Pub Date : 2023-07-03DOI: 10.1080/17400201.2023.2231362
Piotr Kowzan, P. Szczygieł
ABSTRACT Peace education prepares people to deal peacefully with conflicts of various scales. The authors want to enrich this education by paying attention to situations when international tension increases, and it is still possible to defuse it. Social movements sometimes highlight the hidden conflicts in society. They provoke the authorities to act and sometimes even force them to reveal their intentions. In this article, the authors look at the use of ‘intervention’ so-called militant research in the face of growing international conflicts and utilise the example of the humanitarian crisis for exiled people on the Polish-Belarusian border that has taken place since the summer of 2021. The possibility of using militant research is considered an inspiration to restore and preserve peace on the basis of the activism of ‘Grupa Granica’ [Border Group] in Poland. The case selection is based on the criteria adopted from the literature on militant research.
{"title":"Militant Research for Peace Education. The Case of Grupa Granica on the Polish-Belarusian Border","authors":"Piotr Kowzan, P. Szczygieł","doi":"10.1080/17400201.2023.2231362","DOIUrl":"https://doi.org/10.1080/17400201.2023.2231362","url":null,"abstract":"ABSTRACT Peace education prepares people to deal peacefully with conflicts of various scales. The authors want to enrich this education by paying attention to situations when international tension increases, and it is still possible to defuse it. Social movements sometimes highlight the hidden conflicts in society. They provoke the authorities to act and sometimes even force them to reveal their intentions. In this article, the authors look at the use of ‘intervention’ so-called militant research in the face of growing international conflicts and utilise the example of the humanitarian crisis for exiled people on the Polish-Belarusian border that has taken place since the summer of 2021. The possibility of using militant research is considered an inspiration to restore and preserve peace on the basis of the activism of ‘Grupa Granica’ [Border Group] in Poland. The case selection is based on the criteria adopted from the literature on militant research.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41798014","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 : 2023-06-22DOI: 10.1080/17400201.2023.2227102
Sreemali Herath
{"title":"Infusing creativity into peacebuilding","authors":"Sreemali Herath","doi":"10.1080/17400201.2023.2227102","DOIUrl":"https://doi.org/10.1080/17400201.2023.2227102","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43105124","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 : 2023-06-12DOI: 10.1080/17400201.2023.2222965
Tom H. Hastings
{"title":"A peaceful superpower: lessons from the world’s largest antiwar movement","authors":"Tom H. Hastings","doi":"10.1080/17400201.2023.2222965","DOIUrl":"https://doi.org/10.1080/17400201.2023.2222965","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41806845","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 : 2023-05-04DOI: 10.1080/17400201.2023.2234836
Martin M. Sjøen
ABSTRACT The prevention of violent extremism in education has given rise to considerable policy debates in Norway. A key feature of this, illustrated in the growing stream of curricular and security policy reforms, is that these debates risk being disconnected from graspable elements in the social lives of young people. Using qualitative document analysis (QDA), this study analysis educational efforts to prevent violent extremism in Norway. The analysis suggests that interventions are structured according to reductionist thinking of cause and effect in which the individual is at the receiving end of security efforts. In particular, the dominant mode of preventing extremism is through therapeutic strategies aimed at helping vulnerable individuals becoming resilient to extreme ideologies and to help them respond to structural grievances. There is less attention on the role of social mechanisms including the reciprocal interplay between structural, social and individual factors in the analysed projects. Based on these findings, the study suggests the importance of exploring social processes in which extremism is engaged and resisted. Furthermore, it is argued that social movement theory (SMT) offers a promising way to understand the role of social processes in pathways into and out of extremism.
{"title":"The two faces of Janus: educational pathways into and out of violent extremism in Norway","authors":"Martin M. Sjøen","doi":"10.1080/17400201.2023.2234836","DOIUrl":"https://doi.org/10.1080/17400201.2023.2234836","url":null,"abstract":"ABSTRACT The prevention of violent extremism in education has given rise to considerable policy debates in Norway. A key feature of this, illustrated in the growing stream of curricular and security policy reforms, is that these debates risk being disconnected from graspable elements in the social lives of young people. Using qualitative document analysis (QDA), this study analysis educational efforts to prevent violent extremism in Norway. The analysis suggests that interventions are structured according to reductionist thinking of cause and effect in which the individual is at the receiving end of security efforts. In particular, the dominant mode of preventing extremism is through therapeutic strategies aimed at helping vulnerable individuals becoming resilient to extreme ideologies and to help them respond to structural grievances. There is less attention on the role of social mechanisms including the reciprocal interplay between structural, social and individual factors in the analysed projects. Based on these findings, the study suggests the importance of exploring social processes in which extremism is engaged and resisted. Furthermore, it is argued that social movement theory (SMT) offers a promising way to understand the role of social processes in pathways into and out of extremism.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"20 1","pages":"217 - 240"},"PeriodicalIF":0.6,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42336528","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 : 2023-05-04DOI: 10.1080/17400201.2023.2206731
Siv Ingrid Nordkild, Ole Einar Hætta
ABSTRACT This study focuses on how teaching is affected when two cultures meet: the Sámi culture, represented by the lávvu, and the culture of teaching mathematics in a school. It describes the use of the lávvu (a Sámi temporary dwelling) as a classroom for teaching mathematics. For several years, and in cooperation with researchers, the teachers at the Guovdageaidnu Lower Secondary Schoolg have been developing interdisciplinary teaching content related to Sámi traditional knowledge. The findings of this study describe how tenth-grade students taught younger students. The empirical data used in this study originated from students’ teaching in lávvues and consisted of audio recordings, field notes, and notes from conversations between the authors. The teaching was carried out at another Sámi school for students of the same age and younger. The organization of the teaching and the teaching itself can be seen as a hybrid of Sámi child rearing and the ordinary teaching occurring in Sámi schools in Norway.
{"title":"Mathematics teaching in lávvues from the perspectives of Indigenous education and critical peace education","authors":"Siv Ingrid Nordkild, Ole Einar Hætta","doi":"10.1080/17400201.2023.2206731","DOIUrl":"https://doi.org/10.1080/17400201.2023.2206731","url":null,"abstract":"ABSTRACT This study focuses on how teaching is affected when two cultures meet: the Sámi culture, represented by the lávvu, and the culture of teaching mathematics in a school. It describes the use of the lávvu (a Sámi temporary dwelling) as a classroom for teaching mathematics. For several years, and in cooperation with researchers, the teachers at the Guovdageaidnu Lower Secondary Schoolg have been developing interdisciplinary teaching content related to Sámi traditional knowledge. The findings of this study describe how tenth-grade students taught younger students. The empirical data used in this study originated from students’ teaching in lávvues and consisted of audio recordings, field notes, and notes from conversations between the authors. The teaching was carried out at another Sámi school for students of the same age and younger. The organization of the teaching and the teaching itself can be seen as a hybrid of Sámi child rearing and the ordinary teaching occurring in Sámi schools in Norway.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"20 1","pages":"176 - 195"},"PeriodicalIF":0.6,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42392882","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 : 2023-05-04DOI: 10.1080/17400201.2023.2241722
Vidar Vambheim
This issue of the Journal of Peace Education is a special edition focusing on three interconnected topics: migration, cultural encounters, and peace education. Even though migration has been a continuous and integrated part of human history at all times, it increases in certain periods. We are living in such a period. The causes of migration are not the topic of this special issue. The focus is on cultural encounters that follow from migration, and conflict that may emerge when migration increases rapidly, or comes in waves. However, cultural conflict often follows in the wake of attempts by states or majority nations to subdue indigenous peoples or make them disappear through a process of cultural marginalization or assimilation. This issue of the journal covers both these phenomena. The idea that education can promote cooperation and friendship across ethnic or other group boundaries, is essential in peace education, and has long roots in peace education and social psychology (Allport 1954; Aronson and Bridgeman 1979; Gaertner et al. 2000; Sherif 1988; Watson 2008; Watson and Huá 2016; Zhu, Jiang, and Watson 2011). However, some of these ideas, inter alia Aronson and Bridgeman’s ‘Jigsaw Classroom’, have been met with criticism that the ideas do not take adequately into account the context of intergroup encounters, and which contextual conditions must be met to facilitate the goals of inter-group cooperation and friendship (Bratt 2008; Salomon 2006) and details as regards teaching methods and composition of the group of learners (e.g. Nusrath et al. 2019, table/fig-4; Salomon 2004). Educational efforts to increase tolerance, cooperation and integration of people belonging to different cultural groups or communities have no success formula or guarantee of success. Cultural encounters demand work to learn to know and understand one another’s customs, norms, cultural values, ideals and taboos. Without such knowledge and attitudes, mutual tolerance and respect is difficult, if not impossible. But even though such knowledge and attitudes are internalized in most people of a society, we need to integrate groups on a practical, social level, because inter-group boundaries do not disappear just because people understand one another. The complexity and difficulty of the task may be underestimated in peace education projects. Individuals and/or groups that move across borders have been involved in a long process of socialization into one or more cultures before they moved. They have acquired an identity based on that former socialization, and the territory, community or nation they leave, are part of their identity. So in JOURNAL OF PEACE EDUCATION 2023, VOL. 20, NO. 2, 127–134 https://doi.org/10.1080/17400201.2023.2241722
{"title":"Migration, cultural encounters and (Peace) education","authors":"Vidar Vambheim","doi":"10.1080/17400201.2023.2241722","DOIUrl":"https://doi.org/10.1080/17400201.2023.2241722","url":null,"abstract":"This issue of the Journal of Peace Education is a special edition focusing on three interconnected topics: migration, cultural encounters, and peace education. Even though migration has been a continuous and integrated part of human history at all times, it increases in certain periods. We are living in such a period. The causes of migration are not the topic of this special issue. The focus is on cultural encounters that follow from migration, and conflict that may emerge when migration increases rapidly, or comes in waves. However, cultural conflict often follows in the wake of attempts by states or majority nations to subdue indigenous peoples or make them disappear through a process of cultural marginalization or assimilation. This issue of the journal covers both these phenomena. The idea that education can promote cooperation and friendship across ethnic or other group boundaries, is essential in peace education, and has long roots in peace education and social psychology (Allport 1954; Aronson and Bridgeman 1979; Gaertner et al. 2000; Sherif 1988; Watson 2008; Watson and Huá 2016; Zhu, Jiang, and Watson 2011). However, some of these ideas, inter alia Aronson and Bridgeman’s ‘Jigsaw Classroom’, have been met with criticism that the ideas do not take adequately into account the context of intergroup encounters, and which contextual conditions must be met to facilitate the goals of inter-group cooperation and friendship (Bratt 2008; Salomon 2006) and details as regards teaching methods and composition of the group of learners (e.g. Nusrath et al. 2019, table/fig-4; Salomon 2004). Educational efforts to increase tolerance, cooperation and integration of people belonging to different cultural groups or communities have no success formula or guarantee of success. Cultural encounters demand work to learn to know and understand one another’s customs, norms, cultural values, ideals and taboos. Without such knowledge and attitudes, mutual tolerance and respect is difficult, if not impossible. But even though such knowledge and attitudes are internalized in most people of a society, we need to integrate groups on a practical, social level, because inter-group boundaries do not disappear just because people understand one another. The complexity and difficulty of the task may be underestimated in peace education projects. Individuals and/or groups that move across borders have been involved in a long process of socialization into one or more cultures before they moved. They have acquired an identity based on that former socialization, and the territory, community or nation they leave, are part of their identity. So in JOURNAL OF PEACE EDUCATION 2023, VOL. 20, NO. 2, 127–134 https://doi.org/10.1080/17400201.2023.2241722","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"20 1","pages":"127 - 134"},"PeriodicalIF":0.6,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49246266","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 : 2023-04-03DOI: 10.1080/17400201.2023.2197734
Sigrid Roman
"Exploring Betty A. Reardon’s perspective on peace education: looking back, looking forward." Journal of Peace Education, ahead-of-print(ahead-of-print), pp. 1–2
探索贝蒂·a·里尔登对和平教育的看法:回顾过去，展望未来《和平教育杂志》，印刷前，第1-2页
{"title":"Exploring Betty A. Reardon’s perspective on peace education: looking back, looking forward","authors":"Sigrid Roman","doi":"10.1080/17400201.2023.2197734","DOIUrl":"https://doi.org/10.1080/17400201.2023.2197734","url":null,"abstract":"\"Exploring Betty A. Reardon’s perspective on peace education: looking back, looking forward.\" Journal of Peace Education, ahead-of-print(ahead-of-print), pp. 1–2","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135418871","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 : 2023-03-21DOI: 10.1080/17400201.2023.2193010
Sa’odah, B. Maftuh, E. Malihah
{"title":"Conflict and resolution: the ethics of forgiveness, revenge, and punishment","authors":"Sa’odah, B. Maftuh, E. Malihah","doi":"10.1080/17400201.2023.2193010","DOIUrl":"https://doi.org/10.1080/17400201.2023.2193010","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44104838","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 : 2023-03-13DOI: 10.1080/17400201.2023.2189681
M. Patterson
{"title":"Critical peace education and global citizenship: narratives from the unofficial curriculum","authors":"M. Patterson","doi":"10.1080/17400201.2023.2189681","DOIUrl":"https://doi.org/10.1080/17400201.2023.2189681","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46440186","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 : 2023-02-27DOI: 10.1080/17400201.2023.2184098
Shangshang Fu, Lin Yu, Samina Zamir
{"title":"Creating classrooms of peace in English language teaching","authors":"Shangshang Fu, Lin Yu, Samina Zamir","doi":"10.1080/17400201.2023.2184098","DOIUrl":"https://doi.org/10.1080/17400201.2023.2184098","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42220886","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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