Threlkeld, Megan (2017). Education for "Pax Americana:" The Limits of Internationalism in Progressive Era Peace Education. History of Education Quarterly, v57 n4 p515-541 Nov. Fannie Fern Andrews, a Boston educator and reformer, started the American School Peace League (ASPL) in 1908 in order to educate schoolchildren in the principles of what she called "world citizenship." Through its curriculum, "A Course in Citizenship," the ASPL taught students about cooperation, tolerance, and the peaceful settlement of disputes. At the same time, however, they were preparing white, native-born US children to lead the new world and to judge others' capacity for membership in it–their fitness for world citizenship–according to "civilized," white American standards. I argue that while Andrews and the ASPL professed a desire for internationalism, theirs was very much a US-dominated internationalism. "A Course in Citizenship" calibrated the standards of progress and civilization by which children were to measure not only themselves but others around the world. Education for peace was also education for the new American empire…. [Direct]

Canan Dilek Eren (2016). Preservice Teachers' Perceptions of the Relationship between Science and Peace. Journal of Baltic Science Education, v15 n4 p464-476. Raising young people aware Canan Dilek Eren of the need for science for peace is only possible with modern education that is based on science and enriches science with elements of peace. Accordingly, determination of perceptions of preservice teachers, who will bear the greatest responsibility in raising individuals, about the relationship between science and peace is of great importance. The aim of this research was to develop a valid and reliable scale to measure preservice teachers' perceptions of the relationship between science and peace. A total of 253 preservice teachers, including 88 from the department of science teaching, 87 from the department of mathematics teaching and 78 from the department of primary school teaching, who were in their 4th year in the education faculty of Kocaeli University, Turkey, during the spring term of the academic year 2014-15, were recruited for this study. As a result of the factor analysis, Cronbach's alpha (√°) reliability coefficient of the… [PDF]

Habib, Zehra (2013). Women's Perspectives of Peace: Unheard Voices from Pakistan. ProQuest LLC, Ph.D. Dissertation, George Mason University. Pakistan is currently impacted by rampant terrorism and is simultaneously grappling with intrastate ethnic and sectarian violence. The focus of this dissertation was on examining grassroots Pakistani women's perspectives on peace and women's contributions to peace in Pakistan. The study was centered on grassroots women because their voices remain unheard in the patriarchal Pakistani milieu. Additionally, for implementing wide-ranging peace policies, it is crucial to incorporate input from all segments of society. It was also posited in this study that peace education for Pakistani girls and women is relevant in a society where a majority of women are sidelined in peacebuilding processes and in decision making at all levels. The foundational framework for this research was based on the paradigm of critical feminism and directed by theoretical approaches to peace, peacebuilding, and peace education. Data were obtained via in-depth individual interviews conducted with grassroots… [Direct]

Yilmaz, Fatih (2018). Road to Peace Education: Peace and Violence from the Viewpoint of Children. International Education Studies, v11 n8 p141-152. It is important to adopt the concept of peace as a culture when human rights, democracy, coexistence and diversity are respected at the social level. Particularly at an early age, introducing this concept to individuals can prevent violent cultures from finding social or individual support. In this sense, individuals are expected to disseminate peace through education and to exclude violence. In this research, it was tried to show how primary school students perceive the concepts of peace and violence in their daily lives. It has been tried to determine how pupils describe these concepts in their pictorial image, literary and verbal expressions. The research was designed as qualitative research from qualitative research approaches. 68 primary school students participated in the research. Students have identified four main themes on the peace issue: "universal / inter-communal peace, inter-group / social peace, inter-personal peace and individual peace." Twenty-five… [PDF]

Carl, A. E. (2011). Education for Peace and a Pedagogy of Hope. South African Journal of Higher Education, v25 n1 p129-144. There are many approaches and arguments on how hope could be given to children in a society characterised by violence and conflict, hope that may contribute towards optimising their potential. This article focuses on the notion and meaning of Peace Education, what the possible link between Peace Education and a Pedagogy of Hope might be and lastly, on what the curriculum implications are for the school and the teacher. I argue that it is through relevant curriculum development that the aims of Peace Education and thus the promotion of hope, can be promoted and achieved. Schools and educators are key role-players in this process as the future of society depends on the children of today. These role-players therefore have to be enabled and empowered with appropriate skills and knowledge to achieve this vision of giving people hope. (Contains 1 table and 1 figure.)… [Direct]

Brantmeier, Edward J., Ed.; Lin, Jing, Ed.; Miller, John P., Ed. (2010). Spirituality, Religion, and Peace Education. IAP – Information Age Publishing, Inc. "Spirituality, Religion, and Peace Education" attempts to deeply explore the universal and particular dimensions of education for inner and communal peace. This co-edited book contains fifteen chapters on world spiritual traditions, religions, and their connections and relevance to peacebuilding and peacemaking. This book examines the teachings and practices of Confucius, of Judaism, Islamic Sufism, Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of Indigenous spirituality. Secondly, it explores teaching and learning processes rooted in self discovery, skill development, and contemplative practices for peace. Topics in various chapters include: the Buddhist practice of tonglen; an indigenous Hawaiian practice of Ho'oponopono for forgiveness and conflict resolution; pilgrimage and labyrinth walking for right action; Twelve Step Programs for peace; teaching from a religious/spiritual perspective; narrative inquiry, Daoism, and peace curriculum; Gandhi, deep ecology,… [Direct]

Quaynor, Laura (2015). "I Do Not Have the Means to Speak:" Educating Youth for Citizenship in Post-Conflict Liberia. Journal of Peace Education, v12 n1 p15-36. Although policymakers stress the importance of education in promoting peace, little research examines the ways that schools prepare students affected by conflict to participate in the restoration of peace in their political community. Post-conflict societies experience severe challenges in strengthening political processes and social cohesion. This paper discusses citizenship education at a school run by a non-governmental organization near Monrovia, Liberia, examining the implemented curriculum in an 8th grade civics classroom. The paper details the ways that young people expressed civic critiques within the classroom, and provides a counterstory to narratives of harsh and violent educational environments in the region. This classroom was a space where students and their teacher engaged in talk about contentious issues: students discussed corruption and injustice, and highlighted the relationship between economic and political power. I argue that if the goal of education is to… [Direct]

Kaya, Beytullah; Top√ßu, Ersin (2017). Friendly and Hostile Country Perceptions of Prospective Social Studies Teachers. Journal of Education and Practice, v8 n3 p48-56. Peace education requires that students have a correct and academic perception regarding other countries. These perceptions of students, who acquire certain perceptions starting from primary school to university, need to be based on real facts and should not contain extravagance. This study aims to determine whether 3rd year Prospective Social Studies Teachers have a perception of friendly and hostile country and what factors affect the formation of these perceptions. In this context, 33 students studying at B√ºlent Ecevit University, Zonguldak were interviewed using the semi-structured interview technique. Students were asked to write down their answers for questions in the interview form prepared for the study. The resulting data were analyzed with content analysis and descriptive analysis. Common statements were merged according to determined criteria and presented under themes. In the light of findings obtained from the study, it was seen that students had developed an awareness… [PDF]

Cairns, Ed, Ed.; Salomon, Gavriel, Ed. (2009). Handbook on Peace Education. Psychology Press, Taylor & Francis Group This handbook encompasses a range of disciplines that underlie the field of peace education and provides the rationales for the ways it is actually carried out. The discipline is a composite of contributions from a variety of disciplines ranging from social psychology to philosophy and from communication to political science. That is, peace education is an applied subject which is practiced in differing ways, but must always be firmly based on a range of established empirical disciplines. The volume is structured around contributions from expert scholars in various fields that underpin peace education, plus contributions from experts in applying peace education in a range of settings, all complemented by chapters which deal with issues related to research and evaluation of peace education. This book is divided into three parts. Part I, The Context, contains the following: (1) History and Peace Education (I. Harris); (2) Peace Education in Societies Involved in Intractable Conflicts:… [Direct]

√ñzt√ºrk, Mustafa (2018). Response of Educational Research in Turkey to the UN Decade of Education for Sustainable Development. Asia Pacific Education Review, v19 n4 p573-586 Dec. With the Decade of Education for Sustainable Development (DESD), nations' engagement with sustainability has differed considerably on the basis of their socio-political priorities. Since reviewing research trends is one way of getting a broad understanding about the value attached to an internationally prioritized issue, such as Education for Sustainable Development (ESD), this study aims to see the coherence and effectiveness of the DESD on the Turkish stakeholders' side and portrays how such a global issue is addressed in educational research by local actors. The study employed a mixed-method design through a two-step process: a quantitative investigation through numbers to assess the level and direction of the attention paid to ESD; and a qualitative examination through content and collocation analyses to identify key dimensions and prevalent themes. As the sample, the papers published with a focus on ESD themes between the years 2005 and 2014 in three high-impact educational… [Direct]

Atuhaire, Richard; Baguwemu, Ali; Byamugisha, Gastone; Dennis, Barbara; Kaahwa, Goretti; Kagaari, James; Mayengo, Nathan; Nakasiita, Kirabo; Namusoke, Jane; Ntare, Edward; Ojok, Gerald; Okumu, Auma S.; Semakula, Paul; Thompson, Chalmer E. (2017). Children's Conceptions of Peace in Two Ugandan Primary Schools: Insights for Peace Curriculum. Research in Comparative and International Education, v12 n1 p9-25 Mar. Oppenheimer urged communities all over the world to study how children come to understand peace, conflict, and war. Set in various countries, their review of studies, as well as more recent examinations reveal trends in how children view these phenomena, often differing by gender, age, and extent to which they were exposed to highly dangerous and traumatizing situations, like being forced to be child soldiers or sex slaves. No such research has been published in the contemporary post-war Uganda context. Using focus group methodology, we asked: How might Ugandan primary school children's stories about peace (traditional and otherwise) help them navigate conflict? What sorts of conflicts do these children observe in their home, school, and community, and how do they describe peace as being resolved by themselves or others? The purpose of our study was to contribute to the knowledge base on peace education in Uganda and to ultimately develop written materials that students can use as… [Direct]

Vonhm Benda, Ebenezer Mainlehwon (2010). Activity Report: Peace Education in Liberia. Journal of Peace Education, v7 n2 p221-222 Sep. In March of 2009, the author decided to establish the Center for Peace Education (CPE) in Liberia solely dedicated to promoting a non-violent culture by imbuing students with the skills, knowledge, and attitude needed to peacefully coexist. To begin the process of building a culture of peace, in April of 2009, CPE conducted a baseline survey in 14 junior and senior high schools located in Montserrado County. The baseline survey revealed that students are more receptive to violent behavior than non-violent ways of life. Based on an analysis of the survey data, a peace education curriculum was developed and is currently being taught by CPE in seven schools in Montserrado County. For the first time in Liberian history, peace education is being taught in elementary, junior, and senior high schools. CPE lessons are designed and taught in ways that un-teach violent behavior using a therapeutic process of oral discussion, drama, dance, songs, and written expression. In all of the schools… [Direct]

Angela Victoria Vera-M√°rquez; Cristian Yesid Urbano Mej√≠a; Laura Rojas-Gait√°n; Luisa Ram√≠rez; Ximena Palacios-Espinosa (2024). Education for Peace in a Peace-Friendly Context: Testing a Virtual Learning Tool to Improve Teachers' Competencies for Conflict Transformation in Colombia. Journal of Peace Education, v21 n3 p357-381. Colombian society has been exposed to decades of sociopolitical violence with apparent effects on its social infrastructure that may inadvertently lead to more structural, cultural, and interpersonal forms of violence. Peacebuilding efforts are required, and education for peace plays a key role. This requires building conflict sensitivity within the school system and improving teachers' competence-based knowledge in several domains. To achieve this aim, we developed and tested the 'Eco-GesTE Virtual Learning Environment.' Nine teachers (male and female) from a public school in Ibagu√© (an intermediate city in Colombia) completed 10 Interactive Virtual Learning Scenarios (IVLS) to improve emotional, social reasoning, integrative, and conflict transformation competencies over three months. They completed two conflict management style measures, before and after the intervention, besides a qualitative survey after the intervention. Non-parametric, paired samples Wilcoxon tests suggest… [Direct]

Andersson, Irene; Johansson, Roger (2010). A Peace Education Pioneer: A Swedish Professor in Pedagogy Dedicated to Peace Education–Ake Bjerstedt. Journal of Peace Education, v7 n2 p223-224 Sep. This article profiles Swedish professor Ake Bjerstedt and discusses his contributions to the field of peace education. Bjerstedt helped history researchers a great deal by writing bibliographies like "Educating towards a culture of peace. A select bibliography focusing on the last 25 years", 2001, and by keeping a well organized archive and saving a lot of documents in which different aspects on peace education in past times can be analyzed…. [Direct]

Schimmel, Noam (2009). Towards a Sustainable and Holistic Model of Peace Education: A Critique of Conventional Modes of Peace Education through Dialogue in Israel. Journal of Peace Education, v6 n1 p51-68 Mar. This article explores ways of improving peace education, placing emphasis on peace education programmes in Israel that use dialogue to foster mutual understanding and respect. This article offers a critical assessment of contemporary Israeli peace education initiatives, emphasizing that current peace education programmes in Israel have failed to significantly improve social attitudes between Arabs and Jews. Critiques of contemporary forms of peace education focus on their psychological and social contexts, and the ways in which the framing of peace education has substantive impacts on the likelihood of its success and its sustainability. Emphasis is placed on the importance of incorporating affective rather than primarily cognitive models for promoting coexistence; the importance of pursuing long-term peace education programming rather than the predominant short-term "encounter group" model; and the need for a comprehensive social and political approach to peace education… [Direct]

Bench, Joshua H.; Jones, Jeffrey N.; Stroup, John; Warnaar, Bethany L. (2014). Promoting the Development of Moral Identity, Behavior, and Commitment in a Social Action Program. Journal of Peace Education, v11 n2 p225-245. Involvement in social action and community service can promote the construction of prosocial identities and enduring patterns of civic behavior. This article explores this important process for youth that participate in the PeaceJam Ambassadors program. High school-aged "PeaceJammers" study the lives of Nobel Peace laureates while creating projects to affect change in their local communities. Multiple methods were used to access youth perceptions including surveys and interpretive interviews. Participants reported high levels on indicators on personal and social change. Their narratives articulated salient influences on their identities and actions. They shared how advisors promote social identity, participation, and the development of moral identities. These findings add to a growing empirical literature on moral development and youth engagement in peace education and community transformation…. [Direct]

Kuppens, Line; Langer, Arnim (2016). To Address or Not to Address the Violent Past in the Classroom? That Is the Question in C√¥te D'ivoire. Journal of Peace Education, v13 n2 p153-171. In the aftermath of violent conflict, divided societies have to answer the important question of whether, when and how to address their country's violent past within their educational system. Whereas some scholars within the field of peace education and transitional justice argue that addressing the violent past in the classroom is important for fostering mutual understanding and empathy among future generations in order to prevent conflict recurrence, other scholars are more sceptical about the need and feasibility of addressing the violent past in schools. They emphasize the possible negative impact in terms of increased tensions within schools and within society more generally. The current paper makes an important empirical contribution to this debate by analysing the views and perceptions on this matter of 984 secondary school teachers in Abidjan, the largest city and de facto capital of C√¥te d'Ivoire–a country that was recently torn apart by ethnic strife and violent conflict…. [Direct]

Santos, Doris (2024). Ethical Literacy as a Way of Being-with-Others: A Critical Ethnography in the Field of Education for Peace in Colombia. Pedagogy, Culture and Society, v32 n1 p143-161. This paper presents the results of a critical ethnography of literacy practices experienced by a group of university students, who perceived them as promoting social exclusion in the Colombian educational system. It also gives an account of their views about how this educational system could be more inclusive and contribute to peacebuilding in the country. Inspired by Paulo Freire's understanding of literacy and Hannah Arendt's political theory, the meaning reconstructive analysis of 46 stories reveals a thematic universe composed of three main categories: understandings of social exclusion from schooling experiences, types of social exclusion as lived in schooling, and social exclusion-related factors of literacy practices. Based on two discussion groups, and an analysis in the light of the theory of practice architectures, it is argued and empirically substantiated that ethical literacy, as a way of being-with-others, is a practice that must be at the core of an education for peace…. [Direct]

Alonge, Rufus A.; Okunade, Helen F. (2014). Ethnic Conflict and Sustainable Development in Nigeria: The Role of Peace Education. International Journal of Education and Literacy Studies, v2 n3 p22-25 Jul. The issue of ethnic conflict in Nigeria has become a burning national issue with its attendant problems. Its current predominance is reflected in the reports of various activities of ethnic militant in the country coupled with the high rising terrorism activities in the northern part of the country from which the traces of ethnicity problem cannot be totally ruled out. However, the issue now nationwide is no longer the recognition of ethnic conflict and its increasing threats to lives and properties but on how to curtail and manage it so that both human and material resources being used for such activities can be geared towards bringing about sustainable development in all spheres of life. The problem could best be tackled through deliberate and sincere efforts to change the behaviour and attitudes of the people to become their brothers' keeper and tolerate one another. This could best be achieved upon the teaching of peace education in the schools. Therefore, this paper discusses… [PDF]

Asiyai, Romina Ifeoma (2015). Strategies Towards Effective Management of Higher Education for Building a Culture of Peace in Nigeria. International Journal of Higher Education, v4 n2 p127-138. This study was aimed at investigating strategies for effective management of higher education for building a culture of peace in Nigeria. Four research questions and four hypotheses guided the investigation. The study is a survey research which adopted the ex-post-facto design. The respondents comprised of one thousand four hundred and eighty (1480) made up of academic staff, senior staff and students. The sample was selected using simple random sampling technique form twelve public universities in southern Nigeria. Data collected from questionnaire, the only instrument used for the study, were analyzed using descriptive statistics for the research questions and analysis of variance to test the formulated hypotheses at 0.05 level of significance. The finding revealed that curricula related, life skills related, institutional climate related and funding related were strategies for effective management of education for building a culture of peace in Nigeria. The study recommends that… [PDF]

Montessori, Maria (2013). Fifth Lecture. NAMTA Journal, v38 n1 p259-264 Win. We include the ninth chapter of "Education and Peace" by Maria Montessori (1949) to draw attention to the relationship between peace and sustainability. Nature is an integral part of peace studies. [Reprinted from "Education and Peace," pages 66-70, copyright © 1972 by Montessori-Pierson Publishing Company.]… [PDF]

Deng, Liang-Yu F. (2012). "Parenting about Peace": Exploring Taiwanese Parents' and Children's Perceptions in a Shared Political and Sociocultural Context. Family Relations, v61 n1 p115-128 Feb. This study explored what Taiwanese parents would educate their children about peace and what children retained from parental teaching, as well as children's reported communication with parents about peace. In-depth interviews were conducted with 60 parents and one of their children. Based on the perceptions of children, the most influential learning children received from their parents in peace education is the aspect of negative descriptions of peace (what peace is not). Unique findings suggest that Taiwanese parenting about peace focuses more on teaching children personal cultivation and interpersonal harmony than introducing the ideas of international collaboration or universal rights. The findings suggest that the specific macrosystem of Taiwan may influence how parents educate their children about peace. One important implication for family practitioners is the necessity to take into account the traditional cultural values particular to the group they work with and to connect… [Direct]

Farini, Federico (2012). Analysing Trust Building in Educational Activities. International Journal of Educational Research, v53 p240-250. This article aims to offer both a theoretical contribution and examples of practices of trust building in peace education; the article presents an empirical analysis of videotaped interactions in the context of peace education activities in international groups of adolescents. The analysis aims to understand if and in which ways peace education is effective in enabling adolescents to communicate, creating conditions of working trust, mutual humanization, mutual recognition of needs, and trustworthiness of facilitators. In analysing interactions, we will follow the basic methodology of Conversation Analysis, which consists in working on naturally occurring interactions and more specifically on the contribution of single turns or actions to the ongoing sequence, with reference to the context. The analysis concerns the design of turns (actions) produced in the interaction, the organization of the sequences in which educators' and adolescents' turns are intertwined, the cultural… [Direct]

Bishop, Nicole A. (2017). An Outcomes Evaluation on the Youth Peace Ambassadors in Motion Program. ProQuest LLC, Psy.D. Dissertation, Adler School of Professional Psychology. Despite the persistent efforts individuals have made to promote social justice through education and partnering with others to facilitate social movements, structural violence rates prevail (Harris, 2004). In order to be able to accurately address the significant problem of structural violence we are experiencing, not only in schools, but in society at large, there needs to be a significant emphasis placed on the need for the use of effective initiatives that emphasize peacebuilding strategies, and empowering youth to be agents of social change implemented within the academic system (Christie, Wagner, & Winter, 2001). The present study measured the effectiveness of a program known as the Youth Peace Ambassador in Motion (YPAM), which is an intervention that utilized a peace education approach with an emphasis on peacebuilding. The aim for this study was to answer the following question: Does the Youth Peace Ambassadors in Motion program effectively foster the development of… [Direct]

Christopher, Doris H.; Taylor, Marilyn J. (2011). Social Justice and Critical Peace Education: Common Ideals Guiding Student Teacher Transformation. Journal of Peace Education, v8 n3 p295-313. The primary objective of this paper is to report on two teacher educators' development and assessment of a framework and workshop to introduce student teachers to social justice and peace education ideals within the domains of teachers' work during student teachers' first full-time experience of teaching in diverse schools in a major city in the Pacific region. The framework builds from a critical re-constructionist perspective and aims to raise student teachers' critical consciousness of social and economic injustice, human rights, and defects in schooling and inspire a resolve to act on them to promote social justice (Bajaj 2008). Adopting an action research methodology, the authors/instructors assessed student teachers' perceptions of their learning after a two-hour workshop that introduced a social justice and peace education framework. Secondary student teachers participated in workshops in two consecutive years. Student teachers reported positive outcomes from the workshop in… [Direct]

Vickers, Edward (2014). Education, Politics and Sino-Japanese Relations: Reflections on a Three-Year Project on "East Asian Images of Japan". Educational Studies in Japan: International Yearbook, n8 p129—142 Mar. Drawing on a recent collaborative and interdisciplinary study of East Asian Images of Japan, this article discusses contemporary Chinese portrayals of Japan, their political context, and their significance for Sino-Japanese relations. It questions some widely-held assumptions concerning the extent of "thought control" in an authoritarian state, the nature of popular protest, and the relationship between official propaganda and popular lived experience. While the main focus is on portrayals of Japan in mainland China, for comparative purposes some reference is made to Hong Kong and Taiwan. The latter part of the article also features a brief discussion of images of China in Japan, especially relating to the Second World War. This reflects particularly on the role of museums as vehicles for "peace education," focusing on two key institutions in Kyushu. China's "bases for patriotic education" and Japan's "peace museums" ostensibly embody radically… [PDF]

Almanza, M√≥nica (2022). Six Educational Approaches to Conflict and Peace. Journal of Peace Education, v19 n2 p205-225. The relations between education, conflict and peace have become the focus of a growing and diverse field of educational research and action. In the diversity and complexity of this field, I distinguish six educational approaches that stand out: human rights, psychosocial, humanitarian aid, development, security, and reconciliation. They refer to six sets of particular and coherent assumptions regarding the reasons that originate and exacerbate conflicts, with their own answers about how to prevent, resolve, alleviate, or transform that situation — their ways of understanding peace — and the roles that the educational sector plays in the achievement of this purpose, with their pros and cons…. [Direct]

Minch, Michael (2019). Education for Global Peace. Childhood Education, v95 n6 p34-41. Education for Global Peace (EGB) is a new organization that shares many of the interests and values of Childhood Education International. It is an organization, a community, and an approach that works to bend the arc toward justice and peace. This article provides a brief summary of the vision, mission, and objectives of EGP…. [Direct]

Edward Vickers (2024). Rebranding Gandhi for the 21st Century: Science, Ideology and Politics at UNESCO's Mahatma Gandhi Institute (MGIEP). Compare: A Journal of Comparative and International Education, v54 n5 p785-803. This paper analyses the development of UNESCO's Mahatma Gandhi Institute on Education for Peace and Sustainable Development (MGIEP), examining its record from global, national and institutional perspectives. The global perspective encompasses challenges to UNESCO's attempts to articulate a distinctive, humanistic vision in competition with other multilateral bodies. The national perspective relates to India, which hosts MGIEP, provides the bulk of its funding and exerts significant influence over its governance. Consideration is also given to the relationship between MGIEP's work and Mahatma Gandhi's ideas. Finally, the institutional perspective relates both to the author's own experience with MGIEP, and to information gained through interviews with others involved with the institute. It is argued that MGIEP's story illuminates challenges to attempts, within India and internationally, to sustain a humanistic vision of education in the face of powerful countervailing interests…. [Direct]

Carter, Candice C. (2013). Restorative Practices as Formal and Informal Education. Journal of Peace Education, v10 n1 p36-50. This article reviews restorative practices (RP) as education in formal and informal contexts of learning that are fertile sites for cultivating peace. Formal practices involve instruction about response to conflict, while informal learning occurs beyond academic lessons. The research incorporated content analysis and a critical examination of the reported practices. The findings illuminate the nature of the practices and sources of power differentials in them. The discussion concludes with recommendations for the use of RP. Five identified opportunities for expansion and refinement of RP as informal and formal education resonate with, and extend, suggestions for this important aspect of peace education. (Contains 1 table and 1 note.)… [Direct]