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.
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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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2023-02-27DOI: 10.1080/17400201.2023.2184087
Edwin Martínez-Callejas
{"title":"Conflict, education and peace in Nepal: rebuilding education for peace and development","authors":"Edwin Martínez-Callejas","doi":"10.1080/17400201.2023.2184087","DOIUrl":"https://doi.org/10.1080/17400201.2023.2184087","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46854908","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 : 2023-01-27DOI: 10.1080/17400201.2022.2159794
Gry Paulgaard, M. N. Soleim
ABSTRACT This paper addresses peace education focusing on how place-based experiences and collective memories stimulate local mobilisation for refugees fleeing from war. The Arctic Migration Route, located above 69th degree north, became an alternative to dangerous boat trips on the Mediterranean Sea, for people seeking safety and protection in the fall of 2015. During a few months, over 5,500 people from 35 nations, mostly from Syria, Afghanistan, Iraq and Iran came to a municipality in north Norway with 10,000 inhabitants. The paper demonstrates how global conflicts far away, have important local consequences across borders and huge distances. Interviews with local authorities, teachers, voluntary workers constitute the main empirical material. By combining theories of place-based experiences and collective memories with phenomenology of practice, geographical location, collective and cultural memories across generations, are analysed as important driving forces for the local mobilization to help refugees. This approach opens for a wider perspective on learning, showing how climate, culture and history have important role as material and sociocultural education in this arctic border region in the north of Norway. Based on empirical data from a small local school, the paper will document how a local community can find solutions to globally produced problems.
{"title":"The arctic migration route: local consequences of global crises","authors":"Gry Paulgaard, M. N. Soleim","doi":"10.1080/17400201.2022.2159794","DOIUrl":"https://doi.org/10.1080/17400201.2022.2159794","url":null,"abstract":"ABSTRACT This paper addresses peace education focusing on how place-based experiences and collective memories stimulate local mobilisation for refugees fleeing from war. The Arctic Migration Route, located above 69th degree north, became an alternative to dangerous boat trips on the Mediterranean Sea, for people seeking safety and protection in the fall of 2015. During a few months, over 5,500 people from 35 nations, mostly from Syria, Afghanistan, Iraq and Iran came to a municipality in north Norway with 10,000 inhabitants. The paper demonstrates how global conflicts far away, have important local consequences across borders and huge distances. Interviews with local authorities, teachers, voluntary workers constitute the main empirical material. By combining theories of place-based experiences and collective memories with phenomenology of practice, geographical location, collective and cultural memories across generations, are analysed as important driving forces for the local mobilization to help refugees. This approach opens for a wider perspective on learning, showing how climate, culture and history have important role as material and sociocultural education in this arctic border region in the north of Norway. Based on empirical data from a small local school, the paper will document how a local community can find solutions to globally produced problems.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44159476","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 : 2023-01-07DOI: 10.1080/17400201.2022.2163567
Arni Nur Laila, Diajeng Retno Kinanti Putri, N. Asiah
{"title":"Educating for peace through theatrical arts: international perspectives on peacebuilding instruction,","authors":"Arni Nur Laila, Diajeng Retno Kinanti Putri, N. Asiah","doi":"10.1080/17400201.2022.2163567","DOIUrl":"https://doi.org/10.1080/17400201.2022.2163567","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41459977","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 : 2023-01-02DOI: 10.1080/17400201.2023.2169263
N. Parkin
ABSTRACT Education systems are full of harmful violence of types often unrecognised or misunderstood by educators, education leaders, and bureaucrats. Educational violence harms a great number of innocent persons (those who, morally speaking, may not be justifiably harmed). Accordingly, this paper rejects educational violence used to achieve educational ends. It holds that educational violence is unjustified if the condition that innocent persons are harmed is satisfied, that this condition is satisfied in current educational practice (compulsory schooling), and that, therefore, the current education system (schooling) acts in an unjustifiable manner. If the means of educating cannot be justified, then that education system itself cannot be justified, since an end cannot be justifiably pursued if the means requisite to pursuing it are unjustifiable. I call this stance ‘educational pacifism’.
{"title":"Pacifism and educational violence","authors":"N. Parkin","doi":"10.1080/17400201.2023.2169263","DOIUrl":"https://doi.org/10.1080/17400201.2023.2169263","url":null,"abstract":"ABSTRACT Education systems are full of harmful violence of types often unrecognised or misunderstood by educators, education leaders, and bureaucrats. Educational violence harms a great number of innocent persons (those who, morally speaking, may not be justifiably harmed). Accordingly, this paper rejects educational violence used to achieve educational ends. It holds that educational violence is unjustified if the condition that innocent persons are harmed is satisfied, that this condition is satisfied in current educational practice (compulsory schooling), and that, therefore, the current education system (schooling) acts in an unjustifiable manner. If the means of educating cannot be justified, then that education system itself cannot be justified, since an end cannot be justifiably pursued if the means requisite to pursuing it are unjustifiable. I call this stance ‘educational pacifism’.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44883556","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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