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]

Albornoz Mu√±oz, Natalia; Palma Flores, Evelyn (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]

Aldana-Guti√©rrez, Yeraldine (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]

Bajaj, Monisha (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]

Cohan, Audrey; Howlett, Charles F. (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]

Buck, Brandon (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]

Sita Radhe Dasa (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]

Brantmeier, Edward J.; Webb, Destin (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]

Furnari, Ellen; Tamashiro, Roy (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]

Gomez-Suarez, Andrei (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]

Kumar, Kamiya (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]

Corrie, Elizabeth W. (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]

Maria Hantzopoulos; Monisha Bajaj (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]

Knowles, Ryan T.; Velez, Gabriel M. (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]

John, Vaughn M. (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]

Ubogu, Rowell (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]