Abstract/Notes: Draft AMS position paper

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: Peace education is a key process for creating peace and devastating conflict and violence. Therefore, peace education promotes the knowledge, skills, attitudes as well as values that pursue to convert individual’s mindsets, attitudes as well as behaviours. So, peace education is a key instrument for developing a culture of peace and a plan which has been used a large number of nations to stop violent and fatal conflicts. The objectives of the study were: (i) to examine the conceptual awareness of secondary school teachers regarding knowledge component of peace education in Khyber Pakhtunkhwa, Pakistan.(ii) To examine the awareness of secondary school teachers regarding the skills and attitude of peace education in Khyber Pakhtunkhwa, Pakistan. All secondary school teachers of Khyber Pakhtunkhwa were the population of the study. According to the nature of the study the researcher selected 320 secondary teachers from different districts. A self-developed questionnaire was used as a research tool. All statements on the questionnaire were related to conceptual awareness of secondary school teachers regarding peace education. The validity and reliability of the research instrument were accurately confirmed. The data were analyzed through SPSS (version 20). The findings and conclusions of the study showed that most of male secondary school teachers were aware about the three components of peace education. Majority of female secondary school teachers were not aware about the components of peace education.

Language: English

DOI: 10.35993/ijitl.v2i1.380

ISSN: 2520-0003, 2664-2247

Language: English

ISSN: 1071-6246

Abstract/Notes: To investigate the spread of peace education (PE), we examined 685 documents in SCOPUS between 1970 and 2018 in 70 countries and triangulated the information with 11369 news articles and 22 international organisationś founding dates. PE emerged in scientific databases in the 1970s, lost momentum in 1990 and then globalised after 2003. PE’s institutionalisation was furthered by: (a) the increasing search for discourses that highlighted individual agency of self-declared ‘peace educators’; (b) educational expansion that generated a greater demand for so-called best practices; and (c) the active role of professionals working on organisations such as UNESCO, UNICEF and the identified international organisations. We recognised five loosely coupled narratives: PE’s (a) philosophical foundations and relationship to critical pedagogy; (b) application to improve international relationships; c) solution to internal conflicts; (d) measurements of interventions; (e) linkages to religion. We reflect on the implications of PE as an educational discourse in curricular reforms.

Language: English

DOI: 10.1080/14767724.2019.1665988

ISSN: 1476-7724

Language: English

ISSN: 2231-5063

Abstract/Notes: Thanks to an Ursula Thrush Peace Seed Grant from the American Montessori Society, and with the help of family, friends, and a local government, I was fortunate to serve the child victims of supertyphoon Haiyan, which hit the Philippines on November 8, 2013. For 2 years before Haiyan, my school's gardening project was a model for sustainability, peace education, work ethic, and the arts. In my previous correspondence, I had requested volunteer workers but was informed that there would be no one available to volunteer; therefore, the children would have to help with all the preparations. Since there would be very difficult, tedious tasks involved in preparing the area for gardening, I chose to pay four laborers to work 8 hours a day for 10 days. [...]of Haiyan, this public school lost 43 classrooms, a gymnasium, library, cafeteria, and an office building (Reyes, 2014).

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1470-8647

Language: English