Pub Date : 2022-01-02DOI: 10.1007/978-3-030-74788-6
Mohamad Saripudin
{"title":"Childhoods in peace and conflict","authors":"Mohamad Saripudin","doi":"10.1007/978-3-030-74788-6","DOIUrl":"https://doi.org/10.1007/978-3-030-74788-6","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46648172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/17400201.2022.2030688
A. Steele, Tove Leming
ABSTRACT Teachers’ intercultural understanding has a growing importance in teacher education. In a society with more diverse classrooms, there is an increasing need for teachers with a broad intercultural understanding. Student teachers who have had school practice in different cultural settings have a broader understanding of their multicultural pupils and are better equipped for related challenges and opportunities. This is paramount in classrooms including pupils of migrant and refugee backgrounds. In the field, there has been a growing understanding for this matter and there have been multiple studies of multicultural student teacher practice. However, further research is needed to understand the competence student teachers get from diverse school practice. Therefore, our focus is to explore to what extent student teachers can gain intercultural competence and professional development from practice in different cultural contexts.
{"title":"Exploring student teachers’ development of intercultural understanding in teacher education practice","authors":"A. Steele, Tove Leming","doi":"10.1080/17400201.2022.2030688","DOIUrl":"https://doi.org/10.1080/17400201.2022.2030688","url":null,"abstract":"ABSTRACT Teachers’ intercultural understanding has a growing importance in teacher education. In a society with more diverse classrooms, there is an increasing need for teachers with a broad intercultural understanding. Student teachers who have had school practice in different cultural settings have a broader understanding of their multicultural pupils and are better equipped for related challenges and opportunities. This is paramount in classrooms including pupils of migrant and refugee backgrounds. In the field, there has been a growing understanding for this matter and there have been multiple studies of multicultural student teacher practice. However, further research is needed to understand the competence student teachers get from diverse school practice. Therefore, our focus is to explore to what extent student teachers can gain intercultural competence and professional development from practice in different cultural contexts.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43387667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-12DOI: 10.1080/17400201.2021.2015573
Dody Wibowo
ABSTRACT This paper explored the relations between the practice of school culture and teacher professional development for peace education. Using the case of Sukma Bangsa School Pidie (SBS Pidie) in post-conflict Aceh, Indonesia, and the influence of school culture on teacher professional development as the theoretical framework, this paper provides a discussion of teacher professional development for peace education that is still lacking in the literature. The findings suggest that SBS Pidie teachers who participated in this study perceived that their school leadership had developed a school culture and clarity of stance that was conducive to their learning for peace. The culture in this school is based on a clear stance of the school on peace, and the practices that contribute to teacher professional development are manifested in the school management and its environment, facilitation for learning, and relationships between teachers. The findings also suggest that in post-conflict areas, school culture needs to be able to assist teachers in overcoming their conflict-related trauma.
本文探讨了学校文化实践与和平教育教师专业发展的关系。本文以印尼亚齐冲突后的Sukma Bangsa School Pidie（SBS Pidie）为例，以学校文化对教师专业发展的影响为理论框架，对文献中尚缺乏的和平教育教师专业发展进行了探讨。研究结果表明，参与这项研究的SBS Pidie教师认为，他们的学校领导层培养了一种有利于他们为和平而学习的学校文化和明确的立场。这所学校的文化基于学校对和平的明确立场，有助于教师专业发展的做法体现在学校管理及其环境、促进学习以及教师之间的关系中。研究结果还表明，在冲突后地区，学校文化需要能够帮助教师克服与冲突有关的创伤。
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Pub Date : 2021-11-10DOI: 10.1080/17400201.2021.2001980
Vicki G. Mokuria
{"title":"Creating the culture of peace: a clarion call for individual and collective transformation","authors":"Vicki G. Mokuria","doi":"10.1080/17400201.2021.2001980","DOIUrl":"https://doi.org/10.1080/17400201.2021.2001980","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41298677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-05DOI: 10.1080/17400201.2021.1973192
Melissa DeLury
Globalization has led to a more interconnected world, requiring the ability to communicate in a way to facilitate peace. Language educators have the unique opportunity to weave peace language into ...
{"title":"Peacebuilding in language education: innovations in theory and practice","authors":"Melissa DeLury","doi":"10.1080/17400201.2021.1973192","DOIUrl":"https://doi.org/10.1080/17400201.2021.1973192","url":null,"abstract":"Globalization has led to a more interconnected world, requiring the ability to communicate in a way to facilitate peace. Language educators have the unique opportunity to weave peace language into ...","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45788135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/17400201.2021.1989391
Sweta Dey
ABSTRACT Mahatma Gandhi’s life, ideas and educational philosophies on the whole form important cluster in peace education. Gandhi mainly valued three types of correlation in education viz., physical environment, social environment and craft, which are unavoidable in peace studies. Through these correlations Gandhi wanted to develop qualities which were necessary for building a non-violent society. His Nai Talim integrated craft, art, health and education into one scheme. Gandhi’s approach was ethical, as he believed that moral degeneration was the root cause of all evils including conflicts. Hence, he recommended acquisition of moral value by correlating education with craft, social surrounding and physical environment. This essay seeks to investigate why Gandhi identified these three as basic correlating factors? How far these factors are truly related with peace education and significant in promoting peace? How these correlating principles were accommodated within the educational structure? How far these correlating factors are significant in promoting peace? What is the scope of these correlations in the field of peace education? The present essay attempts to answer all these questions by using both qualitative and quantitative sources.
{"title":"The relevance of Gandhi’s correlating principles of education in peace education","authors":"Sweta Dey","doi":"10.1080/17400201.2021.1989391","DOIUrl":"https://doi.org/10.1080/17400201.2021.1989391","url":null,"abstract":"ABSTRACT Mahatma Gandhi’s life, ideas and educational philosophies on the whole form important cluster in peace education. Gandhi mainly valued three types of correlation in education viz., physical environment, social environment and craft, which are unavoidable in peace studies. Through these correlations Gandhi wanted to develop qualities which were necessary for building a non-violent society. His Nai Talim integrated craft, art, health and education into one scheme. Gandhi’s approach was ethical, as he believed that moral degeneration was the root cause of all evils including conflicts. Hence, he recommended acquisition of moral value by correlating education with craft, social surrounding and physical environment. This essay seeks to investigate why Gandhi identified these three as basic correlating factors? How far these factors are truly related with peace education and significant in promoting peace? How these correlating principles were accommodated within the educational structure? How far these correlating factors are significant in promoting peace? What is the scope of these correlations in the field of peace education? The present essay attempts to answer all these questions by using both qualitative and quantitative sources.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41803949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/17400201.2021.1987869
Martin M. Sjøen
ABSTRACT What is at stake when educators are asked to deploy vigilant surveillance against students considered to be at risk of becoming a terrorist? This article explores the growing relationship between education and terrorism by focusing on how schools can contribute to reducing fears of terrorism. Rather than profiling future terrorists among their students, the argument is put forward that educators must encourage deliberative agonistic discussions about terrorism in the classroom. Ultimately, this can help students to build resilience against terror fear, which might serve as a bulwark against a range of social negatives. Examples from the empirical literature are offered to highlight how education can reduce terror fear by encouraging discussions about terrorism in schools, which can also have a transformative effect on helping students to unlearn or disengage from extreme ideals and behaviours. In the strand of education-terrorism literature, this could well touch upon some of the most important aspects within educational efforts to reduce the fear of terror and perhaps even reduce terrorism itself.
{"title":"Let’s talk about terrorism","authors":"Martin M. Sjøen","doi":"10.1080/17400201.2021.1987869","DOIUrl":"https://doi.org/10.1080/17400201.2021.1987869","url":null,"abstract":"ABSTRACT What is at stake when educators are asked to deploy vigilant surveillance against students considered to be at risk of becoming a terrorist? This article explores the growing relationship between education and terrorism by focusing on how schools can contribute to reducing fears of terrorism. Rather than profiling future terrorists among their students, the argument is put forward that educators must encourage deliberative agonistic discussions about terrorism in the classroom. Ultimately, this can help students to build resilience against terror fear, which might serve as a bulwark against a range of social negatives. Examples from the empirical literature are offered to highlight how education can reduce terror fear by encouraging discussions about terrorism in schools, which can also have a transformative effect on helping students to unlearn or disengage from extreme ideals and behaviours. In the strand of education-terrorism literature, this could well touch upon some of the most important aspects within educational efforts to reduce the fear of terror and perhaps even reduce terrorism itself.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47131610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/17400201.2021.2013786
Michalinos Zembylas
ABSTRACT This paper puts in conversation Martin Heidegger’s concept of Stimmung (mood or attunement) with Raymond Williams’ notion of ‘structures of feeling’ to theorize ‘mood work’ in peace education. It is argued that the perspective of mood provides new insights in peace education that might be harder to grasp through the lens of affect or emotion, suggesting that mood is a term well suited to paying attention to longer duration of affective phenomena. In particular, mood work draws attention to the processes of affective (mis)attunement, that is, the successes and failures of individuals and groups to ‘fit the mood.’ The author offers a vignette from his ethnographic research to show the mood work conducted by a teacher in the context of a peace education initiative within a conflict-affected society. The analysis shows how mood work marshals bodies, objects, and feelings towards or away from particular political visions in peace education.
{"title":"In the mood for peace? Mood work and structures of feeling in the politics of peace education","authors":"Michalinos Zembylas","doi":"10.1080/17400201.2021.2013786","DOIUrl":"https://doi.org/10.1080/17400201.2021.2013786","url":null,"abstract":"ABSTRACT This paper puts in conversation Martin Heidegger’s concept of Stimmung (mood or attunement) with Raymond Williams’ notion of ‘structures of feeling’ to theorize ‘mood work’ in peace education. It is argued that the perspective of mood provides new insights in peace education that might be harder to grasp through the lens of affect or emotion, suggesting that mood is a term well suited to paying attention to longer duration of affective phenomena. In particular, mood work draws attention to the processes of affective (mis)attunement, that is, the successes and failures of individuals and groups to ‘fit the mood.’ The author offers a vignette from his ethnographic research to show the mood work conducted by a teacher in the context of a peace education initiative within a conflict-affected society. The analysis shows how mood work marshals bodies, objects, and feelings towards or away from particular political visions in peace education.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46046216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/17400201.2021.2005006
Gabriel M. Velez, M. Angucia, Thomas Durkin, Lynn O’Brien, Sherri Walker
ABSTRACT Often intersecting with systemic inequity and injustice, young people’s exposure to community violence has been linked to a myriad of developmental impacts. A growing literature demonstrates the potential of peace education programs to promote resilient and prosocial outcomes for these individuals. Still, more work can be done to understand underlying mechanisms and implementation challenges to support these young people and build cultures of peace through education more effectively. In this article, we detail the theoretical foundation, context, and socioecological model for Marquette University Center for Peacemaking’s Peace Works program in Milwaukee, Wisconsin, United States, before presenting the results of focus groups with teachers and administrators where it was implemented. The conversations touched on how teachers and administrators perceive of the implementation of this peace education program, what impacts they observe in students and school culture, and obstacles to promoting peace in students, schools, and broader communities through this approach. Overall, we aim to contribute to understandings of peace education in violent urban contexts by offering a model built on a theoretical focus on nonviolent communication and behavior and a socioecological model for transformative change, as well as lessons from the program’s implementation.
{"title":"Teacher and administrator perceptions of peace education in Milwaukee (US) Catholic schools","authors":"Gabriel M. Velez, M. Angucia, Thomas Durkin, Lynn O’Brien, Sherri Walker","doi":"10.1080/17400201.2021.2005006","DOIUrl":"https://doi.org/10.1080/17400201.2021.2005006","url":null,"abstract":"ABSTRACT Often intersecting with systemic inequity and injustice, young people’s exposure to community violence has been linked to a myriad of developmental impacts. A growing literature demonstrates the potential of peace education programs to promote resilient and prosocial outcomes for these individuals. Still, more work can be done to understand underlying mechanisms and implementation challenges to support these young people and build cultures of peace through education more effectively. In this article, we detail the theoretical foundation, context, and socioecological model for Marquette University Center for Peacemaking’s Peace Works program in Milwaukee, Wisconsin, United States, before presenting the results of focus groups with teachers and administrators where it was implemented. The conversations touched on how teachers and administrators perceive of the implementation of this peace education program, what impacts they observe in students and school culture, and obstacles to promoting peace in students, schools, and broader communities through this approach. Overall, we aim to contribute to understandings of peace education in violent urban contexts by offering a model built on a theoretical focus on nonviolent communication and behavior and a socioecological model for transformative change, as well as lessons from the program’s implementation.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47313781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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