Dietrich, Wolfgang (2019). Conviviality, Ego, Team and Theme Behavior in Transrational Peace Education. Journal of Peace Education, v16 n3 p252-273. The Innsbruck School of Peace Studies is known for its innovative academic teaching methods under the title Transrational Peace Philosophy. This essay introduces the epistemological fundament of this approach to peace education. It presents the didactic principles for its "Strategic Capacity and Relationship Building," combined with Strategic Leadership Training. They are based on the conviviality of students and a curriculum that follows the stages of groups' task behavior and individual learning by 'peeling the onion' of the Ego. It describes how the didactics are designed for the international, intercultural, interreligious and interdisciplinary groups of students. It demonstrates the five stages of Ego, Team and Theme Behavior during a semester and how the curriculum places courses for best learning results. It discusses the main presumptions on convivial learning processes for academics. The focus is on students who want to work later in a broader field of conflict… [Direct]

Nwaubani, Okechukwu O,; Okafor, Ogochukwu Stella (2015). Assessing the Moral Relevance of Peace Education Contents in the Basic Education Social Studies Curricula for Effective Citizenship Participation in Nigeria. Journal of Education and Practice, v6 n13 p79-87. Social studies is a core subject at the basic education level in Nigeria which has the potentials of inculcating functional knowledge and desirable morals into pupils for effective citizenship participation through peaceful coexistence. However, despite this positive trend, the moral significance of peace education contents of the subject seem not to have been adequately explored. This lacuna justified the need for this study which sought to find out the moral relevance of peace education contents in basic education social studies in Nigerian schools. The study adopted a descriptive survey design with content analysis bias. A sample of 200 social studies teachers undergoing in-service sandwich training were selected through stratified random sampling technique from states across the six geo-political zones of Nigeria. Three research questions guided the study. Similarly, two major instruments namely 10-item questionnaire titled "Teachers' Awareness of the Moral Relevance of… [PDF]

Nezha El Massoudi (2024). Paving the Path to Peace through Citizenship Education in a New Social Contract. Prospects, v54 n2 p491-498. Trust in the potential of education as a common good is the cornerstone of the bond between citizens and their institutions. Changing current patterns entails lifting barriers to a culture of peace and uprooting all forms of violence. Education needs to be resilient enough through its citizen education to provide a framework for thriving societies. Governing education as a common good requires questioning educational models and curricula, considering how notions of peace are integrated into those models, which can serve as a basis for schooling as an integral part of society for the well-being and advancement of citizens. Therefore, we ask, how can citizenship education impact public institutions peace-wise? And conversely, how can citizenship education foster proximity peace and disseminate ethics for citizens, the planet, and peace building. How can citizenship education be beneficial to society as a whole? This article attempts to address these questions by exploring the benefits… [Direct]

(2019). An Interview with Ana Mar√≠a Garc√≠a Blanco. Montessori Life: A Publication of the American Montessori Society, v31 n3 p48-51 Fall. Ana Mar√≠a Garc√≠a Glanco is the AMS 2020 living legacy. As a fearless community organizer, peace education activist, and educational pioneer, Ana Mar√≠a has changed thousands of lives and transformed the future of public Montessori education in Puerto Rico. In this interview, Ana Maria discusses how she was introduced to Montessori, her own educational background, her involvement with Escuela Juan Ponce de Le√≥n public elementary school, and her response to the need for more Montessori trained teachers in Puerto Rico…. [Direct]

Oueijan, Harvey N. (2018). Educating for Peace in Higher Education. Universal Journal of Educational Research, v6 n9 p1916-1920. Peace education has become an important issue nowadays and a major concern for researchers and educators all over the world. Peace education has been introduced into many educational institutions either as separate programs or integrated within the various subject materials. Hoping to trigger some positive changes, post-war countries started adopting such programs. Research shows that the sooner children get introduced to the knowledge of peace and practice the skills related to it, the greater the chance they will become positive change agents in the future. While peace programs are being introduced into schools worldwide, it seems that attempts to do so in higher education are still minimal. Consequently, I believe that school teachers have become more qualified to educate their students for peace than university professors although one cannot deny that many universities are now offering courses or even degrees in peace studies such as conflict resolution and transformation…. [PDF]

Ahmed, Zahid Shahab (2017). Peace Education in Pakistan. Special Report 400. United States Institute of Peace With an eye to the theory that radicalization is a function of social and political marginalization more than of economic poverty, this report examines a cross-section of peace education initiatives in Pakistan. It relies on data collected through interviews with program teachers and students when possible. Funded by the United States Institute of Peace, it is part of a larger Center for South and Central Asia study on the role of education in preventing violent conflict…. [PDF]

Paulgaard, Gry; Soleim, Marianne Neerland (2023). The Arctic Migration Route: Local Consequences of Global Crises. Journal of Peace Education, v20 n2 p196-216. This paper addresses peace education focusing on how place-based experiences and collective memories stimulate local mobilisation for refugees fleeing from war. The Arctic Migration Route, located above 69th degree north, became an alternative to dangerous boat trips on the Mediterranean Sea, for people seeking safety and protection in the fall of 2015. During a few months, over 5,500 people from 35 nations, mostly from Syria, Afghanistan, Iraq and Iran came to a municipality in north Norway with 10,000 inhabitants. The paper demonstrates how global conflicts far away, have important local consequences across borders and huge distances. Interviews with local authorities, teachers, voluntary workers constitute the main empirical material. By combining theories of place-based experiences and collective memories with phenomenology of practice, geographical location, collective and cultural memories across generations, are analysed as important driving forces for the local mobilization… [Direct]

Zakharia, Zeena (2017). Getting to "No": Locating Critical Peace Education within Resistance and Anti-Oppression Pedagogy at a Shi'a Islamic School in Lebanon. Research in Comparative and International Education, v12 n1 p46-63 Mar. This paper critically engages observations from a school that was aligned with a resistance movement in Lebanon during a post-war period of sustained political violence (2006-2007). Focusing on the pedagogical practices at one community-centered and community-led Shi'a Islamic urban school, the paper draws on extensive ethnographic data to illustrate how teachers and students, together, negotiated resistance and peace learning through a critical and participatory process at a school whose curricular content, structure, and pedagogy explicitly addressed both direct and structural forms of violence. Drawing on rich, illustrative classroom data, I examine the production and enactment of peace knowledge as resistance to the status quo. This knowledge production does not exclude the performance of militarism and heroic resistance as forms of praxis, creating dissonance for understanding peace education as a field of scholarship and practice. This dissonance, I posit, is critical in… [Direct]

Moradi Sheykhjan, Tohid (2014). Global Peace Education in 21st Century. Online Submission, Paper presented at the National Conference on Trends and Innovations in Gandhian Thought (Kerala, India, Dec 12-13, 2014). This article explores theoretical and practical issues related to education for global peace during the 21st century. The development of global peace education is discussed in this study. Although India has made many contributions to the theory and practice of peace work (the non-violent movement led by Mahatma Gandhi, who conceived peace as non-violence restored with justice and equity. By non-violent action Gandhi meant peaceful, constructive mass action. It is true that Gandhi did not write on global peace education in any very specific way, but his whole philosophy and life have been, of course, important in peace studies and peace education not only for India but for other nations of the world as well. His peace education must become part of all global education system…. [PDF]

Akbana, Yunus Emre; Yavuz, Aysun (2022). Global Issues in a Series of EFL Textbooks and Implications for End-Users to Promote Peace Education through Teaching English. Journal of Peace Education, v19 n3 p373-396. English has long been accepted as "lingua franca" (ELF) to share values, beliefs and opinions. ELF can be interrelated with the paradigms of Global Englishes Language Teaching (GELT), English as an International Language (EIL) and English as Medium of Instruction (EMI). Textbooks should present content covering global issues (GIs), leading to a better understanding of the spread of English and its connection with globalization where peace education (PE) should be built on. English-as-a-foreign-language (EFL) teachers usually feel under pressure to follow textbooks in English prep-programs in Turkey. Therefore, the extent that EFL textbooks offer GIs is crucial for developing learners' understanding of PE beyond national boundaries. Although relevant literature has well documented the place of GIs in language teaching and paucity of research on PE in language education, EFL textbooks have remained under-researched. For this reason, a comprehensive checklist of GIs was used… [Direct]

Cook, Sharon Anne (2014). Reflections of a Peace Educator: The Power and Challenges of Peace Education with Pre-Service Teachers. Curriculum Inquiry, v44 n4 p489-507 Sep. This retrospective essay examines one long-standing peace and global education initiative for pre-service teacher candidates. The article probes the meanings of peace education and of global education embedded in the program, as well as the program's apparent consequences: What understandings of peace education did the pre-service candidates in this program demonstrate, through their own words and the teaching plans they produced? What skills did the pre-service candidates seem to acquire in curriculum design? My reflections are based on my own experience as a faculty member and coordinator of the program, as well as retrospective understandings derived from ongoing examination of questionnaires, focus group discussions, interviews, and especially, almost 200 curriculum products (lesson and unit plans) created by pre-service candidates in a special "global cohort" and in the general pre-service population at the same university. The article provides a literature review… [Direct]

McCorkle, William (2020). Applying a Critical and Peace Education Lens to the American Revolution in the Social Studies Classroom. Social Studies, v111 n3 p143-154. The American Revolution is central to the identity of citizens of the United States. It is, therefore, rarely critiqued in the U.S. social studies classroom. This article examines how teachers can discuss the American Revolution using both a critical historical approach and the ideas of peace education, particularly the strand that focuses on the problematization of war. Specific examples are given for how teachers can critique some of the national myths surrounding the American Revolution. Furthermore, the rationale for this critique of the American Revolution is presented, particularly as it relates to the problematic history of minorities in the aftermath of the Revolution and the relationship between students' views of the American Revolution and the ties to modern-day violence and military engagements. The goal for this more nuanced understanding of the American Revolution is not only to make students more critical thinkers in regard to their history but hopefully to also help… [Direct]

Shuayb, Maha (2015). Human Rights and Peace Education in the Lebanese Civics Textbooks. Research in Comparative and International Education, v10 n1 p135-150 Mar. In 1997 the Lebanese government published its newly developed curriculum and textbooks following a long and fierce civil war, which started in 1975. The new curriculum emphasized nation building, reconciliation and citizenship. This study aims to examine how the civics textbooks in Lebanon addressed human rights and peace education, both of which are crucial in any attempt to build cohesion in a post-conflict society. Findings revealed that human rights and peace education were endorsed in the aims and objectives of the 1997 curriculum. The textbooks directly addressed some of these themes, particularly human rights and to a lesser degree peace education. The pedagogy followed in the textbooks to teach the two concepts was primarily descriptive. Despite the fact that the constructivist approach has been adopted as part of the curriculum objectives, implementation of this approach is almost absent from the civics textbooks. The study compares these results to citizenship education in… [Direct]

Silberberg, Roi (2019). The Philosophical Challenges of Critical Peace Education in the Palestinian-Israeli Context. Ethics and Education, v14 n2 p198-212. This article presents and analyzes two examples of peace education practices in the Israeli-Palestinian context. "Zochrot" is an organization dedicated to raising public awareness of the Palestinian Nakba, especially among Jews in Israel. "The School for Peace" is a Jewish-Arab organization that conducts encounter activities with the goal of encouraging participants to become active in relation to the Palestinian-Israeli conflict. Both practices are grounded in critical pedagogy and postcolonial literature, and their aim is to change existing power structures. Current political realities, however, which include oppression, occupation, and injustice, exacerbate the challenge of this goal. We identify three challenges that demand attention if these practices are to realize their transformative potential: essentialism, responsibility of the victim, and singular utopia. Finally, we highlight the importance of hybrid identity as an educational approach that is a… [Direct]

Igbineweka, P. O.; Odigwe, F. N.; Uko, E. S. (2015). Promoting Peace Education for Behaviourial Changes in Public Secondary Schools in Calabar Municipality Council Area, Cross River State, Nigeria. Journal of Education and Practice, v6 n23 p144-149. This study aimed at investigating the promotion of peace education for behavioural changes in public secondary schools in Calabar Municipal Council Area of Cross River State. A descriptive survey design was adopted for the study. A set of questionnaire items were validated and used for the collection of data involving 310 respondents, selected from a total population of 773 teachers and 10 principals representing 39.5% of the total population of 783. The questionnaire was titled: Promoting Peace Education For Behavioural Changes In Secondary Schools Questionnaire (PPEFBCISSQ). The reliability of the instrument was determined by using the split-half method which involved 31 teachers outside the study sample. Pearson product moment correlation coefficient was used to analyze the data. The reliability estimate was between r = 0.60 and r = 0.70. The result of the analysis showed a positive significant relationship between promotion of peace education and behavioural changes in curbing… [PDF]

Golden, Michael (2016). Musicking as Education for Social and Ecological Peace: A New Synthesis. Journal of Peace Education, v13 n3 p266-282. The aim of this article is twofold: first, to confirm the multi-level linkage between the ecological and social realms in terms of violence, peace, and education, and second, to explore what light ecological thinking can shed on musicking as a potentially effective tool in peace education. The effects of violence in the ecological and social realms are clearly linked, but so are the causes (patterns of thought and behaviors) that lead to violence in each realm; these common causes (which Galtung refers to as "fault-lines") are what need to be addressed, holistically, in peace education. The second aim requires two steps. First, based on meta-analysis of work by ethnomusicologists in diverse cultures, I propose a way of conceiving of human musicking as essentially an ecological behavior, one that has emerged to support the essential process of connecting us to our environment, connecting our inner and outer worlds. Beginning from this conception, I apply recent work in… [Direct]

Asensio-Brouard, Mikel; Corredor, Javier; Wills-Obregon, Maria Emma (2018). Historical Memory Education for Peace and Justice: Definition of a Field. Journal of Peace Education, v15 n2 p169-190. This article proposes a new of field of research in social sciences education: Historical Memory Education (HME). Despite the large amount of educational experiences following the end of violent conflicts and totalitarian regimes during the twentieth century, historical memory has not been recognized as a field in educational research. From a review of research and experiences worldwide, the authors identify a new field in education research that cannot be reduced to peace education, bullying prevention, or history education, but that takes elements from all these fields, as well as from local pedagogical experiences, to face the challenge of healing the wounds of longstanding violent conflicts. This article organizes prior research in a comprehensive framework that describes the levels, pedagogical principles, and spaces of HME…. [Direct]

Celis, Jorge; Pineda, Pedro; Rangel, Lina (2019). The Worldwide Spread of Peace Education: Discursive Patterns in Publications and International Organisations. Globalisation, Societies and Education, v17 n5 p638-657. To investigate the spread of peace education (PE), we examined 685 documents in SCOPUS between 1970 and 2018 in 70 countries and triangulated the information with 11369 news articles and 22 international organisations founding dates. PE emerged in scientific databases in the 1970s, lost momentum in 1990 and then globalised after 2003. PE's institutionalisation was furthered by: (a) the increasing search for discourses that highlighted individual agency of self-declared 'peace educators'; (b) educational expansion that generated a greater demand for so-called best practices; and (c) the active role of professionals working on organisations such as UNESCO, UNICEF and the identified international organisations. We recognised five loosely coupled narratives: PE's (a) philosophical foundations and relationship to critical pedagogy; (b) application to improve international relationships; c) solution to internal conflicts; (d) measurements of interventions; (e) linkages to religion. We… [Direct]

Buckner, Elizabeth; Lerch, Julia C. (2018). From Education for Peace to Education in Conflict: Changes in UNESCO Discourse, 1945-2015. Globalisation, Societies and Education, v16 n1 p27-48. Since the turn of the twenty-first century, the global education community has focused significant attention on the promotion of education in fragile and conflict-affected contexts, embodied in the growth of a new sub-field called Education in Emergencies. This article points out the surprising distinction of this new sub-field from the more established and closely related field of peace education. It examines United Nations Educational, Scientific and Cultural Organization (UNESCO) documents for insight into the changing global ideas that have facilitated the shift in focus from peace to conflict. Empirically, we draw on a quantitative content analysis of more than 450 UNESCO documents published between 1945 and 2015. We find that education for peace remains a constant, if evolving, concern in these texts, but that a powerful emphasis on individual rights has shifted the discursive focus away from inter-state relations and towards the educational needs of young people. In the… [Direct]

Ide, Kanako (2014). Peace Education, Domestic Tranquility, and Democracy: The Fukushima Daiichi Nuclear Disaster as Domestic Violence. Ethics and Education, v9 n1 p102-112. This article is an attempt to develop a theory of peace education through an examination of the Fukushima Daiichi nuclear disaster. It examines why Japan did not avoid this terrible nuclear disaster. This is an educational issue, because one of the major impacts of Fukushima's catastrophe is that it indicates the failure of peace education. In order to reestablish a theory of peace education, the concept of domestic tranquility is discussed. This article questions whether the Japanese public order is consistent with democratic principles. Jane Roland Martin's examination of the concept of domestic tranquility is shown relevant. Martin's language analysis helps to distinguish whether or not Japanese domestic tranquility under nuclear crisis is democratic. I propose that post-Fukushima disaster peace education should be reformed as consistent with two democratic principles: acceptance of the diversity of peace and continuous negotiation among these different narratives…. [Direct]

Levy, Gal (2014). Is There a Place for Peace Education? Political Education and Citizenship Activism in Israeli Schools. Journal of Peace Education, v11 n1 p101-119. What is wrong with "peace education" in Israel? In this article, I attempt to decipher the cultural codes of Israeli schools in their relation to issues of peace, conflict and citizenship. It combines findings from two studies in order to understand how "school culture" animates "peace education." My main contention is not that "peace" is or is not being taught in the Israeli schools. Rather, I ask how "conflict" is being taught, and what underlines the schools' conception of conflict. Arguably, what Israeli schools are trying to avoid is not "peace education" "per se," but the very idea of "political education." An adequate approach to peace education, I propose in a more general vein, ought to focus on conflict not as an aberration, but as a part of our cultural mindsets and conceptions of the world. An example from the campaign for the rights of labour migrants' children is used to demonstrate a… [Direct]

Adiputra, Sofwan; Astuti, Budi; Ayriza, Yulia; Rohmadheny, Prima Suci; Saputra, Wahyu Nanda Eka; Supriyanto, Agus (2021). The Effect of Negative Peace in Mind to Aggressive Behavior of Students in Indonesia. European Journal of Educational Research, v10 n1 p485-496. This ex-post facto research aims to identify the negative influence of peace of mind on students' aggressive behavior. Aggressive behavior of students has become a problem that has not been alleviated to the maximum and is increasingly complex. One model of education that seeks to build students' peace of mind is the peace education model. The use of this educational model can suppress the urge of students to show aggressive behavior. The research data was collected using the peace of mind scale (PoMS) and aggressive behavior scale (ABS). The research sample was taken using cluster random technique with a total of 1263 students coming from western part of Indonesia (East Java, the Special Region of Yogyakarta, and Lampung), the central part of Indonesia (West Nusa Tenggara and Central Sulawesi), and the eastern part of Indonesia (North Maluku). Data in this study were analyzed using simple linear regression. The results of the analysis of the study concluded that negative peace of… [PDF]

Abanikannda, M. O.; Fakokunde, J. B.; Okanlawon, A. E.; Oyelade, A. A.; Yusuf, F. A. (2017). Attitudes towards Instructional Games on Peace Education among Second Year Students in Junior Secondary Schools in South-West Nigeria. International Journal of Education and Development using Information and Communication Technology, v13 n3 p98-108. The popularity of games and their availability through both ICT and non ICT tools require the investigation of students' attitude towards the use in instructional delivery. The study therefore examined students' attitudes towards instructional games on peace education. A total of 360 students randomly selected from the six states forming the South-West geopolitical zone in Nigeria participated in each of the games after which their attitude was examined. Two instruments namely, Attitude towards Board Game Questionnaire and Attitude towards Computer Game Questionnaire with reliability coefficient of 0.73 and 0.75 respectively were used to collect data. Data were analyzed using mean, Pearson product moment correlation and t-test. The results revealed: (1) students' positive attitude towards the instructional games; (2) significant relationship between students' attitudes towards the instructional games and their achievement in peace education; and (3) significant difference in… [PDF]

Call-Cummings, Meagan; Hook, Margaret Remstad (2015). Endorsing Empowerment? A Critical Comparative Study of Peace Education in Jamaica and Peru. Journal of Peace Education, v12 n1 p92-108. Is empowering peace education primarily about providing individuals with skills to respond to violence they experience and capabilities to enhance their own lives? Or is inspiring social transformation to alter forms of injustice that contribute to violence an equally valid and important dimension of an empowering peace education program? This article draws upon the authors' experiences researching peace education programs implemented by local nongovernmental organizations (NGOs) in two different contexts: Jamaica and Peru. The basis for comparison is grounded in the discourse key actors in these NGOs utilized in reference to their respective educational initiatives, explicitly emphasizing empowerment for marginalized groups. Using critical qualitative techniques and troubling the idea of "empowerment," the authors analyze the discourse of empowerment to look beyond explicit truth claims and unveil tacit assumptions regarding the purpose and desired outcomes for the… [Direct]

Cardozo, Mieke Lopes; Duncan, Ross (2017). Reclaiming Reconciliation through Community Education for the Muslims and Tamils of Post-War Jaffna, Sri Lanka. Research in Comparative and International Education, v12 n1 p76-94 Mar. This paper explores the possibilities and challenges for ethno-religious reconciliation through secondary school education in post-war Sri Lanka, with a specific focus on the Muslim and Tamil communities in the Northern city of Jaffna. In doing so, we position our paper within the growing field of "education, conflict and emergencies" of which there has been a growing body of literature discussing this contentious relationship. The paper draws from an interdisciplinary and critical theoretical framework that aims to analyse the role of education for peacebuilding, through a multi-scalar application of four interconnected dimensions of social justice: redistribution, recognition, representation and reconciliation (or 4 R's, Novelli, Lopes Cardozo and Smith, 2015). We apply this framework to interpret primary data collected through an ethnographic study of two under-studied communities that have been disproportionately affected by the 1983 to 2009 civil war and displacement:… [Direct]

Ide, Kanako (2017). Rethinking the Concept of Sustainability: Hiroshima as a Subject of Peace Education. Educational Philosophy and Theory, v49 n5 p521-530. The article discusses a sustainable educational approach for developing a moral value of peace by using a historical event, the bombing of Hiroshima. To make the case, the article uses the care theory of Nel Noddings to discuss the interpersonal aspects of peace education. The article asks how care theory handles tragedies like Hiroshima and it can contribute to a moral value of peace. The idea of caring is also examined, through Hiroshima, from a different angle, of the relationship between nature and human beings. The political position of this article is to expand the idea of sustainability by creating values for peace using material related to the bombing…. [Direct]

Vered, Soli (2015). Peace Education in Israel: An Educational Goal in the Test of Reality. Journal of Peace Education, v12 n2 p138-153. Peace education is considered a necessary element in establishing the social conditions required for promoting peace-making between rival parties. As such, it constitutes one of Israel's state education goals, and would therefore be expected to have a significant place in Israel's educational policy in general and in response to peace moves that have occurred during the Arab–Israeli conflict since the 1970s in particular. This article reviews the educational policy actually applied by Israel's state education over the years as reflected in formal educational programs and school textbooks, and suggests that although some significant changes have taken place over time, there has been and still is a significant gap between the stated goal and the practice of peace education in Israel. Reasons for this disparity and its implications are discussed and possible directions are proposed for coping with this educational challenge…. [Direct]

Hubina, Oksana (2019). Professional and Pedagogical Aspect of Developing Open Education in the Field of Future Specialists' Training at British Universites. Comparative Professional Pedagogy, v9 n1 p53-58 Mar. The article presents the results of the study on the professional and pedagogical aspect of developing open education in higher education institutions in the UK. It is established that as a result of society informatization, the new requirements for training of future specialists arise. Solving requirements means to create an improved open (computer-based) environment with advanced computer facilities of educational institutions, laboratories, libraries; updating methodological support, pedagogical technologies and the content of distance and e-learning based on the use of ICT; introducing new forms and methods of organizing the education process; introducing open educational systems; using the method of forming information and communication competences in scientific and pedagogical workers, methods for evaluating the quality of open electronic systems and free access to open educational resources; as well as to study the condition, trends and monitoring of open education… [Direct]

Cremin, Hillary; Echavarr√≠a, Josefina (2019). Education for Territorial Peace in Colombia: What Role for Transrational Peace?. Journal of Peace Education, v16 n3 p316-338. In this article, we present the idea of a territorial peace and explore it in the context of Colombia. We locate our investigation in peace education, particularly in Colombia's Catedra de Paz, and explore the adaptations and application of the iPEACES programme (originally the iPEACE programme, developed by one of the authors with Bevington in 2017) as a possible way of contributing to sustaining the plurality of many peaces in this and other contexts. We outline the Innsbruck school's many peaces approach and Elicitive Conflict Mapping (ECM) framework in order to show how they contributed to developing the iPEACES programme — which is responsive to territorial peace in the Colombian context. We end by presenting limited findings from four surveys with teachers in Colombia who attended a taster day for the iPEACES programme in 2018. We discuss their contributions and perspectives, and the ways in which we feel the iPEACES programme might be taken up more widely in schools in… [Direct]

Kane, Michele; Sisk, Dorothy A. (2019). Exploring Mindfulness to Create Conditions to Help Gifted Students Bloom and Flourish. International Journal for Talent Development and Creativity, v7 n1-2 p141-154 Aug-Dec. This article explores the art and science of Mindfulness from the perspective of a Buddhist Monk, Thich Nhat Hanh, author of five books in the Mindfulness Essentials series, and an American medical doctor, Jon Kabat Zinn founder of the Mindfulness-Based Stress Reduction clinic (MBSR) at the University of Massachusetts. In addition, we will explore mindfulness and its connection to compassion; the importance of being, belonging and becoming focusing on the present moment; exploring self-affirmations and sense of identity; helping students find purpose, make connections and model caring; self- regulation; developing caring school cultures; strategies for implementing mindfulness in the classroom; peace building and peace education. Mindfulness practices have the capacity for transformation in students, their teachers, and parents…. [PDF]