Peace Education Research Articles

An integrative literature review: design and stages of peace group counselling as peace counselor/educator strategies for fostering a peace mindset

Counsellors as peace educators are to foster a peaceful mindset to students. However, not every peace counsellor shares peaceful thinking with clients or students with problems as a gap. Peace group leaders can integrate counselling as a science with religion through the design and stages of peace group counselling (PGC). This research aims to design and organize PGC stages to facilitate peaceful thinking patterns in peace counsellors/educators (PC/E) to foster peaceful thinking patterns. Integrative literature review as a research model by collecting data through documentation with relevant books and journals, then analyzing it descriptively and qualitatively. The research findings found that the PC/E's duties as imams (group leaders) and kaffah individuals have therapeutic abilities. PC/E combines peaceful thinking with help from God. The PGC process has three stages: initial, work, and the final. The work stages combine the sub-stages of peace counselling, starting from rational, exploring the root causes of peaceful thoughts, self-reflection, seeking, and searching for peaceful thought patterns, looking for different forms and behaviors of peaceful thought patterns towards God's teachings as a novelty, and ending with evaluation and follow-up. PC/E implements the PGC design and stages so that individuals can cultivate a peaceful mindset through training and experimental research.

The Journey Starts Now: Infusing Peace Education into LO Teaching in South African Secondary Schools

Peace education as part of the school curriculum can transform school functioning by equipping learners with conflict resolution skills. Currently peace education is not part of the existing curriculum in South Africa. Literature indicates that peace education can be appropriately integrated into the compulsory subject, Life Orientation (LO), in South African secondary schools. Informed by Danesh’s integrative peace theory and the extant literature on peace education, a qualitative study explored the possible integration of peace education into LO to assist learners develop conflict resolution skills. Six teachers who teach LO in two secondary schools in the Western Cape, South Africa, which have implemented an extramural peace education programme through the agency of a non-governmental organisation, were purposefully selected. Data were gathered in focus group interviews with the teachers and thematic analysis carried out. Findings of the study highlight the significance of integrating peace education in LO in order to foster a more peaceful schooling environment. Furthermore, aspects of peace education already overlap or complement topics taught in LO, such as respect and tolerance for diversity. Barriers to effective integration of peace education in the LO curriculum are lack of targeted teacher training, rigid curriculum design, teachers’ workload and poor resource allocation. It was recommended that the integration of peace education in LO be prioritised and that the LO curriculum should be expanded to accommodate more explicit themes of peace education. Implementation should be supported through targeted teacher training, attention to teachers’ work schedules, additional teaching time and allocation of appropriate resources.

Evaluation of a Child-Friendly School Program in Developing Peace Education at KB Joglo Pati

The purpose of this study was to evaluate the child-friendly school program in developing peace education at KB Joglo Pati. The evaluation model used is CIPP (Context, Input, Process, Product). Qualitative methods were used in the evaluation research. Data were collected through interviews, observations and documentation at KB Joglo Pati. The research results obtained are: (1) The implementation of the child-friendly school program is carried out in accordance with the current needs, namely to prevent violence and discrimination against children at school and in the community. (2) The child-friendly school program in KB Joglo already has good facilities and infrastructure, human resources and financial resources to support the implementation of a child-friendly school program by developing peaceful education. (3) The learning process is interactive, inspiring, and fun, inviting students to actively participate, and learning is tailored to the interests, talents, and psychological development of students by using the regenerative peace and justice curriculum. (4) The results of the implementation of the program are quite good and have shown the principles of child-friendly schools with peace education through habituation of students' attitudes or behavior. The findings of this study are important for children to learn non-aggressive education towards problems as an alternative experience to fighting, and to develop peaceful education while creating a safe and peaceful learning environment so that children are happy and fulfill their potential. Keywords: evaluation, CIPP, child-friendly school, Peace Education

Internationalism and the New Turkey: American Peace Education in the Kemalist Republic, 1923-1933

Internationalism and the New Turkey: American Peace Education in the Kemalist Republic, 1923-1933

Peace Education through Agroecology and Organic Farming

In this paper, the challenge of peace education appears as an emergent cultural need in a context of conflictual relationships among human beings and between human beings and their life environment. All sectors of human activity, including agriculture, can potentially contribute to building a cultural barrier to a mounting wave of wars. The ecological approach to agriculture through the ecosystem concept is suitable for unveiling the power of cooperation in developing symbiotic relationships between and among agroecosystem components for attaining a balance of ecosystem services (supporting, provisioning, regulating, and cultural). Enhancement of biodiversity within and between cultivated fields is key for the maintenance of sustainable agriculture, land management, and viable rural community. Scaling up cooperation among hierarchical levels of agriculture organisation (field, farm, and regional, national, international landscapes) appears as the most promising solution for developing a coherent framework consistent with building a peaceful attitude for managing both land, food systems, and friendly relationships among human beings. Organic farming is already a certified and appreciated method of agriculture production that has a potential for improving a peaceful attitude when supported by the core principles of Agroecology.

Peace education scientific literature scoping review

The United Nations Educational Organization proposes to adopt, among other things, theoretical and methodological frameworks related to education for peace and human rights to achieve Global Citizenship Education. This document aimed to identify, within an updated state of the art, available in open access and Spanish, which publications address peace education, focused on human rights knowledge, to continue with the line of research related to the training of peace-building agents.This documentary research exercise used the scoping review methodology.The results reveal the low number of scientific publications on peace education about human rights. Of the 88 articles reviewed, only eight resources present an approach to a possible linkage.This article seeks to help the educational community identify gaps in knowledge and research on peace education. As a result, more researchers will create future research projects and educational proposals focused on human rights, increasing space for discussion and scientific publications.

Postgenocide and decolonizing approaches to peace education in the Anthropocene

ABSTRACT This article addresses the intersection of genocide studies, climate change, and peace education. It does so by examining the state of these connections, and proposes a fresh concept for considering the entanglements of contemporary violence in the Anthropocene. A notion of postgenocide sees the elements of geopolitical order, warlordism, climate change and resource exploitation. Postgenocide is an approach to mass violence occurring beyond the usual framing of state violence and intent. It aims to enrich the ongoing decolonization of peace education, as well as empower peace educators in conveying these often-complex relations in a violence-prone and climate changing world. Thinking outside of legal constraints of genocide or emotive fuzziness of climate change, educators can broaden their appeals and promote decolonized thinking of how violence works, its agents, and who it impacts in the Anthropocene. Postgenocide offers a transformative research and praxis link frame beyond globalizing Holocaust education as a stand-in for human rights education. Peace educators can leverage global concepts like postgenocide to cut through and examine the complexity of such entanglements.

Development and Evaluation of Peace-Oriented Education Activity for Preschool Children within the Scope of Sustainable Development

The aim of this research is to develop contemporary peace education that can be implemented in the pre-school period to ensure global citizenship. In this study, action research design, one of the qualitative research methods, was used. The study group of this research consisted of five-year-old children who attend a public kindergarten and their parents, classroom teacher, and researcher. The data were collected by means of the peace value attitude questionnaire prepared for parents and classroom teachers, the technology-supported child interview form, the teacher diary form, and the researcher diary form. Research was carried out in three stages: needs analysis, implementation, and evaluation. Educational activities covering peace education were developed, and they were administered to the children for 12 weeks. Within the framework of the results obtained, it was determined that the five-year-old children who made up the study group consciously gained the value of peace, were sensitive to the multicultural structure, and strengthened their communication with their peers. In light of these results, we should develop integrated programs in preschool education, place the value of peace at the center, and provide peace education widely in the preschool period by all stakeholders for global citizenship.

Children’s rights … and duties! In pedagogy and intercultural and peace education

ABSTRACT The contribution deals critically with the issue of citizenship and children’s rights, identifying a silent void starting from the change we have witnessed with the progressive questioning of the principles, secular, and religious, of adult authority and the sacrosanct affirmation rights of minors and their defence against violence and abuse. This questioning, for example in Italy, took the form of the abolition of the concept of patria potestatis, replaced with that of parental responsibility. However, looking at the juridical, pedagogical, and children’s literature, it seems that in the face of numerous publications which speak of children’s rights, very few are those that deal with the theme of (any?) the duties of minors.

The Significance of Intercultural Education in Fostering Peacebuilding

Schools must ensure that students acquire the essential skills and knowledge necessary for effectiveparticipation in democratic and pluralistic communities characterised by cultural diversity. This includes the ability to understand, respect, and embrace differences based on race, ethnicity, religion, nationality, skin colour, language, economic status, gender, and skills. Using a narrative review, this paper seeks to investigate the importance of intercultural education in fostering social harmony and peace-building. The research suggests that in order to achieve the goals of intercultural and peace education, democratic societies must ensure that individuals from all backgrounds can fully exercise their rights and freedoms and have equal opportunities to actively and successfully participate in all activities. The ideas outlined in this study may enhance teachers' consciousness of the necessity and their ability to promote intercultural and peace education in their classrooms.

Narratives and common traits of peace education and the ‘Teaching Students to be peacemakers’ programme: rethinking the role of cooperative learning in peace education

ABSTRACT The aim of this study is to analyse the ‘Teaching Students to be Peacemakers’ programme, which is frequently cited in the Peace Education discourse, within the context of Peace Education. Based on a systematic literature review conducted using the PRISMA method, the study focuses on this programme that emerged as significant from the review results. It first examines how the programme reflects the fundamental concepts and peace approaches of the Peace Education discourse. The subsequent section compares the programme with various types of Peace Education and the broader discourse of cooperative learning. It investigates whether the shift in Peace Education literature towards postmodern, poststructuralist, and Critical Peace Education approaches can rely on the cooperative learning paradigm. Additionally, the study highlights how a simplistic methodological interpretation of cooperative learning may hinder its use in supporting these increasingly emphasised approaches and explores how a broader understanding of the cooperative learning discourse can aid in dismantling personal, cultural, and social violence structures, as well as in supporting positive peacebuilding processes.

Multi-sited photo-storytelling: visualising care in environmental and peace education

ABSTRACT This paper presents a practice-based enquiry exploring how photovoice methods can be adapted to visualise caring behaviours in multi-sited contexts, within an environment and peace education context. Photovoice methods typically have an exclusively single-sited focus that can neglect opportunities for empathy and cross-cultural engagement that arise when considering multiple sites. This research explores these opportunities through broadening and integrating multi-sited dimensions into photovoice processes. Two novel multi-sited photovoice methods are adapted – photo-action interviews, and photo-letter exchanges, with participating youth in urban sites across Bangladesh, Australia and China. The visualisations of caring actions depicted in the resulting photo-stories are then analysed, affirming these methods’ efficacy and inviting expanded considerations of agency and subjectivity as represented through the images. I employ an analytical approach encompassing both qualitative content and relational analysis across the interview and exchange methods to affirm the importance of materiality, relationality and empathy to participation and visualisation of environmental caring behaviour. These explorations of novel photovoice methods in multi-sited contexts confirm the importance of bringing global perspectives to local photovoice practices, contributing to participatory visual research in environmental and peace educational contexts.

Constructing and Preliminary Validation of the School Peace Culture Scale

Educational opportunities are part of the culture of peace, which includes many areas of the community's well-being. This study comes up with a new way to measure school peace culture called the School Peace Culture Scale (SPCS). The researcher made the tool by evaluating it theoretically, checking its content validity, followed by doing a confirmatory study to check its internal and external psychometrics. The people who answered were in charge of or led Vocational High Schools in Makassar. There were 63 of them, 24 men and 39 women. The Winstep Rasch Model tool is used to analyze the data. The SPCS has been carefully checked for validity, and 34 items that are particularly good at measuring factors have been found. The results indicate a reliability value of 0.91 and item reliability of 0.82. The study also proved that the proposed SPCS questionnaire can measure the level of peace in schools. Furthermore, the research has confirmed that the items in the proposed SPCS questionnaire effectively assess the extent to which peace is implemented in schools. These results provide a foundation for further investigation. The questionnaire can help determine the extent to which a peaceful culture has been established in schools. Furthermore, the SPCS concept and questionnaire could be valuable tools for assessing schools that require training in promoting peaceful education.

Navigating Conflict in the Multicultural Classroom: The Use of Simulation-Based Learning for Peace Education in Teacher Training

Navigating Conflict in the Multicultural Classroom: The Use of Simulation-Based Learning for Peace Education in Teacher Training

Affective Atmospheres of Coloniality and the Decolonisation of Peace Education: Theoretical Insights and Political Possibilities

AbstractTwo recent lines of inquiry that have emerged in educational philosophy and research are the turn to affect theory and the call for decolonising education. Although there have been some efforts to bring these two lines of inquiry together and inform educational philosophy and research, there is still important conceptual work to be done, especially in the context of peace education, our focus in this paper. To initiate this work, we consider the concepts of affective atmospheres and atmospheric attunements that have been discussed within the context of affect theory. Drawing on these two concepts, we argue that fundamental to any attempts to decolonising peace education is elucidating the coloniality of affects. This is a necessary step towards dismantling the colonial affects that permeate peace education praxis and are maintained through perceptions of peace and conflict embedded within a Western, Eurocentric frame. The paper analyses the theoretical insights emerging from bringing these concepts together to bear on the decolonisation of peace education and discusses some political possibilities that are also enabled.

Peace Education as a Need for Inmates Rehabilitation and Integration. Children at Munzenze Prison, the Democratic Republic of Congo

Peace Education as a Need for Inmates Rehabilitation and Integration. Children at Munzenze Prison, the Democratic Republic of Congo

Visions of peace: Exploring how Scottish youth understand and define peace

AbstractIn this article, we report on a study that explored how young people in Scotland understand and define peace. A total of 59 young people aged 12–18, from three schools (independent, state Roman Catholic, and state non-denominational) participated in this study. The young people were asked to participate in a peace data walk and, after that, to draw or paint pictures of what peace means for them in their local community and beyond. We utilize a combination of Personal Meaning Mapping, visual content analytic procedures, and visual art coding scheme to analyse the pictures. We drew on Critical Peace Education as an overarching framework to approach data collection and on the Peace Education Curricular Analysis framework to examine the presence of positive peace elements in youth drawings/paintings. Previous research in different contexts suggests that youth find it difficult to conceptualize peace, whereas it appears to be easy to explain war and negative peace (i.e., absence of war). Previous research conducted in Scotland showed that the curriculum focused on the element of wellbeing, with many other positive peace elements being either absent or not well represented. By contrast, youth in our study showed a strong understanding of positive peace, with a particular emphasis on the following facets: peace zone, eco mind, wellbeing, peace bond, and social justice. In our conclusion, we discuss these findings in relation to Scottish education policies and ways of capitalizing on this method of engagement and overall findings to support youth learning about peace.

Direction and Tasks of Unification Education Through Democratic Citizenship Education, Multicultural Education and Peace Education

Direction and Tasks of Unification Education Through Democratic Citizenship Education, Multicultural Education and Peace Education

Promoting Sustainable Military Tourism in Cimahi City: Fostering Conservation, Community Engagement, and Cultural Preservation

The military presence in Cimahi City, West Java, serves as a testament to its historical and cultural significance, reflecting an impressive cultural-historical heritage shaped by its militarized past. This authenticity as a military city (60% of the city population) provides a unique opportunity to develop a specialized tourism model that leverages military knowledge for sustainable social and economic growth. The integration of military cultural heritage into tourism activities poses a central challenge, particularly amidst a population where military personnel constitute a significant proportion and continue to play an active role. Employing a qualitative research methodology, this study combines a comprehensive review of relevant literature, historic references, in-depth interviews with the local business community, and cross-references with tourism models from other military cities. The study's outcomes focus on integrated tourism activities and attraction planning aimed at preserving the city's military spirit in collaboration with local residents, military personnel, and their families. This collaborative effort is envisioned to contribute not only to heritage conservation but also to fostering peace education and international cooperation, advocating against the glorification of war and conflict. This research emphasized the importance of heritage conservation, community participation, and sustainable resource management in the realm of cultural heritage and tourism development.

Education for peace in a peace-friendly context: testing a virtual learning tool to improve teachers’ competencies for conflict transformation in Colombia

ABSTRACT Colombian society has been exposed to decades of sociopolitical violence with apparent effects on its social infrastructure that may inadvertently lead to more structural, cultural, and interpersonal forms of violence. Peacebuilding efforts are required, and education for peace plays a key role. This requires building conflict sensitivity within the school system and improving teachers’ competence-based knowledge in several domains. To achieve this aim, we developed and tested the ‘Eco-GesTE Virtual Learning Environment.’ Nine teachers (male and female) from a public school in Ibagué (an intermediate city in Colombia) completed 10 Interactive Virtual Learning Scenarios (IVLS) to improve emotional, social reasoning, integrative, and conflict transformation competencies over three months. They completed two conflict management style measures, before and after the intervention, besides a qualitative survey after the intervention. Non-parametric, paired samples Wilcoxon tests suggest marginally significant individual changes whereby teachers reported using fewer conflict-avoidant styles after completing the intervention. Qualitatively, participants also reported learning emotion regulation and listening skills, as well as feeling better equipped to handle situations with domain congruency. They also reported using more perspective-taking during conflicts. Findings suggest potential for competence-based knowledge online interventions to strengthen conflict transformation competencies among teachers and contribute to violence-free educational environments.