ABSTRACT The undergraduate, introductory course, ‘Inclusive Leadership for Sustainable Peace’ aimed to cultivate sustainable peace leaders by inviting students to clarify their own core values and by examining: macro UNESCO Sustainable Development Goals and the Earth Charter; values and approaches of global sustainable peace leaders in their historic and community contexts; and local leadership in organizations committed to healthy ecosystems, society equity, and viable economies. Offered in the spring of 2017 and 2018 at a predominately white, Euro-American, and large master’s comprehensive university in the United States, the core pedagogy of the course involved a critical pedagogy of place, critical peace education for sustainability, a systems approach to leadership, and contemplative inquiry, aimed at promoting deep learning. The primary research question for this study is ‘What do students learn about themselves, others, and their ability to change the world from engaging in this course?’ This exploratory qualitative study involved 10 students. Findings indicate that participants gained personal value clarification, career clarification, and a deeper understanding of their power to make a difference. The article will contribute to the advancement of sustainable peace leadership education.

中文翻译：

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检查课程中的学习，“可持续和平的包容性领导”

摘要 本科生介绍性课程“可持续和平的包容性领导”旨在通过邀请学生阐明自己的核心价值观并考察：宏观教科文组织可持续发展目标和地球宪章；全球可持续和平领导人在其历史和社区背景下的价值观和方法；在致力于健康生态系统、社会公平和可行经济的组织中发挥当地领导作用。该课程于 2017 年和 2018 年春季在美国一所以白人为主的欧美大型综合性大学开设，其核心教学法涉及批判性地方教学法、可持续发展的批判性和平教育、系统方法领导力和沉思探究，旨在促进深度学习。本研究的主要研究问题是“学生从参与这门课程中对自己、他人以及他们改变世界的能力有了哪些了解？” 这项探索性的定性研究涉及 10 名学生。调查结果表明，参与者获得了个人价值澄清、职业澄清，并更深入地了解了他们发挥作用的力量。这篇文章将有助于推进可持续的和平领导力教育。