Mantilla-Blanco, Paula L. (2023). "We Think We're Far from Conflict, but That's Not True": Peace Building and Remembrance through Memory Sites in Colombia. Comparative Education Review, v67 n1 p78-99 Feb. Although memory sites and formal schooling both serve as battlegrounds for postconflict disputes over memory, there is a dearth of research that examines the connection between the two. This article draws on the case of Colombia to explore the use of memory sites, such as museums and memorials, as pedagogical tools in education for peace building. Through observations of school visits to the Centro de Memoria, Paz y Reconciliaci√≥n (Center for Memory, Peace, and Reconciliation) and interviews with students, I highlight the potential that memory sites have for establishing a sense of closeness in students' understanding of conflict. I conceptualize closeness across three axes: familiarity, temporality, and spatiality. In bringing students closer to the history of the armed conflict, memory sites hold the potential to transmit a sense of responsibility toward peace building. This research adds to our understanding of the construction, transmission, and contestation of collective… [Direct]

Bar-Tal, Daniel; Rosen, Yigal (2009). Peace Education in Societies Involved in Intractable Conflicts: Direct and Indirect Models. Review of Educational Research, v79 n2 p557-575. The present article deals with the crucial question: Can peace education facilitate change in the sociopsychological infrastructure that feeds continued intractable conflict and then how the change can be carried? Intractable conflicts still rage in various parts of the globe, and they not only cause local misery and suffering but also threaten the well-being of the international community at large. The present article examines the nature of peace education in societies that were, or are still, involved in intractable conflict. It presents the political-societal and educational conditions for successful implementation of peace education and describes two models for peace education: direct and indirect peace education. Finally, the article offers a number of conclusions…. [Direct]

Singh, Shweta (2018). Education for Peace through Transformative Dialogue: Perspectives from Kashmir. International Review of Education, v64 n1 p43-63 Feb. Research has shown that there has been severe disruption in the educational sector in Kashmir post-1989 (the year Kashmiri unrest erupted). Inhibiting problems include the destruction of school buildings, parents' fear of sending their children to school, the recruitment of youth into armed groups, the economic decline of households, and forced displacement. This article examines the challenge posed by conditions of protracted conflict for young people and national education systems, based on a case study of Kashmir, India. The article has a twofold objective. First, it analyses how ongoing conflicts such as that in Kashmir impinge on both youth and education, and considers why it is necessary to engage substantively with national educational systems (through frameworks like Education for Peace) to promote transformative dialogue and sustainable peace. Second, it explores how contact-based, participatory models of education for peace (such as the "Hum Kadam" programme… [Direct]

Hutchinson, Francis P.; Milojevic, Ivana (2012). Worlds without War: Reflections on Elise Boulding's Life, Work and Legacy as a Peace Educator, Feminist and Futurist. Journal of Peace Education, v9 n2 p151-168. Our joint article focuses on Elise Boulding's creative work and legacy as a feminist peace theorist, peace educator and futures educator. Boulding throughout her life was deeply concerned not only with critiquing the institution of war but of working for better, more peaceable worlds. She was very much a \practical futurist\. Various important themes and concepts in her futures-oriented peace education work are examined. The article concludes with reflections on her continuing inspiration…. [Direct]

Bajaj, Monisha (2010). Conjectures on Peace Education and Gandhian Studies: Method, Institutional Development and Globalization. Journal of Peace Education, v7 n1 p47-63 Mar. This article examines the similarities and differences of the fields of Gandhian studies and peace education through an exploration of their content, institutional development, and globalization since the mid-twentieth century. The methods utilized include document review of syllabi and course descriptions in Gandhian studies and peace education, as well as interviews with individuals involved in both fields. Through an examination of the history, emergence and core concepts in each field, this article argues that both fields have the potential to offer each other important lessons based in their own unique trajectories. Specifically, it was found that educational movements, and structural analyses of power and inequality that are often integral to them, in the global South can inform peace education by diversifying the voices deemed canonical in the field. Similarly, Gandhian studies, in responding to the unique dilemma of expanding resources and institutionalization amidst… [Direct]

Burde, Dana; Guven, Ozen; Kapit, Amy; Skarpeteig, Margot Igland; Wahl, Rachel L. (2017). Education in Emergencies: A Review of Theory and Research. Review of Educational Research, v87 n3 p619-658 Jun. In this article, we conduct an integrative and rigorous review of theory and research on education in emergencies programs and interventions as international agencies implement them in areas of armed conflict. We ask several questions. How did this subfield emerge and what are the key conceptual frameworks that shape it today? How do education in emergencies programs affect access, learning, and protection in conflict-affected contexts? To answer these questions, we identify the conceptual frameworks and theoretical advances that have occurred since the inception of the field in the mid-1990s. We review the theories that frame the relationship between education and conflict as well as empirical research that tests assumptions that underpin this relationship. Finally, we assess what we know to date about "what works" in education in emergencies based on intervention research. We find that with regard to access, diminished or inequitable access to education drives conflict;… [Direct]

Scorza, Jason A. (2019). The United Nations as a Platform for Education Diplomacy. Childhood Education, v95 n1 p64-72. Internationalization activities of academic institutions are forms of Education Diplomacy, advancing the intrinsic role of education for peace and security, development, and human rights. When universities recognize their role as key stakeholders in solving global challenges, strong partnerships with international organizations such as the United Nations can catalyze innovations internally, through academic programs and curriculum, and externally, through collaborative international research programs and knowledge exchange…. [Direct]

Zembylas, Michalinos (2014). Nostalgia, Postmemories, and the Lost Homeland: Exploring Different Modalities of Nostalgia in Teacher Narratives. Review of Education, Pedagogy & Cultural Studies, v36 n1 p7-21. In recent years, author Michalinos Zembylas has been involved in the facilitation of peace education workshops for Greek-Cypriot teachers in his home country, Cyprus. Cyprus has been divided since the Turkish invasion in 1974, following a Greek-Cypriot "coup d' etat" that was orchestrated by the then Greek military junta. Thousands of Greek and Turkish Cypriots were forced to move out of their homes and become refugees in their own country, divided by the "Green Line," which still marks the long-standing partition of Cyprus; Greek-Cypriots reside in the south part of Cyprus, whereas Turkish Cypriots live in the north part. Several Greek-Cypriot teachers who participate in these peace education workshops are refugees or come from refugee families; most of them, however, were either unborn or very young in 1974. Although there has been an opening of the partition line since April 2003 for a limited amount of movement, Greek-Cypriot teachers are generally hostile or… [Direct]

Kester, Kevin (2017). The Contribution (or Not) of UN Higher Education to Peacebuilding: An Ethnographic Account. Globalisation, Societies and Education, v15 n4 p464-481. This paper examines the role of United Nations (UN) peace academics in teaching for peace within the UN higher education system, and questions what contribution, if any, UN peacebuilding education makes to the broader field of peace and conflict studies education, and in the lives of the people it touches. The study draws on ethnographic data collected over a six-month period at one UN university in 2015. The data collection period involved participant observation, interviews with faculty and postgraduate students, document analysis, and surveys with learners. Findings suggest tensions and contradiction in the university around issues of UN mimicry, Western-centrism, state domination, and institutional capitalism. Implications are briefly addressed and recommendations provided…. [Direct]

Hantzopoulos, Maria (2011). Institutionalizing Critical Peace Education in Public Schools: A Case for Comprehensive Implementation. Journal of Peace Education, v8 n3 p225-242. Drawing from critical theories in education, this article empirically examines the role that public schools can play as conduits for critical peace education, particularly for young people who have been historically marginalized from school. Based on two years of ethnographic data collection at a public high school in New York City, I explore how students make meaning of their educational experiences at a school that emphasizes democratic principles and a commitment to peace and social justice. The data suggest that students value the intentional participatory spaces and the thematic, inquiry-based curriculum in the school. Not only do these unique structures re-socialize them academically, but they also encourage democratic participation, reflection, critical consciousness, and a commitment to broader social change. This comprehensive approach, in turn, presumably gives students a platform from which to think about the world differently and imagine new alternatives for the future…. [Direct]

Charalambous, Constadina; Charalambous, Panayiota; Zembylas, Michalinos (2012). Manifestations of Greek-Cypriot Teachers' Discomfort toward a Peace Education Initiative: Engaging with Discomfort Pedagogically. Teaching and Teacher Education: An International Journal of Research and Studies, v28 n8 p1071-1082 Nov. This study sought to understand how teachers' discomforting emotions were manifest in a teacher education setting and how teacher educators might engage with discomfort pedagogically. A qualitative perspective was used with a group of teachers who participated in a series of peace education workshops in Cyprus. All of the workshops were audio- and video-recorded; in-depth interviews were also conducted with seven focal participants before and after the workshops. The findings show the manifestations of discomfort, the sources of discomfort, and the ways of handling teachers' discomfort pedagogically. The paper discusses how this study may inform teacher education. (Contains 3 tables.)… [Direct]

Ben-Nun, Merav (2013). The 3Rs of Integration: Respect, Recognition and Reconciliation; Concepts and Practices of Integrated Schools in Israel and Northern Ireland. Journal of Peace Education, v10 n1 p1-20. Integrated schools in Israel and Northern Ireland create a shared educational environment for communities separated by intractable conflict. This article reports on comparative research undertaken in schools in each region that pursued how integration is understood and practiced. In my findings, I present the central values of integration, termed the "3Rs of integration: respect, recognition and reconciliation" and explain the regional differences in how the 3Rs of Integration shape the unique educational alternative provided by the schools. The discussion highlights transferable lessons, and considers these as they relate to each society's local context and the goals of peace education. (Contains 1 table and 22 notes.)… [Direct]

McKinley, Lyn; Munter, Judith; Sarabia, Kristine (2012). Classroom of Hope: The Voice of One Courageous Teacher on the US-Mexico Border. Journal of Peace Education, v9 n1 p49-64. In this study, the authors present peace education as a new model for twenty-first century educators that embraces both pedagogical changes and practical relationships between teachers and students and fosters universal human rights. This case study recounts the lived experience of one novice teacher in a classroom on the US-Mexico border. Her middle school students' lives are embroiled in unprecedented violence in Ciudad Juarez, Mexico, located only a few miles from El Paso, Texas. The case study underlines the need for redefining identity in the teacher-student relationship; focusing on teacher agency in students' lives; seeing teachers as peace educators in terms of listening, caring, being non-judgmental, and engaging in reflective practice. In light of the growing need for peace education in an era of increased transnationalism in preK-12 education, institutional change is a necessary component, including redefinitions of the roles of principals and counselors. New models for… [Direct]

Miri Shonfeld (2024). Empowering Children as Messengers of Peace: Time Matters. Intercultural Education, v35 n4 p462-481. This study explores the potential of empowering children as peace agents through education by using the case of the TEC4Schools program. The program is based on Allport's Contact Theory and promotes prolonged exposure to the 'other' culture among culturally diverse groups of students. It is based on the hypothesis that extended contact periods encourage more positive attitudes towards different cultures. The study involved three groups of mainly 5th and 6th grade students: The first group participated in the program for the first time, and we call them first-year participants and some of them participated in the program for second year and we call them second-year program participants, and the control group who never participated. Surveys were distributed at the beginning and end of the year, exploring attitudes, proximity, and friendships with peers from the other group. The results showed that second-year participants improved their attitudes towards and willingness to be close to… [Direct]

Saul, Melissa Sampson (2009). Peace Education in the Context of Occupation. ProQuest LLC, Ph.D. Dissertation, Washington State University. The purpose of this research was to examine how internationals, Palestinians, and Israelis interested in developing and articulating a culture of peace understand their work within the broader context of the Palestinian/Israeli conflict. This study employed critical qualitative methods including advocacy research and elements of critical ethnography. Participants in this study were 12 peace educators working in the context of Palestine and Israel. Four of the participants were Israelis, four were Palestinians and four were internationals. Data collection included interviews, collection of artifacts (conference papers, and PowerPoint), peace education materials and websites of the peace education websites the participants worked with. Data was analyzed through a lens of global feminism. Findings of this research indicate that peace education focused on Israel and Palestine must be considered as peace education under Occupation. The Occupation of Palestine frames the processes and… [Direct]

Cunningham, Jeremy (2014). Schooling for Conflict Transformation: A Case Study from Northern Uganda. Research in Comparative and International Education, v9 n2 p181-196. Civil wars are impeding progress towards the Millennium Development Goals. Educational access contributes to peace-building after civil war but little is known about the role of the school curriculum. A framework derived from a synthesis of peace education, human rights education and citizenship education is proposed and then examined through a qualitative case study of eight educational institutions in a district in northern Uganda emerging from a 20-year civil war. The schools promote reconciliation values, develop some problem-solving and communication skills, and reveal some knowledge of human rights. There is little understanding of history, or of local, national and international political/legal systems, and minimal development of discussion and critical thinking skills. It is argued that the framework can be used to investigate other schools and to inform the design of a curriculum that can contribute to conflict transformation, with the ultimate aim of reducing the risk of… [Direct]

Toh, Swee-Hin (2010). A Report on the Peace Education Commission Program, International Peace Research Association Conference 2010, Sydney, Australia. Journal of Peace Education, v7 n2 p225-228 Sep. From July 6th to 10th, 2010, International Peace Research Association (IPRA) held its biennial conference at the University of Sydney in Australia. Hosted by the University's Centre for Peace & Conflict Studies and coordinated by Jake Lynch and a team of dedicated staff and volunteers, the conference featured seven plenary panels and many papers presented within 24 Commissions and working groups. Some 400 delegates from many regions gathered to share their ideas, experiences, practices and research in diverse and inter-related fields of peace research, education and action. Given its venue, this IPRA conference appropriately highlighted the continuing struggles of Australia's indigenous peoples for their rights, justice and cultural identity and the vital need for an authentic process of reconciliation. As in many previous conferences, the Peace Education Commission (PEC) attracted the most number of participants (40) although some presenters could not attend due to delays in… [Direct]

Hettler, Shannon; Johnston, Linda M. (2009). Living Peace: An Exploration of Experiential Peace Education, Conflict Resolution and Violence Prevention Programs for Youth. Journal of Peace Education, v6 n1 p101-118 Mar. The authors review the types of experiential peace education programs available to teens in the US and provide a classification guide for educators, parents, other concerned adults and teens who may be interested in developing conflict, peace and/or violence prevention knowledge, skills and attitudes. The authors identify experiential programs in the US and the tools that are effectively achieving peace education, violence prevention and conflict resolution objectives. They conclude by offering an explanation of the orientation, mission and activities in each type of program and explain the contributions each program makes towards the goal of experiential peace education. (Contains 1 figure.)… [Direct]

Hakvoort, Ilse; Lindahl, Jonas; Lundstr√∂m, Agneta (2022). Research from 1996 to 2019 on Approaches to Address Conflicts in Schools: A Bibliometric Review of Publication Activity and Research Topics. Journal of Peace Education, v19 n2 p129-157. The numbers of publications within the field of research on approaches to address conflicts in schools is rapidly growing, and it is now important to map influential theories, methods and topics that shape this research field. In addition, student teachers, teachers and teacher educators would benefit from it being easier to find research-based knowledge of how to address conflicts in schools. Therefore, a bibliometric study was carried out on 1126 publications that were published between 1996 and 2019 in this field. The study aimed at examining publication activity, geographic spread, and dominant research topics. The findings showed a positive trend in publication output from 2006 onwards. Research output was found to be dominated by the United States. However, the results also indicated an internationalization trend expressed in an increased geographic spread of publication output. Furthermore, six research topics were identified through cluster analyses and labelled 'peace and… [Direct]

Harber, Clive; Sakade, Noriko (2009). Schooling for Violence and Peace: How Does Peace Education Differ from "Normal" Schooling?. Journal of Peace Education, v6 n2 p171-187 Sep. This article reviews literature on the roles of schooling in both reproducing and actively perpetrating violence, and sets out an historical explanation of why schools are socially constructed in such a way as to make these roles possible. It then discusses notions of peace education in relation to one particular project in England before using empirical data from research on the project to examine contrasts between peace education approaches and "normal" schooling from the viewpoints of project workers, pupils and teachers. It concludes that such contrasts and tensions do indeed exist and that this raises serious questions about the compatibility of peace education and formal schooling…. [Direct]

Firer, Ruth (2008). Virtual Peace Education. Journal of Peace Education, v5 n2 p193-207 Sep. This article is based on the convictions that peace education is the basis for any sustainable non-violent relations between parties in a conflict, and that virtual peace education is almost the only feasible way to practise peace education in an open violent conflict as is the current Israeli/Palestinians one. Moreover, virtual peace education has an independent rationale that justifies its merits as an additional model of peace education, in a post-conflict process of healing and among parties in societies torn by rifts and problems. This article includes highlights of the Israeli peace education experience from the early twentieth century until the present stage that is characterized by virtual peace education. It contains a basic taxonomy of virtual learning and virtual peace education that is followed by offering the arguments for and against it as based on the observations of researchers and on concrete occurrences in Israeli/Palestinian experience. The article concludes with a… [Direct]

Kester, Kevin (2017). The Case of Educational Peacebuilding inside the United Nations Universities: A Review and Critique. Journal of Transformative Education, v15 n1 p59-78 Jan. This article examines higher education for peace inside the United Nations (UN). It offers an overview and synthesis of core concepts, organizing frameworks and theoretical premises in the field of peace and conflict studies (PACS) higher education and in the UN universities in particular, as the field aspires toward transformative learning and social justice. The article then critically analyzes the ways in which the field might perpetuate structural and cultural violence and offers implications for the UN universities. In these critiques, I call for further inquiry into the taken-for-granted assumptions of the field and suggest greater criticality along with enhanced empathy and hope for PACS education in the 21st century…. [Direct]

Kibble, David G. (2012). A Plea for Improved Education about "the Other" in Israel and Palestine. Curriculum Journal, v23 n4 p553-566. This study outlines the current and recent "state of play" in Israeli and Palestinian schools concerning the education of students about "the Other". This is seen to be far from satisfactory. An examination of the complexities involved in learning about "the Other" and of education programmes in other countries that have been afflicted by internal conflict show the need for a properly developed peace education programme to be developed in Israel and Palestine if real peace in the region is to be promoted…. [Direct]

Burney, Sonya Franklin; Kent, Jacqueline; Mushamba, Ashley (2017). The Impact of Montessori Practices. ProQuest LLC, Ed.D. Dissertation, Lipscomb University. This mixed methods study examined the impact of School Y's Montessori approach on their students' academic achievement, perceptions of executive functioning skills, and the school's culture. The purpose of this study was to determine the impact of length of enrollment on academic achievement in a Montessori upper elementary and middle school classroom. Administrator, parent, student, and teacher perceptions of the impact of School Y's Montessori approach on students' executive functioning were examined. The stakeholders' perceptions of School Y's culture were also identified. There were three main findings of the study: (1) there was no statistically significant relationship between the number of years students have been enrolled and their academic scores on both the Stanford Achievement Test and the OLSAT, (2) executive functioning skills were attributed to student success, and (3) cultural practices included individual instruction, mastery, real-life learning, positive discipline,… [Direct]

Pherali, Tejendra (2023). Social Justice, Education and Peacebuilding: Conflict Transformation in Southern Thailand. Compare: A Journal of Comparative and International Education, v53 n4 p710-727. Education is increasingly becoming central to debates about how to promote peace in conflict-affected societies. Equitable access to quality learning, promotion of social justice through educational reforms and conflict-sensitive curricular and pedagogical approaches are viewed as peace supporting educational interventions. Drawing upon the existing body of literature in the area of education, conflict and peace in Southern Thailand and reflecting on Nancy Fraser's theory of social justice and applying the 4Rs framework, this paper provides a critical analysis of inequalities, cultural repression and epistemic domination through education. The paper argues that the 4Rs framework usefully exposes underlying structural tensions in education but does little to show avenues for rupturing unequal power relations and hegemonies that reproduce systems of domination and social exclusion at the macro level. The real hope, however, lies in the potential use of the 4Rs as a tool for grassroots… [Direct]

Gur-Ze'ev, Ilan (2010). Beyond Peace Education: Toward Co-Poiesis and Enduring Improvisation. Policy Futures in Education, v8 n3-4 p315-339. Is it possible that the essence of peace is negated in peace education? And is it possible that even against its own will peace education calls for the negation of its negation? In peace education no serious attempts have been made to elaborate its most central concepts. \Pacifism\, \violence\, \counter-violence\ and \emancipation\, \culture of peace\, among others, have still not been probed. Peace education, actually, is a serious threat to human edification. Peace for the eternal Jew, for the enduring improviser, is a condition of the one who found his way: an endless path of a nomad that has Love but no other \home\, dogma or quest for \home-returning\ into thingness, the continuum or the Same. He will never find and never search for \peace\ as an end of Diasporic existence and terminality of the suffering of the nomad. He will be at peace with his mission of avoiding history within history, of overcoming the temptation to be part of the collective \I\/consensus/pleasure… [Direct]

Harris, Ian,; Howlett, Charles (2010). Books, Not Bombs: Teaching Peace since the Dawn of the Republic. Peace Education. IAP – Information Age Publishing, Inc. \Books Not Bombs: Teaching Peace Since the Dawn of the Republic\ is an important work relevant to peace scholars, practitioners, and students. This incisive book offers an exciting and comprehensive historical analysis of the origins and development of peace education from the creation of the New Republic at the end of the Eighteenth Century to the beginning of the Twenty-First century. It examines efforts to educate the American populace, young and old, both inside the classroom and outside in terms of peace societies and endowed organizations. While many in the field of peace education focus their energies on conflict resolution and teaching peace pedagogically, \Books Not Bombs\ approaches the topic from an entirely new perspective. It undertakes a thorough examination of the evolution of peace ideology within the context of opposing war and promoting social justice inside and outside schoolhouse gates. It seeks to offer explanations on how attempts to prevent violence have been… [Direct]

Cawagas, Virginia Floresca; Toh, Swee-Hin (2010). Peace Education, ESD and the Earth Charter: Interconnections and Synergies. Journal of Education for Sustainable Development, v4 n2 p167-180 Sep. This article provides a review of how the values and principles of the Earth Charter initiative relate to two specific innovative movements of educational transformation, namely peace education and education for sustainable development (ESD). The interconnections and synergies between these movements and the Earth Charter are highlighted. Conceptual and pedagogical implications are drawn for implementing all three initiatives in ways that mutually strengthen and enhance their shared vision and mission to build a world infused with values of nonviolence, justice, respect, reconciliation and sustainability. However, they also share various commonalities of purpose, understanding of the root causes of conflicts and peacelessness and optimal strategies for building peace at all levels of life. Drawing on a holistic multidimensional framework of building a culture of peace, the article provides exemplars of how peace education, ESD and the Earth Charter empower members of all societies to… [Direct]

Jenkins, Bertram; Jenkins, Kathy (2010). Cooperative Learning: A Dialogic Approach to Constructing a Locally Relevant Peace Education Programme for Bougainville. Journal of Peace Education, v7 n2 p185-203 Sep. Bougainville is a post-conflict society where armed violence ceased in 2001. For Bougainville to sustain a peaceful future, its development must be based upon politically, economically, socially and ecologically just practices. A peace education curriculum is one way through which this goal could be achieved. Consequently this paper describes how local education stakeholders were involved in a dialogic process of curriculum development with peace academics from Australia. This collaborative process was facilitated by the adoption of active, cooperative learning strategies to develop a locally relevant peace curriculum, which could be integrated into the school curriculum and used by civil society organisations. This paper reports on the first and second phases (in more detail) of a three-phase project where a workshop of community stakeholders produced themes that they viewed as important for peace in Bougainville. The first phase of the project considered the "what" and… [Direct]

van Oord, Lodewijk (2008). Peace Education: An International Baccalaureate Perspective. Journal of Peace Education, v5 n1 p49-62 Mar. The International Baccalaureate (IB) Diploma programme, an internationally recognised pre-university curriculum, is currently offered by approximately 1500 schools in 120 countries. This article will analyse various dimensions of peace education in the IB Diploma programme, with particular reference to its peace and conflict studies course. This course has been a success in qualitative terms but has not managed to draw in large numbers of students. Ian Harris' typology of peace education will be used to demonstrate how elements of peace education have found their way into the Diploma programme in other ways as well. It is argued that the IB Diploma programme's commitment to peace education is mostly achieved through international education, but that the four other types of peace education (human rights education, development education, environmental education and conflict resolution education) are also available. By way of conclusion this article suggests how the peace education… [Direct]