities for PE in the English language classroom. Using PE as a framework, students read and write about a peacemaker to reflect on the meaning of peace and how it can be achieved…. [PDF]

Lauritzen, Solvor Mj√∏berg; Nodeland, Tuva Skjelbred (2017). What Happened and Why? Considering the Role of Truth and Memory in Peace Education Curricula. Journal of Curriculum Studies, v49 n4 p437-455. This paper is an exploration of challenges arising in the interplay between a standardised peace education curriculum and a localised post-conflict setting. Drawing on interview data from two Kenyan schools, the paper explores the reception of peace education initiatives implemented in Kenya following the post-election violence of 2007/2008 through the voices of teachers and pupils. The analysis identifies two patterns emerging from the pupils' point of view; firstly an engagement with narratives of conflict addressing what happened during the outbreak of violence, and secondly an awareness of collective narratives of the past, centred on the question of why the conflict broke out. The data identifies a gap between the knowledge and perspectives of the pupils, and the level of engagement by the curricula and teachers in the same issues. Finally, the paper explores some implications of these diverging needs and perspectives in relation to the design and implementation of peace… [Direct]

Charalambous, Constadina; Charalambous, Panayiota; Zembylas, Michalinos (2020). Reconciliation Pedagogies and Critical Ambivalence in Teacher Professional Development: Insights from a Case Study in Cyprus. Journal of Peace Education, v17 n2 p208-233. This paper draws on ethnographic data from a project on peace education and reconciliation pedagogies in the conflict-affected context of Cyprus. Following a primary school teacher over the period of eight months in peace education workshops and in her classroom before and after the workshops, we trace critical moments that seem to have an impact on teacher's thoughts and emotions in relation to conflict and reconciliation. Analysing extracts of interaction both from the workshops as well as from her classroom, we show her struggle to cope with reconciliatory ideas and the dominant conflict ethos, pointing to possibilities for change but also resistances and limitations. Despite the detailed focus on one individual, we use data from the whole project to contextualize her practices and we use her case to highlight important elements to consider when designing reconciliation activities. Using the concept of "critical ambivalence," we highlight teachers' ambivalent emotions… [Direct]

Sagkal, Ali Serdar; Totan, Tarik; Turnuklu, Abbas (2016). Peace Education's Effects on Aggression: A Mixed Method Study. Eurasian Journal of Educational Research, n64 p45-68. Problem Statement: Literature reviews clearly document that students still show a tendency to use violence in resolving interpersonal conflicts in school. Results from various research conducted in Turkey suggest that violence, aggression, and bullying behaviors are still rampant in the primary and high schools. Studies conducted in primary and middle schools toward decreasing aggression and preventing violence focus on programs such as violence prevention, conflict resolution, and peer mediation. While these programs are mainly based on peacemaking strategy, prevention programs based on positive peace and peacebuilding strategy with tested effectiveness are rather limited. Thus, a peace education program based on positive peace and peacebuilding strategy was developed and its effects on aggression levels of sixth grade students were investigated. Purpose of the Study: The purpose of this study was to investigate the effects of peace education program on sixth grade students'… [PDF]

Cremin, Hilary (2016). Peace Education Research in the Twenty-First Century: Three Concepts Facing Crisis or Opportunity?. Journal of Peace Education, v13 n1 p1-17. This article focuses on the concepts of peace, education and research, and the ways in which they combine to form the field of peace education and peace education research. It discusses the ways in which each can be said to be facing a crisis of legitimation, representation and praxis, and the structural and cultural violence that inhibit efforts towards a more inclusive global conception of peace. It will review some ways in which it may be possible to rise to Gur-Ze'ev's challenge to respond to post-structural critiques of the field. Drawing on participatory, auto ethnographic and arts-based research methodologies, it suggests ways of creating synergies between research and aspirations towards positive (rather than negative) peace…. [Direct]

Glew, Scott (2021). 9/11 and Social Studies Education: A Critique of Perpetual War and the Possibility of a More Peaceful Future. Canadian Social Studies, v52 n2 p68-73 Jul. In this article, the author shares a personal reflection of his military and educational experiences in the aftermath of 9/11. He describes his concerns about the ongoing "War on Terror" and the "disengaged militarism" of the United States and how this has shaped his approach in the classroom. Expanding on his personal experiences, he calls for social studies educators to employ critical pedagogy and peace education to help students develop as thoughtfully and critically engaged citizens who are capable of creating a more peaceful world…. [PDF]

McCorkle, William (2017). Problematizing War: Reviving the Historical Focus of Peace Education. Journal of Peace Education, v14 n3 p261-281. In the last forty years, peace education has broadened its focus from primarily international peace and the prevention of war to an approach that encompasses social justice, environmental education, critical theory, and multicultural education. While this is a positive evolution in many respects, there is a danger in de-emphasizing the actual critique of war and militarism. This article looks at the reasons why peace education should revive its strong historical focus on problematizing war. There is a strong emphasis on how educators can implement this in the classroom by fostering an environment where students can critique both past and contemporary conflicts. This renewed focus is of special importance in our modern globalized world, especially in militarily powerful nations such as the United States…. [Direct]

Kertyzia, Heather; Standish, Katerina (2019). Looking for Peace in the National Curriculum of Mexico. International Journal of Development Education and Global Learning, v11 n1 p50-67. Schools are places where we can learn ways of being, seeing and living. They are transmission belts — social institutions that can engender values and attitudes from both how we learn and what we learn. Using content analysis, this mixed methods study assesses the national curriculum of Mexico — the Plan de Estudios Educaci√≥n B√°sica, 2011 — for three components found in peace education programmes: recognizing violence (direct, structural or cultural); addressing conflict nonviolently; and creating the conditions of positive peace. These three components contribute to the analysis of the Sustainable Development Goals (SDGs): quality education (SDG 4); gender equality (SDG 5); reduced inequalities (SDG 10); responsible consumption and production (SDG 12); and peace, justice and strong institutions (SDG 16). This component of the Peace Education Curriculum Analysis (PECA) Project finds that the Plan de Estudios contains limited content that recognizes violence, some evidence of… [PDF]

Kyuchukov, Hristo; New, William (2016). Peace Education with Refugees: Case Studies. Intercultural Education, v27 n6 p635-640. The authors suggest the possibility of using concepts and practices drawn from peace education to assist in the treatment and education of refugees suffering from post-traumatic stress. They introduce four basic principles of peace education, which permit students/clients to work through memory and present conflicts, and calls on therapists/teachers to be flexible in their approaches. Three case studies are offered: Bosnian youth in a community center in Chicago, adult male Bosnian refugees in Berlin participating in a social integration project and recently arrived Syrian and Afghani youth living in a transitional setting in Leipzig. There is potential for work undertaken with refugees using principles of peace education to resolve ongoing internal conflicts, while helping to prevent the creation of new social conflicts in the process of integration…. [Direct]

Bradley-Levine, Jill; Zainulabdin, Seema (2020). Peace Building through Teacher Leadership. Journal of Peace Education, v17 n3 p308-323. This case study examines the motivations of, and processes used by teacher leaders to establish a peace program at their middle school. These teacher leaders creatively engaged students in transforming school culture using empowering strategies to build positive peace among students, administrators, and teachers. Theories of peace education are used as a framework to facilitate analysis of the data, which was collected through qualitative methods including observations and in-depth interviews. This study contributes to understandings of how teacher leaders promote positive peace in K-12 schools and their communities…. [Direct]

Carter, Candice C., Ed. (2020). Teaching and Learning for Comprehensive Citizenship: Global Perspectives on Peace Education. Routledge Research in International and Comparative Education. Routledge Research in International and Comparative Education Ultimately concerned with how citizenship education for peace can be enriched through interdisciplinary learning, this edited volume reveals the role of peace education in global citizenship by illuminating instruction for comprehensive citizenship. A truly international collection, this volume offers timely insights from countries including Argentina, Mexico, Spain, Canada, Bangaldesh, Korea, Zimbabwe, and Timor Leste as it provides critical, in-depth analyses of peace-oriented instruction in formal and informal settings. The text illustrates how citizenship can be effectively developed on both a global and a local level, and discusses the practical learning opportunities that can enact change through schools, nongovernmental organizations, and community-wide civic actions with children, youth, adults, and families. This text will appeal to academics and researchers involved in the field of international and comparative education and will be of interest to educators and school… [Direct]

Celis, Jorge; Pineda, Pedro (2022). Rejection and Mutation of Discourses in Curriculum Reforms: Peace Education(s) in Colombia and Germany. Journal of Curriculum Studies, v54 n2 p259-281. Previous work has not yet comparatively studied which forms of peace education (PE) have been adopted in national laws. Through content analysis of policy documents, we seek to find out why the Colombian Congress established PE as mandatory content across all educational levels in 2014 in a postwar phase, while the German Standing Conference of Ministers of Education rejected attempts to implement PE since the Cold War. Whereas the German school curriculum has maintained a strong disciplinary structure that leads to the rejection of the local version of PE developed in the Federal Republic of Germany, either as military indoctrination or critical pedagogy, Colombia's curriculum based on classical education is now influenced by educational standards and citizenship education–both influences from the United States. Therefore, it was easier for Colombian policymakers and educators to mutate the local fusion of citizenship competences into a psychological version of PE to solve national… [Direct]

Standish, Katerina (2016). Looking for Peace in National Curriculum: The PECA Project in New Zealand. Journal of Peace Education, v13 n1 p18-40. This is the pilot study for the Peace Education Curricular Analysis Project–a project that seeks to become a longitudinal and global analysis of national curriculum statements for pro-peace values. National education as a system of organized learning can act as a transmission belt–a cultural institution that assigns communal ideals and values and uses pedagogy to echo social standards. As this analysis considers that it is possible to assess non-peace education for peace education qualities, this study analyzed New Zealand's early childhood, primary, and secondary education curricular statements to ascertain the presence or absence of three elements common in peace education programs: recognition of violence; addressing conflict nonviolently; and creating the conditions of positive peace. The methodologies used in this mixed methods study include directive and summative content analysis. This analysis finds that the curricular statements (2) of New Zealand have made progress to… [Direct]

Lombardo, Lucien X.; Polonko, Karen A. (2015). Peace Education and Childhood. Journal of Peace Education, v12 n2 p182-203. Peace studies and peace education are multifaceted processes focusing on diverse audiences from children in elementary grades to those involved in political negotiations at the highest levels. This paper addresses the foundational importance of including conflict embedded in adult-child relationships in peace education. It conceptually grounds assignments for university level courses designed to teach concepts linked to peace education through the vehicle of understanding violence against children. Such learning is designed to liberate students from the hegemony of adultism, the colonial relationship between adults and children and in turn to contribute to the advancement of peace education. Such pedagogy reflects the UN Convention on the Rights of the Child's call for educational measures to protect and support children's human dignity. Such an approach is especially relevant for peace education, as a large body of research across disciplines has provided substantial evidence of a… [Direct]

Malaviya, Ritambhara (2021). Promoting 'Maitri' through Education: Tagore and Education for Peace. Journal of Peace Education, v18 n1 p72-91. This paper discusses the educational experiment of Rabindranath Tagore and its larger implications for world peace. As violence becomes the new normal amongst the youth of the world, the challenge for societies is to build cultures of peace instead of cultures of violence. In this context, this paper discusses the ideas of Tagore on education, and proposes that his model of education has elements on the basis of which a strong foundation for a new culture of peace can be laid. A study of his ideas throws light on how his education system was meant to restore peace at different levels building relations of love and friendship ("maitri") between people. His model of education can help peace-builders in the transformation of conflicts at different levels: peace at the global level (transforming interstate conflicts), peace within society (transforming social conflicts), peace between human beings (transforming interpersonal conflicts), peace with nature (transforming human… [Direct]

Ide, Kanako (2015). For the Sake of Peace: Maintaining the Resonance of Peace and Education. Ethics and Education, v10 n1 p73-83. This article is an attempt to develop the idea of peace education for adults through the assumption that, compared to peace education for children, educational approaches for adults are as yet undeveloped. This article also assumes that the progress of educational approaches for adults is necessary to the further development of peace education for children, as well as to the expansion of the theory. In navigating the argument around issues of peace education for adults, the article uses the example of educational issues faced by Amerasians in Okinawa. The article argues that language education is a fundamental aspect of peace education for adults. It also demonstrates that the content of language education for adults is different from the content of language education for children. Furthermore, the article defends peace education for adults, through language education, as the very first step towards creating peaceful conditions for the education of Amerasians in Okinawa…. [Direct]

Affiat, Rizki Amalia; Irawani, Maida; Lopes Cardozo, Mieke T. A.; Srimulyani, Eka; Zaman, Faryaal (2022). Silent Struggles: Women Education Leaders' Agency for Peacebuilding in Islamic Schools in Post-Conflict Aceh. Journal of Peace Education, v19 n2 p158-181. This article engages with an under-researched field that specifically looks into the gendered nature of women education leaders' agency in the context of Islamic boarding schools in post-tsunami and post-war Aceh province of Indonesia. The key aim of this paper is to understand various ways in which Acehnese women educators' negotiate and navigate restricted, gendered and religiously orthodox spaces. We analyse the role of grassroots education actors in processes of societal transformation and peacebuilding through a gender-specific lens, to explore our contextual understanding of agency through a cultural political economy approach, complemented with insights from critical and decolonial peace education. By presenting the often silenced and marginalized stories of women leaders, educators and grassroots actors, we explore their views and experiences in — consciously or unconsciously — transforming or reproducing existing (in)equalities and potential conflict-triggers in… [Direct]

King, Edith W. (2020). Educating for Peace in a Global Society. Intercultural Education, v31 n4 p493-498. Global citizens recognise climate change and feel responsible for protecting a worldwide environment. Global citizens understand that individuals or nations alone cannot solve the complexity of issues such as the increasing and ongoing international migrations. Global citizens support the banished with empathy, compassion and mutual respect. Advocating for worldwide peace across the planet is critical for combatting extremism, violence and warfare. Young people can be lured by the excitement and thrills of turmoil rather than appreciate an atmosphere of peaceful existence. How can education for peace be promoted, and prevent the lure of extremism and radicalisation confronting young people, the students? In this article, the author offers a list of concepts followed by strategies for effective instruction in peace education…. [Direct]