Ahsani Maulidina; Bambang Prastio; Dawud; Martutik (2024). The Representation of Peace Values in Indonesian Primary School Textbooks: Marrying of Ecovisual Judgment Theory with Environmental Literacy. International Electronic Journal of Elementary Education, v16 n5 p599-615. This qualitative research, employing content analysis, aims to achieve two objectives: (1) to examine self-values, which encompass the categories of literacy and environmental assessment, and (2) to explore social peace values, which include the categories of content and environmental literacy assessment. The research data consist of images accompanied by textual elements sourced from Indonesian language textbooks used in grades 5 and 6 of primary schools. These textbooks are published by the Center for Curriculum, Research, and Book Development, which operates directly under the Ministry of Education and Culture, Republic of Indonesia in support of the Sustainable Development Goals (SDGs). The findings of the research reveal that (1) the values of oneself include acceptance of conditions, wisdom, adherence to rules, patience, consistency, cleanliness, hard work, creativity, enthusiasm, and hard work. Meanwhile, (2) the values of social peace consist of cooperation, care for the… [PDF]

Maas, Jeanette P., Ed.; Stewart, Robert A. C., Ed. (1986). Toward a World of Peace: People Create Alternatives. Proceedings of the International Conference on Conflict Resolution and Peace Studies in the United Nations Year of Peace, 1986 (1st, Suva, Fiji, August 1986). This book is a review of the 1986 United Nations International Year of Peace conducted at an international conference in Fiji. The theme of the conference was "People Create Alternatives," and the issues of conflict resolution and avoiding global destruction were addressed. Specific topics discussed were: (1) "Theories and Techniques of Conflict Resolution"; (2) "Nationalism vs. the World as Expanded Community"; (3) "Economic Factors in Relationship to Conflict"; (4) "Confronting the Nuclear Crisis"; (5) "Human Rights in the Developing World and Everywhere Else"; (6) "Peace Studies and Research"; and (7) "Super Power Rivalry in the Pacific Basin." Also included are proceedings from the following symposia: (1) "The Rotary Center for World Understanding and Peace"; (2) "Globalizing Teacher Education: A Vehicle for Peace"; (3) "Developing Curricula for Peace Education in Secondary…

Alem√°n de la Garza, Lorena Yadira; G√≥mez Zerme√±o, Marcela Georgina (2021). Open Laboratories for Social Innovation: A Strategy for Research and Innovation in Education for Peace and Sustainable Development. International Journal of Sustainability in Higher Education, v22 n2 p344-362. Purpose: Sustainable development is an issue of high relevance for all countries and universities play a fundamental role in promoting the participation of society members in achieving this objective. This study aims to conduct an open laboratory of social innovation (OPENLAB_SI) inside a university with society stakeholders, as a research and innovation tool that facilitates addressing the complexity of social problems through the principles of openness, experimentation, inclusion, diversity, participation and collaboration. The aim was to encompass innovation with the active participation of citizens in processes of experimentation, exchange and creativity to impact their social reality through collective designs for more sustainable futures done by and for communities. Design/methodology/approach: This paper presents a case study conducted during an OPENLAB_SI, which applied innovative, socio-educational strategies intending to promote the social appropriation of renewable… [Direct]

Evans, Rosalind (2008). The Two Faces of Empowerment in Conflict. Research in Comparative and International Education, v3 n1 p50-64. This article problematises Bush & Saltarelli's call for a new and comprehensive peace building education which empowers children through demonstrating that alternatives to conflict exist, that they have choices and the capacity to change their own and their society's situation. It does so by exploring the various possibilities for empowerment available to young Bhutanese refugees living in Nepal, which are advanced by agencies administering services in the refugee camps and promoted by refugee political groups. Fieldwork demonstrates that some children simultaneously engage in humanitarian agency projects, which promote human rights and peaceful values, and with political groups advocating violence. Through their participation in agency projects, children learn awareness-raising methods, such as poetry and street theatre, which they also employ in their work with political groups. This article will consider the relationship between children's empowerment through their involvement… [Direct]

(1996). School Exchanges: Cultural Diversity, Conflict and Cooperation. Report of the Conference (7th, Dubrovnik, Croatia, September 11-15, 1996). The Council of Europe was founded in 1949 to achieve greater unity among European parliamentary democracies. The Council for Cultural Co-operation (CDCC) is responsible for the Council of Education's work on education, culture, and sport. This publication contains proceedings of the CDCC Conference of the Network on School Links and Exchangers. Topics of the plenary session included the Croatian school system, education and multiculturalism, peace education, and the European Studies Program. Workshops dealt with conflict management and international school links; the media, citizenship education, and international school partnerships; and history projects and school links. Activities under review included long-term teacher training and the Visions of Europe pilot project. Suggestions for meeting the challenges faced by the Network on School Links and Exchanges were offered in the closing session. Appendices contain summaries of reports and presentations. (LMI)… [PDF]

Ben Giaber, Reem (2023). Libyan Teachers as Transitionalist Pragmatists: Conceptualising a Path out of the Peacebuilding Narrative in Conflict-Affected Contexts. London Review of Education, v21 n1 Article 15. The dominant analytical and programmatic frameworks used when writing about conflict-affected contexts such as Libya in Global Northern academia belong to the interdisciplinary field of peace and conflict studies (PACS). Within this, education is increasingly gaining attention as a tool for building peace and developing social justice. This article is a cautious conceptual exploration of how pragmatism might be a timely intervention in the fields of PACS and peacebuilding education. In particular, the article takes a deeper look at the American philosopher John Dewey's pragmatist approach to politics and education, and his conceptualisations of a context-specific 'public', teachers and enquiry for peaceful and democratic living. Throughout, I argue that a pragmatist philosophy is a worthwhile pedagogical project in a challenging context such as Libya, as it is an internal and ground-up discourse, compared to the often externally initiated and top-down discourses of peacebuilding. I… [PDF]

Schmidt, Fran; And Others (1993). Peacemaking Skills for Little Kids. Second Edition. Revised. Peace education is a holistic and life-affirming process of skill building that empowers children to find creative and non-destructive ways to settle conflicts. The curriculum is built around the following concepts: (1) the basis for a peaceful world is an environment where children become friends, work and play cooperatively, and respect the interdependence of all living things; (2) we are all similar, yet unique human beings, who enjoy our commonalities, and accept our differences; (3) feelings are a bond we all share; and (4) peacemaking skills help us get along as responsible members of the human family. Each concept is reinforced by activities and visual aids to make the curriculum easy to use. Student pages are provided for use in grades 1 and 2. An annotated bibliography lists 192 books for children related to peacemaking skills. (SLD)…

Zola, Jaye; Zola, John (1985). Teaching about Peace and Nuclear War: A Balanced Approach. Intended for educators interested in providing peace and nuclear war education in the public schools, this publication examines the nature of peace and nuclear war education, rationales for its inclusion in the public school program, and ways to deal with the controversial nature of the topics. The first of eight chapters presents a four-fold rationale. Peace and nuclear war education are considered appropriate content for (1) developing reflective and competent young adults, (2) increasing the relevancy of peace- and nuclear war-related content in today's world, (3) addressing psychological concerns of students, and (4) preparing young adults for civic involvement. Chapter 2 defines peace and nuclear war education and addresses commonalities between the two. Chapter 3 presents a rationale and criteria for teaching controversial issues. Chapter 4 examines biased and unbiased instructional materials, personal beliefs, age appropriateness, teaching methods, infusion of peace and… [PDF]

Bjerstedt, Ake; And Others (1991). Enemy Images among University Students in Four Countries: A Cross-National Exploration Using an Associative Technique. Peace Education Miniprints No. 20. Since "enemy imgaes" are important ingredients in preparedness for war, they merit study by researchers interested in peace education and in the psychology of peace and war. This study postulates that images of enemy groups, whether they be foreign countries or various subgroups within one's own country, are an important psychological construct to the willingness of persons to support the use of military force or warfare. The study examines the phenomenon of enemy images among university students in four countries–Denmark, Finland, Sweden, and the USSR. The study employed the use of an associative technique in which students were given a verbal stimulus (such as "The United States" or "The Soviet Union) and asked to write all the the words that occurred to them during a two minute period. Seven stimuli were used: the future, avoiding war, enemies of our country, peace, the United States, the Soviet Union, and human rights. The study was conducted during… [PDF]

Kekkonen, Helena (1982). Adult Education as Promoter of World Peace. Adult Education in Finland, v19 n1 p3-11. Peace as a goal of education means influencing individuals in the areas of knowledge, attitudes, and action. Adult education can foster peace through the dissemination of broadly-based information, problem-centered learning, empathetic learning, and promotion of moral values. (SK)…

Ehrenzeller, Carlotta; Patel, Jwalin (2023). Nature as a Peace Educator: Toward Inner Peace through Learning and Being in Natural Environments. Journal of Environmental Education, v54 n5 p294-305. Today the hope for education goes well beyond a reductionist and modernist approach of knowledge transfer. This research suggests that the experience of being immersed in natural environments can lead to embodied ways of learning and being beyond the Anthropocene and can shape children's innate relationship with nature. We bring together two ethnographic case studies — in India and Germany — in alternative schools, which actively incorporate nature in their learning processes for children aged 6-13 years old. We find that, across both contexts, nature is considered as a peace educator: teaching key concepts and skills, promoting ecological ways of living and being, enabling conditions for wellbeing and inner-peace, and a reciprocal student-nature relationship of care. We call for an ontological and epistemological shift where nature is not just instrumentalized, but rather to recognize the intrinsic value for children being in nature, learning with and from nature rather than about… [Direct]

Kim, Hyo-Jung; Yoo, Sung-Sang (2002). The Meaning of Peace and the Role of Education in South Korea. Most people in South Korea expressed deep sympathy for the innocent victims of the September 11th attacks, but, unlike their government's official position that supported U.S. military action, many were opposed to the war the United States began in Afghanistan. The president asked for emphasis on peace and anti-terrorism education. Since the role of education has been stressed in every moment of crisis in South Korean history, it was only natural to think about what education could do to focus the world on peace, to reduce social conflicts, and to seek a more secure life. This paper does not focus upon why terrorists commit such massacres in a political and historical context, but acknowledges that suicidal terror, the U.S. war against Afghanistan, and the ensuing tension in the Middle East create conflicts among different groups with contrasting interests. The paper reviews a number of overt and covert factors that could cause serious conflicts inside and outside Korea. It… [PDF]

Friedman, Alice; Schmidt, Fran (1991). Creative Conflict Solving for Kids: Grades 3-4. Conflict resolution skills can be taught just as any other basic skill is taught, and this is the message of this curriculum and guide. Peace education is a life-affirming celebration of life and a holistic approach to human interaction. Conflict is a natural part of life, and children can be taught the skills to deal constructively with conflict. Each teacher page contains teacher remarks, the materials needed for the lesson, suggestions for discussions and how to introduce the student work pages, and ways to identify the focus of each lesson Lessons use brainstorming, role-playing, problem solving, "I-Care" listening and language techniques, body movement, and visualization. The Peace Table is suggested as a place for students to talk out conflict, and mediation is presented as an approach to conflict resolution. Appendix 1 contains a communication game. Appendix B is a glossary. Appendix C is an annotated bibliography of 52 items. (SLD)…

Dennis, Julia; Dowling, Elizabeth M.; Gasana, John Gasasira; Kelly, Erin I.; Lerner, Richard M.; Malvese, Katelyn; Namurinda, Emmanuel; Rollman, Elise; Sim, Alistair T. R.; Tirrell, Jonathan M. (2023). 'That Is When Justice Becomes Complete.' Exemplars' Perspectives on Forgiveness as a Civic Virtue in Post-Genocide Rwanda. Journal of Moral Education, v52 n1 p67-82. Should forgiveness be considered a civic virtue that promotes peace and justice following injustice? In the aftermath of conflicts as severe as state-sponsored genocide, how can relationships be restored, communities reconciled, and justice achieved? We interviewed 15 adults in Rwanda–survivors of the 1994 genocide, nominated as exemplars for their youth-serving roles in their communities and their experiences with forgiving the traumas of the genocide–about their approaches to conflict resolution, their ideas about justice and forgiveness, and their community work. Phenomenological analysis supported considering forgiveness as a civic virtue, as exemplars described a restorative approach to conflict in which justice facilitates, and is completed by, forgiveness. Implications for education emerged from exemplars' accounts, including describing a process of conflict resolution that works toward peace and justice by means of listening, uncovering the truth, acting impartially,… [Direct]

Dinah Volk; Eliza Braden; Gloria Boutte; Jennipher Frazier; Kamania Wynter-Hoyte; Sabina Mosso-Taylor; Susi Long (2023). Curricular Violence and the Education of Black Children: Working toward Positive Peace through Pro-Black Practices. International Journal of Early Childhood, v55 n3 p347-367. This article responds to the endemic, intergenerational, and pervasive racism endured by Black children in the USA and the need to reimagine classrooms as cultures of peace where Black histories, literatures, accomplishment, oppression, resistance, resilience, and joy are taught as central to the curriculum. To do so, the article shares a five-year study of practices developed by 12 teachers working with university educators to construct Pro-Black pedagogy for children from ages five-to-nine. The article opens with descriptions of renewed efforts in the USA to ban books and deny the teaching of whole histories and how that constitutes curricular violence in the lives of Black students. The study is anchored in Black Critical Theory as it encompasses understandings of anti-and Pro-Blackness in the education of young children. With decolonizing methodologies guiding data collection, analysis, and representation, findings are shared in the form of (a) practices used by the teachers to… [Direct]

Rathenow, Hanns-Fred; Smoker, Paul (1983). Peace Education in Great Britain: Some Results of a Survey. Workshop Report No. 1. To determine the extent to which peace studies are available and the attitudes of school officials toward peace education in Great Britain, an 8-part survey was administered to 125 Local Education Authorities (LEAs) in England, Scotland, Wales, and Northern Ireland. The extent to which peace studies were implemented and accepted by LEAs is illustrated by a breakdown of scoring on individual questions. Of the 69 respondents, the majority (53.6 percent) supported the idea of peace studies. With regard to the political composition of the councils, however, there were some differences between Labor and Conservative councils and between Councils in "nuclear free" and "non-nuclear-free" zones. More than half of the nuclear-free councils (68.4 percent) and 35 percent of the non-nuclear-free councils supported peace studies. Moreover, 41.1 percent of the conservative councils and 55.6 percent of the labor councils were supportive of peace studies. Despite these…

Joseph, Earl C. (1984). Ask a Futurist. Peace [and] Robots. A futurist addresses two questions concerning world peace and the implications of using robots. In the section on peace (part 1), recommendations for world peace include: (1) implementing peace education as a mandatory part of education; (2) establishing a Department of Peace in each country to create a societal infrastructure for implementing peace; (3) institutionalizing a peace-industrial complex stronger than a military-industrial complex in which peace would become a profitable enterprise, (4) establishing a standard peace index for measuring the \quality of peace,\ (5) studying the meaning of peace in all contexts, (6) building machinery/technology for peace, and (7) conducting research and development for peace. Part 1 concludes that society needs preventive systems which are future-oriented to achieve peace rather than reactive tactical systems. Part 2 focuses on the future of robots, defines artificial intelligence, and makes a distinction between expert systems and robots….

Yanniris, Constantinos (2021). Education for Sustainability, Peace, and Global Citizenship: An Integrative Approach. Education Sciences, v11 Article 430. The complex nature of contemporary challenges requires a culture of cooperation between academic disciplines. However, to what extent do educational systems prepare students to think beyond the boundaries of austerely defined and often entrenched academic fields? UNESCO has successively called for Environmental Education, Education for Sustainable Development, and Education for Global Citizenship to incorporate complex socio-environmental issues into mainstream education. Despite the presence of strong institutional support by governments and international organizations, the introduction of these interdisciplinary approaches into actual educational settings has been slow. With no intention to underestimate the pertinence and agency of strong political will in promoting educational change, we explore the presence of deeper, epistemological issues that may account for the generally slow progress of interdisciplinary pedagogies. To elaborate on this discussion, we focus on pragmatic… [PDF]

Benefield, Pauline; Tomlinson, Kathryn (2005). Education and Conflict: Research and Research Possibilities. National Foundation for Educational Research This project aimed to undertake a scoping study of existent and potential research into the relationship between education and conflict, peace building and post-conflict situations, both nationally and internationally. Within this aim, the project investigates the main research dimensions of this area, identifies gaps in the research literature, summarises key findings that emerge from the literature and suggests future areas of research. Keyword searches of educational databases were conducted in order to identify relevant materials, published between 1997 and 2004. Those items that were considered key texts or those that were easily accessible were read in depth. The project did not aim to review the literature but to identify the key themes and gaps. One author also attended two conferences and used the Internet to search for additional materials and keep in touch with relevant online discussion groups. It is estimated that half of the 104 million children not attending primary… [PDF]

Nordland, Eva (1994). The International Seminar "Cooperation for Our Common Future" (Kiev, Lugansk, Sverdlovsk, Rovenki, Antratsit, Taganrog, Geya, August 27-30, 1994). Peace Education Miniprints No. 66. This report informs about an international seminar, convened by the Lugansk Regional Committee of Educators for Peace. Among the interrelated themes dealt with included: (1) the role of technology in education for a new age; (2) systems thinking; (3) education for peace and new world order; (4) international projects such as "The Peace Ribbon"; (5) support groups for communication training; and (6) education for international understanding. The seminar is part of the Project for Ecological and Cooperative Education (PEACE). About 30 people participated from the Lugansk region, Russia, Canada, the United States, Switzerland, France, and Norway. The tour visited schools and museums as they discussed the ideas of "The Ukrainian Movement Educators for Peace and Mutual Understanding." (EH)… [PDF]

Carr, Paul R. (2022). A Generation of Firepower: How Should We Commemorate 9/11?. SoJo Journal: Educational Foundations and Social Justice Education, v8 n1 p13-24. While there have been myriad and significant changes in technology, geopolitical relations, environmental shifts and political upheaval, we are still plagued with social inequalities, injustice, warfare and xenophobia, all of which frames our context and contextual analysis. September 11 was a global event or moment because it happened in the United States, and this is not inconsequential to how global hegemony and international relations are configured and unpacked. Had 9/11 taken place elsewhere, would we have taken as much notice? Invading Iraq, like invading Vietnam, and like myriad other examples of deleterious and nefarious experiments in militarization, ultimately foments the contrary of peace, solidarity and social justice. This paper explores the two decades after 9/11, emphasizing the centrality of peace and the need for critically engaged and transformative education…. [Direct]

Landrum, Roger L. (1984). The Role of the Peace Corps in Education in Developing Countries: A Sector Study. Appropriate Technologies for Development. Peace Corps Information Collection & Exchange Reprint Series R-49. This report examines the role played by the Peace Corps education sector in developing countries. Section I provides a general overview of the progress over the past 20 years of education assistance. A case study is presented of education programs in Sierra Leone. Section II provides an overview of distribution of education volunteers worldwide and by programming categories in 1980. Section III considers the current condition. It describes conditions of education in developing countries, addresses the development significance of education, and presents sketches of conversations with host country officials, Peace Corps staff, and volunteers. These sketches convey the influence of the Peace Corps today on students and education systems in Sierra Leone, Togo, and Kenya. Section IV identifies policy areas where decisions can be made and offers recommendations as to decisions that should be made to guide the activities of the education sector. Appendixes, amounting to over one-half of… [PDF]

Widmalm, Sten (2020). Democratic Virtues and Educational Institutions in India — Black Swans in Conflict-Ridden Jammu and Kashmir. Journal of Peace Education, v17 n1 p61-82. What goes on within educational institutions can be pivotal for whether and how democracy and political tolerance are nurtured, and peaceful relations between groups encouraged. Several studies oriented to the content of curricula have shown that education in India must be reformed if it is to promote inter-ethnic peace, political tolerance and democracy. The focus of this study, however, is more on the praxis of education — how it is conducted, in what kind of institutional setting it takes place, and what the implications are for inter-ethnic peace. This unique case study of Jammu and Kashmir in India provides unexpected insights into how democratic norms can be promoted in disadvantageous contexts, where open violent conflict prevails and politically intolerant attitudes might normally be expected to result. The findings of this study have important implications for educational reform. First, the authoritarian approach to teaching currently employed in India's system of primary… [Direct]

Gross, Richard E. (1974). Social Studies Essentials in an Era of Doubt. An analysis of factors contributing to socio-civic deterioration suggests a framework for emphasis in social studies instruction that teachers may use to take a positive step toward the improvement and maintenance of civilized society. These factors include social rigidity rather than change; overreach and overexpansion leading to exhaustion of people and resources; national security as an excuse for self-interest and greed; personal alienation and loss of common loyalties; and erosion of moral values. A liberating education addressing these factors and centering in social studies, but characterizing an entire school, should include: (1) training in learning how to learn; (2) content devoted to human and self-understanding; (3) involvement of students in cultural and social goals; (4) population education; (5) environmental education; (6) peace education; (7) familiarity and involvement in political and social action; (8) an interdisciplinary approach; (9) future studies; and (10) a… [PDF]

Alexander, Susan, Ed. (1984). Bibliography of Nuclear Education Resources. Provided in this bibliography is a listing of nuclear education books and resource materials. Entries (most of which are annotated) are presented under these headings: action; arms control and negotiations; arms race; the arts; atomic energy; atomic testing; bibliographies; civil defense; conference proceedings; conflict solving; conversion; curricula; defense spending; defense; disarmament; economic aspects; education; effects of nuclear explosions; ethics (moral/philosophical) aspects; foreign policy; the freeze; global education; Hiroshima and Nagasaki; journals (including those with articles or theme issues on nuclear topics); miscellaneous; national security; negotiations; newsletters; nonviolence; nuclear accidents; nuclear weapons; peace education; proliferation; psycho-social effects of the nuclear threat (on adults and on children); radiation; religious aspects; science and responsibility; simulations; socio-economic aspects; the Soviets; space weapons; survival; and war….

Aniello Alberti (2024). The Concept of Leadership during Climatological Crisis: A Comparative Case Study of Puerto Rico Higher Education. ProQuest LLC, Ed.D. Dissertation, Walden University. During times of climatological crisis, leadership is a crucial component of postsecondary education administrators' arsenal, specifically regarding their ability to execute strategies in action plans aimed at restoring the normal operations of institutions. This comparative case study aimed to examine how strategies in crisis leadership plans were implemented in Puerto Rico's higher education system, focusing on the experiences of key administrators in two higher education units who managed the response to the impacts of the 2017 Hurricane Maria. The conceptual framework for this investigation was grounded in Blanchard and Hersey's situational leadership theory and Bass's transformational theory. In-depth interviews were conducted with 12 higher education administrators from two academic units who led strategies to restore the everyday operations of their institutions in the aftermath of Hurricane Maria. Data analysis was implemented through the grouping and categorization of codes… [Direct]

(1976). George Washington Peace Academy Act, 1976: Hearing before the Subcommittee on Education of the Committee on Labor and Public Welfare, United States Senate, Ninety-Fourth Congress, Second Session on S. 1976. Hearings on the bill to establish the Peace Academy are presented. The bill proposes to create an educational institution in the United States to further the understanding of peace among nations. Major objectives of this institution are to consider the dimensions of peaceful resolution of differences among nations, to train students in the process of peaceful resolution of differences, and to inform governmental leaders of peaceful methods of conflict resolution. Statements of senators, experts in international affairs, religious spokesmen, American and foreign educators, professional arbitrators, and peace organization members in favor of the bill are presented. Included in the testimony are descriptions of curriculum design, specific objectives of the academy, structures and policy, and types of careers that graduates might expect. Also presented are treatments of educational priorities, worldwide responsibilities, the need for a U.S. Peace Office, past resistance to the… [PDF]

Newman, Michael (1994). Defining the Enemy: Adult Education in Social Action. This book examines the powerful and motivating kinds of learning that take place when one is in the presence of enemies, such as oppressive employers, bigots, racists, or polluters. It is intended for people interested in education for social action, community development, and political change. The book looks at this kind of learning in aboriginal adult education, trade union training, feminist adult education, peace education, and environmental education. It critically reviews some currently fashionable adult education theories, concluding that a number are simply too nice, too unfocused, too inward looking, or too mechanical to help people who are engaged in social action. It canvasses the ideas of a number of adult educators who have confronted and helped their learners confront exploitation, imposition, and injustice. It proposes some processes that adult educators might use to help people learn how to identify, define, and then deal with their enemies. The argument is developed… [Direct]

(1983). Educating for Peace: A Resource Guide for Teachers and Community Workers. This resource guide provides educators and community workers with a listing of written materials, audio-visual materials, and Ottawa-Carleton (Canada) area speakers dealing with peace education. The first of three parts lists 27 books, kits, and curriculum materials. For each listing, appropriate grade level, annotation, ordering address, and price are indicated. Some materials are available in French and some are available on loan from the \Educating for Peace\ organization. In the next part, over 60 audio-visual materials are presented in chart format. Film title, topical descriptors, length and type of film, date, country of origin, annotation, and ordering information are provided for each. Audio-visual materials deal with medical/psychological consequences, nuclear war scenarios, arms control and development, the arms race, environmental impact, government and industry, military production and policy, arms control initiatives, peace studies, activists and organizations,…

Coyne, A. Heather; Shapiro, Adina; Zasloff, Barbara (2009). An Education Track for the Israeli-Palestinian Peace Process. USIPeace Briefing. United States Institute of Peace Educational issues have largely been excluded from previous efforts to resolve the Israeli- Palestinian conflict. This report examines how the parties and international mediators can create an education track for the peace process that would create opportunities for more effective mediation, and increase the chances for success of the process overall. This report was prepared by the United States Institute of Peace (USIP) based on input of educators and peace activists associated with various local and international educational non-governmental organizations (NGOs). They represent decades of accumulated hands-on experience working with Palestinian and Israeli youth and educators, their respective Ministries of Education, and their wider communities. This brief provides the justification for why an education track should be included in the negotiations phase and in the text of an agreement itself. This brief also puts forward practical recommendations of how third party mediators can… [Direct]