Promoting Peace Education Research Articles

ZIMBABWE: TEACHING PEACE IN CHALLENGING ENVIRONMENTS. LESSONS FROM THE NATIONAL UNIVERSITY OF SCIENCE AND TECHNOLOGY (NUST), BULAWAYO

Although the United Nations, governments, and other nongovernmental organizations (NGOs) are putting efforts into promoting peace education in Africa, challenges remain due to “challenging environments”. A “challenging environment,” as defined in this paper, is an environ ment that neither fully permits nor bars the teaching of peace. This is typical of environments where peace is introduced, especially in third world countries. When the UN and prominent NGOs advocate for peace education, governments are often willing and quick to comply, but nu merous challenges hinder the teaching of peace. Based on practical experiences in establishing a peace course across faculties, the authors draw several lessons from the National University of Science and Technology (NUST) experience. Tasked with the mammoth goal of establishing peace programs, the authors faced challenges in cluding: (1) an unstable economic and political environment; (2) student demonstrations linked to economic challenges; (3) large classes and few lecturers; (4) a lack of teaching materials; and (5) being housed under a different department. Experience has shown that it is possible to teach peace in such environments, provided certain tactics, such as being creative in sourcing materi al, are used. Peace education has limited teaching materials, and even if the materials were to be purchased, acquiring enough books for a large number remains a challenge. As noted by the authors, they resorted to creative ways of finding teaching materials, including assigning different topics to students and then combining the research to create a material base, using newspaper articles to test conflict resolution skills in students, etc. Creative teaching methods include adopting a student-centered approach rather than a lecturer-centered one and transforming the environment through engagement in conflict transformation programs. As part of community engagement, the lecturers participated in transforming campus conflicts through the NUST Campus Dialogue Initiative, as well as providing community training in churches and government institutions. Keywords: Teaching, peace, challenging environments, lessons, NUST.

Promoting peace education as an inclusive prevention practice in Kindergarten and Primary school

Assuming crucial relevance in today’s global landscape, characterized by contrasts and tensions, the perspective of peace education fosters the development of non-violent communication skills, constructive conflict resolution, and the promotion of equality and justice from an inclusive attitude. By assimilating these principles into educational processes, it is possible to form individuals who are bearers of a humanistic vision based on awareness, understanding, and the promotion of collective well-being. In this contribution, some educational paths are illustrated that translate the educational orientation to peace as a tool to develop not only knowledge but also the skills and attitudes necessary to face personal and global challenges in a measured and respectful manner. These project exemplars highlight the potential of peace education in shaping citizens who are creators of scenarios of democracy and participation, empowering them to become mediators of change and creators of non-violent and inclusive relations. Promuovere l’educazione alla pace come pratica di prevenzione inclusiva nella Scuola dell’Infanzia e Primaria. Nell’assumere una rilevanza cruciale nell’attuale panorama globale, caratterizzato da contrasti e da tensioni, la prospettiva dell’educazione alla pace favorisce lo sviluppo di capacità di comunicazione non violenta, di risoluzione costruttiva dei conflitti e di promozione dell’uguaglianza e della giustizia, in ottica inclusiva. Mediante l’assimilazione di tali principi nei processi educativi, è possibile formare individui che siano portatori di una visione umanistica basata sulla consapevolezza, sulla comprensione e sulla promozione del benessere collettivo. Nel presente contributo vengono illustrati alcuni percorsi didattici che traducono l’orientamento educativo alla pace come strumento teso a sviluppare non solo le conoscenze, ma anche le competenze e gli atteggiamenti necessari per affrontare le sfide, sia personali che globali, in modo misurato e rispettoso. Tali esemplificazioni progettuali evidenziano il potenziale dell’educazione alla pace nel formare cittadini artefici di scenari di democrazia e di partecipazione, abilitandoli a diventare mediatori di cambiamento e creatori di relazioni non violente e inclusive.

Maria Montessori's Pedagogy and its Potential to Promote Peace Education in the Philippines

E This study aims to explore the potential of Montessori's pedagogy in promoting peace education in the Philippines. Using a qualitative research design, the study collected data from 10 participants, including teachers, parents, and Montessori school administrators. The findings of the study suggest that Montessori's approach can contribute to peace education by promoting a child-centered and experiential learning environment, which can foster critical thinking skills and empathy towards others. Moreover, the study identified several challenges to implementing Montessori's pedagogy in the Philippine context, such as the lack of awareness and understanding of the approach among educators and parents, limited availability of trained Montessori teachers, and the lack of resources and support for implementing the approach in schools. The study also proposed strategies for adapting and implementing Montessori's pedagogy in the Philippine context, such as providing training and professional development for teachers, building awareness and understanding of the approach among parents and educators, and developing partnerships and collaborations between Montessori schools and other educational institutions in the Philippines

The Practice of Peace Education: Applied Research on Peace Education in the Twenty-First Century

This study explores the practice of peace education in the Philippines in the twenty-first century. Data were collected through interviews and focus group discussions with teachers and students from various schools. Thematic analysis was used to analyze the data, which revealed several key findings. First, the implementation of peace education varies across schools, with some schools prioritizing it more than others. Second, teachers play a crucial role in promoting peace education, particularly those who are passionate about the topic and receive training and support in this area. Third, peace education should be integrated into the formal curriculum and tailored to be age-appropriate and culturally relevant. Fourth, the lack of resources and support is a major challenge in promoting peace education. Fifth, social justice education is an important component of peace education. Lastly, peace education should be promoted at all levels of education, from primary school to university. Overall, the findings highlight the importance of prioritizing peace education and providing resources and support to educators in promoting it. By integrating peace education into the formal curriculum and tailoring it to be age-appropriate and culturally relevant, students can develop positive values and attitudes towards peace and conflict resolution.

Promoting Peace Education by Using the Local Wisdom in Manggarai Culture, East Nusa Tenggara, Indonesia

Efforts to create a culture of peace in society have been carried out in various forms, including through education in schools. However, violence still occurs in school environments, such as bullying. This study aims to explore one of the local wisdoms of the Manggarai culture, East Nusa Tenggara, Indonesia, namely go'et (poetic expression), which can be used as a medium for peace education in schools. The results show that there are many important values contained in "go’et" that can be used to promote a culture of peace for students. These values include: unity in togetherness, respect for differences, respect for others and their property, fairness to others, and love for others.

Interfaith mediation centre in promoting peace in Bauchi State, Nigeria

One of the main obstacles across the globe is a conflict between social groupings. Conflicts over religion, ethnicity, and post-election violence in Africa, and notably Nigeria, harm people's lives and livelihoods. Conflicts occurred in Kaduna, Plateau, and the Bauchi State over a period of time. There has been a public uproar due to the escalating crisis in Bauchi State. To promote peace-building in Bauchi State, Nigeria, this article attempts to investigate the causes that led to the formation of the Interfaith Mediation Centre. The John Paul Lederach theory of peace building served as the basis for this investigation. The study used a descriptive approach. Qualitative research design was employed. The main informants were chosen by the researcher from among Interfaith Mediation Centre personnel, religious leaders, and government officials using a purposive sample technique. Data were extracted from both primary and secondary sources of data collecting. Thematic content analysis was used for analysing the data. The results of the study showed that although the Interfaith Mediation Centre was founded in 1995 to address the problems of persistent ethno religious violence affecting Bauchi state, its main goal was to put an end the conflicts. Another research result supported the idea that IMC fosters peaceful communities in Bauchi and elsewhere through various forms of strategic involvement and mediation. Accordingly, the study concluded that the organization offers training materials to boost and develop peace-building ability, promote religious tolerance, ethnic unity, and the empowerment of women to inculcate the culture of peace. The study recommended that the Interfaith Mediation Centre should keep promoting dialogue among Muslims and Christians, and also promote peace education in the state.

Global issues in a series of EFL textbooks and implications for end-users to promote peace education through teaching english

ABSTRACT English has long been accepted as lingua franca (ELF) to share values, beliefs and opinions. ELF can be interrelated with the paradigms of Global Englishes Language Teaching (GELT), English as an International Language (EIL) and English as Medium of Instruction (EMI). Textbooks should present content covering global issues (GIs), leading to a better understanding of the spread of English and its connection with globalization where peace education (PE) should be built on. English-as-a-foreign-language (EFL) teachers usually feel under pressure to follow textbooks in English prep-programs in Turkey. Therefore, the extent that EFL textbooks offer GIs is crucial for developing learners’ understanding of PE beyond national boundaries. Although relevant literature has well documented the place of GIs in language teaching and paucity of research on PE in language education, EFL textbooks have remained under-researched. For this reason, a comprehensive checklist of GIs was used to examine a five-level series of coursebooks (A1-C1). Data analysis showed that three lower-level coursebooks employed less GIs than those with higher-levels. Issues ranged from environment to health, whilst specific content for PE appeared moderately. Several implications are made for a meaningful match of GIs and GELT, EIL, EMI and EFL teaching with Language of Peace Approach.

Promoting peace education through the adult in the community

This paper is an exposition of the subject “Promoting Peace Education through the Adult in the Community”. In it the characteristics of Peace have been analyzed both from the definitional point of view and from the literature. Two keys words which revolve around peace, namely, peaceful and peaceable, have been analyzed and one may understand that it is not just enough for one to be peaceful but more importantly peaceable which connotes activity: one has to be a peacemaker. Looking at the various manifestations of lack of peace it has been indicated that these may be perceived from the cultural, ethnic, racial, political or religious problems which often results in conflicts, violence and wars. Other social problems have also resulted from lack of peace, including environmental problems and crime. The Adult in the Community is therefore, seen as the focus in any meaningful conflict resolution and therefore, in peace education in the community with the Adult in the family as a focal point. This has implications for the adult educators whose beliefs in the progressive perfectibility of the human nature and human condition should spur him to educate adults in peaceful and peaceable directions.

Books are for use: The position of libraries and librarians in promoting peace education in Nigeria and Africa (Guaa Akwukwo Gi)

Books are for use: The position of libraries and librarians in promoting peace education in Nigeria and Africa (Guaa Akwukwo Gi)

The Need to Promote Peace Education in Cameroon

The Need to Promote Peace Education in Cameroon

Perceived Satisfaction of Teachers about Practices of Leaders of Religious Institutes to Promote Peace Education

Abstract
 Practices of the leaders of religious institutes are fundamental in promoting peace education as their practices leave an immense impact not only on the perceptions and practices of teachers but also of the students regarding peace education. The beliefs, interests, inclinations, moral values, and competency of institutional leaders are reflected in policies they make and are presented in the practices of teachers. Owing to the importance of their practices aimed to promote peace education, there is a need to identify the extent of these practices as they are perceived by direct stakeholders, that is, teachers, which makes the aim of the current study. This research is a quantitative survey-based research. The population of this research includes the teachers of religious education institutes of Lahore. Cluster sampling method was used for the selection of sample. Data was collected from the teachers teaching to final year students and a total of 292 teachers participated in the study. A self-developed instrument was used to collect data. The instrument was based on the factors of peace education and practices used to promote them from the literature. The instrument was pilot tested and the validity and reliability of the instrument was established that was 0.87. The data was analyzed using descriptive and inferential statistics. The results indicated that teachers were satisfied with the practices of the leaders of religious institutes aimed to promote peace education. This study may help the academicians, practitioners, and policymakers to promote peace education in all schools of Pakistan.

Teacher Empowerment Strategies for Conflict Transformation and Peace Building in Kenya

The effects of violent conflict on education are enormous, and provision of quality education cannot be realised if teachers are not adequately trained to teach in conflict-prone areas. This reality prompted the study to investigate strategies to empower teachers in conflict transformation and peacebuilding. Guided by the Conflict Transformation Theory which proposes to identify the root causes of a conflict, and the use of creativity to transform the causes based on relationships and sub-systems that surround the conflict over time, a cross-sectional mixed methods study was conducted in Mt. Elgon region, Kenya. The study found that: for teachers to participate in conflict transformation there was a need for training in peace education and implementation of Life Skills Curriculum through various methods including distance education. Since then the government has developed education sector policy on peace education which provides for policy and curriculum initiatives, collaboration and partnerships to address challenges in peacebuilding and violent extremism. Initiatives to train teachers and education officers in peace education and implementation of the Life Skills Curriculum have been instituted. However, despite the efforts, peace education is not effectively taught in many schools due to inadequate teacher training. Equally, life skills education, one of the main subjects to promote peace education, is not effectively implemented. To mitigate this, the government has made several efforts to identify best practices to promote peace education and implement life skills, among them, teacher training on how to enhance peace education through mainstreaming and implementation of Life Skills Curriculum. There is need for further investigation on the current gaps in peace education in the wake of the curriculum review to Competency Based Curriculum in Kenya.

Pedagogy for Peace in the University Extension: a Ludic Proposal with Cooperative Games

This text, by using a qualitative approach of theoretical and reflexive analysis, aims to promote peace education as a pedagogical axis in university extension and to generate a reflection on the importance of incorporating the cooperative games in the extension process at the Universidad Nacional. It is concluded that education and group processes can be articulated around the cooperative games as a fun­damental axis that allows building col­lective knowledge, promoting experienc­es, as well as the development of certain skills to strengthen group processes

Gandhian philosophy in context to promoting peace education

Gandhian philosophy in context to promoting peace education

Professional development needs of primary school teachers in Khyber Pakhtunkhwa to teach peace

ABSTRACTEducating for peace is essential for students and teachers not only to understand the basis of aggression and conflict but also to independently resolve such situations in non-violent ways and hence, influence the behaviours anticipated for a peaceful society. The article 4 of the UN resolution 53/423 also proclaimed the need to promote peace education at each level. However, teachers are not likely to achieve the objectives so desired if they have not been trained in peace education. This paper examines the training needs of primary school teachers in Khyber Pakhtunkhwa to teach peace. By drawing on questionnaire, interviews and focus group data, the article reflects on consistent training of teachers about peace education concept and methodology to support them achieve the desired objectives. The research article identifies sensitisation workshops, revision of teacher training programmes and availability of peace education module on the provincial education website, beneficial for this purpose.

<em>Promoting Peace and Conflict-Sensitive Higher Education in Sub-Saharan Africa</em>

One of the most effective ways universities in war-affected countries can be functionally relevant to the everyday needs and challenges of their immediate environment is by promoting peacebuilding through peace education. This paper explores the role of universities in fostering peace education in diverse post-conflict and conflict-prone countries of sub-Saharan Africa and further investigates the contending models and strategies (notably the Bradford Model and the Centralized Unitary Model) of conflict-sensitive peace education in universities in the countries concerned. It also analyzes the problems associated with promoting peace education in sub-Saharan Africa and recommends policy-relevant measures designed to strengthen the process. The data was generated from secondary sources, as well as a raft of conflict intervention, regional security, and peacebuilding projects of which the researcher took part in countries such as Sierra Leone, Liberia, Rwanda, Burundi, DRC, Kenya, Uganda, Nigeria, and South Sudan.

The centrality of women’s work for peace in the thinking, actions, and writings of Elise Boulding

This article starts with a personal introduction from a peace researcher who has not only been inspired by the works of Elise Boulding but who over the years had developed a personal relationship to her. It describes how Elise Boulding made it her concern to raise up the voices of the powerless and also to show the importance of the accomplishments, writings, and thinking of women. In her work, Elise Boulding showed that women peace researchers often had other priorities in peace research than male peace researchers. The women wanted more research on nonviolence, on peaceful ways of settling conflicts, and found that there was too much mindless weapon counting in peace research. The author goes on to describe the ideas and work of Elise Boulding in the field of peace education. She seemed skeptical of western schooling and its possibility of promoting peace education. Elise Boulding was concerned with the peace education going on among groups seen as powerless by the patriarchal society.

Promoting peace education via voluntary encounters

As current study of contact between groups is somehow limited and self‐referential, the present study joins other studies that suggest a deeper examination of intergroup contact in wider social processes which recognize the complex nature of intergroup relationships. A qualitative multiple‐methods approach, supported by quantitative measures, was used to study a voluntary dialogue group of religious and secular students in Israel, to reveal its underlying force‐driving processes and study its contribution to the enhancement of positive relationships between the groups. The findings reveal the strengths and weaknesses of such voluntary encounters and point to four fundamental factors for the formation and enhancement of this new venue for intergroup contact intervention programs: motivation, cooperation, meeting coordinator and group facilitator, and enjoying the meetings. Possible implications for school pedagogy and for the enhancement of positive intergroup relations are discussed.

Theatre: A Cultural Tool for the Propagation of Peace in Africa

In many parts of the world, theatre has been used to educate, socialise, indoctrinate and raise consciousness. In contemporary Africa, theatre practitioners have lamented the fragmentation of human life and the erosion of peace as a result of human rights abuses, income inequality, poverty, lack of access to services, crime and wars. The aim of this paper is to examine how African theatre practitioners have used theatre as a cultural tool to create awareness and educate their audiences about the need for peaceful co-existence in their communities. The discussions examine selected plays and applied theatre projects from West and southern Africa. They conclude in the finding that the applied theatre form is more effective than conventional literary theatre in promoting peace education and local development initiatives in Africa.

Community Relations Work with Young People in Vukovar, Croatia: An Exploratory Study in Coexistence Building

This article discusses the role of non-governmental organizations in promoting peace education, coexistence, reconciliation and dialogue among young people in Vukovar, Croatia. We argue that reconciliation cannot be imposed from above, but must be built, nurtured and sustained from the bottom-up. Much of this work of dialogue building is carried out at the community level by grassroots organizations. We describe the types of civic organizations, the peacebuilding approaches used, as well as the sustainability, strengths, weaknesses, opportunities and barriers for youth participation in these organizations. A number of in-depth interviews were conducted with representatives of civic organizations in Vukovar. Moreover, the methodology involved an analysis of programs and activities promoted by the community organizations. Findings illustrate that different strategies and activities are used by community organizations, which involve a relatively small number of participants and which do not have a developmental plan to follow young people after the termination of a project.