Youth Literature for Peace Education

Carter, Candice C.; Pickett, Linda

doi:10.1057/9781137359377

Cited by 8 publications

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“…Their enactment affects perceptions of situations, especially whether or not the condition of peace exists. Consequently, education for peace enables communication in several modes, including language, arts, interspecies interactions, and spiritual practices, that express values (Carter &Benza Guerra, 2022;Carter & Pickett, 2014;Bender-Slack, 2010). Demonstrating values that support peaceful interactions, such as compassionate communication that focuses on feelings and needs, is a skill that students learn through modelling by school staff.…”

Section: Standards For Peace Education and A Case For Support To Teac...mentioning

confidence: 99%

(PDF) Peace and Education

Journal

2023

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Peace is a deliberate, hard to make, at times 'impossible' choice; it's not something that simply 'happens'. It's the responsibility of all, not the duty of a few. The most effective way to instil this knowledge in an ever-conflicted world is undoubtedly to include Peace Studies in the curriculum.Efforts at introducing Peace Education (PE) began in 1945 with the UNESCO declaring that "since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed". Peace Education was contended to be the only means to create and sustain a long-term change in the thought and action of future generations which could possibly result in the absence of violence and the presence of social justice. PE was therefore designed to cultivate the knowledge, skills, attitudes, norms and behaviours conducive to the emergence and sustenance of peace, and also to aid the creating of systems that would actualize non-violence, non-discrimination, social justice, environmental care and sustainable development. The scope of PE later on widened to incorporate Gender Studies, Human Rights Education, International Relations, Non-violence Studies, Culture Studies, Disarmament Studies, Environmental Studies and such other programmes. The efficiency and the impact of Peace Education interventions in schools and institutions of higher learning have been widely assessed and they have proven to result in decreased violence as well as improved attitudes and cooperation among pupils.However, there is a conceptual dilemma of Peace Education which is most consequential, and which needs to be critiqued. Quite a number of theories of peace use conflict as their point of departure and the absence of violence as their dominant objective. By setting "conflict" at the crux of theories of peace and "conflict management" as its supreme goal, Peace Studies has moved away from its primary objectives which are -to explore the nature of peace as well as the possibilities of peace building; to give sufficient attention to the nurturing of the inherent capacities of citizens, organizations, communities, civil societies and governments, not just to prevent violence but to form harmonious relationships; to build a civilisation of peace-just and peaceful, diverse and united, benevolent and prosperous, environmentally healthy and technologically advanced, knowledge rich and morally strong.The present issue of Samyukta has two major sections -(1) Peace Education -that is, education or the teaching/learning of peace related material, and (2) Education for peace, which is a holistic way of education which aims at instilling the notion of peace among individuals, communities and countries. We have included articles on the theoretical conceptualisation of Peace Education as well as the practice of it like transformative education and practical diversity, from all parts of the world.The purpose of this issue is to incite reflection on the very nature of peace as well as to the various approaches to Peace Studies; to suggest new directions ...

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Section: Standards For Peace Education and A Case For Support To Teac...mentioning

confidence: 99%

(PDF) Peace and Education

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2023

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“…According to Carter & Pickett (2014), the nature of the teaching of peace education is as follows. The roots and extent of the conflict An illustration of the teaching of peace can be seen in the following drawings and schemes (Nevarro-Castro & Nario-Galace, 2010): Figure 2 shows that knowledge, values/attitudes, and skills are interrelated, so peace education is considered successful.…”

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confidence: 99%

Making Peace With History: Post-Conflict Teachers’ Experiences In Aceh

Munadi¹,

Sari²

2022

AIJP

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This research aimed to determine the implementation of peace education through history subjects and the development of historical materials for the development of national unity and peace. The research used the descriptive qualitative research method. The research subjects were teachers of history and students of class XII IPA 2 MAN 1 Banda Aceh. The research informants were teachers of non-history subjects and the principal of MAN 1 Banda Aceh. The validity of this research data used triangulation. The data analysis used the Miles and Huberman model: data reduction, data display, and conclusion verification data. The results showed that peace education through history learning was not carried out in classrooms but made use of the Aceh Peace Memorial Room. This room made it easier for students to directly access the events of the Aceh conflict and the peace process. This condition made it easier for students to directly understand the material on Overcoming the Threat of National Disintegration and its relation to peace in Aceh. In the early stages, the students toured the Aceh peace memorial room. They saw photos of Aceh's conflict and peace journey. After the tour, they continued to see two movies about ‘Weaving Peace in Aceh’ and ‘Sustainability and Example of Aceh Peace’. Students reflected on these three activities by writing articles themed Aceh Peace Strengthens National Integration. The results of this paper were recorded as student work entitled ‘Aceh Peace Strengthens National Integration’ in which there were subtitles from student groups.

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“…"While nonviolence can be encouraged as a value, the standards for students that guide instruction list 'analysis of violence' as a learning 'skill'. Teachers use multiple types of curriculasuch as literature, arts, media, and interviews about peace her/history, as well as praxis opportunities, for learning about alternatives to violence (Carter & Pickett, 2014;Morrison, 2015). The sense of\ environmental stewardship that the standards list as a student skill can also be characterised as adisposition.…”

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Standards for Peace Education and a Case for Support to Teachers in Facilitation

Carter¹

2021

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The need for policy support and guidelines for teachers to provide contextually responsive instruction with competencies of conflict management and peace building has increased with escalating instances of regional and global conflicts. Across the United States, the lack of supports for such teaching has led to increased harm in response to conflicts that students must learn to manage and transform. There is an evident desire for peace education, which has found expression in several states in the U.S. where teachers do provide such instruction. Teachers, however, need training and a responsive administration to do that. Yet, there has been scanty support for peace education in teacher education programmes. Such programmes adhere to policies, research recommendations, and guidelines that contain instructional standards but do not include plans for a responsive pedagogy. This paper addresses that issue and provides a response to it. Educational researchers from different parts of the world who have identified the lack of standards for peace education in various regions collaborated in the production of this needed resource. Their research and development of interdependent components of student learning, teacher preparation, and school administration that influence peace-oriented education have helped formulate standards for students, teachers, teacher-educators, and school administrators. This discussion includes the standards that those researchers prescribed for teachers of peace education. Policy makers and school administrators can use those standards to facilitate instruction in the competencies of peace development.

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Youth Literature for Peace Education

Cited by 8 publications

References 0 publications

(PDF) Peace and Education

(PDF) Peace and Education

Making Peace With History: Post-Conflict Teachers’ Experiences In Aceh

Standards for Peace Education and a Case for Support to Teachers in Facilitation

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