Pellowski, Anne (1975). Can Children's Literature Bring Peace?. This paper, presented at a special meeting held in Tehran, discusses whether children's books can promote peace and analyzes several titles according to a theory of moral development evolved by Lawrence Kohlberg. Included are a list of programs in the United States that directly relate to peace education for children and a list of special education programs that show how to achieve empathy for others and how global interdependence works. (JM)… [PDF]

Basiga, Brenda (2004). Globalization and Peace Education. Canadian Social Studies, v38 n3 Spr. Today, it would be difficult to find a community that has been unaffected by globalization, yet its effects are still unknown to many people. This paper is an attempt to bring the subject to the awareness of educators while particularly focusing on those in the Philippines. It is ironic that globalization on one hand has incited people all over the world to protest against it; on the other hand, it has drawn the world closer together. Various contradicting effects of globalization on nations all over the world, especially on the economic sphere, are presented in the early part of the paper, and then the specific impacts in the Philippine context are discussed. The latter portion of the paper discusses an attempt at reconciliation of the conflicts created because of globalization through global education or peace education…. [PDF]

Mercieca, Charles (1985). Education for Peace: What It Entails. How peace can be \enforced\ on an entire generation through education is discussed. The goals of education for peace are several. For example, it would enable people to cope with issues of modern society, help them develop an understanding of different cultures, and prepare them to actively participate in the governmental policy-making process. To become peace loving, a person must go through a series of socialization steps, e.g., reduction of aggression, elimination of general tension, courage to deal with conflicts. Education for peace has many general characteristics. For example, it must be pluralistic and involve every sector of the community. There should be various educational experiments apart from the traditional school. The classroom environment needs to undergo radical changes. Teaching methods need to encourage student participation and interaction as well as the use of a variety of teaching media. The shortest way to the achievement of the full objectives of peace…

Brunold-Conesa, Cynthia (2008). Reflections on the Internationality of Montessori Education. Montessori Life: A Publication of the American Montessori Society, v20 n3 p40-44. One of the major components of Dr. Montessori's plan for peace education is a curriculum that de-emphasizes nationalism. The "big picture" of the cultural curriculum encourages the perspective that people are citizens of Earth first, and only secondarily American, Japanese, Polish, or other nationalities. Through the fundamental needs material, children learn that all people on all continents throughout history had and have the same basic needs. In preindustrial times, geographic context, together with local natural resources, determined how different groups of people met their needs. And because this is still true, the Montessori geography curriculum is not limited to land and water forms and political borders, but necessarily extends to the people who inhabit other places. It teaches that other people are much like everyone else in terms of basic needs, but that they may meet those needs in very different ways; and children learn to respect those differences. Such a… [Direct]

Linsell, Janice A Peace Education Unit for the Kindergarten Child. To educate children toward peace and a productive resolution of conflict instead toward inurement to war and violence the following goals are set forth: developing a respect for all life; recognizing and respecting cultural and social differences among individuals; solving problems of socialization; developing a concept of world citizenship; stimulating parents to adopt a philosophy of peace education; and developing in children the freedom to think critically and learn humanistically. A unit for inculcating these goals in kindergarten children focuses on the concepts of interdependence and conflict resolution. Activities and resources aimed at developing self-confidence and a sense of self-worth and acceptance are coordinated with these concepts. Included are lists of books, films, records, and other instructional materials. (JH)…

Dougherty, Shawn K. (1999). Autobiography: Telling Our Life Stories. Montessori Life, v11 n1 p40-41 Win. Discusses the role of student projects to provide opportunities for self-expression and self-knowledge as a first lesson in peace education. Describes activities for 3- to 6-year olds, including creating a memory book; 6- to 9-year olds, including developing an illustrated timeline of their lives and daily journaling; and for 9- to 12-year olds, including writing their autobiographies and corresponding with penpals. (KB)…

Bjerstedt, Ake (1988). Preparedness for Peace: A Research and Development Project in Process. Didakometry and Sociometry, v20 n1-2. In the news media and elsewhere, children and young adults are being confronted with dramatic details about a possible nuclear war and its horrendous consequences, resulting in feelings of unease and anxiety. The Malmo School of Education (Sweden) has launched a number of studies concerning educational and psychological research in the peace education field. These are to be carried out over a four-year period and are supported by the Swedish National Board of Education. The project focuses on five principal tasks: (1) inventory and analysis of experiences and related research from various countries; (2) studies of young peoples' conceptions of peace and war, enemy images, ideas on how to work for peace; (3) explorations of viewpoints concerning the role of the school in pursuit of peace preparedness; (4) studies of the way in which schools can treat peace and war and work for peace preparedness in general; and (5) project reports of different kinds. These reports consist of…

(1985). Unesco and Education for Peace. Prospects: Quarterly Review of Education, v15 n3 p445-53. Presented are the recommendations of the 1974 Unesco general conference concerning education for international understanding, co-operation, peace, and education relating to human rights and fundamental freedoms. (RM)…

(2005). Human Rights Education Can Be Integrated throughout the School Day. Childhood Education, v81 n3 p158-D Spr. Research indicates that few state departments of education have actually mandated human rights education in their schools. Clearly, individual teachers will need to take responsibility for the integration of peace education and human rights education. By integrating human rights education and peace education into the daily fabric of the school day, there is a potential in taking first steps toward the integration of human rights education. Here are a few ways to begin: (1) display a poster on the Declaration of the Rights of the Child or the Universal Declaration of Human Rights; (2) find a project that children can participate in–one that would be tangible to them; (3) expand children's global awareness by using a world map; (4) teach conflict resolution, modeling how to use it when a problem becomes evident; (5) clip articles from the newspaper and read them to the children each day; (6) use lesson plans expressly created for human rights education, such as those found in The…

Bjerstedt, Ake, Ed. (1992). Peace/War Issues from a Psychological Perspective: A Selective Bibliography, Nr. 113. This bibliography lists publications about the psychological aspects of war and peace, and peace education in general. Among the specific themes touched upon are psychological aspects of violent conflict resolution, psychological principles underlying effective responses to war threats, psychological effects of war and peace, and the empowerment of individuals and groups to become more involved in and effective at peace-promoting activities. Most of the listed materials are in English, with some examples from other languages also included. (DB)… [PDF]

Lockie, Colleen; Rau, Cheryl; Ritchie, Jenny (2011). He Tatau Pounamu. Considerations for an Early Childhood Peace Curriculum Focusing on Criticality, Indigeneity, and an Ethic of Care, in Aotearoa New Zealand. Journal of Peace Education, v8 n3 p333-352. This article discusses some of the philosophical and pedagogical considerations arising in the development of a peace curriculum appropriate for use in early childhood education centres in Aotearoa New Zealand, with and by educators, parents/families and young children. It outlines contexts for the proposed curriculum, which include the history of colonisation, commitments to honouring the values and epistemologies of Maori, the indigenous people, and juxtaposes the proposed peace programme alongside current early childhood education pedagogical discourses in Aotearoa. (Contains 1 note and 1 table.)… [Direct]

Bjerstedt, Ake (1999). Objectives Related to Multicultural Education: Bias Awareness, Cultural Fluency, Diversity Appreciation, Empathy, Equality Attitudes, Intercultural Communicative Competence, Tolerance, and Transcultural Identities. Examples of Publications. Peace Education Miniprints No. 98. This bibliography lists examples of books, dissertations, reports, and articles dealing with the broad field of multicultural education. The bibliography's major focus is on materials in English from recent years, especially materials that deal with educational objectives implicitly related to peace education, such as bias awareness, empathy, and tolerance. In the bibliography titles of documents are given in their original language–if the original language is English, French, or German, no translation is provided; in the case of other original languages, a translation of the title into English is added in square brackets. (BT)… [PDF]

(2005). International Institute for Capacity Building in Africa Newsletter. Volume 7, Number 2. UNESCO International Institute for Capacity Building in Africa This issue of the International Institute for Capacity Building in Africa (IICBA) Newsletter, published bi-annually in English and French, sheds light on the needs of teachers and teacher training in emergency situations with practical approaches and strategies provided on capacity building in the area of teacher education. Furthermore, it ventures into the examination of major components of education for reconstruction with some concrete examples drawn from the work of educators in the area of education in emergencies in general and peace education in particular. It contains the following articles: (1) Education in Emergencies (Joseph N. Ngu); (2) Training and Capacity Building: Pre-Service and In-Service in Schools (Excerpt from "Good Practice Guides for Emergency Education" published by the Interagency Network for Education in Emergencies); (3) Creation of a Teaching Force in an Emergency (Barry Sesnan); (4) UNESCO PEER and Teacher Education in Somalia (Ted Groenewegen);… [PDF]

Almogbel, Ali Naser (2015). International Education Issues in Saudi Arabia's Public Education Curricula: An Analytical Study. Journal of International Education and Leadership, v5 n1 Spr. The objective of this study is to improve the situation of the general education curriculum in Saudi Arabia, in line with global aspirations in this area and a proposal to implement international education issues in general education curricula. The study was centered on answering the following questions: What is the reality of issues of international education in some of the curricula of the general education schools in Saudi Arabia? What are the most important issues of international education–after identifying and learning from the experiences of countries such as the United States of America and Britain–that can be included in the curricula of public education in Saudi Arabia? The study sample was limited to the Arabic language and Social Studies courses at different levels, namely elementary, middle and high school, which were compared to the general education curricula in the United States and Britain. In light of the experiences found in other countries, the study recommends… [PDF]

(1990). Literacy for Peace and Human Rights. ASPBAE Courier, n49-50 Dec. This publication contains 11 papers, all of which reflect the emphasis on literacy that continues to dominate adult education at the end of International Literacy Year. The papers include four presentations from conferences related to literacy held in 1990, one on literacy and peace held in Indonesia and one on literacy in China held in Macao. The 11 papers are: "Literacy and Peace Education: A Maori Viewpoint" (Te Ripowai Pauline Higgins); "The Consumer Movement's Efforts in Peace Building" (Joe Selvaretnam); "Fijian Literacy: Visions for a Literate Community" (Joseph Veramu); "Past, Present, and Future of Literacy Education in Korea" (Soon Chul Ko); "Education Is the Answer" (Catherine Tseng); "Why Adult Literacy?" (Inayatullah); "Literacy and Literacy Activities in Japan" (Ken Motoki, Mimoru Mori); "Strategies for Literacy and Functional Literacy" (W. M. K. Wijetunga); "Literacy and Peace… [PDF]

Murphy, Bianca Cody (1990). Peace Education, Activism, and the Role of the Psychology Professor. This paper discusses the experiences of teaching a college course entitled "Psychology in the Nuclear Age" and highlights how research, clinical work, and activism influence the professional role of the teacher. The paper sought to raise a number of questions, including: What is meant by peace education? Should teachers remain objective or do they have an educational as well as moral responsibility to state their personal positions in the classroom? Is teaching a course on peace or nuclear issues a political action? What do students report about how they are affected by the course? How do teachers handle the intense feelings that these topics may evoke in students? and Do teachers have a responsibility to help their students take political action? Contains 5 references. (DB)… [PDF]

(1997). Linguapax. Five papers on the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Linguapax program, established to explore how foreign language education can promote peace and understanding, are included. "UNESCO Linguapax at JALT96" (Kip Cates) describes the Linguapax-related speakers, events, and workshops at the 1996 annual conference of the Japan Association for Language Teaching. "Language Education for World Peace" (Felix Marti) praises the growing culture of peace and examines the role of languages and linguistic policy in promoting peace worldwide. "Linguapax, Language Learning, and Technology" (Denis Cunningham) extends the discussion to the role of various forms of technology in advancing language education for peace. "Modern Language Teaching After the Year 2000" (Reinhold Freudenstein) offers six ideas for changing the place of language instruction within the educational system to make it more effective…. [PDF]

English, Raymond, Ed. (1989). Teaching International Politics in High School. Approaches to teaching about international politics and avenues to peace should be realistic and pragmatic rather than based on generalities about global education and peace education. This volume contains essays on international economic relations, cultural and linguistic understanding, and the conflict of ideologies and value systems in international affairs. The 13 essays included are: "America, the World, and Our Schools" (W. J. Bennett); "International Politics and Global Education" (M. A. East); "The Realities of Foreign Policy Making" (J. P. Roche); "The New Look in Social Studies" (R. H. Wilson); "Trading States or Territorial States?" (J. L. Tucker); "Avoiding the 'isms'" (R. L. Hayden); "A State Project in International Studies" (M. Hartoonian); "Global Education: An Ambiguous Innovation" (R. English); "Peacekeeping in the Nuclear Age" (K. B. Payne; J. Coleman); "National…

McPherson, Beth; Meier, Paulette (1983). Growing Up in a Nuclear World: A Resource Guide for Elementary School Teachers. Teaching Nuclear Issues. Provided in this guide are annotated lists of teacher and student resources for teaching and learning about nuclear issues in the elementary/junior high school (grades K-8). Resources are grouped into five major sections. The first section (background reading for teachers) contains books and articles focusing on nuclear issues (nuclear war; arms race/disarmament; nuclear weapons and policy making; nuclear weapons/power link; nuclear power; health and environmental impacts; and safe energy alternatives) and approaches to teaching about nuclear issues (addressing developmental/psychological considerations about peace education; values education; and recognizing propaganda). The second section lists classroom materials on nuclear issues: (1) curriculum guides, teaching units, plays, and teacher resources on peace education and (2) student/teacher materials on safe energy versus nuclear power, including teaching units, curriculum guides, simulation exercises, texts, plays, coloring…

Bishai, Linda S.; Levine, Daniel H. (2010). Civic Education and Peacebuilding: Examples from Iraq and Sudan. Special Report 254. United States Institute of Peace Between 2006 and 2010, the United States Institute of Peace developed several civic education programs for Iraq and Sudan as part of broader efforts to promote postconflict stability and development and help prevent a return to violence. This report describes those programs after first examining the conceptual bases for civic education and how they differ from and overlap with human rights. It also discusses various challenges civic education programs face in postconflict environments and suggests several ways to overcome these challenges, as illustrated in the cases of Iraq and Sudan. (Contains 13 notes.)… [Direct]

Bjerstedt, Ake, Ed. (1992). Peace Education around the World. Some Expert Interviews. Educational Information and Debate 97. The project group "Preparedness for Peace," working at the Department of Educational and Psychological Research, Malmo School of Education in Sweden, explores ways of helping children and young people to 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." A number of experts with special interests and competences in areas related to peace education have been interviewed. This report presents such conversations with 10 experts: James Calleja (from Malta), James Collinge (New Zealand); Henk B. Gerritsma and Daan Verbaan (The Netherlands), Petra Hesse (the United States), David Hicks (England), Mitsuo Okamoto (Japan), Paul Rogers (Northern Ireland) and Maura Ward (Ireland), and Bogdan Rowinski (Poland). (Author)… [PDF]

Reardon, Betty (1978). A Preliminary Study of the Obstacles to, the Status of and Potential for Education for the Promotion of Disarmament. Seminar on the Obstacles to Disarmament and the Ways of Overcoming Them (3-7 April 1978). The booklet assesses the present status of education for the promotion of disarmament in various grade levels and learning environments throughout the world. It also identifies and recommends ways to make disarmament education more effective. Disarmament is interpreted as the process leading from the present system of armed nation states to an international system in which security will be provided by a global peace authority. The document is presented in six chapters. Chapter I identifies the purpose and limits of the study. Although some information was obtained from every continent, most of the data were taken from secondary school programs within the United States. Chapter II defines terms used in the study such as arms control and disarmament education. ChaPter III outlines obstacles to disarmament education in schools, colleges and universities, among the general public, and among political leaders. Chapter IV describes disarmament education in schools, colleges, adult…

Wahlstrom, Riitta (1991). Growth towards Peace and Environmental Responsibility. From Theory to Practical Implications. Publication Series B. Theory into Practice 67. This report presents the results and activity ideas created by a peace and international education project. The project implemented and evaluated activities suitable for primary school pupils over a three-year period. The goals, contents, and methods presented are those of peace and environmental education. The teaching suggestions, methods, and activity ideas are based on knowledge and research results in developmental and sociopsychological studies and on moral education. The report discusses the meaning, functions, and impact of peace and international education. Peace and environmental education are discussed from the following perspectives: integration, general pedagogical principles, implementation possibilities, and new learning theories and practices. The report tries to answer the question of how to create the values, attitudes, and skills that make people act for peace and global survival. The document discusses structural violence and education for positive peace, human… [PDF]

Barich, Phyllis (1987). Peace and Conflict: Resources Available from the Manitoba Education Library. This bibliography of books, kits, and films for elementary and secondary education, available from Manitoba (Canada) Education Library, covers the topics of peace education, nuclear issues, violence, and the history of war. The list contains 55 books, 21 kits, and 50 16mm films. The films include the 13-part "Canada at War Series" and the "Why We Fight Series" produced during the 1940s by the U.S. War Department. Brief annotations are given for the kits and films. (DJC)…

Oravec, Jo Ann (2004). Incremental Understandings: Warblogs and Peaceblogs in Peace Education. Journal of Peace Education, v1 n2 p225-238 Jan. Peaceblogs and warblogs are kinds of \weblogs\, chronological streams of hyperlinks and related diary-like narratives. Many thousands of weblogs emerged in the past several years, providing frequently updated analysis and commentary on various issues along with a personal, human-scale perspective. Weblogs emphasizing peace and war issues have been generated by participants in conflict as well as observers. Through reading and constructing weblogs, students can obtain some critical distance on day-to-day events–which can be of special value during wartime. The article analyzes the emerging forms that weblogs are taking and outlines their use both for instructors and students in peace education settings. For example, those who construct peaceblogs often take responsibility for seeking out useful peace-related sources and providing critiques. Weblogs as a genre provide support for the development of individual voices and can be used in conjunction with various face-to-face and online… [Direct]

Daniela Romero-Amaya (2024). The Making of the Citizen in Colombia: Transitional Assemblages, Civic Education, and the Long Quest for Peace. Education, Citizenship and Social Justice, v19 n2 p165-184. This article focuses on civic education and the constitution of subjects within a complex landscape of peace and war making in Colombia. Using a genealogical approach to study the manufacturing of citizens, and drawing on a document analysis of policies, curricular guidelines, and teaching resources, this paper evidences an increasing attention to students' skills, conducts, and interpersonal relations, rather than structural inequality and injustice. Through the examination of the "integral citizen," I argue that the development of students as skillful civic subjects has become central to the aspiration of building and sustaining peace and democracy. Such citizens are described as individually embodying the virtues and skills of problem-solving, conflict-management, autonomy, and self-regulation of emotions. This research adds to our understanding of the construction of the ideal citizen in conflict-affected settings, and how education policy intersects with larger efforts… [Direct]

Mwaanga, Oscar; Prince, Samantha (2016). Negotiating a Liberative Pedagogy in Sport Development and Peace: Understanding Consciousness Raising through the Go Sisters Programme in Zambia. Sport, Education and Society, v21 n4 p588-604. Labelled as an alternative and more representative engine for development [Levermore, R. (2008). "Sport: A new engine of development?" "Progress in Development Studies," 8(2), 183-190. doi: 10.1177/146499340700800204], the international sport development and peace (SDP) movement is under pressure to enhance its credibility and authenticity. The claims made are of SDP's capacity to deliver development to a world that feels let down by traditional development approaches, especially at the end of the Millennium Development Goals. However, for SDP to assume its true position of an authentic alternative, it needs to be wrestled from its neo colonialism and undemocratic tendencies that have privileged the Global Northern ways of being and knowing, invalidating and marginalising alternative ways of social betterment. In particular, the use of SDP to facilitate learning of social, health and economic skills has become popular [Spaaij, R., & Jeanes, R.(2013)…. [Direct]

Bjerstedt, Ake (1993). Peace Museums as Potential Instruments of Peace Education. Views Expressed by Members of the PEC Network. Peace Education Miniprints No. 51. Members of the Peace Education Commission answered a questionnaire on peace museums. The first 60 respondents, representing 25 different countries supplied the results of this report. A majority of the respondents had a positive opinion about the potential values of a peace museum. A variety of definitions of a peace museum were supplied by respondents, and a common definition was difficult to obtain although several remarks stated that a museum should go beyond a static collection of objects and develop a participatory environment. While a few countries had experience with peace museums, most countries seemed to have no peace museum experience at all. Alternative ways of focusing peace museums addressed an emphasis on anti-war, pro-peace or both themes and either a multi-dimensional or specific approach. Potential risks and difficulties such as finances and biased displays were indicated by respondents who also provided suggestions on how to promote the idea of peace museums. (CK)… [PDF]

Bjerstedt, Ake, Comp.; Gustafsson, Evy, Comp. (1977). Towards Peace Education: Abstracts on Some Reports related to Conflict Resolution and Peace Education. Pedagogisk Dokumentation, No. 55, 1977. The document identifies and describes 90 sources of information on conflict resolution and peace education. All the sources are ERIC documents which were published during the period 1966-1976. For each entry, the following information is provided: author, title, source, date, pages, ERIC ED number, microfiche and/or hard copy availability, abstract, and \keywords\ (descriptors). The entries span all educational levels, ranging from human awareness activities for kindergarteners to conference presentations about research on public attitudes and mass media. For elementary and secondary levels, the citations include descriptions of social studies programs in peace and global awareness, conflict resolution activities, multimedia resource guides, guidance suggestions for career development in peace studies, and a discussion of individuals' military responsibilities to their country. In the area of higher education, the citations include descriptions of college courses and formal programs…

Bush, Kenneth D., Ed.; Saltarelli, Diana, Ed. (2000). The Two Faces of Education in Ethnic Conflict: Towards a Peacebuilding Education for Children. This report challenges the widely held assumption that education is inevitably a force for good. While the provision of good quality education can be a stabilizing factor, the report shows how educational systems can be manipulated to drive a wedge between people. The report begins by describing the nature of today's armed conflicts, with virtually every conflict of recent years fought within, rather than between, nations. It examines the growing importance of "ethnicity" in conflicts, as clearly seen in recent tragedies such as Rwanda, Kosovo, and Chechnya. The second section of the report describes the two different faces of education: the negative face shows itself in the uneven distribution of education to create or preserve privilege, the use of education as a weapon of cultural repression, and the production or doctoring of textbooks to promote intolerance; the positive face goes beyond the provision of education for peace programs, reflecting the cumulative benefits…