Duffy, Terence (1992). Peace Education in a Hostile Environment: The Divided Society of Northern Ireland. Peace Education Miniprints No. 35. This paper explores the issue of peace education in Northern Ireland in its broadest sense. It looks not merely at peace education per se but also at the sectarian context of schooling and at a variety of anti-sectarian initiatives. In recent years there have been several peace education ventures in Northern Ireland reflecting the statutory responsibility of the education and training agencies in the promotion of peace. These efforts have occurred at a variety of levels (none of them mutually exclusive from one another) but the principal venues have been the schools, youth and community agencies, and the higher education and adult education sectors. The schemes pioneered by these diverse organizations have ranged from holiday projects involving groups of Catholic and Protestant children to programs of study on Northern Ireland history and politics to various types of cross-community contact schemes in a variety of institutional and non-institutional settings. A relatively new… [PDF]

Floresca-Cawagas, Virginia; Swee-Hin, Toh (1989). Peace Education in a Land of Suffering and Hope: Insights from the Philippines. Convergence: An International Journal of Adult Education, v22 n1 p11-24. A holistic approach to peace education in the Philippines encourages citizens to understand the causes of conflicts and violence and to engage in social action to transform society. Pedagogical themes identified include peace-oriented values, critical consciousness and dialogue, reflection and conscientization, and active nonviolence and transformation. (SK)…

Bjerstedt, Ake (1998). "International Understanding,""Global Perspectives" and "World Citizen Responsibility" as Educational Objectives: Examples of Publications. Peace Education Miniprints No. 96. Books, articles, and reports relevant to peace education are heterogeneous in kind and have been published in a broad range of sources. This booklet considers books and articles that do not focus on terms such as, "peace education," but that deal with partly related goals and methods utilizing terms such as, "international understanding,""internationalization,""global perspectives," and "world citizen responsibility." Titles of documents are given in the booklet in their original language. If the original language is English, French, or German, no translations are provided. In the case of other original languages, a translation of the title into English is added in square brackets. The booklet cites more than 140 documents. (BT)… [PDF]

Millar, David; Roberts, Barbara (1985). A Peaceful World for Women: Peace Education Taking Gender into Account. History and Social Science Teacher, v20 n3-4 p45-48 Spr. An area of war rarely recognized by the mainstream of peace education is the war against women, composed of direct physical violence and indirect (structural) violence. Teachers must find or develop materials and teaching methods that will provide alternatives to sexism and violence in daily life. (RM)…

Ilham Dwitama Haebad; Khaeruddin Yusuf; Muhammad Irfan Hasanuddin; Rizqi Dwicahyanti; Rusdin; Rusli Takunas; Saepudin Mashuri; Sauqi Futaqi (2024). The Building Sustainable Peace through Multicultural Religious Education in the Contemporary Era of Poso, Indonesia. Cogent Education, v11 n1 Article 2389719. This research aims to investigate multicultural religious education in post-conflict areas, focusing on the learning strategy used in Poso to enhance sustainable peace among religious communities from January to May 2019. A qualitative method and multisite design examined two public schools sharing essential characteristics and geographical proximity. The informants consisted of 24 informants: 2 school principals, 4 vice principals, 8 teachers, as well as 10 Christian and Muslim students in sites A and B. Meanwhile, data collection methods include interviews, observation, and document analysis to obtain parallels, differences, and relationships between the two locations in the peacebuilding context. The results showed that the schools actualized multicultural content in the classroom and social activities based on humanity. Muslim and Christian teachers or students collaborated harmoniously, transcending differences in beliefs, rituals, ethnicity, and majority-minority status beyond… [Direct]

Charnofsky, Norene M., Comp. (1987). Conflict Resolution Bibliography. Various theories and approaches to conflict resolution and peace education are presented in the 31 resources listed in this annotated bibliography. It is divided into two sections. Section 1 contains materials designed to help adults become more effective role models for the peaceful resolution of conflict. Topics include parent/child conflicts, negotiation, control, mediation, power, interpersonal relationships, and peace strategies. Section 2 describes resources useful in establishing a positive environment and teaching conflict resolution skills. Included are a variety of books, curriculum guides, and materials to help establish a school-based mediation program and to teach conflict resolution and peace education. (SM)… [PDF]

Jones, Tricia S. (2005). Implementing Community Peace and Safety Networks in South Africa. Theory Into Practice, v44 n4 p345-354. Peace education initiatives often import American models and techniques without careful consideration of their fit with existing sociohistorical contexts, indigenous cultures, and necessary links to community. This article describes a 2-year project that instituted school- and community-based mediation programs as Community Peace and Safety Networks in the Gauteng region of South Africa. Qualitative research processes were used to conduct needs assessments and develop cultural sensitivity that increased the success of the project. The potential role of formative and summative evaluation research to enhance respect for context, culture and community are discussed in relation to peace education efforts…. [Direct]

Elias, John L. (2005). Education for Peace and Justice. Catholic Education: A Journal of Inquiry and Practice, v9 n2 p160-177 Dec. This article explores theoretical and practical issues related to education for peace and justice. It briefly presents educational theories of Plato, Aristotle, John Dewey, and Paulo Freire, recent papal and conciliar teachings, and the work of prominent religious educators. The power of education for aiding in justice and peace education is shown through guiding principles, curricular and methodological arrangements, ways of handling controversial issues, and the effective use of the arts…. [PDF]

Stoloff, David L. (1992). Peace Education and Educational Technology. This overview of the use of educational technology in peace education discusses three questions: (1) how educational technology may be applied to increase world understanding and reduce intergroup tensions; (2) what strategies, within what contexts, have proven effective in integrating the study of peace across the curriculum; and (3) how motivated individuals might make use of leading edge technologies to enhance their voices in the global conversation on the future. Terms are defined and 10 strategies for using technology in peace education are presented. These strategies address the following topics: (1) simulations to practice conflict resolution; (2) teaming across curriculum through technology; (3) incorporating information technologies to study peace; (4) developing databases on global themes; (5) creating software on peace through cooperative learning; (6) initiating local electronic conferences and support groups; (7) linking students to national and international… [PDF]

Rivage-Seul, Marguerite K. (1987). Peace Education: Moral Imagination and the Pedagogy of the Oppressed. Harvard Educational Review, v57 n2 p153-69 May. Arguing that peace education is constrained by adherence to technical reason, the author underscores the need for peace educators and their students to cultivate "moral imagination." Her view of moral imagination is grounded in an understanding of human intersubjectivity and in the ways in which the poor "read" the world. (Author/CH)…

(1973). International Peace Research Newsletter. Volume XI, Numbers 1 and 2. Spring 1973. This issue, focusing on peace education, is one of approximately six newsletters which are issued each year by International Peace Research Association (IPRA). The purposes of IPRA are to conduct interdisciplinary research dealing with conditions of peace and causes of war; promote national and international studies and teaching related to the pursuit of peace; facilitate contacts between world scholars; and disseminate peace research. Four major sections in this newsletter deal with: 1) a letter from the Secretary of the Education Committee; 2) detailed reports on two conferences, namely, Education for Peace and Social Justice and Conference of the IPRA Education Committee, in which the Education Committee has been involved; 3) descriptions of different institutions and projects of peace education; and 4) news announcements concerning appointments, grants, and conferences. (SJM)… [PDF]

Brock-Utne, Birgit (1991). The Raising of a Peaceful Boy. Peace Education Miniprints, No. 8. During the years 1986-1988, a Swedish research project called \Sons\ tried to provide some tentative answers to questions raised by the recent focus on gender issues in peace education. A total of 20 feminist and 20 traditional mothers of sons were interviewed concerning their ideas about the development of their sons and about the difficulties they had encountered in providing their sons with peace education. The interviews revealed that almost all the mothers wanted to raise a nonsexist son and gentle boy, and thus wanted to provide them with an alternative education. Nevertheless, most of the mothers felt that they did not succeed in educating their sons the way they had originally wanted to. Feminist mothers never used a biological argument when their sons developed into more typical males than the mothers had wanted them to. Feminist mothers deplored the influence of sports clubs to which their sons belonged, noting that they fostered a competitive and rough spirit. More than… [PDF]

Harris, Ian M. (1995). Teachers' Response to Conflict in Selected Milwaukee Schools. This report summarizes a study carried out during the 1993-1994 academic year that evaluated peace education curricula in selected Milwaukee (Wisconsin) public schools. Experimental and control sample populations were established with eight different classrooms, including two classes at a Montessori school and two classes at a neighborhood elementary school where teachers used the Second Step violence prevention curriculum. Control samples at schools that had similar locations, student demographics, and levels of academic achievement included two classes at a specialty school and two at a neighborhood school. Five observations at diverse times on different days were made in each class. Differences between the two samples were observed on classroom environment, content taught, teacher's style, and student behaviors. Experimental sample classrooms had more peace posters, student art work with peace themes, maps of the world, environmental pictures, and items that celebrated different… [PDF]

Harris, Ian M. (2001). Challenges for Peace Educators at the Beginning of the Twenty-First Century. This paper provides a description of the history and advancements made in peace education during the past century. By the end of the 20th century, 200 colleges in the United States had peace studies programs and approximately 1 in 10 of the public schools had conflict resolution programs. The paper focuses on four challenges faced by peace educators today, including: (1) how to replace a military culture with a nonviolent culture; (2) how to convince policymakers and educators to put resources into supporting peace education; (3) how to produce research that demonstrates the value of teaching young people how to behave peacefully; and (4) how to develop peace building strategies in schools. At the beginning of the 21st century, peace education is being used to challenge stereotypes where there is a long history of humiliation, victimization, and ethnic, racial, and religious hatred. Peace educators concerned with violent behavior of youth use violence prevention strategies to help… [PDF]

Harris, Ian M. (1996). Peace Education in an Urban School District in the United States. Peabody Journal of Education, v71 n3 p63-83. Presents a case study of efforts by teachers in a large urban school district in Wisconsin to address problems of student violence by using peace-education strategies, describing district-wide initiatives, summarizing curricular reforms at the elementary and secondary levels, and explaining how urban teachers are teaching alternative dispute-resolution techniques. (SM)…

Rogers, Paul (1991). Education for Peace in the Classroom–Curriculum Development Strategies and Materials: A Case Study from Ireland. Peace Education Miniprints No. 24. This paper describes the curriculum development process involved in the production of a set of peace education materials developed by the churches in Ireland during the past 13 years. Peace education is concerned primarily with a positive approach to peacemaking and the development of people who internalize a positive vision of peace, have a real sense of justice, personal and social, and who are sensitized and helped to cope with the various social manifestations of violence and conflict in their own lives and the wider world. The document examines the educational rationale of this project in the context of the two educational systems operating in Ireland. The process by which the materials are produced fall under six headings: (1) teacher workshops; (2) writing phase; (3) piloting phase; (4) editing and rewriting; (5) dissemination; and (6) evaluation. The document outlines some of the issues facing the development of peace education in Ireland in the next decade. Some of these… [PDF]

Krell, Gert (1980). Politics and Didactics of Peace Education: \Securing Peace in the Nuclear Age–The Case of the Neutron Weapon\. A Course for Political Instruction in Schools in Hessen. International Journal of Political Education, v3 n1 p17-31 Mar. Describes a course developed for the public schools of Hessen, Germany, through the cooperative efforts of army officers, peace researchers, and educators. Information is presented on goals and contents of peace education as a part of political education, learning goals, course sequence, and content related to the neutron weapons controversy. (DB)…

Landfried, Steve (1972). The Wisconsin Model Peace Project: 1972. Social Science Record, 9, 2, 22-24, Win 72. The Peace Education Project described is incorporated in the Wisconsin High School Model United Nations. Dates and schedules are presented for the 1972 undertaking. (JB)…

Vandrick, Stephanie (1996). Teaching Critical Thinking and Reading for Peace Education. College ESL, v6 n2 p27-36 Dec. Focuses on the peace education movement as a manifestation of the idea that second language classes need to include more than traditionally defined language skills to teach critical thinking and reading. Argues that critical skills often include higher level cognitive skills involving a process of questioning the status quo and an orientation toward transforming the social order. (12 references) (CK)…

Bekerman, Zvi; McGlynn, Claire; Zembylas, Michalinos (2009). Working toward the De-Essentialization of Identity Categories in Conflict and Postconflict Societies: Israel, Cyprus, and Northern Ireland. Comparative Education Review, v53 n2 p213-234 May. During the past decade, the authors have conducted research in their own countries, all of which are considered conflict or postconflict societies: Israel, Cyprus, and Northern Ireland. They have focused on a variety of topics related to peace education, reconciliation, and coexistence. Giving special emphasis to the formation of identity in educational settings, two of them have investigated primarily in integrated schools (in Israel and Northern Ireland), while the third has conducted research in multicultural schools (in Cyprus). The authors believe that a comparative study of these three settings is valuable because such juxtaposition helps to conceptualize how some aspects of identity are developed in practice in the countries in question (Phillips and Schweisfurth 2006). In this article, the authors examine the ways in which educators engage in educational initiatives geared toward peace, coexistence, and/or conflict resolution and consider the implications for such initiatives… [Direct]

Zeinab Sadoughi (2023). The Necessity of Establishing "Peace Studies" in Iranian Universities. Journal of Peace Education, v20 n3 p316-338. The international crises that necessitate cooperation between nations and the prevalence of violent behaviors in different countries have led to a need for educational processes that support peaceful attitudes and behaviors. Iran is one such country that suffers from violence-related issues, which may stem from a lack of educational processes. Given the importance of training for peace and the role of educational institutions, this qualitative study aimed to discuss the need to establish peace studies in Iranian universities and the prerequisites needed for this purpose. The study involved 35 faculty members, mainly specializing in law, political science, sociology, and curriculum planning, who participated in semi-structured interviews. The multicultural nature of Iranian society, the high prevalence of violent behaviors, Iran's geographical location in the volatile Middle East, and the need to develop relations with other nations make it necessary to establish peace studies. The… [Direct]

Hicks, David W. (1986). Studying Peace: The Educational Rationale. Occasional Paper No. 4. Revised Edition. This paper seeks to clarify the current debate about studying peace in schools and classroom by exploring: (1) the breadth of concern encompassed by peace education; (2) the educational legitimation for studying peace and conflict in the classroom, and (3) curriculum implications of peace education. The problems of peace encompass violence and war, inequality, injustice, environmental damage, and alienation. At its 18th session held in Paris (1974), the United Nations Educational, Scientific, and Cultural Organization General Conference issued its "Recommendations Concerning Education for International Understanding, Co-operation and Peace." These recommendations listed the following major problems of humankind that students should study: (1) the equality of rights; (2) the maintenance of peace; (3) the insurance of human rights; (4) economic growth and social development; (5) the conservation of natural resources; (6) the preservation of human cultural heritage; and (7)…

Lawson, Max (1995). The International People's College, Helsingor, Denmark: Seven Decades of Peace Education. Peace Education Miniprints No. 71. Peter Manniche (1880-1981) founded the International People's College, Helsingor, Denmark, in 1921 as an experiment in peace education, "a miniature League of Nations." It is a folk high school, and in many ways from its inception up to today is still in the maintenance of the Grundtvigian folk high school, except that it is the only Danish folk high which teaches English and that it is specifically international in emphasis, reflected in the content of the curriculum and the composition of the staff. This paper explores Manniche's educational ideas, and how they were put into practice through curriculum, teaching, and daily life of the college. The history of the college since Manniche's retirement is briefly brought up to date. More than 50,000 students have participated in the college courses, and in 1988 the college was designated a "Peace Messenger" by the United Nations. Schools founded with a specific peace and international understanding emphasis are not… [PDF]

Adler, Alison; Barnett, Rosemary V.; Easton, Janice; Howard, Keri (2001). An Evaluation of Peace Education Foundation's Conflict Resolution and Peer Mediation Program. School Business Affairs, v67 n7 p29-39 Jul. A study examining student incident-referral data trends at four Palm Beach County high schools shows that the school participating in Peace Education Foundation's Win Win! Program experienced downward referral rates, compared to control schools. Discussing conflict resolution within the school culture fostered better anger management or diplomatic communication. (Contains 40 references.) (MLH)…

Kupidura, Eva, Ed.; Kupidura, Peter, Ed. (1993). Subject/Author Index 1968-1992. Convergence, spec iss p1-181. This 25-year index contains annotations of feature articles by subject and by author. Representative subjects include basic education, development education, empowerment, human rights, lifelong education, peace education, popular education, rural development, social/political action, technological advancement, and transformative research. Articles in English, French, Spanish, and Russian are included. (SK)…

Bjerstedt, Ake, Ed. (1993). Peace/War Issues from a Psychological Perspective. A Selective Bibliography. Revised. This bibliography lists publications related to peace education and the psychological aspects of war and peace. The publications are from around the world and the majority are written in English. (DB)… [PDF]

Davies, Lynn (2005). Schools and War: Urgent Agendas for Comparative and International Education. Compare: A Journal of Comparative Education, v35 n4 p357-371 Dec. A focus on conflict and education is one of the most pressing concerns of the current times, and yet the role of education in the perpetuation, or the mitigation, of international conflict is curiously underplayed and under-researched. This paper looks firstly at the contributions that education makes to conflict, through the reproduction of inequality and exclusion, through perpetuation of ethnic or religious divisions, through its acceptance of dominant aggressive masculinities, through selection, competition and fear, and through distorted curricular emphases on narrow cognitive areas of learning. However, the paper also outlines some \possibilities for hope\, such as resilient schools, the impact of peace education initiatives and the rise of global citizenship education. It is argued that comparative and international education has a highly important role in establishing patterns of educational contribution to peace or conflict, and in dissemination of research to act as a… [Direct]

Friesen, John W.; Wieler, Edith Elizabeth (1988). New Robes for an Old Order: Multicultural Education, Peace Education, Cooperative Learning and Progressive Education. Journal of Educational Thought, v22 n1 p46-56 Apr. Examines the origins and basic tenets of three recent educational movements in Canada (i.e., multicultural education, peace education, and cooperative learning) to identify their philosophical underpinnings. Argues that their fundamental premises are remarkably like those of the Progressive Education movement. Considers approaches for those who postulate new ideas and methods. (DMM)…

Harris, Ian M.; Jeffries, Rhonda Baynes (1998). Cooling the Climate Using Peace Education in an Urban Middle School. Middle School Journal, v30 n2 p56-64 Nov. Details implementation of a peace education program in a Milwaukee, Wisconsin, middle school in order to help students understand the nature of violence and to stress the potential of nonviolence in solving problems caused by conflict. Considers including peace efforts in the curriculum, learning and practicing nonviolence, and the effects of the program on academic achievement and student attitudes. (JPB)…

Ross, Lyman L. (1973). Education for Peace: An Untried Road. Handbook of the International Association of Educators for World Peace. [Second Edition.]. This handbook examines the problem areas of world peace, suggests an approach for education that will teach human beings the necessity of peace, and offers some techniques for living in peace and for pursuing a career devoted to peace. Chapters define education for peace, including suggestions for research to facilitate the teaching of peace education, point out personal attitudes and habits that are detrimental to the accomplishment of peace, and expose the political and social obstacles to peace. Other chapters cite various organizations for world peace, describe the history of the International Association of Educators for World Peace, and give hints for anyone interested in furthering the cause of world peace by organizing community interest. A selected annotated bibliography concludes the handbook. (JH)…