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":" ","pages":""},"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":"20 1","pages":"196 - 216"},"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":"1 1","pages":""},"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":"20 1","pages":"75 - 94"},"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}
Pub Date : 2023-01-02DOI: 10.1080/17400201.2023.2189668
Edward J. Brantmeier
“At the same time there are many new and young scholars from diverse societies who are able to bring fresh and challenging insights and approaches to peace education and we look for their support and contributions to carry peace education into the future as a central aspect of education for all, particularly in those contexts where peoples’ lives, especially those of children, are affected by marginalization, violation of human rights, poverty and conflicts.” (John Synott 2004, p. 1)
{"title":"Transformative Aspirations for Peace Education Research","authors":"Edward J. Brantmeier","doi":"10.1080/17400201.2023.2189668","DOIUrl":"https://doi.org/10.1080/17400201.2023.2189668","url":null,"abstract":"“At the same time there are many new and young scholars from diverse societies who are able to bring fresh and challenging insights and approaches to peace education and we look for their support and contributions to carry peace education into the future as a central aspect of education for all, particularly in those contexts where peoples’ lives, especially those of children, are affected by marginalization, violation of human rights, poverty and conflicts.” (John Synott 2004, p. 1)","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"20 1","pages":"1 - 7"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43844929","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: 10.1080/17400201.2023.2171374
F. Möller, R. Bellmer
ABSTRACT In this article, we suggest incorporating visual images into peace education through interactive peace imagery (IPI). We will show, and illustrate with examples from our work, that interactive teaching creates a space for students to reflect upon their socializations, including visual ones, without which image interpretation cannot be fully explained. We begin by exploring photojournalism as a media that, while providing raw material for peace education, does not serve as a model for image interpretation. Emphasizing images’ interpretive openness, we suggest an alternative approach (IPI) that unearths, (re)vitalizes, and capitalizes on the plurality of meanings images carry with them. We focus on digitization and active interaction (seeing – changing – sharing) in a non-hierarchic teaching environment. In IPI, the classroom becomes a network: students interactively engage with visual images by regarding existing images, elaborating on them, changing them, sharing the changed images with their fellow students, or producing original images. Students become involved in the production process and their responsibility for both the image and the knowledge claims attached to it increases. Critical reflections on the suggested procedure in terms of quantity, time, authority, and violence conclude the paper.
{"title":"Interactive peace imagery – integrating visual research and peace education","authors":"F. Möller, R. Bellmer","doi":"10.1080/17400201.2023.2171374","DOIUrl":"https://doi.org/10.1080/17400201.2023.2171374","url":null,"abstract":"ABSTRACT In this article, we suggest incorporating visual images into peace education through interactive peace imagery (IPI). We will show, and illustrate with examples from our work, that interactive teaching creates a space for students to reflect upon their socializations, including visual ones, without which image interpretation cannot be fully explained. We begin by exploring photojournalism as a media that, while providing raw material for peace education, does not serve as a model for image interpretation. Emphasizing images’ interpretive openness, we suggest an alternative approach (IPI) that unearths, (re)vitalizes, and capitalizes on the plurality of meanings images carry with them. We focus on digitization and active interaction (seeing – changing – sharing) in a non-hierarchic teaching environment. In IPI, the classroom becomes a network: students interactively engage with visual images by regarding existing images, elaborating on them, changing them, sharing the changed images with their fellow students, or producing original images. Students become involved in the production process and their responsibility for both the image and the knowledge claims attached to it increases. Critical reflections on the suggested procedure in terms of quantity, time, authority, and violence conclude the paper.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"20 1","pages":"53 - 74"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46167501","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: 10.1080/17400201.2023.2187356
Tiffani Betts Razavi, H. Mahmoudi
ABSTRACT Despite attention to the importance of the role of women in peacemaking, there is a curious gap in the peace education literature in gender differences research and study of the specific impact of peace education on girls and women. In this article, we explore some of the reasons for this trend and propose that looking for differences is important to maintain awareness of gendered experiences, the settings in which they exist, and those in which they are absent. Further, we suggest that the principles underpinning the approach to peace and peace pedagogies, in this case Bahá’í concepts of human nobility, the equality of women and men, and the oneness of humanity, and related discursive values, help to foster ‘equal benefit’ environments. We describe our exercise of disaggregating pre- and post-course responses from a Bahá’í-inspired university peace education classroom of twenty students, findings of overall similarity, and particular themes in some women’s responses. Finally, we discuss the lessons learned from an exploratory stance: developing an approach to discourse analysis that focuses on pedagogical insight, the creation of an ‘equal benefit’ learning experience, drawing out strengths and building new capacity in the classroom, and using student perceptions to improve research and practice.
{"title":"What can be learned from looking for gender differences in peace education data? Lessons from a Bahá’í-inspired undergraduate course","authors":"Tiffani Betts Razavi, H. Mahmoudi","doi":"10.1080/17400201.2023.2187356","DOIUrl":"https://doi.org/10.1080/17400201.2023.2187356","url":null,"abstract":"ABSTRACT Despite attention to the importance of the role of women in peacemaking, there is a curious gap in the peace education literature in gender differences research and study of the specific impact of peace education on girls and women. In this article, we explore some of the reasons for this trend and propose that looking for differences is important to maintain awareness of gendered experiences, the settings in which they exist, and those in which they are absent. Further, we suggest that the principles underpinning the approach to peace and peace pedagogies, in this case Bahá’í concepts of human nobility, the equality of women and men, and the oneness of humanity, and related discursive values, help to foster ‘equal benefit’ environments. We describe our exercise of disaggregating pre- and post-course responses from a Bahá’í-inspired university peace education classroom of twenty students, findings of overall similarity, and particular themes in some women’s responses. Finally, we discuss the lessons learned from an exploratory stance: developing an approach to discourse analysis that focuses on pedagogical insight, the creation of an ‘equal benefit’ learning experience, drawing out strengths and building new capacity in the classroom, and using student perceptions to improve research and practice.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"36 9","pages":"95 - 119"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41247333","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 : 2022-12-28DOI: 10.1080/17400201.2022.2161233
Grayson Briggs
{"title":"Palestine speaks: narratives of life under occupation ,","authors":"Grayson Briggs","doi":"10.1080/17400201.2022.2161233","DOIUrl":"https://doi.org/10.1080/17400201.2022.2161233","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"20 1","pages":"249 - 250"},"PeriodicalIF":0.6,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47700850","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 : 2022-12-25DOI: 10.1080/17400201.2022.2157380
Angie Benavides Castro, Maria Jose Bermeo
ABSTRACT This article explores responsiveness in peace education practice. It develops the concept of territorial peace education to emphasize the situated nature of responsive approaches in peacebuilding. With this conceptual framing, the study examines four case studies of pedagogical innovations for peace in Colombia. It describes how educators engaged specific and emergent conflict dynamics in their respective settings. The findings show the various ways in which territorial dimensions informed the design and implementation of these initiatives. They also highlight the role of relationality, resourcefulness and positionality as components of responsive practice. This study contributes to research on the role of the local in peace education and raises avenues for further research.
{"title":"Territorial peace education as responsive praxis: case analysis of education innovations in Colombia","authors":"Angie Benavides Castro, Maria Jose Bermeo","doi":"10.1080/17400201.2022.2157380","DOIUrl":"https://doi.org/10.1080/17400201.2022.2157380","url":null,"abstract":"ABSTRACT This article explores responsiveness in peace education practice. It develops the concept of territorial peace education to emphasize the situated nature of responsive approaches in peacebuilding. With this conceptual framing, the study examines four case studies of pedagogical innovations for peace in Colombia. It describes how educators engaged specific and emergent conflict dynamics in their respective settings. The findings show the various ways in which territorial dimensions informed the design and implementation of these initiatives. They also highlight the role of relationality, resourcefulness and positionality as components of responsive practice. This study contributes to research on the role of the local in peace education and raises avenues for further research.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"20 1","pages":"8 - 29"},"PeriodicalIF":0.6,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45564624","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 : 2022-12-08DOI: 10.1080/17400201.2022.2156087
Abdelkader Berrahmoun
How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them ? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.
{"title":"(Re)constructing memory: education, identity, and conflict","authors":"Abdelkader Berrahmoun","doi":"10.1080/17400201.2022.2156087","DOIUrl":"https://doi.org/10.1080/17400201.2022.2156087","url":null,"abstract":"How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them ? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"20 1","pages":"245 - 247"},"PeriodicalIF":0.6,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43515230","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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