ABSTRACT This article explores young people’s experiences and meaning-making at a multicultural festival. Multicultural festivals aim to promote inclusion and challenge problem-oriented discourses in current debates on diversity and migration. Listening to youth voices from such a festival gives a sense of how young participants perceive representations of cultural difference, and how they relate these

(2021). Culturally competent engagement: a mindful approach. Journal of Peace Education. Ahead of Print.

(2021). Teaching and learning for comprehensive citizenship: global perspectives on peace education. Journal of Peace Education. Ahead of Print.

ABSTRACT Although school is an ideal location for teaching forgiveness because it mediates between the family and society, forgiveness education has been relatively neglected in schools. Most research and pedagogical models on forgiveness education to date are based on the psychological perspective which is individualistic in nature. Although empirical support for effectiveness of these models has

ABSTRACT Border conflict is the product of aggression between the nations. Borders are not just physical barriers, but also psychological barriers between the neighboring countries. The Union Territory Jammu and Kashmir (J&K) is experiencing hostility and displacement since independence of India and Pakistan in 1947. The uncertainty continues, especially for the villages close to the border where incidences

ABSTRACT Student behaviour is a high priority for Pre-Service Teachers and Early Career Teachers. This article shares a view into a journey taken in the step from Pre-Service Teacher to Early Career Teacher. Driven by rising questions that challenged the norm of behaviour management presented through Initial Teacher Education and schools, this teacher looked inside a Flexi-school for marginalised youth

(2021). A world free from nuclear weapons: the Vatican conference on disarmament. Journal of Peace Education. Ahead of Print.

(2020). The marginalised in genocide narratives: revisiting genocide narratives and reconciliation initiatives. Journal of Peace Education. Ahead of Print.

(2020). Correction. Journal of Peace Education. Ahead of Print.

(2020). Ethics, security, and the war machine: the true cost of the military. Journal of Peace Education. Ahead of Print.

(2020). Education for sustainable peace and conflict resilient communities. Journal of Peace Education. Ahead of Print.

(2020). Exploring Betty A. Reardon’s perspective on peace education: looking back, looking forward. Journal of Peace Education. Ahead of Print.

ABSTRACT This paper discusses the educational experiment of Rabindranath Tagore and its larger implications for world peace. As violence becomes the new normal amongst the youth of the world, the challenge for societies is to build cultures of peace instead of cultures of violence. In this context, this paper discusses the ideas of Tagore on education, and proposes that his model of education has elements

ABSTRACT This article reports on a co-produced project based in South Africa which aimed to support the development of youth committees in Safe Parks operating across Ekurhuleni municipality, by building young people’s capacity to claim greater voice within their communities through participatory arts practices. Drawing on recent perspectives in the field of peace education, our analysis engages a

ABSTRACT This paper critically examines how three educational manga texts render the history of World War II for upper elementary, middle, and high school students in Japan. Informed by critical theory, the authors analyzed both linguistic (words) and nonlinguistic texts (illustrations) related to two major World War II events in juxtaposition, namely, the Nanjing Massacre and U.S. attacks on Japan

The United Nations and higher education: peacebuilding, social justice, and global cooperation for the 21st century is a collection of previously published articles from the author’s PhD dissertati...

ABSTRACT This autoethnographic study explores how my (the author’s) four-year ashrama pilgrimage was a transformative learning experience in peace education. The pilgrimage was an embodied, sociocultural spatial immersion in the Raja Yogic tradition which led to the development of Yogic Peace Education: Theory and Practice, a pedagogic framework and collaborative practice workbook. In 2011, I answered

ABSTRACT In this essay, we explore an embodied walking engagement with the grounds of the Oklahoma City bombing memorial site that commemorates a bombing that killed 168 people in 1995. We consider our engagement as an existential pilgrimage with implications for peace education curriculum and pedagogy. Returning with intention again and again to a place that marks profound violence and loss—as well

ABSTRACT Critical peace education literature has focused attention on how programmes that promise to teach peace contribute to and contest existing power relations. However, using social theory to work out the relationship between peace education programmes and their context is only beginning. This paper uses a document review and interviews with experts to examine the expectations for peace education

(2020). Education for sustainable peace and conflict resilient communities. Journal of Peace Education. Ahead of Print.

ABSTRACT In the United States, trust in law enforcement is plummeting alongside increased crime rates and police-involved killings, primarily of unarmed black men, making this social issue of imminent importance. Moreover, globally, security actor reform and relationship-building between communities and security forces is essential to post-conflict reconstruction and violence prevention. This research

ABSTRACT This case study examines the motivations of, and processes used by teacher leaders to establish a peace program at their middle school. These teacher leaders creatively engaged students in transforming school culture using empowering strategies to build positive peace among students, administrators, and teachers. Theories of peace education are used as a framework to facilitate analysis of

(2020). History teaches us to resist: how progressive movements have succeeded in challenging times. Journal of Peace Education. Ahead of Print.

ABSTRACT This paper draws on ethnographic data from a project on peace education and reconciliation pedagogies in the conflict-affected context of Cyprus. Following a primary school teacher over the period of eight months in peace education workshops and in her classroom before and after the workshops, we trace critical moments that seem to have an impact on teacher’s thoughts and emotions in relation

Back focuses on working with young people and women. For this work, she reflects on Elise Boulding’s book, Cultures of peace (Boulding 2000). Boulding’s theory is ‘that women and young people, because they were ignored and devalued by governments in time of war, had the freedom to imagine and explore outside the box of normal social behavior’ (162). This is therefore where cultures of peace can flourish;

ABSTRACT There is a dearth of research on the frustrations, moral dilemmas and challenges non-Western teachers might face in the everyday praxis of peace education. To address this gap, this study analyses how violence is negotiated and understood in an Indian school seeking to build a culture of peace. Interviews with eight teachers and four students are analysed using grounded theory. Firstly, the

ABSTRACT This paper articulates a normative philosophical justification for Peace Education as a civic duty understood from within the imperatives of democratic political legitimacy. A normative philosophical rationale is present that outlines how and in what ways valid public justification is the source of political legitimacy in a democracy, which in turn gives citizens a justified claim to political

ABSTRACT The youth is generally considered as the pillar of society. However, over the last many years, the views, power and potentials of the youth in the Great Lakes Region (GLR) have not been effectively harnessed in peacebuilding initiatives. Despite their ever-increasing numbers and influence at community level; young people are frequently overlooked in programmes for the prevention, response

ABSTRACT This article explores the African religious, cultural and philosophical dimensions of peace, conflict and conflict transformation. It seeks to examine African traditional religious and philosophical ideas as resources for the promotion of peace and justice and their implications for intra-state and inter-state conflict resolution activities. Specifically, it examines how the cultural dimensions

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

ABSTRACT This paper examines the role of education in post-conflict recovery and peacebuilding, because there is a limited evidence base, specifically from the learners’ point of view. The findings from Rwanda, where education was used for discrimination and marginalisation throughout its history and is now a pillar of national unity and reconciliation in the post-genocide education reforms, contribute

ABSTRACT The Innsbruck School of Peace Studies is known for its innovative academic teaching methods under the title Transrational Peace Philosophy. This essay introduces the epistemological fundament of this approach to peace education. It presents the didactic principles for its Strategic Capacity and Relationship Building, combined with Strategic Leadership Training. They are based on the conviviality

ABSTRACT In this article, we present the idea of a territorial peace and explore it in the context of Colombia. We locate our investigation in peace education, particularly in Colombia’s Catedra de Paz, and explore the adaptations and application of the iPEACES programme (originally the iPEACE programme, developed by one of the authors with Bevington in 2017) as a possible way of contributing to sustaining

ABSTRACT This article presents peace education as a process of unfolding potential for peace and conflict transformation. It discusses how the different contributions to this special issue respond to challenges posed by a transrational understanding of peace education that engages with productive tensions present in research and practice. In this sense, the article asks how transrational perspectives

ABSTRACT This paper draws on the theoretical lens of diffraction to conceptualize a new approach to transrational peace education theory and praxis in the post-2016 posttruth political era and Industry 4.0 economic period. The paper reviews foundational concepts and approaches from key founders of the field – Paulo Freire and Betty Reardon – before turning to two contemporary peace education scholars

ABSTRACT This article discusses the potentials of the dancing body in peace education seen from a transrational perspective. The author explores how the multifaceted and creative body as worked with in the conscious dance and movement practice Open Floor can be tapped into and drawn upon to engage the multiple potentials of humans as contact boundaries at work. She reflects in this regard upon her

ABSTRACT In this article I explore the role of transpersonal consciousness in Peace Education. Following the framework of transrational peace philosophy, I discuss the dynamics between the spiritual and policitary layers and their relevance in preparing for elicitive teaching, curriculum design, and developing pedagogical approaches. I use my personal experiences in elicitive peace education to elucidate

ABSTRACT What goes on within educational institutions can be pivotal for whether and how democracy and political tolerance are nurtured, and peaceful relations between groups encouraged. Several studies oriented to the content of curricula have shown that education in India must be reformed if it is to promote inter-ethnic peace, political tolerance and democracy. The focus of this study, however,

ABSTRACT The security risks posed by the Anthropocene requires peace education strategies aimed at developing the skills necessary for the emergence of regenerative social forms, based on sustainable synergies between humans and nature. This article explores how community-building and regenerative ecology frameworks developed in ecovillages can contribute to that goal, through the case study analysis

ABSTRACT Peace education is an emerging and growing field of study that holds promise for the future survival of our species. In this study, I use a relational hermeneutics method to analyze the relative compatibility of elements of three major peace education approaches (i.e. integrative, critical and comprehensive) with the Kuwaiti sociocultural context. My findings reveal several compatible elements:

ABSTRACT This article discusses the provision of education in Zimbabwe between 2000 and 2008 which occurred in the midst of a crisis. It is based on the case study of Harare and data collected from primary and secondary sources. It argues that the government’s capacity to ensure the provision of education was crippled by the economic meltdown generated by the economic structural adjustment programme

ABSTRACT This article analyses two concepts that merge critical educational theory and practice: photo-monologue and photo-dialogue, based on a workshop of Arab and Jewish students in Israel focused on family albums. The photo-monologue consists of a photograph and a quote by or in the name of a person seen in the photograph. The photo-dialogue is a group discussion of photo-monologues. All photo-monologues

ABSTRACT Incomplete and insufficient university programmes in the field of Peace and Conflict Resolution have led to an important gap in knowledge, skills and abilities (KSA) among peacebuilders and peacekeepers. In theory, experiential learning through problem-based learning (PBL) and simulations should be able to address this gap. This article explores the opportunities and limits of this pedagogical

ABSTRACT Women play a prominent role in bringing about peace in post-conflict societies. Several studies have found the systematic and representative inclusion of women in conflict resolution processes to significantly increase the chances of sustainable peace. However, women’s contribution to peace processes are often underemphasized or ignored in conflict management research and praxis. It was not

viewpoints. For example, the female peddler from Wisma Atlit who reopened trading between the people of Mardika and Batu Merah or the health worker who distributed aid to refugees from all religious backgrounds. The process of compiling history brings about hope, renewal, openness and aims at regaining the humanitarian heritage of ‘basudara’ which has been swallowed by the vicious appetite of unfeeling

style in instances such as: ‘We look forward to hearing from our readers. . .’ (69); ‘it is useful to ask’ (83); ‘We would encourage readers. . .’ (105). I liked this personalising of the reader, and the literary style facilitates engagement with the range of discussions and analysis of peace education within the framework of this book. The range of scholarship and linking of philosophical and sociological

ABSTRACT The paper explores how might teacher educators engage with teachers’ difficult knowledge and negotiate competing moral truths, when this effort obviously fails to provide adequate ‘answers’ or ‘solutions’. Although the paper is theoretical, this question’s point of departure is an incident from a series of teacher workshops in Cyprus. The question is explored from the vantage of two thinkers

ABSTRACT Three gaps seem to be present within the literature of peace education: relatively little self-critique of the internal workings of the field; a dearth of studies featuring the personal narratives of peace educators; and an underrepresentation of peace educators from the Global South. To address these three gaps, this qualitative investigation explores the personal narratives of Latin American

The integrity of the genome is a fundamental determinant of cellular identity, cellular fitness, and interactions between a cell and its environment. The study of genome integrity is now a mature field, but one marked by continuous innovations in techniques, technology, and systems, both in vitro and in vivo. We present 42 methods and protocols to analyze diverse aspects of genome instability. Beginning

ABSTRACT Can we pave the way to world peace through education of the next generation? This paper focuses on how teaching social and emotional learning (SEL) skills in schools could promote the positive development of children and youth so that they can choose prosocial, nonviolent ways of building relationships with others. First, research on how belonging and fairness develop early in life is briefly

ABSTRACT Paige (2002) affirmed that a ‘nonkilling society implies a disciplinary shift to nonkilling creativity’. Creativity is indispensable in the search for peaceful alternatives for the positive transformation of conflicts, inherent in human relationships. Creativity can help individuals to think and act peacefully, to find different alternatives to obstacles and problems, to face daily life challenges

ABSTRACT This paper argues that the nonkilling political scientist Glenn D. Paige could be seen as an extraordinary peace educator. It will be organized through three words – reading, writing and talisman. It begins with a brief discussion of the method used in understanding political scientist Glenn D. Paige’s life as a teacher. Then, the author’s ‘reading’ and ‘writing’ experiences, from taking courses

ABSTRACT Following the definition presented by Paige, nonkilling refers to the absence of killing, threats to kill, and conditions conducive to killing in human society. How can education contribute to bringing about such societies? As the UN Sustainable Development Goals (SDGs) called upon the global community to ‘significantly reduce all forms of violence and related death rates everywhere’ by 2030

ABSTRACTFor decades Hip Hop cultural practices have been disparaged for allegedly inciting and being responsible for the eruption of urban violence. This assumption, likely built upon pre-existing ...

ABSTRACT In this theoretical paper, selected areas of moral development as well as some of the respective theories and models are used to characterise positive, healthy moral development. Such moral development is seen as one prerequisite of nonkilling. From a lifespan perspective, core concepts such as moral motivation and moral agency are combined into an understanding of moral development, as based

ABSTRACT Glenn D. Paige pioneered in the revolutionary development of a far-reaching transformation of science, academia, and society from a killing to a nonkilling worldview, values, and attitudes. For six decades, anthropology has been accumulating scientific empirical evidence and rational arguments demonstrating that nonkilling societies exist, thereby rebutting the simplistic biological determinist

ABSTRACT This paper draws from Silencios – a photography series by the Colombian artist Juan Manuel Echavarría. Silencios comprises more than 120 portrayals of abandoned schools due to armed conflict in Los Montes de María, Colombia. Sharing Echeverría’s belief that ‘these chalkboards have lessons to tell us about war’, the author of this paper advocates for the pedagogical use of Silencios to promote

ABSTRACT In response to the United Nation’s (UN) Decade for Human Rights Education initiative, the Turkish Ministry of National Education changed the title of citizenship education courses from ‘Citizenship Studies’ to ‘Citizenship and Human Rights Education’ in 1995. However, this curriculum reform was overshadowed by the rise to power of a political Islamist party. The secularist military toppled

ABSTRACTHow do refugee youth engage in peacebuilding, civic participation, and social action through their educational experiences? This article draws from transnational frameworks, specifically Ajrun Appadurai’s notion of ‘imagined worlds’ with an emphasis on ethnoscapes as a framework through which to review literature on refugee young peoples’ involvement in peacebuilding, participation, and social

ABSTRACT The practice and popularity of restorative justice (RJ) in education has been growing in recent years. RJ can be understood in dramatically different ways by those implementing it. For some, RJ is about creating an environment of and for student engagement that challenges traditional systems of discipline and facilitates learning. For others, RJ is simply another tool for solidifying compliance