Dovey, Valerie (1994). Exploring Peace Education in South African Settings. Peace Education Miniprints No. 68. This paper provides a synopsis of a research report done by the Youth Project of the Centre for Conflict Resolution (CCR), an autonomous institute with the University of Cape Town. In 1992 the Human Sciences Research Council initiated a cooperative research programme into South African youth and the problems and challenges they face. CCR was commissioned to participate and submit a report on conflict resolution and peacemaking among youth. The synopsis of the report is divided into three sections. Section 1 focuses on the needs of South African children and youth and asks: (1) What do our young people say? and (2) What do educationists say? Section 2 focuses on an overview of peace education programmatic and research initiatives. Section 3 examines the way forward with: (1) Peace Education for South African youngsters in both the school and the wider community; (2) Some cautionary thoughts in regards to terminology, schools, and parents; and (3) Research directions. Contains seven… [PDF]

Cremin, Hilary; McCluskey, Gillean; Sellman, Edward (2012). Interdisciplinary Perspectives on Restorative Justice: Developing Insights for Education. British Journal of Educational Studies, v60 n4 p421-437. This article takes restorative justice as an example of an initiative that crosses disciplinary boundaries, and that has been usefully applied within educational contexts. Grounded in criminology, restorative justice also has roots in psychology, education, sociology, peace studies, philosophy and law. The article draws on an ESRC funded seminar series which investigated interdisciplinary perspectives on restorative justice and their applicability to education. The series found that the ways in which restorative justice is conceptualised and applied varies according to disciplinary norms and assumptions. It is this creative tension that the current article explores…. [Direct]

Hodgkinson, Christopher E.; Jackson, John J. (1986). Peace Education: A Sophisticated Approach. Education Canada, v26 n4 p44-49 Win. Examines the state of peace education in the school curriculum and its relation to values education. Presents paradigm to examine values analytically. Suggests administrators, policy makers, and values educators consider what indoctrination is occurring, what ought to be happening, and what progress can be made toward instituting authentic ethical education. (NEC)…

Bjerstedt, Ake (1987). Young People and Peace: Prerequisites for Peace-Oriented Instruction. School Research Newsletter, n1 Apr. Helping children and youth learn through school experiences to deal constructively with questions of peace, war, and ways to promote peace preparedness is the purpose of this four-year peace education project. The principal goals of the project include: (1) an inventory and analysis of experiences and related peace education projects in various countries; (2) studies of young people's concepts of war, peace, or the enemy; (3) explorations of viewpoints concerning schools' roles in pursuit of peace preparedness; (4) studies of various ways that schools teach war and peace concepts; and (5) the collection of related project reports, bibliographies, analyses, research, models, and teacher guides. In 1987, during the initial stages of this project, an inventory and analysis of literature, a questionnaire to be sent to schools in selected countries, pilot studies concerning war and peace concepts, and interviews with experts in the field of peace education were completed. (JHP)…

Mallum, Jane O. (2002). An Educology of Peace Education: Formulating a Strategy for the Promotion of Non-Violent Conflict Resolution in a Democracy. Online Submission, International Journal of Educology, v16 n1 p77-90. The world today is fraught with violence and conflicts. This state of affairs is made all the more dangerous by the development of nuclear technology and the possibility of dissemination of military applications of this technology to unstable countries and militant terrorists. At the same time, there has been a rapid diffusion of democratization since the conclusion of the cold-world war, and this a most promising development. Conflicts indeed are inevitable where interpersonal relationships exist. But conflicts do not inevitably have to lead to violence, or loss of property or of life. Conflicts can be resolved peacefully, and the democratic process is especially well suited for peaceful resolution of conflict. What is needed within the democratic context is knowledge, skill and commitment to the process of peaceful means of resolving conflict. An important component of the process of promoting peaceful conflict resolution is an effective program of peace education. To make the… [PDF]

Washburn, A Michael (1972). Peace Education is Alive: But Unsure of Itself. Social Science Record, 9, 2, 61-68, Win 72. A summary of the to-date accomplishments and development in peace education concludes with a definition of the necessary facets of a more comprehensive program than currently exists: (1) purpose; (2) issues and subjects; (3) perspective or approach; and (4) teaching methods. (JB)…

Enslin, Penny; Maxwell, Anne-Marie; Maxwell, Tudor (2004). Educating for Peace in the Midst of Violence: A South African Experience. Journal of Peace Education, v1 n1 p103-121 Mar. How do we educate for peace in a context of pervasive social violence? This paper explores this question as it presents the development and evaluation of a South African peace education programme at pre-school level. The programme comprised a pre-school curriculum and a teacher development course and was developed in conjunction with a team of pre-school teachers from diverse backgrounds working in a variety of settings within two South African provinces. The results of the evaluation provided strong evidence that the peace education programme resulted in a drop in aggressive behaviour among the children of the target population. The results also indicated that the teacher development course was well received by the teachers and facilitated their growth in a number of areas. Thus, the study indicated that peace education can have considerable positive impact in a country that is recovering from years of political and social violence. (Contains 8 notes and 2 tables.)… [Direct]

Arweck, Elisabeth; Nesbitt, Eleanor (2008). Peace and Non-Violence: Sathya Sai Education in Human Values in British Schools. Journal of Peace Education, v5 n1 p17-32 Mar. Not only is peace one of the values at the heart of Sathya Sai Education in Human Values (SSEHV), it is also presented as one of the programme's outcomes. The SSEHV programme seeks to promote "human values" in British schools, also with regard to educating pupils from different social, cultural or ethnic backgrounds towards greater tolerance and understanding. The programme aims to achieve this as part of the statutory provision of physical, social and health education (PSHE) and citizenship education as well provision for the social, moral, cultural and spiritual (SMCS) development of pupils in community schools. This article reports on an ethnographic study of SSEHV in the UK, which was conducted by members of the Warwick Religions and Education Research Unit (WRERU) at the University of Warwick. The research reported here focused on the development of the programme, its contents (including the value of "non-violence" and the practice of "silent… [Direct]

Bjerstedt, Ake (1995). Peace Education Articles. A Selective Bibliography with a Focus on Materials in English, German and the Scandinavian Languages. Peace Education Miniprints No. 75. This miniprint lists examples of journal articles and chapters edited books dealing with peace education. Some separate prints of article-size also are included. The major focus is on materials in English, German, and the Scandinavian languages from recent years. (RJC)…

Collinge, James (1993). Peace Education across the Curriculum: Some Perspectives from New Zealand. Peace Education Miniprints No. 52. This paper argues that issues of peace and war and related environmental and social questions ought to form part of the curriculum of a truly democratic education system. The aim of these studies is not to indoctrinate young people into predetermined positions with respect to controversial questions, but, quite the opposite, to help them develop into independently thinking and questioning adults. An emphasis is placed on the skills students should develop in peace education, such as the principles of presenting a well-considered argument, concern for evidence and logic, and an awareness of bias. One model put forward is Paolo Freire's education for critical consciousness through the study of generative themes. Controversial issues such as those dealt with in peace education should not be limited to older students. Even quite complex issues, such as nuclear weapons, are of concern to young children and should be dealt with at a level appropriate to their development. This is true… [PDF]

Larsson, Yvonne (1988). Peace and Violence in the School: A Constructive Curriculum. Selected Papers Number 59. In order to promote peace in our personal lives and in our world it is necessary for teachers to espouse peace education throughout the process and content of their educational systems. Peace education refers to a non-authoritarian educational process that is compatible with peace and avoids all structural violence, not just education about peace. Peace research and peace education require a third vital element, peace action, to promote the desired results of developing social literacy skills in students for responsible non-violent participation within a democratic society. Parents and teachers play a critical role in facilitating positive peace actions in the personal, home, and school environment of the student. At the elementary level, cooperative games and group play with an emphasis on sharing promote this environment. Instruction on the nature of conflicts, the activities of peace workers, and the role of peace heroes begin in the later years of primary school. At the…

Bjerstedt, Ake, Ed. (1993). Doctoral Dissertations Related to Education for Peace and Multicultural Awareness. Peace Education Miniprints No. 43. This bibliography lists recent doctoral dissertations, written in English and German, related to peace education, multicultural education, and related topics. Dissertations from India on nonviolence, Mahatma Gandhi, and related subjects are listed in a separate appendix (with Hindi titles translated into English). (Author/DB)…

Oduaran, Akpovire B. (1993). Emerging Adult Education Frontiers and Their Implications for Research. International Journal of Lifelong Education, v12 n3 p219-31 Jul-Sep. In the current state of global flux, new frontiers have emerged for adult education: community education/action, peace education, popular education, consumer education, women's education, retraining, computer literacy, and population education, among others. (SK)…

Bjerstedt, Ake (1994). Disarmament Education, Education for International Understanding, Global Education, Peace Education and Other Related Terms: Comments and Preferences in a Group of Experts. Peace Education Miniprints No. 61. Fifty experts, representing 22 countries provide their comments and views on the use of terms such as "disarmament education" and "peace education" in international debates. Part 1 of the report presents a summarization of the major characteristics of the answers. Some of the interviewees emphasize that the terms are not interchangeable and that it is useful to be equipped with a variety of terms in dealing with this group of educational endeavors. Separate discussions present the view of the terms "education for international understanding,""disarmament education,""global education,""peace education," and other terms. Some of the experts indicate that there is a need for flexibility of terms and for new terms. Part 2 gives more detailed documentation of the 50 interview replies. (CK)… [PDF]

(1976). Implementation of the Recommendation Concerning Education for International Understanding, Cooperation and Peace, and Education Relating to Human Rights and Fundamental Freedoms. Report of a Meeting of Experts Held at Unesco House (Paris, France, March 15-19, 1976). Proceedings from a Unesco conference on international education are presented. Cross-cultural comparisons among Unesco countries are offered and methods of implementation of Unesco recommendations concerning peace education and human rights are suggested. The report is presented in seven sections: (1) general observations on the Unesco recommendations; (2) problem-oriented approaches to peace education on preprimary, primary, and secondary levels; (3) comparison of teacher education in Unesco member countries and recommended ways to strengthen training programs in the direction of international understanding; (4) methods of promoting international understanding in higher education, such as interdisciplinary approaches, an international student body, and emphasis on peace research; (5) international educational experiences for adults and out-of-school youth, such as work camps, voluntary service activities, exchanges, community betterment projects, and art festivals; (6) equipment… [PDF]

Wahlstrom, Riitta (1991). Peace Education Meets the Challenge of the Cultures of Militarism. Peace Education Miniprints No. 11. The militaristic culture serves to imprison many of the world's peoples, and most persons are not even aware of the harmful limitations that this culture's emphasis on military preparedness, violence, and the use of force in international relations places on all humans. This paper discusses various characteristics of militarism, and peace education that has as some of its aims the conversion of cultures of militarism to cultures of peace, authoritarian education to democratic education, sexism to supporting equality between men and women, obedience and uniformity to supporting self-reliance, independence, and critical thinking and racism and nationalism to tolerance and global responsibility. A 39-item list of references is included. (DB)…

(1976). Peace Education in Catholic Schools. A Report on the NCEA Peace Studies Survey of Catholic High Schools and a Plan for Initiating and/or Developing a Peace Studies Program. The document provides background information and guidelines for establishing interdisciplinary peace education programs in Catholic secondary schools. Peace education programs designed by the National Catholic Educational Association (NCEA) are intended to help students perceive an ideal world where all people will live in harmony and cooperation. In these programs, students examine existing tensions and political complexities of modern society. The manual is presented in three major parts. Part I describes the NCEA peace studies program, which is based upon commitment to sound educational programming, appreciation of individual dignity, and an understanding of Catholic social teachings. Part II discusses surveys undertaken nationally and among West Coast Catholic schools in 1975 to assess peace education programs and identify curriculum needs. Findings from surveys of 442 national and 62 West Coast Catholic school administrators indicate a notable increase in programming for peace… [PDF]

Bjerstedt, Ake, Ed. (1990). Education for Peace in the Nineties. A Conference Report. Educational and Psychological Interactions No. 105. A Conference Report (PEC/IPRA, Groningen, July 1990). The International Peace Research Association is an international network of people interested in peace education and research related to this field. Divided into four parts, the first part of this conference report contains two papers that offer overviews of ideas and concepts in the field of peace education; the second part presents two papers that report on empirical research and development projects. In the third part, summaries of most of the remaining papers written for and/or presented at the conference are given. The fourth part features glimpses from the conference sessions in the form of overviews by two participant observers. (DB)…

Bjerstedt, Ake, Ed. (1991). Books on Peace Education: A Selective Bibliography. Peace Education Miniprints No. 12. Education for global perspectives and non-violent relations is increasingly seen as an important task for schools. This bibliography of monographs, articles, and reports dealing with peace education is heterogeneous in kind and the items are available from a broad range of sources. The listed materials are written in English, German, and the Scandinavian languages; most are of recent origin. (DB)…

Wells, Margaret (1985). Peace Education in the Toronto Board of Education. History and Social Science Teacher, v20 n3-4 p53-56 Spr. Peace education requires that teacher and student be seen as co-learners. The student must be seen as an active learner, not a passive recipient of teacher lectures or narratives. Students' thinking on peace/war issues should be the starting point and the continual reference point in the curriculum. (RM)…

(1992). Readiness for Peace–Readiness for the Future. Reprints and Miniprints No. 743. The project group, "Preparedness for Peace," carries on research and development work on peace education and related aspects of the internationalization of school teaching. This publication lists examples of reports and other documents from this work and some related earlier projects of the Malmo School of Education in Sweden. The list also includes some reports and other documents related to the work of PEC (the Peace Education Commission of the International Peace Research Association), published by the Malmo School of Education. English translations are provided for Swedish language publications. (DB)…

(1994). Education for a Global and Peaceful Future. Reports and Miniprints from the Malmo School of Education. Reprints and Miniprints No. 808. The project group \Preparedness for Peace\ carries on research and development work on peace education and related aspects of internalization of school teaching. This bibliography gives examples of reports and miniprints from this project work and some related earlier projects of the Malmo School of Education in Sweden. The list also includes some reports and miniprints related to the work of the Peace Education Commission (PEC) of the International Peace Research Association, published by the Malmo School of Education. All listings are alphabetically arranged with English translations of foreign titles. (EH)…

(1995). Education for a Peaceful Future. Reports and Miniprints from the Malmo School of Education. Peace Education Miniprints No. 77. The project group "Preparedness for Peace" conducts research and development work on peace education and related aspects of the internationalization of teaching. This bibliography gives examples of reports and miniprints from this work and some related earlier projects of the Malmo School of Education in Sweden. The list also includes reports and miniprints related to the work of PEC (the Peace Education Commission of the International Peace Research Association), published by the Malmo School of Education. 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. Annotations also are followed by an English translation. (RJC)…

Gerson, Janet; Opotow, Susan; Woodside, Sarah (2005). From Moral Exclusion to Moral Inclusion: Theory for Teaching Peace. Theory Into Practice, v44 n4 p303-318. This article presents Moral Exclusion Theory as a way to systematize the study of complex issues in peace education and to challenge the thinking that supports oppressive social structures. The authors define its 2 key concepts: moral exclusion, the limited applicability of justice underlying destructive conflicts and difficult social problems; and moral inclusion, the emphasis on fairness, resource sharing, and concern for the well-being of all underlying peace building. They demonstrate the relevance of Moral Exclusion Theory in 4 key areas of peace education: (a) education for coexistence, (b) education for human rights, (c) education for gender equality, and (d) education for environmentalism. They then describe 2 common issues faced by schools, bullying and textbook bias, to demonstrate that moral exclusion is common and how students and staff can redress it. The article concludes with the challenge to use peace education as a tool for moral inclusion and for bringing about a… [Direct]

Abu-Nimer, Mohammed; Nasser, Ilham (2017). Building Peace Education in the Islamic Educational Context. International Review of Education, v63 n2 p153-167 Apr. Following the events of 9/11, many misconceptions entered the policy-making platform with regard to the need for education reforms in the Muslim world. Based upon Western cultural and societal norms and increased scepticism of the role of religion in violence, these assumptions have triggered a strong wave of calls for a top-down approach to reform formal state schools in predominantly Muslim countries, These calls often meet with resistance at national and community levels. This article seeks to examine these misconceptions and investigate why educational reform efforts through top-down frameworks which are especially motivated by countering violent extremism or terrorism have had only limited success. Many major international intergovernmental organisations, non-governmental organisations and governments have invested time and effort into education measures aiming to build peace and coexistence in Muslim countries, but they have been unable to build a relationship of trust with… [Direct]

Brock-Utne, Birgit (1996). Peace Education in Postcolonial Africa. Peabody Journal of Education, v71 n3 p170-90. Examines whether efforts by donor agencies and Third World governments toward achieving basic education for all will lead to further development of peace education in Africa; whether the outcomes of the 1990 Education for All (EFA) conference in Thailand will promote positive peace; and whether the new EFA strategy will lead to a self-reliant development for Third World countries. (SM)…

Jacobs, George M. (1989). Cooperative Learning and Peace Studies. Online Submission, Paper presented at the Institute for Peace Curriculum Colloquium (University of Hawai'i, Honolulu, HI, Mar 1989). The goal of this paper is to advocate that cooperative learning be a key, but not the only, methodology used in peace education. Two reasons will be put forward to support this view. First, research has shown that cooperative learning promotes positive educational outcomes generally. Second, cooperative learning is harmonious with peace education because both seek to help students recognize that we all depend on each other to succeed. Cooperative learning helps students translate this recognition into action by providing opportunities to learn and practice collaboration…. [PDF]

Yablon, Yaacov Boaz (2007). Contact Intervention Programs for Peace Education and the Reality of Dynamic Conflicts. Teachers College Record, v109 n4 p991-1012. Background: Great efforts are made to develop and implement contact activities for groups in conflict, yet studies of effects of planned contact interventions yielded mixed results. Previous attempts to explain why contact interventions do not fulfill their promise focused on the contact itself. However, the main focus of the present study was the underlying prevention strategy and the implementation of contact interventions. This was done in the context of planned face-to-face encounters between Jewish and Arab high school students in Israel. Purpose of Study: The aim of this study was to examine whether there is a unique embodiment of a social conflict in different subgroups of one prototypical social group. It has been suggested that one of the reasons for the failure of contact intervention programs is that they are usually based on a primary prevention strategy, which does not consider intragroup differences or developments over time. Population: The research sample consisted of… [Direct]

Quisumbing, Lourdes R. (2000). Educating Young Children for a Peaceful World. Child Care Information Exchange, n134 p6-10 Jul-Aug. Highlights the importance of preparing young children to become peacemakers and peace builders. Addresses the steps of moving toward a culture of peace, preparing children for peace, peace education, and values education for peace. Advocates early childhood educators teaching peace to young children. (SD)…

Ostertag, Vesna (1992). Strategies for Dissemination of Principles and Concepts of Education for Peace. World political changes since 1988 have ended the Cold War era of constant threats of confrontation and nuclear annihilation. The culture of militarism that influenced business, industry, and education served a purpose by dividing the world into good and evil. The changes that have removed the threat of militarism require a redefinition of the peace movement. The greatest task for teachers is the conversion of the war structure into a peace structure by converting the association of peace in the context of a nuclear catastrophe to the idea of peace as man's humanity to man. Educators must be ready to eradicate physical, economic, psychological, and ecological violence. In order to promote peace education, teachers must define global, national, and personal goals that are comprehensive enough to include many aspects of peace. These include personal relationships, economic equality, the value of human rights, and the elimination of violence toward the environment. U.S. and Russian… [PDF]