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Author: Christopher P. Davey
Publisher:
ISBN: 9781527501089
Category : Peace
Languages : en
Pages : 0
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Book Description
In a world where post-conflict and postcolonial countries struggle to heal from the past and meet new challenges, peace education is often neglected and instrumentalized for political agendas. Drawing on case studies from Afghanistan, Bolivia, Burundi, Colombia, Myanmar, Nepal, New Zealand, Northern Ireland, Sri Lanka, and Uruguay, this book shows that cultural and structural violence can, in turn, lead to direct violence. An effective program of peace education responds to these dynamics meeting our urgent problems and opening up new opportunities for peacebuilding. With this direction in mind, this book addresses the practices of peace education from around the world. The fundamental question answered here is: can peace be taught, especially where the scars of war and legacies of colonialism are entrenched in society? Peace education is foundational to a more equitable future where global citizens share a planet in justice, equity, with human security, and all the elements of sustainable, resilient peace. Foremost, it is an essential pillar for societies scarred by violence.
Author: Christopher P. Davey
Publisher:
ISBN: 9781527501089
Category : Peace
Languages : en
Pages : 0
Get Book
Book Description
In a world where post-conflict and postcolonial countries struggle to heal from the past and meet new challenges, peace education is often neglected and instrumentalized for political agendas. Drawing on case studies from Afghanistan, Bolivia, Burundi, Colombia, Myanmar, Nepal, New Zealand, Northern Ireland, Sri Lanka, and Uruguay, this book shows that cultural and structural violence can, in turn, lead to direct violence. An effective program of peace education responds to these dynamics meeting our urgent problems and opening up new opportunities for peacebuilding. With this direction in mind, this book addresses the practices of peace education from around the world. The fundamental question answered here is: can peace be taught, especially where the scars of war and legacies of colonialism are entrenched in society? Peace education is foundational to a more equitable future where global citizens share a planet in justice, equity, with human security, and all the elements of sustainable, resilient peace. Foremost, it is an essential pillar for societies scarred by violence.
Author: Christopher P. Davey
Publisher: Cambridge Scholars Publishing
ISBN: 1527501094
Category : Political Science
Languages : en
Pages : 280
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Book Description
In a world where post-conflict and postcolonial countries struggle to heal from the past and meet new challenges, peace education is often neglected and instrumentalized for political agendas. Drawing on case studies from Afghanistan, Bolivia, Burundi, Colombia, Myanmar, Nepal, New Zealand, Northern Ireland, Sri Lanka, and Uruguay, this book shows that cultural and structural violence can, in turn, lead to direct violence. An effective program of peace education responds to these dynamics meeting our urgent problems and opening up new opportunities for peacebuilding. With this direction in mind, this book addresses the practices of peace education from around the world. The fundamental question answered here is: can peace be taught, especially where the scars of war and legacies of colonialism are entrenched in society? Peace education is foundational to a more equitable future where global citizens share a planet in justice, equity, with human security, and all the elements of sustainable, resilient peace. Foremost, it is an essential pillar for societies scarred by violence.
Author: C. McGlynn
Publisher: Springer
ISBN: 0230620426
Category : Education
Languages : en
Pages : 274
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Book Description
This collection of peace education efforts in conflict and post-conflict societies brings together an international group of scholars to offer the very latest theoretical and pedagogical developments. Rather than focus on ad hoc peace education efforts this book investigates the need for long term, systemic approaches and innovative pedagogies.
Author: Monisha Bajaj
Publisher: Bloomsbury Publishing
ISBN: 1474233716
Category : Education
Languages : en
Pages : 304
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Book Description
'Honorable Mention' 2017 PROSE Award - Education Practice Bringing together the voices of scholars and practitioners on challenges and possibilities of implementing peace education in diverse global sites, this book addresses key questions for students seeking to deepen their understanding of the field. The book not only highlights ground-breaking and rich qualitative studies from around the globe, but also analyses the limits and possibilities of peace education in diverse contexts of conflict and post-conflict societies. Contributing authors address how educators and learners can make meaning of international peace education efforts, how various forms of peace and violence interact in and around schools, and how the field of peace education has evolved and grown over the past four decades.
Author: Catherine Vanner
Publisher: Springer Nature
ISBN: 3031046765
Category : Education
Languages : en
Pages : 208
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Book Description
This book illustrates the multiple roles of textbooks as victim, transformer, and accomplice to conflict by introducing the Intersecting Roles of Education in Conflict (IREC) framework for use in the research, development, production, distribution, and dissemination of textbooks and learning materials. The framework illustrates these three potentially overlapping roles by mapping the complex educational contexts of conflict-affected societies and considering how textbooks, learning materials, and education systems more broadly may simultaneously operate within these various roles. Country case studies from Asia, Europe, Africa, and the Middle East are used to analyze primary and secondary school textbook development, content, and application from a variety of approaches that articulate conflict as protracted and/or socio-political violence. The breadth of case studies shows how conflict discourse circulates in educational systems and materials in a wide range of contexts, indicating that the complexity of the relationship between textbooks and conflict is not unique to one culture, geographic region, or type of conflict.
Author: Susan F. Hirsch
Publisher: Edward Elgar Publishing
ISBN: 180088530X
Category : Political Science
Languages : en
Pages : 251
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Book Description
This insightful book guides instructors on how to introduce undergraduate and postgraduate students to the interdisciplinary work of Peace and Conflict Studies (PACS). Mindful that many students come to PACS with a desire to create positive social change, Susan F. Hirsch and Agnieszka Paczyńska highlight engaged learning as a key method to PACS pedagogy and emphasise the need to teach theory with an inclusive and decolonialist approach. The book offers both new and experienced instructors concrete advice regarding structuring assignments, designing classroom-based engaged learning activities and highlighting reflective practice and ethics.
Author: Annick T.R. Wibben
Publisher: Routledge
ISBN: 100005375X
Category : Education
Languages : en
Pages : 294
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Book Description
This comprehensive volume on teaching peace and war demonstrates that our choice of pedagogy, or the way we structure a curriculum, must be attentive to context. Pedagogical strategies that work with one class may not work in another, whether over time or across space and different types of institutions, regardless of the field of study. This book offers insight on how to address these issues. The chapters contain valuable information on specific lessons learned and creative pedagogies developed, as well as exercises and tools that facilitate delivery in specific classrooms. The authors address a wide range of challenges related to broader questions on what teachers are trying to achieve when teaching about peace and war, including reflections on the teacher’s role as a facilitator of knowledge creation. This collection offers a valuable reference for scholars and instructors on structuring peace and war curricula in different global contexts and pedagogical strategies for a variety of classrooms. The chapters in this book were originally published in the journal Peace Review.
Author: Clive Harber
Publisher: Springer
ISBN: 3030176894
Category : Education
Languages : en
Pages : 306
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Book Description
This book explores how, and if, formal education affects peacebuilding in post-conflict societies. As schooling is often negatively implicated in violent conflict, the author highlights the widely expressed need to ‘build back better’ and ‘transform’ schooling by changing both its structures and processes, and its curriculum. Drawing upon research from a wide range of post-conflict developing societies including Cambodia, Colombia and Kenya, the author examines whether there is any empirical support for the idea that schooling can be transformed so it can contribute to more peaceful and democratic societies. In doing so, the author reveals how the ‘myth’ of building back better is perpetuated by academics and international organisations, and explains why formal education in post-conflict developing societies is so impervious to radical change. This important volume will appeal to students and scholars of education in post-conflict societies.
Author: Celina Del Felice
Publisher: IAP
ISBN: 1623969751
Category : Education
Languages : en
Pages : 353
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Book Description
Practice and research of peace education has grown in the recent years as shown by a steadily increasing number of publications, programs, events, and funding mechanisms. The oft-cited point of departure for the peace education community is the belief in education as a valuable tool for decreasing the use of violence in conflict and for building cultures of positive peace hallmarked by just and equitable structures. Educators and organizations implementing peace education activities and programming, however, often lack the tools and capacities for evaluation and thus pay scant regard to this step in program management. Reasons for this inattention are related to the perceived urgency to prioritize new and more action in the context of scarce financial and human resources, notwithstanding violence or conflict; the lack of skills and time to indulge in a thorough evaluative strategy; and the absence of institutional incentives and support. Evaluation is often demand-driven by donors who emphasize accounting given the current context of international development assistance and budget cuts. Program evaluation is considered an added burden to already over-tasked programmers who are unaware of the incentives and of assessment techniques. Peace education practitioners are typically faced with forcing evaluation frameworks, techniques, and norms standardized for traditional education programs and venues. Together, these conditions create an unfavorable environment in which evaluation becomes under-valued, de-prioritized, and mythologized for its laboriousness. This volume serves three inter-related objectives. First, it offers a critical reflection on theoretical and methodological issues regarding evaluation applied to peace education interventions and programming. The overarching questions of the nature of peace and the principles guiding peace education, as well as governing theories and assumptions of change, transformation, and complexity are explored. Second, the volume investigates existing quantitative, qualitative, and mixed methods evaluation practices of peace educators in order to identify what needs related to evaluation persist among practitioners. Promising practices are presented from peace education programming in different settings (formal and non-formal education), within various groups (e.g. children, youth, police, journalists) and among diverse cultural contexts. Finally, the volume proposes ideas of evaluation, novel techniques for experimentation, and creative adaptation of tools from related fields, in order to offer pragmatic and philosophical substance to peace educators’ “next moves” and inspire the agenda for continued exploration and innovation. The authors come from variety of fields including education, peace and conflict studies, educational evaluation, development studies, comparative education, economics, and psychology.
Author: Roland Sintos Coloma
Publisher: Peter Lang
ISBN: 9781433106491
Category : Education
Languages : en
Pages : 396
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Book Description
Coloma compiles 20 essays that trace the history of imperialism and colonialism as well as anti-imperialism and decolonization, noting that there is a lack of consideration of education in studies of these topics and vice versa. Education scholars from North America, the UK, Australia, and Qatar consider the operations and effects of colonialism during and after occupation and the way colonized individuals navigate and resist imperialism in schooling, educational policy, and cultural and knowledge production.
