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":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":"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":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":"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":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":"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2022-12-08DOI: 10.1080/17400201.2022.2156146
Augusto Martín Rivero
Published in Journal of Peace Education (Vol. 20, No. 2, 2023)
发表于《和平教育杂志》2023年第20卷第2期
{"title":"Racial justice and nonviolence education: building the beloved community, one block at a time","authors":"Augusto Martín Rivero","doi":"10.1080/17400201.2022.2156146","DOIUrl":"https://doi.org/10.1080/17400201.2022.2156146","url":null,"abstract":"Published in Journal of Peace Education (Vol. 20, No. 2, 2023)","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138503859","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: 10.1080/17400201.2022.2156084
D. Randall
Globally, the number of people displaced by crisis is perpetually on the rise, underscoring the importance of systems, free of excessive obstacles, by which these populations can effectively advocate for their rights. Displaced people, who endure threatening situations, and overcome additional hardship in moving to other locations, have much work to do in rebuilding their lives. Their position as displaced persons too often necessitates fighting for their human rights, as defined by host countries, home countries, or the United Nations (UN). However, interventions are emerging that enable these populations to engage in the transformation of systems and societies. Amongst these interventions are the use of participatory arts and research, explored in Post-conflict participatory arts: socially engaged development, a 2021 edited book by Faith Mkwananzi and F. Melis Cin. The editors discuss the growing interest in the use of participatory arts practices and research, specifically for addressing social justice in the Global South and post-conflict settings. The authors illustrate how participatory arts can support a democratized, epistemically, and socially just development agenda (Mkwananzi and Cin 2021). The questions explored through this compilation are,
{"title":"Post-conflict participatory arts (rethinking development)","authors":"D. Randall","doi":"10.1080/17400201.2022.2156084","DOIUrl":"https://doi.org/10.1080/17400201.2022.2156084","url":null,"abstract":"Globally, the number of people displaced by crisis is perpetually on the rise, underscoring the importance of systems, free of excessive obstacles, by which these populations can effectively advocate for their rights. Displaced people, who endure threatening situations, and overcome additional hardship in moving to other locations, have much work to do in rebuilding their lives. Their position as displaced persons too often necessitates fighting for their human rights, as defined by host countries, home countries, or the United Nations (UN). However, interventions are emerging that enable these populations to engage in the transformation of systems and societies. Amongst these interventions are the use of participatory arts and research, explored in Post-conflict participatory arts: socially engaged development, a 2021 edited book by Faith Mkwananzi and F. Melis Cin. The editors discuss the growing interest in the use of participatory arts practices and research, specifically for addressing social justice in the Global South and post-conflict settings. The authors illustrate how participatory arts can support a democratized, epistemically, and socially just development agenda (Mkwananzi and Cin 2021). The questions explored through this compilation are,","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45562899","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 : 2022-11-15DOI: 10.1080/17400201.2022.2140648
Mohammed Abu-Nimer, I. Nasser
ABSTRACT This article presents lessons learned on the education for forgiveness and reconciliation in Muslim and Arab majority contexts, especially as part of civic engagement or across content areas. It first presents a brief review of the literature on forgiveness and reconciliation and ways they are interrelated in the larger Arab and Muslim contexts. Secondly, it points out religious and cultural sources that ground the practice of forgiveness and reconciliation. Thirdly, it presents the analysis of forgiveness stories collected from various Arab communities and discusses the main obstacles that hinder adopting a forgiveness and reconciliation agenda. Finally, it proposes forgiveness education and pedagogy based on stories to provide the framework and mechanisms to advance forgiveness and reconciliation education in schools and education spaces. We recommend utilizing local stories and storytelling as a method to delve into interpersonal and social conflicts.
{"title":"Considerations in education for forgiveness and reconciliation: lessons from Arab and Muslim majority contexts","authors":"Mohammed Abu-Nimer, I. Nasser","doi":"10.1080/17400201.2022.2140648","DOIUrl":"https://doi.org/10.1080/17400201.2022.2140648","url":null,"abstract":"ABSTRACT This article presents lessons learned on the education for forgiveness and reconciliation in Muslim and Arab majority contexts, especially as part of civic engagement or across content areas. It first presents a brief review of the literature on forgiveness and reconciliation and ways they are interrelated in the larger Arab and Muslim contexts. Secondly, it points out religious and cultural sources that ground the practice of forgiveness and reconciliation. Thirdly, it presents the analysis of forgiveness stories collected from various Arab communities and discusses the main obstacles that hinder adopting a forgiveness and reconciliation agenda. Finally, it proposes forgiveness education and pedagogy based on stories to provide the framework and mechanisms to advance forgiveness and reconciliation education in schools and education spaces. We recommend utilizing local stories and storytelling as a method to delve into interpersonal and social conflicts.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42950776","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 : 2022-10-29DOI: 10.1080/17400201.2022.2140948
Nur Ifadloh, Januari Rizki Pratama Rusman, Fadhila Yonata
authors clearly ground their work in robust theories and frameworks to revisit the intertwine of peace and human rights. The authors are also successful in provoking us, the readers, to accept the idea that PE and HRE are non-separable, and therefore they need to be taught together that peace cannot be gained unless justice is served first. However, from the pedagogical dimension, implementing PHRE may not be easy. Even as an independent field, teachers are still struggling in teaching peace and human rights in the classrooms. Their pedagogical practices are mostly based on personal perceptions with a lack of legal knowledge and an uncertainty to overcome daily injustice or racism (Osler and Skarra 2021). It is also difficult to ask the students to keep in peace, while they are also taught to fight for their basic rights. We know that conflicts and wars are mostly caused by injustice or the imbalance in rights distribution affecting the absence of peace within this situation. In other words, it is difficult to put peace and human rights side by side. As a teacher myself, I imagine the practice of PHRE is a practice of pouring water and fire at the same time: (almost) impossible. Despite these concerns, this book is essential for those within the fields of PE and HRE. Future researchers, policymakers, and activists can use the book as a starter for them in deciding future studies and making educational policies. Although it might be challenging, teachers and practitioners from various educational contexts and settings may find it a useful resource, particularly as a practical guide to teach peace and human rights together in the classrooms.
{"title":"Teaching peace and conflict: the multiple roles of school textbooks in peacebuilding","authors":"Nur Ifadloh, Januari Rizki Pratama Rusman, Fadhila Yonata","doi":"10.1080/17400201.2022.2140948","DOIUrl":"https://doi.org/10.1080/17400201.2022.2140948","url":null,"abstract":"authors clearly ground their work in robust theories and frameworks to revisit the intertwine of peace and human rights. The authors are also successful in provoking us, the readers, to accept the idea that PE and HRE are non-separable, and therefore they need to be taught together that peace cannot be gained unless justice is served first. However, from the pedagogical dimension, implementing PHRE may not be easy. Even as an independent field, teachers are still struggling in teaching peace and human rights in the classrooms. Their pedagogical practices are mostly based on personal perceptions with a lack of legal knowledge and an uncertainty to overcome daily injustice or racism (Osler and Skarra 2021). It is also difficult to ask the students to keep in peace, while they are also taught to fight for their basic rights. We know that conflicts and wars are mostly caused by injustice or the imbalance in rights distribution affecting the absence of peace within this situation. In other words, it is difficult to put peace and human rights side by side. As a teacher myself, I imagine the practice of PHRE is a practice of pouring water and fire at the same time: (almost) impossible. Despite these concerns, this book is essential for those within the fields of PE and HRE. Future researchers, policymakers, and activists can use the book as a starter for them in deciding future studies and making educational policies. Although it might be challenging, teachers and practitioners from various educational contexts and settings may find it a useful resource, particularly as a practical guide to teach peace and human rights together in the classrooms.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46940682","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：