Education for Peace in the Mexican context

Garza, Narcedalia Lozano

doi:10.1080/08263663.2015.1044720

Cited by 4 publications

(2 citation statements)

References 17 publications

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“…Peace education, in comparison, is a personally transformative process that impacts the individual student first and society second. And although past research has sought to investigate the consequences of education for peace programmes in various locales (Duffy, 2000;Clarke-Habibi, 2005;Salomon, 2004;Danesh, 2010;Bar-On, 2010;Lozano Garza, 2015), this study is the first of its kind to analyse non-peace education for peace education qualities.…”

Section: Peace Educationmentioning

confidence: 99%

Looking for peace in the national curriculum of Mexico

Kertyzia¹,

Standish²

2019

int j develop educ gobal learn

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Schools are places where we can learn ways of being, seeing and living. They are transmission belts – social institutions that can engender values and attitudes from both how we learn and what we learn. Using content analysis, this mixed methods study assesses the national curriculum of Mexico – the Plan de Estudios Educación Básica, 2011 – for three components found in peace education programmes: recognizing violence (direct, structural or cultural); addressing conflict nonviolently; and creating the conditions of positive peace. These three components contribute to the analysis of the Sustainable Development Goals (SDGs): quality education (SDG 4); gender equality (SDG 5); reduced inequalities (SDG 10); responsible consumption and production (SDG 12); and peace, justice and strong institutions (SDG 16). This component of the Peace Education Curriculum Analysis (PECA) Project finds that the Plan de Estudios contains limited content that recognizes violence, some evidence of techniques used in transforming conflict nonviolently and only select content that is concerned with contributing to positive peace.

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Section: Peace Educationmentioning

confidence: 99%

Looking for peace in the national curriculum of Mexico

Kertyzia¹,

Standish²

2019

int j develop educ gobal learn

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“…Desde hace tres décadas, el interés por la educación moral y cívica ha ido aumentando a nivel internacional (Altarejos y Naval, 2000;Naval, Fuentes, y Quintanilla, 2017). No obstante, parece todavía de manera insuficiente en el contexto mexicano (Carbajal, 2009;Lozano, 2015;Yurén, Saenger, y Rojas, 2014). Ante este escenario, nos proponemos averiguar cómo se expresan las virtudes en el contexto de un instituto público emergente (Milner, 2015) mexicano de Educación Secundaria, a través de tres docentes de formación cívica y ética.…”

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Explorando Virtudes en Un Instituto Público Mexicano De Educación Secundaria

Varela¹,

Durán²,

Labio-Bernal³

et al. 2018

Rev. Panamericana de Pedagogía

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Desde tiempos inmemoriales, el desarrollo social y moral de la personaes un tema que preocupa a todo tipo corrientes filosóficas, pedagógicas,sociológicas o psicológicas. En esta investigación, medianteun estudio de casos cualitativo, nos proponemos averiguar cómo seexpresan las virtudes en el contexto de un instituto público mexicanode Educación Secundaria, a través de tres docentes de Formación cívicay ética. Constatamos la importancia de la reflexión del docente sobresu compromiso moral, ético y pedagógico con el contexto socioculturalque le rodea y cómo esto afecta a la práctica de determinadas virtudes.

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U.S. and Mexican college students’ perceptions of global citizenship education: a comparative case study

Aydin,

Andrews

2024

Globalisation, Societies and Education

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Education for Peace in the Mexican context

Cited by 4 publications

References 17 publications

Looking for peace in the national curriculum of Mexico

Looking for peace in the national curriculum of Mexico

Explorando Virtudes en Un Instituto Público Mexicano De Educación Secundaria

U.S. and Mexican college students’ perceptions of global citizenship education: a comparative case study

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