Naoufal, Nayla (2014). Peace and Environmental Education for Climate Change: Challenges and Practices in Lebanon. Journal of Peace Education, v11 n3 p279-296. As noted in the literature reporting on the impact of climate change, it does not only bring about environmental degradation, i.e. ecological violence, but it may also provoke increased intercommunity and interstate violence. This article examines the implications of this relationship between climate change and increased violence for environmental education and peace education. First, it presents existing and potential consequences of climate change on local and regional stability, underlining the need to incorporate climate change into environmental and peace education. Second, it examines how and why the incorporation of climate change into education has been met with difficulty. Third, this article illustrates how climate change can be included into environmental education reporting on research of the educational practices of IndyACT, a Lebanese non-governmental organization which works on climate change issues at national, regional, and global levels. The article explores the… [Direct]

Jacobs, Adam (2019). Process over Product: How Creative Youth Development Can Lead to Peace. Afterschool Matters, n29 p1-8 Spr. Kids Creative is a New York City nonprofit that runs afterschool and summer programs with over 1,000 youth each year. The programs they run use this creativity-oriented process to produce original musicals, works of art, videos, dances, and more. When Kids Creative received grant funding, they were able to include more youth and add homework help, science, technology, engineering, mathematics (STEM) activities, and sports to their arts offerings. Throughout this expansion, they have maintained their process-oriented educational structures. Whether they are creating a musical play or a Lego robot, playing chess or learning a martial art, all participants have a voice as contributors and collaborators. At Kids Creative, the arts, science, and sports are vehicles for individual and community growth. Kids Creative see themselves as a creative youth development (CYD) program engaged in peace education. Their vision is that "a better, more peaceful future is achievable by teaching… [PDF]

Ragland, David (2015). Betty Reardon's Philosophy of Peace Education and the Centrality of Justice. Journal of Peace Education, v12 n1 p37-55. There is no clear description of an approach to justice that is related to peace education. Betty Reardon's writing holistically connects peace and justice. While there are various traditions of justice, such as utilitarianism and contractarianism (social contract), the breadth of Reardon's writing suggests that justice, in terms of its relationship with peace, is most consistent with the capabilities or human development approach to justice. Popularized by Nobel-prize winning economist Amartya Sen and University of Chicago philosopher Martha Nussbaum, capabilities are substantive opportunities and freedoms, consistent with human dignity, that enable persons to choose their own life path. Articulating Reardon's conception of justice might provide peace educators, researchers, and activists with more clarity about the nature of justice in relation to peace, places to begin inquiry, and critical and conceptual understanding about the meaning of "NO JUSTICE, NO… [Direct]

Antoniou, Chrystalla; Ioannou, Andri (2016). Tabletops for Peace: Technology Enhanced Peacemaking in School Contexts. Educational Technology & Society, v19 n2 p164-176. This article describes an empirical investigation of technology-enhanced peacemaking in a conflict-stressed school environment. The peacemaking intervention required students in conflict-laden groups to collaborate on various game-like learning activities on a multitouch interactive tabletop, over the span of three weeks. Student interviews and video observations provided evidence that tabletops can become a means for communication and collaboration giving the chance for students in conflict to share a common space, shifting attitudes and improving their relationships. The study elaborates on the affordances of tabletops as they become apparent in the context of peacemaking, unpacking the still widely unexplored potential of multitouch interactive technology in peace education…. [PDF]

Finley, Laura (2011). Building a Peaceful Society: Creative Integration of Peace Education. Peace Education. IAP – Information Age Publishing, Inc. To truly move toward a more peaceful society, it is imperative that peace education better address structural and institutional violence. This requires that it be integrated into institutions outside of schools and universities. Doing so will be challenging, as many of these institutions are structured on domination and control, not on partnership and shared power. In particular, U.S. criminal justice, social services and prevention programs, and sport have tended to be dominator-modeled. This book offers analysis and suggestions for overcoming these challenges and for integrating peace education into important social institutions. Creativity will be one of the most useful assets in moving peace education from schools to other institutions. This book argues that with creative visioning, collaboration, and implementation, peace education can be integrated into the most challenging situations and provide hope for holistic changes in our society…. [Direct]

Sagkal, Ali Serdar; Totan, Tarik; Turnuklu, Abbas (2012). Empathy for Interpersonal Peace: Effects of Peace Education on Empathy Skills. Educational Sciences: Theory and Practice, v12 n2 p1454-1460 Spr. The purpose of this research was to examine the effects of Peace Education Program on the sixth grade elementary students' empathy levels. The research was carried out using pretest-posttest control group quasi-experimental design. While Peace Education Program was applied on experiment group; control group has not been provided any treatment. The study group included 281 students; 158 (56.23%; girls n= 84, 53.17%; boys n= 74, 46.83%) in the experiment and 123 (43.77%; girls n= 57, 46.35%; boys n= 66, 53.65%) in the control group. In the research, Index of Empathy for Children and Personal Information Form were used as measuring instruments. Research was conducted on sixth grade classes of two different elementary schools which are located in Menemen town of Izmir in 2010-2011 academic year. Research results indicated that Peace Education Program implemented on experiment group was effective in increasing students' empathy levels. Compared to experiment and control groups in terms of… [PDF]

Sandoval, Elaine (2016). Music in Peacebuilding: A Critical Literature Review. Journal of Peace Education, v13 n3 p200-217. The critical literature review summarizes and appraises studies that have been pursued by music scholars examining the contributions of music to peacebuilding as well as the role of music in violence. These two bodies of literature are rarely brought into dialogue, but I juxtapose them in order to confront the idea of music's exceptionalism as inherently good or neutral. I further highlight the specific issues and questions that arise from considering the findings on music's role in peace and violence together. The goal of this piece is to help situate the other "Journal of Peace Education" special issue articles within the existing efforts in music and peacebuilding, to indicate fruitful areas for future research, and to raise ideas and concerns for praxial interventions that might be developed to use music in peacebuilding…. [Direct]

Maebuta, Jack (2011). Technical and Vocational Education and Training in Peace Education: Solomon Islands. Journal of Peace Education, v8 n2 p157-176. Technical and vocational education and training programs as a form of peace education are examined in this paper. It explores the notion of educating for a culture of peace through refocusing technical and vocational education and training programs on sustainable community development in the Solomon Islands. It further highlights the policy and practice mechanisms that contribute to advancing technical and vocational education and training as a peace education initiative. As a model of the applicability of the program as a form of peace education, the discussion describes a technical and vocational education and training centre in the Solomon Islands that has engaged in post-conflict livelihood projects–bringing about healing and restoration and creating the culture of peace. This is a practical and comprehensive model to peace education that extends beyond the centre and embraces the culture of peace in the community as a whole. The implications point to technical and vocational… [Direct]

Burns, Stephanie; Lyons, Evanthia; Niens, Ulrike (2017). "The World Would Just Fall Apart if There's No Respect at All": Children's Understandings of Respect for Diversity in a Post-Conflict Society. Journal of Peace Education, v14 n1 p15-31. The term "respect for diversity" has gained prominence in many policy and curricular developments aimed at promoting reconciliation and pluralism. To explore the understandings of "respect for diversity" held by children in a society that has both emerged from conflict and is increasingly multicultural, 15 group interviews were conducted with 7-11-year-old children in Northern Ireland. The behavioural aspects of respect for diversity articulated by the children were identified as: attention; offering time; equality of treatment; and acts of solidarity. Affective motivations for these actions were empathy and the pursuit of friendship; cognitive motivations were: a moral norm of inclusion; curiosity; internalised human rights principles; and egalitarianism (a belief that all persons are equal in fundamental worth or value). Findings are discussed in relation to theories of children's prejudice development and moral development, and implications for the teaching and… [Direct]

Zembylas, Michalinos (2012). The Affective (Re)Production of Refugee Representations through Educational Policies and Practices: Reconceptualising the Role of Emotion for Peace Education in a Divided Country. International Review of Education, v58 n4 p465-480 Aug. Drawing into a discussion of the politicisation of emotion, this paper develops a framework to analyse some of the processes and strategies by which educational policies and pedagogical practices "emotionalise" the representation of refugees in conflict-ridden societies such as Cyprus and explores the implications for peace education. In particular, this paper aims to refine our understanding of how emotions affect the ways in which educational policies and practices reproduce self-other dichotomies through certain representations of the refugee experience. It is argued that these dichotomies are relevant to the emotional reactions against peace education initiatives. Second, this paper examines alternative possibilities of promoting peaceful coexistence, while taking into consideration the affective (re)production of refugee representations yet without undermining the refugee experience. Better understanding of how emotion is involved will help educational policymakers and… [Direct]

Rosen, Yigal; Salomon, Gavriel (2011). Durability of Peace Education Effects in the Shadow of Conflict. Social Psychology of Education: An International Journal, v14 n1 p135-147 Mar. Value-oriented instructional programs, such as anti-racism, may often face societal barriers. A case in point are peace education programs in conflictual contexts. Close analysis of peace education programs in regions of conflict and tension suggest that they face formidable barriers that would appear to prevent the attainment of their goals of mutual legitimization, changed attitudes and empathy. However, positive research findings suggest otherwise. A possible solution of this contradiction is the distinction between strongly held and not easily changeable attitudes and beliefs, called "convictions" (Abelson, "American Psychologist" 43: 267-275 1988) and more regular attitudes. Possibly, the barriers facing peace education may pertain to convictions while the positive impact of peace education may pertain to less strongly held attitudes and beliefs. The present study examined the possible differential changes in more or less central beliefs when Israeli Jewish… [Direct]

Carter, Candice C., Ed. (2012). Conflict Resolution and Peace Education: Transformations across Disciplines. Palgrave Macmillan Peace education includes lessons about conflict sources, transformation and resolution. While featuring field-based examples in multiple disciplines, including political science, anthropology, communication, psychology, sociology, counseling, law and teacher training, this book presents real cases of conflict work. Explained are concepts underlying conflict transformation and strategies that have been adapted for use in professional practice. The contributors describe formal peace education with university students in different fields of study and informal learning of adults in community settings. Comprehensively, this book supports professionals who specialize in conflict work as well as instructors and learners in several disciplines which all respond to conflict. This book contains the following: (1) Introduction (Candice C. Carter); (2) Multiculturalism and Conflict Transformation: Counselor and Client Working Together (Richmond Wynn, Sharon Wilburn, and Cirecie West-Olantunji);… [Direct]

Christie, Daniel J.; Sajjad, Fatima; Taylor, Laura K. (2017). De-Radicalizing Pakistani Society: The Receptivity of Youth to a Liberal Religious Worldview. Journal of Peace Education, v14 n2 p195-214. The reported rise in radicalism among youth in Pakistan since 9/11/2001 has been attributed to religious education in "madrasas" and schools. However, education in Pakistan is only part of the historical and contemporary forces that contribute to the prevailing exclusivist religio-political discourse. Although most policy papers have recommended a secularization of public education, such efforts by the Pakistani Government have been counterproductive. These efforts by the Pakistani Government to reshape education, with massive funding from international donors, have faced strong opposition and there are signs of psychological reactance as evidenced by even greater levels of religious radicalism among Pakistani youth. The current study suggests a viable alternative for reshaping education in Pakistan. A nationwide survey of educated urban youth (N = 386) conducted by the first author, revealed that when considering radical religious, Western secular and liberal religious… [Direct]

Snauwaert, Dale (2011). Social Justice and the Philosophical Foundations of Critical Peace Education: Exploring Nussbaum, Sen, and Freire. Journal of Peace Education, v8 n3 p315-331. The purpose of this paper is to philosophically explore a \realization-focused\ capabilities theory of social justice, as articulated by AmartyaSen and Martha Nussbaum, as foundational to a theory of critical peace education. Paulo Freire's philosophy of critical pedagogy has had and continues to have a profound influence on the theory and practice of peace education. It is argued that the basic premises of Freire's philosophy point to a realization-focused theory of justice and can serve as a robust organizing foundation for critical peace education theory and practice. This conclusion constitutes a hypothesis that calls for further research…. [Direct]

Gross, Zehavit (2017). Studying How to Build Peace and Deal with Stereotypes and Discrimination in a Period of Terror and Despair: A Case Study from Israel. Research in Comparative and International Education, v12 n1 p64-75 Mar. This paper aims to explore how Palestinian Arab and Jewish university students in Israel, attending a course on conflict resolution, deal with their stereotypical views of the Other and their prejudices, as well as their complex emotions of fear, hate, anxiety, and love during a period of tension and violence. On the one hand, they have a natural desire for professional partnership and friendship with their fellow students. On the other hand, they are attending this class in a Jewish university, in the heart of the Middle East, where acts of terrorism occur almost daily. This violence changes the power structure and the dynamics of their mutual relationships. Through an analysis of a specific case study the paper aims to shed light on how bridging theory and practice can generate a better understanding of complex situations, enabling reflection and developing signposts to improve coping mechanisms within peace education frameworks in times of terror…. [Direct]

Lyons, Suzanne (2022). Cooperative Games in Education: Building Community without Competition, Pre-K-12. Teachers College Press "Cooperative Games in Education" is the first comprehensive guide to the world of cooperative play and games for pre-K-12 learning. It includes a thorough pedagogical rationale and guidelines for practice, a survey of related research and scholarship, engaging anecdotes, illustrations, historical background, and an array of sample games to try. In cooperative games, players win or lose together, sharing the experience of fun and challenge. No one can be eliminated in a cooperative game. What is eliminated is us-versus-them perception and zero-sum thinking. When students come to see each other as allies, rather than rivals, there are profound interpersonal effects that enhance community, inclusion, and a positive classroom climate where all can learn and thrive. This accessible, lively resource explains the value of cooperative games with guidance to help teachers use them for maximum social-emotional and academic benefit. "Cooperative Games in Education" will also… [Direct]

Magendzo, Abraham K.; Pavez, Jorge B. (2017). A Perspective of Controversy in Human Rights Education: A Curricular Proposition. Prospects: Quarterly Review of Comparative Education, v47 n1-2 p17-29 Jun. This article proposes introducing a strategy of controversy into human rights curriculum. First, it refers to the development of human rights education in Latin America and illustrates how controversy can be incorporated in the different disciplines of the curriculum. Second, the article shows how human rights from a controversial perspective can be included in different curricular educational programs, such as civic education, ethical education, education for peace, health education, environmental education, sex education, gender education, and multicultural education. It further argues that it is possible and desirable to incorporate controversial issues around several fundamental human rights, such as freedom, equality, justice, rights of solidarity, as well as economic, social, and cultural rights…. [Direct]

Zembylas, Michalinos (2011). Peace and Human Rights Education: Dilemmas of Compatibility and Prospects for Moving Forward. Prospects: Quarterly Review of Comparative Education, v41 n4 p567-579 Dec. This article addresses the dilemmas emerging from efforts to integrate human rights values within a peace education programme being carried out in a conflict situation. Although the article is largely theoretical, it is grounded in the author's reflections on a series of teacher workshops and his overall experiences conducting ethnographic research on issues of human rights and peace education in conflict and post-conflict situations, especially in his home country, Cyprus. The article outlines several interpretations and critiques of the human rights framework, offers an overview of human rights education and peace education, and then discusses two dilemmas that emerge from efforts to integrate human rights values within peace education programmes. Finally, it argues that an approach to human rights that is based on values and oriented towards praxis, with an emphasis on cross-cutting principles such as non-discrimination and equality, could perhaps be more compatible with peace… [Direct]

Delvou, Marjolein (2011). Activity Report: "Escola de Cultura de Pau", the Laureate of the First Evens Prize for Peace Education. Journal of Peace Education, v8 n3 p353-355. On March 18th 2011 an independent jury of experts convened in Antwerp, Belgium, to select the laureate of the first Evens Prize for Peace Education from a shortlist of eleven organizations from all over Europe. After a long day of intense discussions, the jury agreed unanimously to award the prize to the "Escola de Cultura de Pau" (Barcelona, Spain) for its teacher trainings in conflict management organized in the framework of its peace education program. The award ceremony was held place in Barcelona on 20 September 2011. The "Escola de Cultura de Pau" was established in 1999 with the aim of organizing academic activities, research and interventions related to a culture of peace, analysis, prevention and transformation of conflicts, peace education, disarmament and the promotion of human rights. Born as a UNESCO Chair on Peace and Human Rights, it has developed into a Peace Research Centre attached to the Autonomous University of Barcelona. Its objectives are:… [Direct]

Brock-Utne, Birgit (2012). The Centrality of Women's Work for Peace in the Thinking, Actions, and Writings of Elise Boulding. Journal of Peace Education, v9 n2 p127-137. This article starts with a personal introduction from a peace researcher who has not only been inspired by the works of Elise Boulding but who over the years had developed a personal relationship to her. It describes how Elise Boulding made it her concern to raise up the voices of the powerless and also to show the importance of the accomplishments, writings, and thinking of women. In her work, Elise Boulding showed that women peace researchers often had other priorities in peace research than male peace researchers. The women wanted more research on nonviolence, on peaceful ways of settling conflicts, and found that there was too much mindless weapon counting in peace research. The author goes on to describe the ideas and work of Elise Boulding in the field of peace education. She seemed skeptical of western schooling and its possibility of promoting peace education. Elise Boulding was concerned with the peace education going on among groups seen as powerless by the patriarchal… [Direct]

Kelly, Rhys; Kelly, Ute (2013). An Education in Homecoming: Peace Education as the Pursuit of "Appropriate Knowledge". Journal of Peace Education, v10 n3 p283-302. In this paper, we argue that two key trends–an unfolding ecological crisis and a reduction in the amount of (cheap) energy available to society–bring into question both the relevance and the resilience of existing educational systems, requiring us to rethink both the content and the form of education in general, and peace education in particular. Against this background, we consider the role education might play in enabling citizens and societies to adapt peacefully to conditions of energy descent and a less benign ecological system, taking seriously the possibility that there will be fewer resources available for education. Drawing on Wes Jackson's and Wendell Berry's concept of an education in "homecoming", and on E.F. Schumacher's concept of "appropriate technology", we suggest a possible vision of peace education. We propose that such education might be focused around "appropriate knowledge", commitment to place, and an understanding of the needs… [Direct]

Williams, Hakim Mohandas Amani (2017). Teachers' Nascent Praxes of Care: Potentially Decolonizing Approaches to School Violence in Trinidad. Journal of Peace Education, v14 n1 p69-91. Zero tolerance, punitive, and more negative peace-oriented approaches dominate school violence interventions, despite research indicating that comprehensive approaches are more sustainable. In this article, I use data from a longitudinal case study at a Trinidadian secondary school to focus on the role of teachers and their impact on school violence; I show that institutional constraints are not fully deterministic, as teachers sometimes deploy their agency to efficacious ends. In combining Noddings' postulations on care and Freire's notions of praxis as a symbiosis of reflection and action, I explicate the nascent praxes of care of six teachers at this school, as they strive for more positive peace-oriented approaches to school violence. I characterize these praxes as nascent because they are not fully interrogative of the structural violence of the entire system. However, I do argue that these nascent praxes possess decolonizing and transgressive potentiality in the face of a logic… [Direct]

Cengelci Kose, Tuba; Gurdogan Bayir, Omur (2016). Perception of Peace in Students' Drawings. Eurasian Journal of Educational Research, n65 p181-198. Problem Statement: Societies are facing several kinds of problems in the world today as chaos among the countries, conflicts between different groups, wars and diseases. It can be claimed that solving these problems is impossible unless societies care about humanistic cooperation, tolerance and peace. Individuals required developing fundamental values as peace, love, respect, tolerance, etc. to be an active and responsible citizen of a democratic society. Peace education can be a part of school program to develop positive peace understanding in students. Students' perception regarding the world can be seen in their drawings. Therefore, it is important to reveal students' perception about peace through their drawings. Purpose of the Study: This study aims to investigate fifth grade students' perception of peace through their drawings. In direction of this main purpose, the answers of the questions have been looked for "How do the students reflect their perception of peace in… [PDF]

Ross, Karen (2015). Quality as Critique: Promoting Critical Reflection among Youth in Structured Encounter Programs. Journal of Peace Education, v12 n2 p117-137. In this manuscript, I interrogate the concept of "quality" encounter programs for youth in conflict zones. I focus on two Israeli organizations implementing encounters for Jewish and Palestinian citizens, and draw upon narratives of former participants as articulated during life history narratives to illustrate divergent emphases in each organization's goals and implementation strategies. Through my comparison of the organizations and their work, I highlight the importance in encounter programs of providing opportunities not only for legitimizing the collective narrative of the "other" side, but also for critical reflection upon in-group narratives and policies, and suggest that "quality" peace education programs are those that provide these opportunities…. [Direct]

Amir H. Rahimi; Hamid Allami (2024). Realization of Language Teacher's Ideal Identity as Peacebuilder. Language Teaching Research Quarterly, v41 p37-51. Language teaching has the potential not only to teach language skills but also to create a peaceful learning environment where students feel relaxed, safe and valued. To achieve this goal, teachers need to develop an ideal identity that reflects their commitment to promoting peace in their classrooms. In the interest of developing peacebuilder language teachers, this study investigated the ideal identity of English language teachers as peacebuilders, the strategies they employ to achieve their peacebuilder identities, and the manifestation of peace language: hope, help, and harmony (Oxford & Curtis, 2020). The narratives of three Iranian language teachers were thematically analyzed to understand their hopeful, helpful, and harmonious experiences. Our findings indicate that teachers' ideal peacebuilder selves are becoming 'an encouraging teacher', 'a more hopeful and caring teacher', and 'a patient teacher'. To achieve their peacebuilder identity, they proposed strategies such as… [PDF]

Bhat, Mohammad Sayid (2016). Educational Philosophy of Swami Vivekananda. Online Submission, Journal of Research & Innovations in Education (JRIE) v2 n2-3 p131-141. Swami Vivekananda, the great Indian legend who is known as mystic, philosopher, educationist and Yogic saint. He is recognised for his contribution in spreading the philosophy of Vedanta and Yoga to the Western world. He has made India proud when he gave his speech in 'Parliament of Religion' in Chicago USA in 1893. He has a firm belief that the development of any nation is dependent upon the development of its people and the role of education should strictly follow the path of human development to its fullest extent. The advocated various aims of education which goes from individual to social to universal levels. The curriculum he advocated is also a reflection of his philosophy which has a direct link with the self development, capacity building and universal development. His methods of instruction are purely based on Western and Indian philosophies. He has also devoted a special space to Teacher and a separate space to the student as well. In his educational philosophy, he has… [PDF]

Austad, Carol Shaw; Cota, Kate; Morrison, Mary Lee (2011). Help Increase the Peace, A Youth-Focused Program in Peace Education. Journal of Peace Education, v8 n2 p177-191. This study investigated specific attitudes and beliefs, related to the concepts of peace education, of participants in an \Introductory, basic help increase the peace program\ (HIPP) workshop. Pre- and post-workshop ratings showed significant differences on two important attitudinal variables: first, the importance of being familiar with the concepts of communication, cooperation and trust, conflict resolution and understanding diversity, and, second, participants' beliefs about the importance of the philosophical themes of HIPP. The authors conclude that HIPP can be considered an important model program to be incorporated into peace education. (Contains 2 tables.)… [Direct]

Demir, Semra (2011). An Overview of Peace Education in Turkey: Definitions, Difficulties, and Suggestions–A Qualitative Analysis. Educational Sciences: Theory and Practice, v11 n4 p1739-1745 Aut. In modern world, advances and changes experienced in social, political, and economic domains cannot be effective in diminishing the unwanted behaviors displayed by individuals in a society. This underpins the need for creating a peace culture based on equality, justice, democracy, human rights, tolerance, and solidarity in a society. The purpose of this study is to examine the opinions of classroom teachers in Turkey about different aspects of peace as a concept and peace education in terms of problems, expectations, and suggestions. This research has been designed in accordance with qualitative research paradigm, and semi-structured interview technique has been employed as the data collection tool. 13 teachers have voluntarily participated in this study. Findings have revealed that participating teachers have similar definitions regarding not only global and national peace, but also individual peace. Predominantly test-oriented and exam-based education system have been found to be… [PDF]

Oueijan, Harvey N.; Tannous, Joseph M. (2011). A National Peace Education Program in Lebanon: Exploring the Possibilities from the Leaders' Perspectives. ProQuest LLC, Ed.D. Dissertation, Saint Louis University. This document reports the findings of a doctoral project regarding peace education in Lebanon. The emergence of Lebanon from a long civil war necessitates the existence of a peace program that will educate the new generations for a culture of peace. In this study, we tried to explore the potential of the development of a unified peace program among schools belonging to different political and religious affiliations. From a review of literature, the project team identified common perceptions of peace and peace education from different school principals. The project team was guided by the following questions: To what extent is peace education implemented in schools in Lebanon? What are the various challenges and opportunities of introducing peace education into our schools? What are the different perceptions of peace and peace education within the diverse population of the Lebanese people as represented by the school leaders, who belong to the public and private sectors from different… [Direct]

Chowdhury, Piku (2013). ELT for Peace Education: Negotiating Ethnic and Cultural Plurality. Advances in Language and Literary Studies, v4 n1 p149-153 Jan. Multiculturalism and multi-ethnicity have assumed the status of the most charged signs characterizing social contingencies and resultant violence in the increasingly glocalized world today. Minoritization continually interrupts and interrogates the homogeneous, horizontal claim of the projected democratic liberal society. Solidarity turns out to be situational and strategic while the concept of commonality is negotiated through contingencies of social interest and political claims. As Homi K. Bhabha points out in "Cultures in Between": "How did we allow ourselves to forget that the nationalist violence between Hindus and Muslims lie just under the skin of India's secular modernity? …We have entered an anxious age of identity" (p.59). Experimenting with UNESCO's vision of promoting a "culture of peace" through education, 70 trainee teachers from varied socio-cultural and religious backgrounds were exposed to ELT exercises that opened up new avenues of… [PDF]