Sirbu, Zina (1976). Project Profile: Romania, Action to Promote Education for Peace. International Understanding at School, 30, 21-4, 76. The peace education program in Romanian Associated Schools is described. (DE)…

Brantmeier, Edward J. (2007). Everyday Understandings of Peace and Non-Peace: Peacekeeping and Peacebuilding at a US Midwestern High School. Journal of Peace Education, v4 n2 p127-148 Sep. This article reports findings from a critical ethnographic action research project at a US Midwestern high school in the 2004-2005 academic year. The project engaged seven teacher inquirers in an intercultural peace curricula development process. Data collected from participant observation, from personal interviews and from focus group meetings are examined within the conceptual framework of micro-peacekeeping, micro-peacebuilding and intercultural peace. Implications for action research that is responsive to local conceptions of peace and non-peace are discussed. The author calls for more vigorous and nuanced peace theory for guiding peace education efforts in multicultural contexts. (Contains 1 figure and 15 notes.)… [Direct]

Bjerstedt, Ake (1998). Peace Education Aids: Examples of Students' Materials and Teachers' Guides, with a Focus on the Last 25 Years. Peace Education Miniprints No. 93. Over 180 examples of peace education students' materials and teachers' guides, from the last 25 years, are listed in this bibliography. A translation of the title into English is added in square brackets if the original language is not English, French, or German. Examples of final products, preliminary versions, and material catalogs are given. Documents listed in the bibliography are not grade specific and range from pre-kindergarten to under graduate studies. A few publications in the bibliography have been marked with an asterisk as examples of comprehensive materials that may be used for analyses in course programs on peace education. (BT)…

Kauppinen, Heta (1991). Peace Education in Art: Focus on Gender. Art education can be used as a focal point in studying peace education and gender issues. One aspect of peace education is the field of human relations and that can include issues of gender. Basic concepts of patriarchy, sexism, feminism, and women's liberation can be studied through art. Finnish art education curriculum provides three areas for peace education with a focus on gender: (1) art history; (2) folk art; and (3) mass media. Art history features an image of Finnish women as successful artists and creators of culture. Twenty-five percent of the art works cited in art history books are by women and in the history of design women's artworks are in the majority. In the study of folk art much attention is given to the study of decorative and utility textiles designed and made by women. Study of folk art also emphasizes equal achievement by men and women. Students study mass media by examining newspapers, magazines, television, and film to develop their understanding of gender…

Fujita, Hideo (1995). Adult Education for Peace: Japanese Experiences. Peace Education Miniprints No. 74. To this point peace education has been carried out and discussed more in elementary and high schools than in adult education. This paper stresses the need for adult education for peace and discusses the organization, content, and methods of such education, with special attention to experiences in Japan. Methods of adult education for peace in Japan include: testimonials of war experience; exhibitions for peace; movie meetings; lectures; study through survey; and a peace tour. Contains four references. (RJC)… [PDF]

(1990). British Perspectives on Peace Education and Its Difficulties: [Conversations With Helen Collinson, Mildred Masheder, Chris Sewell, Patricia White, and The Project "Preparedness for Peace." Educational and Psychological Interactions No. 100. The project group "Preparedness for Peace," at the Malmo School of Education (Sweden), studies possible ways of helping children and young people to deal constructively with questions of peace and war. As part of this work, the project group conducts interviews with people engaged in the problems of peace education. This publication presents conversations with four people from Great Britain–Helen Collinson, Mildred Masheder, Chris Sewell, and Patricia White–who have all been professionally involved in activities related to peace education. (Author)… [PDF]

Henderson, George, Ed. (1973). Education for Peace: Focus on Mankind. This 1973 yearbook, designed for educators, parents, and other readers, aims to inform about issues of war and peace; prod toward teaching about peace; and encourage people to seek and live peaceful lives. Major emphasis is on presenting literary references and statistical data that can form a foundation for individuals who are trying to be effective peace educators. Each chapter focuses on schools and those who administer and teach in them, but stress is on concern for students and the impact that their school experiences have upon the ultimate realization of a peaceful world order. The book is arranged into nine chapters with ten authors providing insightful understanding toward the general theme of education for peace. In addition to a brief prologue, chapters focus on factors contributing toward violence in individuals and institutions; children and young students who respond to questions about ways in which they conceptualize peace; problems and forces operative in relation to…

(1994). Peace Education. Reports and Miniprints from the Malmo School of Education, 1990-1993. Peace Education Miniprints No. 57. The project group, "Preparedness for Peace," does research and development work on peace education and related aspects of internationalizing of school teaching. This miniprint lists 135 reports and miniprints from work published during the years 1990-1993, and includes reports and miniprints related to the work of the PEC (Peace Education Commission of the International Peace Research Association) that are published by the Malmo School of Education (Sweden). If the title is given in English only, the language of the report is English. For reports written in a Scandinavian language or in German, the title appears first in the language of the report, followed by an English translation of the title in brackets. (CK)…

Salazar, Mary Lou (1995). Peace Education in the Denver Public Schools. A Study of Social Studies Classes in Grade 7. Peace Education Miniprints No. 78. This miniprint summarizes a study of the status of the teaching of peace themes in the Denver (Colorado) Public Schools. The intent was to analyze and provide recommendations for the development of peace education. The research methods included observations, interviews, and examination of curricular materials. Social studies departments in the schools were contacted to find the teachers who teach about peace. Twenty 7th grade classes were observed. Interviews were conducted with 20 teachers, 15 students, and 10 peace specialists. The intent was to study peace themes by examining how teachers and textbooks present issues and how students react, and by examining these data in the context of the views of peace education specialists. (RJC)… [PDF]

Wisler, Andria K. (2010). Portraits of Peace Knowledge in Post-Yugoslav Higher Education. Journal of Peace Education, v7 n1 p15-31 Mar. Using the central concept of "peace knowledge", this article suggests that such knowledge is one part of a region's intangible, intellectual heritage that constitutes its ways of knowing and living, necessary for its own creation and sustainability of a culture of peace. During the sustained fieldwork of the author, peace knowledge was explored in the post-Yugoslav context of recent war, primarily through methods influenced by phenomenology: dialogue ("muabet") and shared lived experiences with students and professors in higher education programs related to peace studies, as well as observations and interactions in their classes. The opportunity exists to learn from those from this war-torn region whose teaching and learning of peace knowledge in higher education affect their daily, lived experiences of peace. (Contains 7 notes.)… [Direct]

Hancock, Meg G.; Hums, Mary A.; Svensson, Per G. (2016). Examining the Educative Aims and Practices of Decision-Makers in Sport for Development and Peace Organizations. Sport, Education and Society, v21 n4 p495-512. Sport for Development and Peace (SDP) policy-makers and practitioners continue to offer ambitious claims regarding the potential role of sport-based programs for promoting social change. Yet, it is important to put sport under a critical lens in order to develop a more balanced and realistic understanding of the role of sport in society. Whether SDP programs result in positive or negative outcomes depends on the structures and processes of the implementing organizations. Hence, SDP researchers are paying more attention to the organizational approaches of these agencies. Scholars also argue the outcomes of SDP programs depend on the relationship of these organizations with broader community education and health promotion efforts. Despite the claims of many SDP programs, little remains known about the educational goals of these programs and their relationship with broader educational efforts. Therefore, the purpose of this study was to critically examine the role of education among a… [Direct]

(1994). American Montessori Society Position Papers. Montessori Life, v6 n2 p6-7 Spr. Presents two American Montessori Society position papers. "Multi-Age Grouping" offers an analysis of eight specific methods and strategies of multiage practice that serve as a useful guide for implementation. "Peace Education" explains the need for, the requirements for, and the benefits of peace education as part of a school's curriculum. (TJQ)…

Werner, Walt (1985). Conceptions of Peace Education. History and Social Science Teacher, v20 n3-4 p29-32 Spr. One's conceptions define what is worth learning about war and peace and why. Educators must make important choices of content. Three conceptions of peace education are discussed: those that focus on information, those that center on issues, and those dealing with attitudes. (RM)…

Bjerstedt, Ake, Ed. (1990). Peace Education: Basic Books–Recent Publications. Peace Education Miniprints, No. 7. This publication presents an annotated bibliography of some recent publications in the area of peace education. The document features seven volumes identified as seminal works in the field. In addition, six doctoral dissertations, four journal articles, and 16 additional sources for publications are described. (DB)…

Bischoff, Claire; Moore, Mary Elizabeth Mullino (2007). Cultivating a Spirit for Justice and Peace: Teaching through Oral History. Religious Education, v102 n2 p151-171 Mar. The thesis of this article is that teaching through oral history cultivates a spirit for justice and peace, as well as knowledge and skills that contribute to that spirit. The authors examine periodical literature focused on justice and peace education and analyze a course taught through oral history. Both the literature and case study yield thematic insights. The dialogue between them suggests educational practices that serve justice and peace: engaging in active, practical learning; encountering cultural, contextual, and pedagogical diversity; analyzing social systems; building strong, multivalent learning communities; fostering imagination, wonder, and empathy; inspiring creative agency; and challenging with encouragement. (Contains 2 footnotes.)… [Direct]

Wessells, Michael (2005). Child Soldiers, Peace Education, and Postconflict Reconstruction for Peace. Theory Into Practice, v44 n4 p363-369. Worldwide, children are drawn into lives as soldiers and terrorism as the result of forced recruitment and also by extremist ideologies and their inability to obtain security, food, power, prestige, education, and positive life options through civilian means. Using an example from Sierra Leone, this article shows that peace education is an essential element in a holistic approach to the reintegration of former child soldiers and to the prevention of youth's engagement in violence and terrorism. In the postconflict context, effective peace education has a stronger practical than didactic focus, and it stimulates empathy, cooperation, reconciliation, and community processes for handling conflict in a nonviolent manner. These processes play a key role also in the prevention of children's engagement in violence and terrorism…. [Direct]

Cates, Kip; Jacobs, George M. (1999). Global Education in Second Language Teaching. Online Submission This article paints an optimistic picture of the role we second language teachers can play not only in improving our students' language proficiency but also in infusing global education into our classes as we join with our students to address global concerns, such as peace, prosperity, environmental protection, and human rights. The article is divided into four parts. The first part describes global education and identifies organizations of second language educators participating in global education. The second part of the article focuses on two key areas of global education: peace education and environmental education. Next, we address questions that second language teachers frequently ask about including global education in their teaching. Lastly, we supply lists of print and electronic resources on peace education and environmental education. The following are appended: (1) Peace Education Bibliography; and (2) Environmental Education Bibliography. [This article was published in… [PDF]

Bjerstedt, Ake (1994). Peace Education Books: A Selective Bibliography. Reprints and Miniprints No. 810. The bibliography lists examples of monographs and collections of papers explicitly dealing with peace education. Some special issues of journals devoted to the area of peace education also have been included. The major focus is on materials in English, German, and the Scandinavian languages from recent years. For those unfamiliar with the area, the fairly large number of references may be confusing. An asterisk (*) is used to mark a few publications as valuable for those who would like to get some introduction and review of the field. These selections may be seen as arbitrary, but it is hoped that these notations may be useful for some beginning readers. (EH)…

Simpson, Kris (2004). Making Connections: Wholistic Teaching through Peace Education. Canadian Social Studies, v38 n3 Spr. Educating for peace at the primary level is more critical now than ever before, as our students struggle to choose and emulate the models of peace education that stand before them. Continuously facing a sensationalized picture of war, students must not learn from the media generated models that stand before them in a time of war. Instead, education must equip students with alternatives to violence. Thus, teachers must provide students with opportunities to explore their feelings about war, and learn about peaceful alternatives to conflict resolution. Further, students must learn to challenge the assumptions that traditions have put into place, to ensure that the tenets of peace education preside over inequity that is structural and has gone unquestioned for too long…. [PDF]

Curran, Joanne M. (1996). Peace Pilgrim: A Readers Theatre Approach to Peace Education. Readers theater is a dramatic art that directs attention to the words of a text. During a performance, a reader (rather than an actor) presents and interprets the work within a narrative context intended by the author. In this project, the text, a collection of the words and writings of a woman known as the Peace Pilgrim, tells the story of her 28-year pilgrimage for peace. This text reflects a transformational approach to peace education; it promotes living a life that is nonviolent at every level. Participants in the study were 10 college students enrolled in an independent study. Results of the study are discussed with regard to five issues: (1) students' choice to participate in the study; (2) students' reactions to Peace Pilgrim as a potential role model; (3) students' reactions to the use of readers theater as a curriculum tool; (4) changes in students' attitudes toward peace education; and (5) changes in students' emotional reactions to the concept of world peace. Student… [PDF]

Hinitz, Blythe F.; Stomfay-Stitz, Aline (1996). Dream of Peace, To Dare To Stay the Violence, To Do the Work of the Peacemaker. This essay focuses on teachers as peacemakers. Peace education is discussed as multifaceted and cross-disciplinary, emphasizing the teaching of peace, nonviolence, conflict resolution, social justice, economic well-being, political participation, and environmental concern. The report asserts that any curriculum for young children should stress a peaceful environment to counter the negative, violent images children see on television, in electronic games, and elsewhere. The cycle of generational violence is discussed, as is evidence of violence being passed along by generations. The concept of Developmentally Appropriate Practices (DAP) is discussed as a vital part of the peace education curriculum. Strategies suggested for creating a "peaceable" classroom include: (1) conducting class meetings; (2) featuring a child as "student of the week"; (3) developing a sense of unity; (4) implementing cooperative learning; (5) infusing the theory of multiple intelligences… [PDF]

Bjerstedt, Ake, Ed. (1993). Fifty Peace Educators: Self-Portraits in Passing from Twenty-Two Countries. Peace Education Reports No. 7. The project group "Preparedness for Peace" of the Department of Education and Psychological Research, Malmo School of Education, Sweden, explores ways of helping children and young people deal constructively with questions of peace and war. As part of its work, the project group collects viewpoints on the role of schools in pursuit of "peace preparedness." In this regard, experts with special interests and competencies in areas related to peace education have been interviewed by the project. This document presents excerpts from interviews with 50 peace educators representing 22 different countries. Answers given by interviewees to the question "As an introduction, could you say a few words about yourself and your interest in the field of peace education?" are the focus of the report. (DB)… [PDF]

Toh, Swee-Hin; And Others (1992). Building a Peace Education Program: Critical Reflections on the Notre Dame University Experience in the Philippines. Peace Education Miniprints No. 38. This paper draws upon the experiential and theoretical insights gained from 5 years of developing a peace education program at Notre Dame University in the Philippines. The critical reflections on that experience encompass the processes, relationships, and structures embodied in the program, and its achievements, constraints, difficulties, and prospects for the future. The personal, social, political, and cultural forces and influences underpinning the formation and evolution of the program also are explored. It is hoped that a case study of peace education in the Philippine context, which is burdened by such deep crises of conflict, violence, and human suffering, may yield meaningful answers and questions for enhancing the craft and struggle of educating for peace, justice, and compassion. (Contains 30 references.) (Author/LBG)… [PDF]

Bachay, Judith (1996). Fighting Violence with Peace Education Strategies. Multicultural Education, v4 n2 p43-45 Win. The curriculum developed by the Peace Education Foundation to help students deal with conflict is described. The curriculum is life-affirming and teaches that human connection is precious. Conflict-resolution strategies and nonviolent methods advocated by Martin Luther King Jr. are taught. (SLD)…

Wilson, Norman H. (1972). A Primer on Approaches to Peace Education. Social Science Record, 9, 2, 42-48, Win 72. Assistance in planning peace education curriculum is available to educators from war/peace study organizations, community sources, television programs. An interdisciplinary subject approach can be given, involving mathematics, physical education, religion, science and ecology, as well as social studies and historical inquiry. (JB)…

(1984). Annotated Resource List of Peace Education Resources Available from Wilmington College Peace Resource Center, Hiroshima/Nagasaki Memorial Collection. Over 130 print and nonprint peace education resources for use with adult groups and elementary, secondary, and college students are described. Audiovisuals may be rented and books may be purchased from the Wilmington College (Ohio) Peace Resource Center. Audiovisuals, including slides, videotapes and videotape cassettes, and 16mm films, are described in the first section of the listing; books are cited in the second half. Both sections are organized topically. Included among the topics are atomic bombings, nuclear war, the arms race, anti-war, civil defense, peace movement, peace education, nonviolence, the draft and conscientious objection, and nuclear power. An index is provided. With a few exceptions, publication dates range from the 1970's to the present. (RM)…

Kekkonon, Helena (1981). Peace Education Is Integral to Adult Education. Convergence: An International Journal of Adult Education, v14 n4 p53-58. Adult education should contribute to (1) the promotion of peace, international understanding, and cooperation; and (2) the development of a critical understanding of contemporary problems and the ability to take social action. Peace education is part of a lifelong process of moral growth. (SK)…

Soto, Lourdes Diaz (2005). How Can We Teach Peace When We Are so Outraged? A Call for Critical Peace Education. Taboo: The Journal of Culture and Education, v9 n2 p91-96 Fall-Win. This author states that the energy from frustration with the political, with the aggressive, with the patriarchal, with the privileged, with the capitalist, with the racist, with the sexist tends to make people feel quite powerless as the neo-liberals continue to exert their all encompassing right wing ideologies. This patriarchal racist/sexist/capitalist agenda has meant that human rights, economic dignity, and social equity have been sacrificed to benefit a few ideologues. In this essay, the author shares nine ideas that she believes reflect a critical perspective and speak to future needed directions in U.S. peace education. A critical perspective that relies on guidance from multiple lenses may be capable of demystifying the complexities of peace education…. [PDF] [Direct]

Oswald, Bruce M. (2007). Developing a Course on the Law of Peace Operations: Method and Practice–Making Ends Meet. Journal of Peace Education, v4 n1 p57-74 Mar. This paper reflects on my personal experience conceptualising and teaching the law of peace operations course at The Melbourne Law School. More specifically, the paper examines some of the key challenges I have faced in developing the most appropriate conceptual framework and teaching methodologies to assist graduate students to better understand how the normative frameworks can better support diplomatic, political and military efforts to achieve and maintain international peace and security. Recognising that the law of peace operations is a relatively unrecognised area of peace education, I hope some of the issues raised in this paper will assist academics and instructors to develop more effective courses for teaching the myriad of legal issues that impact on ensuring peace operations assist to achieve sustainable peace and security…. [Direct]

Bjerstedt, Ake (1994). Peace Education Articles: A Selective Bibliography. Reprints and Miniprints No. 813. The bibliography lists examples of journal articles and chapters in edited books explicitly dealing with peace education. The major focus is on materials in English, German, and the Scandinavian languages from recent years. (EH)…