Peace museums play an important role in peace education by offering visitors informal and non-formal education. As sites of remembrance, peace museums are rich pedagogical spaces for experiential l...
{"title":"Peace education in a time of war: the Museum of Peace in Rivne, Ukraine as a space of memory making and hope","authors":"Oksana Marchuk, Liliia Melnychuk, Tamara Paguta, Yanina Pocheniuk, Agnieszka Bates, Yesid Paez, Anne Parfitt","doi":"10.1080/17400201.2023.2276417","DOIUrl":"https://doi.org/10.1080/17400201.2023.2276417","url":null,"abstract":"Peace museums play an important role in peace education by offering visitors informal and non-formal education. As sites of remembrance, peace museums are rich pedagogical spaces for experiential l...","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517343","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 : 2023-11-12DOI: 10.1080/17400201.2023.2276845
Frans Kruger, Michalinos Zembylas
Discussions on the importance of decolonising peace education have become prevalent in recent years with continuing presence of coloniality and Eurocentrism in peace education coming under sustained critiqued. In this article, we contribute to discussions on decolonising peace education by bringing it together with the notion of agonistic politics, and specifically the concepts of agonistic peace and agonistic decolonisation. Through drawing on two common peace education programmes in the South African context, namely Facing History Facing Ourselves and Peace Clubs, we explore the potential that the concepts of agonistic peace and agonistic decolonisation offer to enrich debates on decolonising peace education. We argue that the analysis of these programmes through the lens of these concepts holds important theoretical and political implications for conceptualising peace and peace education as it enables one to understand these as open-ended and dynamic, alluding to the presence of alternative epistemologies and ontologies of peace that are entangled with politics that challenge Eurocentrism’s (supposed) universalism. This, we suggest, is vital for understanding the decolonisation of peace education as a long and complex process, rather than a one-off event.
{"title":"Theoretical and political implications of agonistic peace for decolonising peace education","authors":"Frans Kruger, Michalinos Zembylas","doi":"10.1080/17400201.2023.2276845","DOIUrl":"https://doi.org/10.1080/17400201.2023.2276845","url":null,"abstract":"Discussions on the importance of decolonising peace education have become prevalent in recent years with continuing presence of coloniality and Eurocentrism in peace education coming under sustained critiqued. In this article, we contribute to discussions on decolonising peace education by bringing it together with the notion of agonistic politics, and specifically the concepts of agonistic peace and agonistic decolonisation. Through drawing on two common peace education programmes in the South African context, namely Facing History Facing Ourselves and Peace Clubs, we explore the potential that the concepts of agonistic peace and agonistic decolonisation offer to enrich debates on decolonising peace education. We argue that the analysis of these programmes through the lens of these concepts holds important theoretical and political implications for conceptualising peace and peace education as it enables one to understand these as open-ended and dynamic, alluding to the presence of alternative epistemologies and ontologies of peace that are entangled with politics that challenge Eurocentrism’s (supposed) universalism. This, we suggest, is vital for understanding the decolonisation of peace education as a long and complex process, rather than a one-off event.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135037461","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 : 2023-10-23DOI: 10.1080/17400201.2023.2273672
Aulia Sholichah Iman Nurchotimah, Siti Maizul Habibah, Anggara Disuma, Dian Ratu Ayu Uswatun Khasanah, Alif Aditya Candra
Click to increase image sizeClick to decrease image size AcknowledgementThe authors would like to thank Lembaga Pengelola Dana Pendidikan (LPDP) under the Indonesian Manistry of finance, which has supported the publication of this article and deepest gratitude to Research Classes Compass (RCC).Additional informationFundingThis work was supported by the Lembaga Pengelola Dana Pendidikan.
作者要感谢印度尼西亚财政部旗下的Lembaga Pengelola Dana Pendidikan (LPDP)，他们支持了本文的出版，并对Research Classes Compass (RCC)表示最深切的感谢。这项工作得到了Lembaga Pengelola Dana Pendidikan的支持。
{"title":"Teaching for peace and social justice in Myanmar: identity, agency, and critical pedagogy <b>Teaching for peace and social justice in Myanmar: identity, agency, and critical pedagogy</b> , edited by Mary Shepard Wong, New York, Bloomsbury Academic, 2022, 265 pp., $86.00 (ebook), $108.00 (hardback), ISBN 9781350184091 (ebook), ISBN 9781350184077 (hardback)","authors":"Aulia Sholichah Iman Nurchotimah, Siti Maizul Habibah, Anggara Disuma, Dian Ratu Ayu Uswatun Khasanah, Alif Aditya Candra","doi":"10.1080/17400201.2023.2273672","DOIUrl":"https://doi.org/10.1080/17400201.2023.2273672","url":null,"abstract":"Click to increase image sizeClick to decrease image size AcknowledgementThe authors would like to thank Lembaga Pengelola Dana Pendidikan (LPDP) under the Indonesian Manistry of finance, which has supported the publication of this article and deepest gratitude to Research Classes Compass (RCC).Additional informationFundingThis work was supported by the Lembaga Pengelola Dana Pendidikan.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405371","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 : 2023-10-18DOI: 10.1080/17400201.2023.2269761
None Sudirman, Friska Sundari Kusmana, Rika Ilma Putri
"Higher education, state repression, and neoliberal reform in Nicaragua: reflections from a university under fire." Journal of Peace Education, ahead-of-print(ahead-of-print), pp. 1–2 Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Lembaga Pengelola Dana Pendidikan [20200711722451].
“尼加拉瓜的高等教育、国家镇压和新自由主义改革:一所受到抨击的大学的反思。”《和平教育杂志》，印刷前，第1-2页披露声明作者未报告潜在的利益冲突。本研究由Lembaga Pengelola Dana Pendidikan[20200711722451]资助。
{"title":"Higher education, state repression, and neoliberal reform in Nicaragua: reflections from a university under fire <b>Higher education, state repression, and neoliberal reform in Nicaragua: reflections from a university under fire</b> , by Wendi Bellanger, Serena Cosgrove, Irina Carlota Silber, New York, Routledge, 2022, 220 pp., £29.59 (eBook), ISBN 9781003198925","authors":"None Sudirman, Friska Sundari Kusmana, Rika Ilma Putri","doi":"10.1080/17400201.2023.2269761","DOIUrl":"https://doi.org/10.1080/17400201.2023.2269761","url":null,"abstract":"\"Higher education, state repression, and neoliberal reform in Nicaragua: reflections from a university under fire.\" Journal of Peace Education, ahead-of-print(ahead-of-print), pp. 1–2 Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Lembaga Pengelola Dana Pendidikan [20200711722451].","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135885036","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 : 2023-10-04DOI: 10.1080/17400201.2023.2265226
Nur Fajriani S, Rezky Juniarsih Nur, Euis Sri Nurhayati
"Who’s afraid of political education?: the challenge to teach civic competence and democratic participation." Journal of Peace Education, ahead-of-print(ahead-of-print), pp. 1–2 Disclosure statementNo potential conflict of interest was reported by the authors.
{"title":"Who’s afraid of political education?: the challenge to teach civic competence and democratic participation <b>Who’s afraid of political education?: the challenge to teach civic competence and democratic participation</b> , by Henry Tam, Great Britain, Policy Press, 2023, 237 pp., $47.95 (ebook) ISBN 978-1-4473-6697-3; $120.00 (hardcover) ISBN 978-1-4473-6695-9","authors":"Nur Fajriani S, Rezky Juniarsih Nur, Euis Sri Nurhayati","doi":"10.1080/17400201.2023.2265226","DOIUrl":"https://doi.org/10.1080/17400201.2023.2265226","url":null,"abstract":"\"Who’s afraid of political education?: the challenge to teach civic competence and democratic participation.\" Journal of Peace Education, ahead-of-print(ahead-of-print), pp. 1–2 Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135592644","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 : 2023-09-29DOI: 10.1080/17400201.2023.2261394
Ilfiandra Ilfiandra, Mohamad Saripudin
ABSTRACTIn recent decades, numerous studies have been conducted on children’s understanding of peace and war. Geographic, economic, political, cultural, and social differences influence the concepts of war and peace. This study aims at examining this effect. In addition to comparing studies conducted in Western countries, the study aims to examine early childhood students’ understanding of war and peace concepts. The study involved ten early childhood children who were at the kindergarten level with an average age of 5.7 years. The study employed a phenomenological approach. Drawing and semi-structured interviews were utilized for data collection. The study results indicate that children conceptualize war as unhappiness, conflict, and weapons. War concepts are symbolized by sad people, weapons, and fighting characters. In addition, children conceptualize peace as happiness, the beauty of nature, and a place that makes them feel safe, cheerful, free to express themselves, happy, and in which no one is angry. Smiling people, houses, trees, rainbows, and mountains represent peace. Overall, early childhood simultaneously comprehends the concepts of war and peace. This result differs from those of several prior studies.KEYWORDS: Children’s drawingchildren’s understandingpeace conceptspeace education in childrenphenomenologywar concepts Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research received funding from Lembaga Pengelola Dana Pendidikan (LPDP) of the Republic of Indonesia with Grant number 2020031130770.Notes on contributorsIlfiandra IlfiandraIlfiandra is an Associate Professor of guidance and counseling with a research focus on peace education and pedagogy. He has been conducting research in peace education and pedagogy since 2012. He leads the Center for Peace Education and Pedagogy Studies at Universitas Pendidikan Indonesia. Under his leadership, the study center organized training activities to develop peace educator competencies for teachers in West Java Province, Indonesia. He also succeeded in developing the “Development and Validation Peaceful Classroom Scale: Rasch Model Analysis (Ilfiandra et al., Citation2022),” published in the International Journal of Instruction. His research findings in the book Bibliokonseling untuk Membangun Budaya Damai di Sekolah (Bibliocounseling to Build a Culture of Peace in Schools) (Ilfiandra et al., Citation2021) have also become a guide for Indonesian guidance and counseling teachers in developing a culture of peace in schools. Ilfiandra and Saripudin (Citation2023) also developed an ethnopedagogy model from the traditional values of the Sundanese indigenous people in Indonesia.Mohamad SaripudinMohamad Saripudin is a researcher in peace education and pedagogy. He founded a research organization, CARE Institute, with Amirul Hazmi Hamdan & Nur Asiah. He is also a lecturer at Universitas Sultan Ageng Tirtayasa, Indonesia. He develop
近几十年来，关于儿童对和平与战争的理解进行了大量的研究。地理、经济、政治、文化和社会的差异影响着战争与和平的概念。本研究旨在检验这一效应。除了比较西方国家的研究外，本研究还旨在考察幼儿学生对战争与和平概念的理解。这项研究涉及10名平均年龄为5.7岁的幼儿园幼儿。这项研究采用了现象学的方法。数据收集采用绘图和半结构化访谈。研究结果表明，儿童对战争的概念是不快乐、冲突和武器。战争概念的象征是悲伤的人、武器和战斗人物。此外，孩子们将和平理解为幸福、自然之美，以及一个让他们感到安全、快乐、自由表达自己、快乐、没有人生气的地方。微笑的人、房子、树、彩虹和山都代表着和平。总的来说，幼儿期同时理解战争与和平的概念。这一结果与之前的几项研究结果不同。关键词:儿童绘画;儿童对和平概念的理解;儿童空间教育;现象学;本研究获得了印度尼西亚共和国Lembaga Pengelola Dana Pendidikan (LPDP)的资助，资助号为2020031130770。作者简介:IlfiandraIlfiandra是一名指导和咨询副教授，研究重点是和平教育和教育学。自2012年以来，他一直从事和平教育和教育学的研究。他领导着印尼彭迪迪肯大学和平教育与教育学研究中心。在他的领导下，研究中心为印尼西爪哇省的教师组织了培训活动，以发展和平教育者的能力。他还成功开发了“和平课堂量表的开发与验证:Rasch模型分析(Ilfiandra et al.， Citation2022)”，发表在《国际教学杂志》上。他在《biblioconseling untuk Membangun Budaya Damai di Sekolah (Bibliocounseling to Build a Culture of Peace in Schools)》一书中的研究成果(Ilfiandra et al.， Citation2021)也成为印尼指导和咨询教师发展学校和平文化的指南。Ilfiandra和Saripudin (Citation2023)还根据印度尼西亚巽他人的传统价值观发展了一种民族教育学模型。Mohamad Saripudin是和平教育和教育学的研究人员。他与Amirul Hazmi Hamdan & Nur Asiah共同创立了一个研究机构CARE Institute。他也是印度尼西亚苏丹阿贡蒂塔亚萨大学的讲师。他制定了一个模范培训计划，以培养幼儿园教师作为和平教育者的能力。他在和平教育方面的学术著作之一是关于电影作为发展和平文化的媒介(Saripudin等)。Citation2023)。本文发表于《亚洲传媒》杂志。
{"title":"The conception of war and peace in early childhood: a phenomenological analysis of kindergarten children in Banten, Indonesia","authors":"Ilfiandra Ilfiandra, Mohamad Saripudin","doi":"10.1080/17400201.2023.2261394","DOIUrl":"https://doi.org/10.1080/17400201.2023.2261394","url":null,"abstract":"ABSTRACTIn recent decades, numerous studies have been conducted on children’s understanding of peace and war. Geographic, economic, political, cultural, and social differences influence the concepts of war and peace. This study aims at examining this effect. In addition to comparing studies conducted in Western countries, the study aims to examine early childhood students’ understanding of war and peace concepts. The study involved ten early childhood children who were at the kindergarten level with an average age of 5.7 years. The study employed a phenomenological approach. Drawing and semi-structured interviews were utilized for data collection. The study results indicate that children conceptualize war as unhappiness, conflict, and weapons. War concepts are symbolized by sad people, weapons, and fighting characters. In addition, children conceptualize peace as happiness, the beauty of nature, and a place that makes them feel safe, cheerful, free to express themselves, happy, and in which no one is angry. Smiling people, houses, trees, rainbows, and mountains represent peace. Overall, early childhood simultaneously comprehends the concepts of war and peace. This result differs from those of several prior studies.KEYWORDS: Children’s drawingchildren’s understandingpeace conceptspeace education in childrenphenomenologywar concepts Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research received funding from Lembaga Pengelola Dana Pendidikan (LPDP) of the Republic of Indonesia with Grant number 2020031130770.Notes on contributorsIlfiandra IlfiandraIlfiandra is an Associate Professor of guidance and counseling with a research focus on peace education and pedagogy. He has been conducting research in peace education and pedagogy since 2012. He leads the Center for Peace Education and Pedagogy Studies at Universitas Pendidikan Indonesia. Under his leadership, the study center organized training activities to develop peace educator competencies for teachers in West Java Province, Indonesia. He also succeeded in developing the “Development and Validation Peaceful Classroom Scale: Rasch Model Analysis (Ilfiandra et al., Citation2022),” published in the International Journal of Instruction. His research findings in the book Bibliokonseling untuk Membangun Budaya Damai di Sekolah (Bibliocounseling to Build a Culture of Peace in Schools) (Ilfiandra et al., Citation2021) have also become a guide for Indonesian guidance and counseling teachers in developing a culture of peace in schools. Ilfiandra and Saripudin (Citation2023) also developed an ethnopedagogy model from the traditional values of the Sundanese indigenous people in Indonesia.Mohamad SaripudinMohamad Saripudin is a researcher in peace education and pedagogy. He founded a research organization, CARE Institute, with Amirul Hazmi Hamdan & Nur Asiah. He is also a lecturer at Universitas Sultan Ageng Tirtayasa, Indonesia. He develop","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135133011","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 : 2023-09-24DOI: 10.1080/17400201.2023.2259822
Mathias Awonnatey Ateng, Mohammed Gadafi Ibrahim
ABSTRACTThe collective adherence to contradictory conflict narratives has underpinned the intractable ethnopolitical conflicts that have occurred in the Northern Region of Ghana. Changing the conflict narratives that perpetuate ethnopolitical conflicts in the region through peace education is a prerequisite for any meaningful peacebuilding. Consequently, the study examined how civil society actors use peace education to deconstruct negative conflict narratives in the region. The study is qualitative and relied on both primary and secondary data sources. Primary data was obtained through in-depth interviews with 20 participants. The data was analyzed using an inductive-deductive thematic analysis approach with the aid of NVivo 12 software. The study found that civil society organizations’ (CSOs) peace education programs create awareness, facilitate mutual understanding, and engender values of human rights, non-violence moves to conflict resolution, reconciliation, and trust-building. Peace educational activities by CSOs, whether direct or indirect, and whether in educational settings or the community, are essential in changing the socio-psychological infrastructure that perpetuates a culture of violence. It is proposed for broader engagement with CSOs for the initiation and implementation of context-specific peace education programs to help deconstruct the conflict narratives that perpetuate identity conflicts in some parts of Ghana.KEYWORDS: Northern Ghanapeace educationpeaceethnopoliticalcivil societyconflict narrative Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMathias Awonnatey AtengMathias Awonnatey Ateng holds a Ph.D. in Peace and Conflict Studies from the University of Manitoba. He is currently a Researcher with the Centre for Peace and Security Studies, University for Development Studies. His research interest include civil society and peacebuilding, peace education, peace policy and infrastructure, peace processes in communal conflicts and peace leadership. He has over ten years of working experience in research and practice.Mohammed Gadafi IbrahimIbrahim MOhammed Gadafi holds a Doctor of Philosophy in Development Studies with specialization in peacebuilding and conflict Management. He is currently a lecturer at the Department of Political Science at the University for Development Studies, Ghana. His research interest covers conflict management, peacebuilding, security, cultural and rural development, and social policy. As a practitioner and researcher, he has worked with government agencies and civil society organizations to bring sustainable peace and development to commuities in Ghana.
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Pub Date : 2023-09-06DOI: 10.1080/17400201.2023.2256179
Pascal Pax Andebo
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Pub Date : 2023-08-30DOI: 10.1080/17400201.2023.2252345
N. Hajj
ABSTRACT Amidst violent conflict over Palestine-Israel relations at colleges across America, how might we use our classrooms and campus landscapes to generate dynamic narratives that facilitate peace? Moving beyond a chronological ordering of events, a narrative is a constructed cohesive account of occurrences used to make sense of experiences and motivate action. In violent settings, narratives tend to retrench into static accounts that increase prejudice and motivate greater acts of violence. Alternatively, dynamic narratives offer complex judgement, plot, character, and value assessments of the world thus encouraging more openness to others and peace. I propose a novel intervention for the generation of dynamic narratives. I use the practice of shinrin yoku or guided forest walks in a seminar about Palestine and Israel, to invite liminality, the experience of communal spaces where traditional markers of power and social obligations are stripped. I expected that increasing experiences of shinrin yoku, and in turn liminality, will induce dynamic understandings of Palestinian Israeli relations on campus. Digital diary responses from eleven student participants kept over twelve weeks in a Fall 2022 seminar reveal that even with the eruption of hostilities, 1 students adopted dynamic stories about Palestine and Israel relations when they spent increasing time engaged in shinrin yoku.
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Pub Date : 2023-08-22DOI: 10.1080/17400201.2023.2246922
M. Mishra, P. Upadhyaya, Thomas Paul Davis
{"title":"Tracing the legacy of peace leadership from an Asian perspective: Mahatma Gandhi, Dalai Lama, and Thich Nhat Hanh","authors":"M. Mishra, P. Upadhyaya, Thomas Paul Davis","doi":"10.1080/17400201.2023.2246922","DOIUrl":"https://doi.org/10.1080/17400201.2023.2246922","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43999510","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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