Groves, Tamar; Hern√°ndez Laina, Yovana; Mahamud Angulo, Kira; Milito Barone, Cecilia Cristina (2016). Civic Education and Visions of War and Peace in the Spanish Transition to Democracy. Paedagogica Historica: International Journal of the History of Education, v52 n1-2 p169-187. This article explores visions of war and peace in the education system during the Spanish transition to democracy. During those years, the Spanish state was faced with the challenge of leaving its authoritarian political past behind and forging a democratic civic culture. As the concepts of war and peace are inextricably linked to those of state and citizenship, they are a useful tool with which to examine changes in civic education. A wide variety of educational sources has been explored, with particular attention to the emotional nature of the depiction of both war and peace. This study reveals two opposing styles. The official discourse demonstrated a factual treatment of war and a tendency to concentrate on international bodies and their actions, when it came to fomenting peace. The treatment of peace in the circles of teachers' local initiatives was different. First, peace was defined not only as the absence of war but also in terms of social equality and solidarity. Second,… [Direct]

Ide, Kanako (2007). A Symbol of Peace and Peace Education: The Genbaku Dome in Hiroshima. Journal of Aesthetic Education, v41 n4 p12-23 Win. There are numerous paintings expressing both the glory and horror of war. These pictures are a powerful medium in peace education. In this article, the author focuses on a symbol of Hiroshima called the Genbaku Dome, a United Nations Educational, Scientific, and Cultural Organization (UNESCO) World Heritage Site. She believes that images of the Genbaku Dome are tightly connected to peace education because, without education, the Genbaku Dome is merely an old damaged building. To examine educational messages in those visuals that include the Genbaku Dome, the author first discusses two major approaches to promoting the image of peace. She analyzes how these images of peace are used to teach political ideologies. The author interprets an additional picture to examine how political ideology affects the image of peace. Finally, she explores another form of peace education through the representative image of peace. (Contains 5 figures and 20 notes.)… [Direct]

Brock-Utne, Birgit (2009). A Gender Perspective on Peace Education and the Work for Peace. International Review of Education, v55 n2-3 p205-220 May. This article offers a gender perspective on peace education and the work for peace. To what extent are girls and boys in our society being socialised equally or differently when it comes to learning how to care, empathise with others and engage in or endure violent behaviour? Why are women generally more likely than men to support conscientious objectors, and oppose war toys and war itself? Gender is a powerful legitimator of war and national security. As in other conflict situations around the world, gendered discourses were used in the US following 11 September 2001 in order to reinforce mutual hostilities. Our acceptance of a remasculinised society rises considerably during times of war and uncertainty. War as a masculine activity has been central to feminist investigations…. [Direct]

Bernard Schneuwly; Rita Hofstetter (2023). Piaget, Diplomat of Educational Internationalism. From the International Bureau of Education to UNESCO (1929-1968). Paedagogica Historica: International Journal of the History of Education, v59 n6 p1073-1090. Building on a historiography that is in full expansion, we are focusing our attention on the sociogenesis of "educational internationalism", by studying the way in which agents and organisations which claim to belong to this movement have executed their commitments and reconfigured them over the decades. After having studied the groups which work within the International Bureau of Education (IBE) — which aims to build peace through science and education — here we are examining the way in which its director, Jean Piaget, shaped the implements and the operating methods of the IBE, and represented it on different international stages. The well-endowed archives that were analysed have prompted us to suggest that he is revealed as a diplomat of "educational internationalism"; while the IBE became the first intergovernmental agency (1929), it started working with UNESCO from 1946 before it became fully integrated in 1969. In particular, this article shows how, within… [Direct]

Wilson, Ruth (2012). Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments. Second Edition. Routledge, Taylor & Francis Group Now in its second edition, \Nature and Young Children\ promotes the holistic development of children by connecting them with nature. It offers advice and guidance on how to set up indoor and outdoor nature play spaces as well as encouraging environmentally responsible attitudes, values and behaviour in your early childhood setting. Covering topics as diverse as gardening with young children, creating an accessible nature program for children with special needs and addressing cultural differences in connecting children with nature, this book reveals how important nature play can be in the development of young children. This user-friendly book offers guidance on: (1) alternative settings for nature-focused programs; (2) international approaches to nature play in early childhood; (3) the role of the adult in outdoor learning; (4) using nature play for cross-curricular learning; (5) integrating nature education and peace education; and (6) health and safety. This highly accessible book… [Direct]

Nasser, Ilham (2011). Perspectives of Palestinian and Jewish Parents in Israel on Bilingual Education. International Journal of Bilingual Education and Bilingualism, v14 n3 p301-318. This article is based on a study conducted at the first Arabic and Hebrew bilingual school in Israel (Neve-Shalom/Wahat-Alsalam–NSWAS). The article focuses on Jewish as well as Palestinian parents' perspectives and responses to survey questions and interviews conducted at the school. Parents named reasons for choosing the school, satisfaction with the school, concerns, and their visions of the school's peace education goals and mission. The results of the study indicate a level of trust in the school's ability to promote cultural understanding and tolerance among children from both sides. The data analysis also suggests that Jewish parents chose the school mainly because it offers smaller classrooms while Palestinian parents chose it mainly because it is a bilingual school. The article provides analysis of the results, makes recommendations to establish and maintain the bilingual and bi-national nature of such schools in Israel and recommends directions for future research…. [Direct]

Fennewald, Thomas J.; Helfenbein, Robert J.; Hoffmann, Robert P.; Stuckey, Shanna M. (2011). Non-Didactic, a Culture of Peace, and "Some Cat from Brazil": A Case Study of Negotiating a Dialogic Curriculum with Incarcerated Girls. Urban Review: Issues and Ideas in Public Education, v43 n4 p507-527 Nov. HIPP Indy is a collaborative effort between the Indiana Department of Correction, the Peace Learning Center, and program facilitators in pursuit of implementing curriculum in peace education, conflict resolution, and self-efficacy with incarcerated, juvenile girls. The Center for Urban and Multicultural Education embarked on a program to partner a reservice teaching candidate with an urban social justice initiative in the hopes of reciprocal benefits for all involved. This study represents both qualitative data from multiple partners in designing and implementing the project, as well as the reflections of the participant-observer and co-author. The authors purport that listening to the stories of the diverse individuals involved in making the program possible offers an opportunity to understand curriculum in-the-making and the complexity of collaborative work. Revealed in this collaboration are new insights into the complexities of working with incarcerated students, attempts at… [Direct]

Novelli, Mario (2016). Capital, Inequality and Education in Conflict-Affected Contexts. British Journal of Sociology of Education, v37 n6 p848-860. Piketty's "Capital in the Twenty-First Century" has brought the issue of inequality to the centre of political debate. This article explores contemporary research on the relationship between education and inequality in conflict-affected contexts with a view to seeing how Piketty's work speaks to these issues as a field of research and practice. The article provides a critique of Piketty's approach, arguing for a broader, interdisciplinary and holistic approach to exploring and addressing inequality in education in conflict-affected contexts in their multiple economic, cultural and political dimensions. In doing so the article also lays out an analytical framework inspired by cultural political economy for researching education systems in conflict contexts which seeks to go beyond narrow human capital framings of education and address the multiple potential of education to promote sustainable peace and development in and through education…. [Direct]

Abu-Nimer, Mohammed; Nasser, Ilham (2012). Perceptions of Forgiveness among Palestinian Teachers in Israel. Journal of Peace Education, v9 n1 p1-15. This article presents the results of a study conducted among Palestinian teachers in Israel to address their contextual understanding and perceptions of forgiveness. It sheds light on K-12 teachers' responses to daily cultural and social conflict situations in a Middle Eastern context. This research aims to contribute to our understanding of forgiveness on conceptual as well as perceptual levels, hoping to enhance the knowledge-base needed to educate for forgiveness and reconciliation in Arab society. The present study is the first of several examining forgiveness among teachers in four Middle Eastern countries (Palestine, Lebanon, Jordan, and Egypt). Sixty-two classroom teachers in Arabic-speaking schools among Palestinians in Israel participated in the study. The teachers filled out a survey that included 10 hypothetical scenarios requiring forgiveness. The results from the survey and qualitative written responses suggest a high level of forgiveness when the situation involves… [Direct]

Maximus Monaheng Sefotho; Moeketsi Letseka (2024). Botho/Ubuntu Paradigm as Cognitive Justice in Psychology. School Psychology International, v45 n3 p233-253. The concept of "Botho/Ubuntu" emerges as a balancing paradigm poised to drive cognitive justice in psychological discourses. A paradigm is a universally recognized scientific model that represents a worldview of the nature of the world. There are enduring concerns about the privileging of Western European paradigms, ontologies, epistemologies, and axiologies over their African counterparts. In this article, we present the "Botho/Ubuntu" paradigm as a strong contender for the promotion, and humanization of epistemologies in psychology. The 59th annual conference of the Comparative and International Education Society (CIES) in Washington, DC in 2015, whose theme was "Ubuntu! Imagining a Humanist Education Globally," as well as the World Council of Comparative Education Societies' (WCCES) recent book, "Comparative Education for Global Citizenship, Peace and Shared Living through Ubuntu," are examples through which "Ubuntu" began to… [Direct]

Bryan, Audrey; Mochizuki, Yoko; Vickers, Edward (2022). Huxleyan Utopia or Huxleyan Dystopia? "Scientific Humanism", Faure's Legacy and the Ascendancy of Neuroliberalism in Education. International Review of Education, v68 n5 p709-730 Oct. In addition to the longstanding threat posed by narrow economism, faith in the possibility of peace and progress through democratic politics — central to the humanistic vision of the 1972 Faure report — today faces additional challenges. These challenges include the ascendancy of neurocentrism in the global policyscape. Whereas the effects of neoliberalism on education have been extensively critiqued, the implications of a newer, related ideological framework known as "neuro"liberalism remain under-theorised. Neuroliberalism combines neoliberal ideas concerning the role of markets in addressing social problems with beliefs about human nature ostensibly grounded in the behavioural, psychological and neurological sciences. This article critically examines a recent initiative of one of UNESCO's Category 1 Institutes — the Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) — that seeks to mainstream neuroscience and digital technology within… [Direct]

Berlowitz, Marvin J.; Jackson, Eric R.; Long, Nathan A. (2006). The Exclusion and Distortion of African American Perspectives in Peace Education. Educational Studies: Journal of the American Educational Studies Association, v39 n1 p5-15. In the Fall 2003 issue of Educational Studies, Ian Harris provided a historical assessment of the progress of peace education in the United States, in which he concluded with the sobering observation that, \peace education remains peripheral to mainstream educational endeavors\ (349). Harris attributed the failures of peace education to the difficulties inherent in developing a research paradigm capable of demonstrating the efficacy of peace education programs. The contribution of this article is to advance the proposition that the dominance of Eurocentricity in peace education leads to the exclusion and distortion of African American perspectives and this restricted focus undermines the status and viability of peace education…. [Direct]

Willis, Alison (2017). An Education for Peace Model That Centres on Belief Systems: The Theory behind The Model. Journal of Peace Education, v14 n3 p310-324. The education for peace model (EFPM) presented in this paper was developed within a theoretical framework of complexity science and critical theory and was derived from a review of an empirical research project conducted in a conflict affected environment. The model positions belief systems at the centre and is socioecologically systemic in design to capture the holistic dynamic of education within community. There is increasing interest, in both academic and development communities, in closing the gaps that exist between theory and practice in educational development in conflict affected settings and providing practioners with practical models. This paper makes a contribution in this through the presentation of the EFPM and the theory that informed its development. There are five key components to the EFPM: belief systems, learning experiences, students, teachers and schools. Belief systems are core as knowledge is generated from culture. Learning experiences are viewed as… [Direct]

Aly, Anne; Karnovsky, Saul; Taylor, Elisabeth; Taylor, Nell; Taylor, Peter Charles (2017). "Beyond Bali": A Transformative Education Approach for Developing Community Resilience to Violent Extremism. Asia Pacific Journal of Education, v37 n2 p193-204. The Bali bombings of 2002 and 2005 confronted Australia and its neighbours directly for the first time with the dangers of violent extremism. Since then, the Bali Peace Park Association (BPPA), consisting of former victims, their families and other interested parties, has been lobbying for the creation of the "Bali Peace Park" to be built on one of the bombing sites. Peace parks have been conceived as community-driven projects against violent extremism, and the planned Bali Peace Park embodies this principle. In 2012, the BPPA initiated "Beyond Bali," an ambitious and highly relevant curriculum development project, and secured funding from the Australian Attorney General's Department. Drawing on the expertise of a counter-terrorism expert, two university education experts and the first-hand experiences of victims and their families, the Beyond Bali curriculum package was created. Beyond Bali covers a range of topics and activities, including social science studies… [Direct]

Joseph, Pamela Bolotin; Mikel, Edward (2014). Transformative Moral Education: Challenging an Ecology of Violence. Journal of Peace Education, v11 n3 p317-333. From the perspective that we live amidst an ecology of violence, we contend that educators should not circumscribe their ethical roles by endorsing the dominant individualistic goals and practices of moral education. To counter a pervading worldview of violence and tolerance for violence, we propose instead that teachers embrace the multifaceted concept of transformative moral education as informed by the beliefs and aims of peace and ecojustice education. We explore the curricular aims and the ethical foundations of transformative moral education as well as the change of consciousness and development of agency for moral educators who challenge violence within human interactions and toward other living beings and the Earth…. [Direct]

Borel, Rolain; Cawagas, Virginia; Jimenez, Alicia; Salvetti, Nika (2011). Education for Sustainable Development at the University for Peace. Journal of Education for Sustainable Development, v5 n2 p245-249 Sep. This article features the University for Peace (UPEACE), an international academic institution that was created as a Treaty Organization within the framework of the United Nations (Resolution 35/55-1980) to support the central peace and security objectives of the United Nations. UPEACE has carried out postgraduate programs since its inception in the early 1980s. In 2000, as part of former UN Secretary General Kofi Annan's initiative towards reforming the United Nations system, UPEACE entered into a new phase of consolidation and expansion. In the Class of 2010, the university enrolled 198 graduate students from 58 countries. The headquarters of the UPEACE system is in Costa Rica, the country that proposed the creation of the University to the UN General Assembly. The UPEACE system also includes offices in Addis Ababa, Geneva, Manila and New York. UPEACE embraces a comprehensive multi- and inter-disciplinary approach in its focus on peace and conflict transformation. While all… [Direct]

Smith, David (2010). Peace Keepers: Colleges as Teachers of Peace and Conflict Resolution. Community College Journal, v81 n1 p44, 46 Aug-Sep. Americans increasingly are looking to community colleges to solve some of the most pressing problems facing this country–not necessarily a surprising revelation. Community colleges have long been in the business of making communities stronger and more vibrant, minimizing economic and social inequities, and instilling hope in those who need it most. As a result, individuals, no matter their age, gender, race, or ability, can avail themselves of the benefits of higher education. Community colleges have done much to promote prosperity and security, competitiveness and equity, and cultural and social enrichment. Thus, it should come as no surprise that community colleges are ideally positioned to promote peace and security in an increasingly violent, unstable global society. Community colleges that pursue peace and conflict initiatives generally follow one of four strategies, often in combination with each other. This article discusses the four pillars of peace education…. [Direct]

Loukaidis, Loizos; Zembylas, Michalinos (2017). Greek-Cypriot Teachers' Perceptions of Religious Education and Its Contribution to Peace: Perspectives of (In)compatibility in a Divided Society. Journal of Peace Education, v14 n2 p176-194. This paper explores the ways in which a group of primary school teachers in Cyprus interprets religious education and its contribution to peace. In particular, this phenomenological exploratory study: first, examines how teachers perceive religious education and whether this conceptualization is considered to be (in)compatible with peace in the context of a conflict-affected society; and, second, shows some of the tensions that exist in the aims of religious education between the desire to encourage mutual understanding and exposure to religious pluralism, on the one hand, and the political demands for entrenching ethnic cleavages, on the other. Although these tensions are largely contextual, they nevertheless raise two important issues that are worthwhile to consider for religious education and peace in conflict-affected societies: first, the "naturalization" of religion and religious instruction, on the one hand, vs. the recognition that some models of religious… [Direct]

Quigley, Kevin F. F. (2013). The Peace Corps and Higher Education: Finally the Envisioned Partnership?. Journal of Higher Education Outreach and Engagement, v17 n2 p137-150. A number of structural and contextual changes underway suggests that now that the Peace Corps has begun its second half-century, it may be the opportune time for a broader and deeper strategic partnership with higher education along the lines that the Peace Corps founders' envisioned. That partnership would involve higher education playing an expanded role in recruiting, training, and evaluating Peace Corps volunteers to supplement the more than 100 existing partnerships between the Peace Corps and higher education in graduate study…. [PDF]

Fontana, Giuditta (2018). Mapping the Relationship between Education Reform and Power-Sharing in and after Intrastate Peace Agreements: A Multi-Methods Study. Journal on Education in Emergencies, v4 n1 p74-113 Aug. To what extent does the adoption of consociational power-sharing affect the design and implementation of education reforms? This article maps this territory through rich and detailed interviews collected in Lebanon, Northern Ireland, and the Former Yugoslav Republic of Macedonia in 2012-2013. Insights from these interviews are corroborated by evidence from the first large-scale dataset of educational provisions in intrastate peace settlements (the Political Agreements in Internal Conflict [PAIC] dataset). There is strong evidence that the values and practices of power-sharing affect the implementation of education reforms: they constrain syncretistic (integrationist or assimilationist) initiatives and enable pluralistic reforms. Analysis of the PAIC dataset also suggests a relationship between the adoption of power-sharing and the inclusion of education reforms in peace agreements: pacts including power-sharing are more likely to also include pluralistic education reforms. Beyond… [Direct]

Bjorn G. J. Wansink; Jan van Tartwijk; Minke A. Krijnen; Tim Mainhard; Yvonne H. M. van den Berg (2024). Citizenship in the Elementary Classroom through the Lens of Peer Relations. Educational Psychology Review, v36 Article 34. We explored the potential of using a peer relations approach for researching children's citizenship in elementary classrooms. Children express or enact citizenship through their behavior toward classmates and the relationships they engage in (i.e., lived citizenship). These behaviors and relationships can be more or less in line with goals for citizenship education. We propose that, through peer relations methodology, these behaviors and relationships can be assessed systematically. In addition, some of the widely researched behaviors and relationships in peer relations research already closely align with goals for citizenship education. With this theoretical and methodological argument, we consider recent publications on classroom behaviors (i.e., prosocial behavior and aggression) and relationships (i.e., positive and negative affect) and their meaning for exemplary goals for citizenship education (i.e., solidarity, peace, and social cohesion). We show how individual children and… [Direct]

Byron, Amanda Smith (2011). Storytelling as Loving Praxis in Critical Peace Education: A Grounded Theory Study of Postsecondary Social Justice Educators. ProQuest LLC, Ed.D. Dissertation, Portland State University. Looking through the philosophical lens of love, this study seeks a deeper understanding and appreciation of how postsecondary social justice educators use storytelling, in the context of critical peace education, to create social change. This research explores the guiding question of how storytelling is used to encourage social change and to inspire action toward the goal of greater social justice. The argument for the importance of this research is located within the crisis of neoliberalism, where the very tenets of democratic education are being challenged by an educational agenda that favors standards-based learning and employment training over the critical and analytical thinking skills required for democracy to flourish. The results of this study identify storytelling as a method of ideology critique, and locate it within a larger process of loving praxis. A theoretical model of loving praxis is offered to explain how postsecondary social justice educators engage story as an… [Direct]

Abura, Mary; Kester, Kevin; Rho, Ella; Sohn, Chaewon (2022). Higher Education Peacebuilding in Conflict-Affected Societies: Beyond the Good/Bad Binary. International Journal of Comparative Education and Development, v24 n3-4 p160-176. Purpose: This comparative case study looks towards the diverse approaches of higher education to support peacebuilding, from policy and philosophy to pedagogical practices, in conflict-affected and post-conflict settings. The achievement of global development goals is dependent on addressing access to quality education in conflict-affected contexts, including higher education. However, in settings affected by conflict, higher education is often perceived to be a luxury, not a necessity. This study, then, explores whether and how higher education might support peace and development through the unique perspective of the "three faces" of higher education in conflict contexts. Design/methodology/approach: The paper is designed as a qualitative comparative case study. The research examines the work of university educators in two institutions in Afghanistan and Somaliland, highlighting the challenges and opportunities they face working in conflict-affected societies and their… [Direct]

Hirsch, Tal Litvak (2006). The Use of Stories as a Tool for Intervention and Research in the Arena of Peace Education in Conflict Areas: The Israeli-Palestinian Story. Journal of Peace Education, v3 n2 p251-271 Sep. The aim of this paper, in the area of peace education, is to demonstrate the feasibility of using stories as part of educational programmes and research. This paper has two sections. In the first, a brief overview of peace education theory and practice in the Israeli context will be presented. The concept of stories and the possibility of using stories in educational programmes and research in peace education will also be discussed. In the second section, two psychological educational projects that use stories in the area of peace education will be demonstrated and the similarities and differences between the two projects will be noted. In conclusion, guidelines will be presented which can be applied in peace education programmes, not only in Israel but in other regions of conflict throughout the world. (Contains 7 notes.)… [Direct]

Baroud, Jamilee; McLean, Lorna R. (2020). Democracy Needs Education: Public Performance, Peace, and Pedagogy, Julia Grace Wales. Paedagogica Historica: International Journal of the History of Education, v56 n4 p503-519. In this article, we explore the academic life of Julia Grace Wales as a public intellectual and peace activist. The study addresses the largely neglected field of female educators and peace activists in the early to mid-twentieth century through a case study of one woman's lifelong popular education campaign to achieve peace and social justice. In these initiatives of lectures, publications, poetry, hymn, memoir, textbook, and correspondence with leaders in religious, academic, and government institutions, Wales took seriously her role as an academic in a democratic society to resolve international conflicts without war. As a public educator, she emerged at a time of growing professionalisation and specialisation among American universities. Although Wales was unique in her position as a woman, academic, and peace activist, we learn how she capitalised upon multiple profiles to advance her point of view. In this article, we assert that it was from her position on the margins that she… [Direct]

Anna Aluffi Pentini (2024). Children's Rights…and Duties! In Pedagogy and Intercultural and Peace Education. Intercultural Education, v35 n5 p558-569. The contribution deals critically with the issue of citizenship and children's rights, identifying a silent void starting from the change we have witnessed with the progressive questioning of the principles, secular, and religious, of adult authority and the sacrosanct affirmation rights of minors and their defence against violence and abuse. This questioning, for example in Italy, took the form of the abolition of the concept of patria potestatis, replaced with that of parental responsibility. However, looking at the juridical, pedagogical, and children's literature, it seems that in the face of numerous publications which speak of children's rights, very few are those that deal with the theme of (any?) the duties of minors…. [Direct]

Haetta, Ole Einar; Nordkild, Siv Ingrid (2023). Mathematics Teaching in "l√°vvues" from the Perspectives of Indigenous Education and Critical Peace Education. Journal of Peace Education, v20 n2 p176-195. This study focuses on how teaching is affected when two cultures meet: the S√°mi culture, represented by the "l√°vvu," and the culture of teaching mathematics in a school. It describes the use of the "l√°vvu" (a S√°mi temporary dwelling) as a classroom for teaching mathematics. For several years, and in cooperation with researchers, the teachers at the Guovdageaidnu Lower Secondary Schoolg have been developing interdisciplinary teaching content related to S√°mi traditional knowledge. The findings of this study describe how tenth-grade students taught younger students. The empirical data used in this study originated from students' teaching in "l√°vvues" and consisted of audio recordings, field notes, and notes from conversations between the authors. The teaching was carried out at another S√°mi school for students of the same age and younger. The organization of the teaching and the teaching itself can be seen as a hybrid of S√°mi child rearing and the ordinary… [Direct]

Amoah, Emmanuel; Wagner, David; Yaro, Kwesi (2020). Situated Perspectives on Creating Mathematics Tasks for Peace and Sustainability. Canadian Journal of Science, Mathematics and Technology Education, v20 n2 p218-229 Jun. In this paper, we reflect on our experiences teaching and working with mathematics teachers in Canada, Ghana, India and Swaziland to explore challenges and opportunities for creating mathematics tasks for peace and sustainability. Our exploration of these experiences is oriented around our interest in embedding peace and sustainability into mathematics education following the Sustainable Development Goals identified by the United Nations. We claim that attention to local contexts affords mathematics educators a medium for engaging in authentic, meaningful and context-driven mathematics tasks that address issues of local environmental, cultural and societal concerns. However, we argue that globalisation has already colonised local communities. The associated "technoscientificity", along with the conservative nature of textbooks, time constraints and the dominant force of poverty remain hindrances in creating mathematics tasks that are issue centric and socially relevant to… [Direct]

Abu-Nimer, Mohammed; Mahmoud, Ola; Nasser, Ilham (2014). Contextual and Pedagogical Considerations in Teaching for Forgiveness in the Arab World. Compare: A Journal of Comparative and International Education, v44 n1 p32-52. This study was conducted among Arab teachers in four countries in the Middle East (Jordan, Lebanon, Egypt and Palestine) to examine their views and methods on teaching for forgiveness in their classrooms. A total of 87 teachers in K-12 classrooms participated in semi-structured interviews as part of a larger study on teaching for forgiveness in the region. Thematic analyses of interviews suggested that teachers created opportunities to model and teach forgiveness as part of their civics education curriculum. They also expressed eagerness for instructional guidance and curriculum materials to systematically teach forgiveness in schools. The strength of religion and historical religious figures as positive sources for teaching forgiveness was also evident. Findings highlight the need to integrate education for peace and forgiveness in the education system, especially as a result of recent political developments in the Middle East, and to provide methods to assist teachers to do so in… [Direct]

Harjes, Kirsten; Siegel, Mona (2012). Disarming Hatred: History Education, National Memories, and Franco-German Reconciliation from World War I to the Cold War. History of Education Quarterly, v52 n3 p370-402 Aug. On May 4, 2006, French and German cultural ministers announced the publication of "Histoire/Geschichte", the world's first secondary school history textbook produced jointly by two countries. Authored by a team of French and German historians and published simultaneously in both languages, the book's release drew considerable public attention. French and German heads-of-state readily pointed to the joint history textbook as a shining example of the close and positive relations between their two countries, while their governments heralded the book for "symbolically sealing Franco-German reconciliation." Franco-German textbook reform provides one of the most successful historical models of cultural diplomacy and peace education worldwide; yet, among scholars and education reformers its history is little known and the reasons for its success are even less understood. Historians of education in both countries have highlighted instead the active role that educators… [Direct]