İyi Olma Hali (Wellbeing) Uygulamalarıyla Barış Eğitimi Önündeki Engellerin Üstesinden Gelmek

Gulistan Gursel Bi̇lgi̇n,Elif Bengu

doi:10.17984/adyuebd.1012782

Abstract

A growing body of literature reports structural, cultural, social, and political barriers making it challenging and stressful to integrate peace education in teacher education and in-service teacher education programs. To support peace educators in achieving what they stand for, this study proposes integrating wellbeing practices and approaches into the curricula. Drawing from the fields of peace education, educational leadership and policy studies and higher education, this study examines wellbeing as a potentially promising scholarly field to support peace education scholarship. For happiness and life satisfaction, wellbeing links a person's physical, mental, emotional and social health factors not just to internal factors such as optimism, resilience and self-esteem but also external factors such as income, satisfaction at work and social networks. In order to explore the ways wellbeing can contribute to peace education, we first expand on peace education as a controversial and challenging practice especially for practitioners in the field. Next, we discuss wellbeing practices as they relate to educational settings. Finally, we discuss that peace educators can be supported by wellbeing practices to overcome the degrading and demotivating effects of their practices.

Highlights

It is guided by the question: What offerings do wellbeing present in order to contribute to peace education? Below, we expand on peace education as a controversial and challenging practice especially for practitioners in the field
We sought to understand how wellbeing approaches and practices such as emotional intelligence (EI), mindful based practices, contemplative pedagogy, and positive education contribute to peace education
According to research in the field, methods that are commonly used with teachers to enhance their wellbeing can be an antidote for their stress, may increase their life and work satisfaction, and can be used as an aid for positive engagement with themselves, their peers, students and environment

Summary

Introduction

Drawing from the fields of peace education and educational leadership and policy studies and higher education, this study examines wellbeing as a potentially promising scholarly field to support peace education scholarship. It is guided by the question: What offerings do wellbeing present in order to contribute to peace education? Pre-service teachers are hesitant towards peace education as they find peace education stressful and challenging compared to citizenship, environmentalism, and multiculturalism despite their close link with peace education (Burnley, 2003; Cook, 2014; Wang, 2018). Pre-service teachers had limited understanding of peace education and struggled to integrate dimensions of peace education into their practice teaching (Cook, 2014)

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Discussion

Conclusion