Telling of Peace Education documents the narratives of five peace educators who use dialogical interactions among their students to create a culture of peace within the context of the Israeli-Palestinian conflict. The overall intentions of these peace educators are to promote critical thinking, dialogue and to empower their students to make decisions for themselves. I use narrative inquiry to examine deeper understandings of people-to-people engagement of peace education at the community level. As such, I present the narratives that represent the experiences of the peace educators I interviewed for this research. In addition, my field notes document my own narrative as the researcher, traveling back and forth between Bethlehem and Jerusalem to conduct the interviews. My intention for conducting this narrative research is to learn: (a) What stories can peace educators tell us about their efforts in the context of Palestine and Israel? (b) How do they implement peace education programs in their communities? (c) What are their fears, hopes, and aspirations? (d) What challenges do they face in the development and delivery of peace education?
The present peace of work deals with the implementation of peace education and its effectiveness in education. Peace education intends to prepare the child to learn concepts of peace to lead peaceful life. The study entitled “Implementation of Peace Education in Secondary Schools” aims at to inculcate the strategies and values of Peace among the mindsets of the students. Study of peace education could be more meaningful by verifying in oneself. This book is foundation for the prospective teachers to have relevant and responsible interventions with the learners. This book will definitely provide a platform to devoted students, scholars and teachers of peace and harmony to interact with inspiring thoughts contained in this book.
This book adds to the existing literature on peace education. It examines various approaches to peace. Predominantly examining the Gandhian approach to peace and peace education, it also examines the approaches of some of the renowned pacifists like Henry D. Thoreau, Albert Schweitzer and contributions of some peace activist leaders. Being emphatic upon the need for orienting and training of individuals in nonviolent and peaceful resolution of conflicts, the book provides practical inputs and suggestions based on actual field studies. The book focuses on the need for including in peace education the non-traditional dimensions of peace like human security, human rights, environmental protection, etc. and emphasizes upon the need for promoting peace education world-wide, especially in the Afro-Asian countries.
The aim of this book is to understand the effects of neo-liberal economies and globalization on education policies where they create inequalities and conflicts. However, the main goal of education is defined as a radical democratization in the schools through the transformation of knowledge. Curriculum plays important role in the transformation of knowledge and it is crucial to build a radical transformation of the societies. From this perspective, three alternative curricula, namely Peace Education, Conflict Resolution Education, and Peace Education and Conflict Resolution Education combined are implemented and evaluated to investigate the effects on pre-service teachers’ Emotional Intelligence, Self-Concept, and Conflict Resolution Skills. The findings indicated that the Peace Education, Conflict Resolution Education, and the Peace Education and the Conflict Resolution Education combined curricula has significant effects on Emotional Intelligence, Self Concept and Conflict Resolution Skills. Among these three curricula, the Peace Education and Conflict Resolution Education combined has the highest effects on Emotional Intelligence, Self Concept and Conflict Resolution Skills.
From time immemorial it has been observed that the education system of India is very much enriched in respect to peace and harmony. Here various education systems have been experimented time to time. Integral education is one among them. This education system is propounded by Sri Aurobindo and the Mother. How this system implies universal love, sympathy, fellow feeling, understanding and how the Integral education centers engage themselves in pursuance of peace and harmony; a few case studies have been presented in this paper. It also highlights the influence of Integral education in the global scenario. Some suggestions are also given for establishing peace and harmony through education in general and teacher education in particular. The educators, planners, curriculum framers and scholars have to understand better its influence in the field of peace and harmony and to facilitate its implication and to prioritize its practices which would enhance peace and harmony through education in general and teacher education in particular. It will be also helpful for all who want peaceful life and real development of human civilizations.
It is now 18 years after the 1994 genocide against Tutsi in Rwanda. Many things have already been done regarding the national reconstruction process in which every Rwandan is expected to participate. How are educators taking part in this national reconstruction process? This study explores the level of participation of the National University of Rwanda academics in implementing national social cohesion recovery policies. Building from collected data that indicate a relatively low level of inclusion of peace building issues in academic activities due to limited expertise in peace and conflict studies, the study suggests a two-week-workshop as a peace education intervention in order to improve the National University of Rwanda academics’ skills in conflict transformation and education for sustainable peace and development.
Online publications has enabled several publishers to be able to publish their works. This has also created a huge platform for World Wide viewers to be able to access such works. The publication of this book will go a long way in trying to educate policy makers, university lecturers, students, and other societies that peace to be achieved in a society, its education should be instilled in all curriculum. Zimbabwe being one of the most controversial country in the world is exemplified as one such country needing to incorporate peace education in its educational curriculum. This to some extent may have positive result in the social policy formulation of the nation. However, world wide requirement of incorporation of peace education in schools curriculum is a necessity. This will create a better world for us and our children.
Peace, understood as a way of being and relating inour world, represents a fundamental epistemologicalchallenge within and for institutions of highereducation. Many peace programs have been born in thispostmodern era rife with conflict to offer afoundation for peace education. This book presents acompelling examination of the challenges to bridgingpeace and education within educational institutionsthrough a regional study based in the US. Personalinterviews were conducted to ascertain whetherstructural impediments exist within the academyinhibiting a scholarly inquiry of peace with theresults indicating that ideology and the role ofresearch concerning peace are the predominateinstitutional impediments or barriers to a holisticand effective peace education program within theuniversity setting. This analysis provides a criticalstep in the development of peace studies within theUnited States and should be especially useful topeace and conflict scholars, deans and administratorsof liberal arts schools, as well as the engaged peaceactivist exploring the connections between peace andeducation.
Within the context of rampant individual, national, and international violence, Hsu’s research examines essential elements of adult peace education by focusing on the writings of Paulo Freire, Mahatma Gandhi, and Thich Nhat Hanh. It suggests ways to empower students for peace work through critical citizenship, conflict resolution, active social engagement (including nonviolent social change), and contemplative spiritual practices.
Peace education initiatives have been subject to heated public debate and so far the complexities involved have not been fully understood. This multilayered analysis examines how teachers negotiate ideological, pedagogical and emotional challenges in their attempts to enact a peace education policy. Focusing primarily on the case study of conflict-affected Cyprus, Michalinos Zembylas, Constadina Charalambous and Panayiota Charalambous situate the Cypriot case within wider theoretical and methodological debates in the field and explore the implications of their findings for theory and practice. Building on current anthropological approaches, the authors use insights from policy studies and sociolinguistics to examine peace education agendas and the ways these are shaped by the dynamics of local politics and classroom practices. This study will be valuable reading for researchers of peace and policy studies as well as for practitioners and policy makers involved in introducing peace education initiatives that challenge teachers' long-held beliefs.
Violence may be a common response when young people experience social and psychological burdens. More often than not, authorities do not always have appropriate or adequate responses to youth violence.The problem is compounded when institutionalized violence is employed to counter youthful and ephemeral violence. The difficulties and frustrations which ensued can become unmanageable. For this reason, this book looks into the need to teach peace education to young people while still in middle or high school. With a thorough review of historical and contemporary literature, the author discovered that various peace education pedagogies are extant that could be creatively engaged to teach and empower young people for peace.Reducing violence and cultivating a culture of peace in young people is a pursuit of the United Nations and its various agencies such as the UNICEF and UNESCO, which the author also examined through this work. Though the impact of peace education research work is difficult if not impossible to measure, the author creatively evaluated and recommended peace education as a mainstream curriculum to be taught in secondary schools in Nigeria and across the world.
This book is a result of a research carried out in selected schools in the Katanga province in the DRC on possibilities of introducing peace education in the curriculum of secondary schools in the DRC.As a writer, I was motivated by the various conflicts that have happened in that country, and bearing in mind that the DRC is one of the countries having a large number of teenagers participating in one way or another into these conflicts in various parts of the country. This pushed me to carry out a research in some selected schools so to come up with views and suggestions on how this new study can successfully be introduced in the curriculum.
Secondary Education has received a pivotal position in the educational system of a country. It plays the role of spinal cord in the life of national economy. It is a stage where destiny of a student is determined. At this stage aptitudes are directed and reasoning powers are developed. Physical development is utilized for high level skills. Students at this stage should be carefully nourished, nurtured, developed, taught and trained for peace, prosperity and progress of the country. Statistics indicate that education sector is improving over the decades. Although improvement in the education sector is slow but it is neither static nor declining. One of the reasons behind slow improvement is the ignorance of the Public sector towards education. Adequate educational reforms may place Secondary Education on the road to success.
Higher education in India has expanded rapidly over the past two decades. Higher education is evolving and improving to meet the challenges of the contemporary landscape. These include closer examination of quality, novel uses of technology, ways to reach learners with disabilities, and curricular innovations. The Twelfth Plan emphasizes on building “excellence” in India’s higher education system.This book highlight about the present status and challenges of higher education in India and also highlight about the privatization , globalization and internationalization of higher education in India .the last chapter of the book consists higher education for international understanding and peace .
This book examines Japanese animation films of Studio Ghibli in terms of war and peace. This research mainly focuses on movies directed by Hayao Miyazaki, a 'Japanese master of animation', who announced his official retirement in September 2013. Through the lens of peace research, the author rediscovered the fact that Miyazaki-related animation films deal with actual wars from the First World War to the 2003 Iraq War. This book investigates the following Studio Ghibli animation movies: 1) Nausica of the Valley of the Wind (1984), 2) Laputa Castle in the Sky (1986), 3) Grave of the Fireflies (1988), 4) Porco Rosso (1992), 5) Howl’s Moving Castle (2004), and 6) The Wind Rises (2013). From a perspective of peace research and international relations, this study analyzes the relevance of the films to the First World War, the Second World War, the Cold War, the War on Terror, as well as some nuclear related issues in the post-3/11 context. Moreover, this book explores the implications of the case studies for peace education so that Studio Ghibli films can be watched as sources for creating the ‘defences of peace’ inside the hearts of audience around the world.