Peace Education : International Perspectives (original) (raw)

Conventional and Critical Approaches to Peace Education

Memory Politics and Transitional Justice

Peace and education are both “essentially contested concepts.” Welding them together in one single term—peace education—raises tough questions about what it is that is being proposed and done. With their normative, morally appellative and culturally universalist focus on the individual learner, conventional conceptions and practices of peace education do not easily relate to variable, heterogeneous and context-dependent notions and realities of peace and education in violence-inflected societies. They also shy away from taking account of asymmetric and unequal power relationships. Evoking the importance of building “cultures of peace” falls short of addressing these realities. Critical approaches to peace education forefront empowering individuals as well as collectives to become agents of social transformation. Education for peace is understood as social action geared towards finding solutions to manifold manifestations of direct, cultural and structural violence, injustice and ine...

Peace Education : A Review and Projection

2012

This report presents reflections on the substance, evolution, and future of peace education. Within an area of common purposes, a broad range of varying approaches are noted. The report discusses, for example: conflict resolution training, disarmament education, education for the prevention of war, environmental education, global education, human rights education, multicultural education, nuclear education, and world-order studies. The report finds that peace education, always marginal in the past in relation to mainstream education, now faces less resistance than earlier and that the culture of peace concept steadily gains currency. Outlines recommendations for future work with peace education. Contains 41 notes and a 55-item selected bibliography. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. Department of Educational and Psychological

Towards Global Understanding: The Transformative Role of Peace Education

2002

Introduction What some practitioners call education for democracy, civic education, tolerance education, or human rights education, are all ultimately education for the creation of a culture of peace. In fact, all of these are necessary ingredients for peace. Peace education has always been concerned with understanding the root causes of all forms of violence and their subsequent eradication. Democracy, human rights and peace remain central to our practice and fundamental to our goals for education. Certainly, in the wake of the World Trade Center tragedy--and its global repercussions--some may ask the question of whether there is any potential for peace. What is certain however is that a "quick-fix" solution, or a pre-packaged "tool," imposed either locally or globally, which fails to account for specific contexts will not work. Rather, what is necessary is a paradigm shift that shapes content and pedagogy by incorporating issues of human security, equity, justi...

Peace Education in Post-Conflict Settings

Annales Universitatis Mariae Curie-Skłodowska, 2022

Peace Education is considered to be an important pillar in preventing armed conflict and promoting positive peace. The aim of this article is to understand if education systems help development of peace processes in post-conflict settings and if the idea of implementing Peace Education into the formal curriculum could advance prospects for peace. In the paper three case studies are investigated more deeply-Japan, Germany and the South Caucasus. The article uses secondary sources to present the issue. The literature review includes academic books, articles, and official declarations of international organizations. The paper concludes that examples of integrating Peace Education principles in formal school education curriculums are not numerous, and the lack of a comprehensive data on Peace Education around the world could have been the reason that prevented governments from seeing the importance of implementing Peace Education within their national education systems.

TRANSFORMING MINDS AND CULTIVATING PEACE: THE PEDAGOGY OF PEACE EDUCATION

Journal of Asiatic Society of Mumbai , 2023

The objective of this paper is to explores the importance of peace education in promoting social transformation and sustainable peace. It examines the various pedagogical approaches to peace education, including experiential learning, critical pedagogy, and transformative learning, and highlights examples of successful peace education initiatives from around the world. The paper identifies the principles and practices that underpin effective peace education, such as intercultural dialogue, conflict resolution, and critical thinking. It discusses the role of teachers and educators in promoting peace education, as well as the skills and competencies required to effectively teach peace education. The paper also discusses the challenges and opportunities associated with implementing peace education programs in diverse cultural and socio-political contexts. It explores ways in which educators can support learners to develop critical thinking, ethical reasoning, and dialogue skills, and discusses the ways in which peace education can contribute to building more peaceful and just societies. Finally, the paper identifies several areas for future research and practices in the field of peace education, including the development and evaluation of new pedagogical approaches, the integration of technology and Indigenous knowledge, and the promotion of culturally responsive pedagogy and global citizenship education. This paper makes a strong case for the importance of peace education in promoting social transformation and sustainable peace, and provides valuable insights and guidance for educators, policymakers, and researchers working in the field.

Peace Education Praxis: Select Resources for Educators and Researchers

Education for peace responds to the variegated forms of conflict and violence found in a variety of contexts: homes, schools, communities, and nations. Although its foundation is rooted in the early 19th century, peace education emerged primarily during the post-World War 11 era, resulting in diverse definitions and constituencies worldwide. This chapter offers a summative review of the key concepts, orientations, and developments that define the scholarly terrain of peace education.

Peace Education Project: Embodying Peace Education in theory and practice: ‘think big, start small’

INSPIRE, voces para la paz/voices for peace, 2022

This paper is a re-processing of my personal reflection on the course “Peace Education” from the International Master in Peace, Conflict and Development studies at the Universitat Jaume I of Castellón de la Plana (Peace Master), that was imparted by Gloria María Abarca Obregón and Said Bahajin. I followed this course from November 18th until December 7th, 2018. This personal reflection was originally submitted on December 14th, 2018 for a final paper to validate the course. The document below has only some minimal changes from the original draft. I wish to publish this reflection in November 2022, 4 years after its original submission for two reasons: to hold myself accountable on my peace education project and to hope that the readers can take out anything valuable from my writing. Link: https://sites.google.com/view/blogpeacemasteruji/journal