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
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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":"20 1","pages":"243 - 245"},"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":"20 1","pages":"30 - 52"},"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":"20 1","pages":"123 - 125"},"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}
Pub Date : 2022-09-02DOI: 10.1080/17400201.2022.2140403
Yunus Emre Akbana, Aysun Yavuz
ABSTRACT English has long been accepted as lingua franca (ELF) to share values, beliefs and opinions. ELF can be interrelated with the paradigms of Global Englishes Language Teaching (GELT), English as an International Language (EIL) and English as Medium of Instruction (EMI). Textbooks should present content covering global issues (GIs), leading to a better understanding of the spread of English and its connection with globalization where peace education (PE) should be built on. English-as-a-foreign-language (EFL) teachers usually feel under pressure to follow textbooks in English prep-programs in Turkey. Therefore, the extent that EFL textbooks offer GIs is crucial for developing learners’ understanding of PE beyond national boundaries. Although relevant literature has well documented the place of GIs in language teaching and paucity of research on PE in language education, EFL textbooks have remained under-researched. For this reason, a comprehensive checklist of GIs was used to examine a five-level series of coursebooks (A1-C1). Data analysis showed that three lower-level coursebooks employed less GIs than those with higher-levels. Issues ranged from environment to health, whilst specific content for PE appeared moderately. Several implications are made for a meaningful match of GIs and GELT, EIL, EMI and EFL teaching with Language of Peace Approach.
{"title":"Global issues in a series of EFL textbooks and implications for end-users to promote peace education through teaching english","authors":"Yunus Emre Akbana, Aysun Yavuz","doi":"10.1080/17400201.2022.2140403","DOIUrl":"https://doi.org/10.1080/17400201.2022.2140403","url":null,"abstract":"ABSTRACT English has long been accepted as lingua franca (ELF) to share values, beliefs and opinions. ELF can be interrelated with the paradigms of Global Englishes Language Teaching (GELT), English as an International Language (EIL) and English as Medium of Instruction (EMI). Textbooks should present content covering global issues (GIs), leading to a better understanding of the spread of English and its connection with globalization where peace education (PE) should be built on. English-as-a-foreign-language (EFL) teachers usually feel under pressure to follow textbooks in English prep-programs in Turkey. Therefore, the extent that EFL textbooks offer GIs is crucial for developing learners’ understanding of PE beyond national boundaries. Although relevant literature has well documented the place of GIs in language teaching and paucity of research on PE in language education, EFL textbooks have remained under-researched. For this reason, a comprehensive checklist of GIs was used to examine a five-level series of coursebooks (A1-C1). Data analysis showed that three lower-level coursebooks employed less GIs than those with higher-levels. Issues ranged from environment to health, whilst specific content for PE appeared moderately. Several implications are made for a meaningful match of GIs and GELT, EIL, EMI and EFL teaching with Language of Peace Approach.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"373 - 396"},"PeriodicalIF":0.6,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49554593","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 : 2022-09-02DOI: 10.1080/17400201.2022.2148639
K. Kumar
ABSTRACT Post-independence, the Indian context has witnessed conflicts between religious groups, structural/cultural violence, and discrimination based on socio-cultural factors such as socio-economic status, religion, gender, sexual identity, caste, language among others. Even though the perpetuation of these power imbalances at the macro-national level are being manifested in schools through educational interventions, there are ongoing efforts, as part of peace curriculums, to engage with/transform this culture of conflict towards cultivating a culture of peace. This study seeks to understand how school curriculums engage with ideas of peace and conflict. A document analysis of micro-peace curriculum (two school sites) that incorporated both a deductive and inductive approach of analysis was undertaken. Guided by a critical peace education framework implicating that curriculum engaging with conflict, positive relationships, and transformation can contribute towards cultivating peace guided the process of analysis. Curriculums reveal a focus on human education, a sense of oneness with the self, world and environment, and integral education, developing all faculties of the human being-including the soul and spirit, which are both directed towards addressing sources of structural violence while cultivating a sense of collective consciousness to build a peaceful world.
{"title":"Human and integral education: educational paradigms from the Indian context expanding meanings of peace and conflict","authors":"K. Kumar","doi":"10.1080/17400201.2022.2148639","DOIUrl":"https://doi.org/10.1080/17400201.2022.2148639","url":null,"abstract":"ABSTRACT Post-independence, the Indian context has witnessed conflicts between religious groups, structural/cultural violence, and discrimination based on socio-cultural factors such as socio-economic status, religion, gender, sexual identity, caste, language among others. Even though the perpetuation of these power imbalances at the macro-national level are being manifested in schools through educational interventions, there are ongoing efforts, as part of peace curriculums, to engage with/transform this culture of conflict towards cultivating a culture of peace. This study seeks to understand how school curriculums engage with ideas of peace and conflict. A document analysis of micro-peace curriculum (two school sites) that incorporated both a deductive and inductive approach of analysis was undertaken. Guided by a critical peace education framework implicating that curriculum engaging with conflict, positive relationships, and transformation can contribute towards cultivating peace guided the process of analysis. Curriculums reveal a focus on human education, a sense of oneness with the self, world and environment, and integral education, developing all faculties of the human being-including the soul and spirit, which are both directed towards addressing sources of structural violence while cultivating a sense of collective consciousness to build a peaceful world.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"351 - 372"},"PeriodicalIF":0.6,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43745597","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 : 2022-09-02DOI: 10.1080/17400201.2022.2143331
Montserrat Alguacil, Ingrid Sala-Bars, Dolors Ribalta, Maria-Carme Boqué
ABSTRACT Unfortunately, racism is a kind of violence present in current societies that embodies an attitude opposed to the culture of peace. In this scenario, the family has a relevant role to contribute to the development of values related to human rights. With the aim of identifying patterns and challenges to progress from a polarized debate to an empathetic and non-violent dialogue, the discourse between parents and children between 3 and 16 years of age is reviewed. For this purpose, a questionnaire was designed and 1,701 families in Catalonia (Autonomous Community of Spain) answered it. The results show that racism represents 9.7% of the controversial topics of conversation at home; the principal values and attitudes that guide the family discourse are: respect (23.1%), fighting injustice (18.7%), and equality (12.4%); families who claim to have suffered racism reach 6%; women and individuals with a low level of education are those who most believe that the economy would improve if immigrants went back to their countries; and those who sent their children to a charter school prefer them to relate with people of the same culture. Considering this evidence, guidelines are formulated to encourage reflection and anti-xenophobic dialogue at home.
{"title":"Discourses on racism in families with school-aged children in Catalonia","authors":"Montserrat Alguacil, Ingrid Sala-Bars, Dolors Ribalta, Maria-Carme Boqué","doi":"10.1080/17400201.2022.2143331","DOIUrl":"https://doi.org/10.1080/17400201.2022.2143331","url":null,"abstract":"ABSTRACT Unfortunately, racism is a kind of violence present in current societies that embodies an attitude opposed to the culture of peace. In this scenario, the family has a relevant role to contribute to the development of values related to human rights. With the aim of identifying patterns and challenges to progress from a polarized debate to an empathetic and non-violent dialogue, the discourse between parents and children between 3 and 16 years of age is reviewed. For this purpose, a questionnaire was designed and 1,701 families in Catalonia (Autonomous Community of Spain) answered it. The results show that racism represents 9.7% of the controversial topics of conversation at home; the principal values and attitudes that guide the family discourse are: respect (23.1%), fighting injustice (18.7%), and equality (12.4%); families who claim to have suffered racism reach 6%; women and individuals with a low level of education are those who most believe that the economy would improve if immigrants went back to their countries; and those who sent their children to a charter school prefer them to relate with people of the same culture. Considering this evidence, guidelines are formulated to encourage reflection and anti-xenophobic dialogue at home.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"303 - 329"},"PeriodicalIF":0.6,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45180941","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 : 2022-09-02DOI: 10.1080/17400201.2022.2146076
M. Bellino, Marcela Ortiz-Guerrero, J. Paulson, Angie Paola Ariza Porras, Ibeth Danelly Cortes, Sebastian Ritschard, Ariel Sánchez Meertens
ABSTRACT In 2015, the Colombian Ministry of Education introduced the Cátedra de Paz (CdP), a national policy that seeks to contribute to human rights, citizenship, violence prevention, and peaceful conflict resolution. In the context of a decentralized education system, schools have significant autonomy to adapt the policy to local contexts. Relatively little research to date has documented the enactment, evaluation, or impact of the CdP. This study aims to understand how educators have interpreted this national mandate, and the extent to which the policy has prompted and expanded teaching and learning opportunities about conflict, peace, and justice. We explore the perspectives of 46 teachers working in public schools across 19 of Bogotá’s 20 localities, several years into the creation of the CdP and in the midst of a contentious national peace process. The paper shows a range of enactment formats and uneven impact on teachers’ existing commitments to peace education. We conclude that the CdP has had a contradictory effect on school-based practices, legitimizing the importance of peace education as a national imperative, while marginalizing efforts within schools as individualized and bound to the social sciences subject.
2015年，哥伦比亚教育部推出了Cátedra de Paz (CdP)国家政策，旨在促进人权、公民身份、暴力预防和和平解决冲突。在一个分散的教育系统的背景下，学校有很大的自主权，使政策适应当地情况。迄今为止，很少有研究记录了CdP的制定、评估或影响。本研究旨在了解教育工作者如何解释这一国家授权，以及该政策在多大程度上促进和扩大了有关冲突、和平与正义的教学机会。我们探讨了波哥大 20个地区中19个地区公立学校的46名教师的观点，这些教师在创建共产党的几年里，在一个有争议的国家和平进程中工作。本文展示了一系列的立法形式和对教师现有和平教育承诺的不平衡影响。我们的结论是，CdP对学校实践产生了矛盾的影响，使和平教育作为国家当务之急的重要性合法化，同时将学校内的努力边缘化，认为这是个体化的，与社会科学学科有关。
{"title":"‘Are we doing Cátedra de Paz?’ Teacher perspectives on enacting peace education in Bogotá, Colombia","authors":"M. Bellino, Marcela Ortiz-Guerrero, J. Paulson, Angie Paola Ariza Porras, Ibeth Danelly Cortes, Sebastian Ritschard, Ariel Sánchez Meertens","doi":"10.1080/17400201.2022.2146076","DOIUrl":"https://doi.org/10.1080/17400201.2022.2146076","url":null,"abstract":"ABSTRACT In 2015, the Colombian Ministry of Education introduced the Cátedra de Paz (CdP), a national policy that seeks to contribute to human rights, citizenship, violence prevention, and peaceful conflict resolution. In the context of a decentralized education system, schools have significant autonomy to adapt the policy to local contexts. Relatively little research to date has documented the enactment, evaluation, or impact of the CdP. This study aims to understand how educators have interpreted this national mandate, and the extent to which the policy has prompted and expanded teaching and learning opportunities about conflict, peace, and justice. We explore the perspectives of 46 teachers working in public schools across 19 of Bogotá’s 20 localities, several years into the creation of the CdP and in the midst of a contentious national peace process. The paper shows a range of enactment formats and uneven impact on teachers’ existing commitments to peace education. We conclude that the CdP has had a contradictory effect on school-based practices, legitimizing the importance of peace education as a national imperative, while marginalizing efforts within schools as individualized and bound to the social sciences subject.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"255 - 280"},"PeriodicalIF":0.6,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48054675","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 : 2022-09-02DOI: 10.1080/17400201.2022.2132925
Markus Schultze-Kraft
ABSTRACT Promoted by the peace process between the Santos administration (2010–2018) and the Revolutionary Armed Forces of Colombia, which resulted in the signing of a peace accord in November 2016, peace education at Colombia’s higher education establishments and schools is gaining momentum. Educators have seized upon the opportunity afforded by the peace process and the associated legislation, particularly Law 1448 (2011) on victims and Law 1732 (2014) on the Peace Chair (Cátedra de la Paz), to energise peace education. Yet this is proving to be difficult. Among the challenges are the persistence of high levels of political, criminal and other types of violence following the termination of the armed conflict affecting learners’ attitudes, behaviours and values; little relevance for peace education of established education in ethics and democratic citizenship competences; limited concrete knowledge on tertiary peace education as a pedagogical field; a vague legal framework; and little institutional guidance. Based on the author’s first-hand experience as a conflict analyst and university lecturer in Colombia and a discussion of the ‘conventional’ and ‘critical’ orientations of peace education, this paper addresses these challenges and presents ideas on how tertiary peace education in Colombia could be enhanced through a focus on historical memory.
{"title":"On peace education in Colombia: a grounded international perspective","authors":"Markus Schultze-Kraft","doi":"10.1080/17400201.2022.2132925","DOIUrl":"https://doi.org/10.1080/17400201.2022.2132925","url":null,"abstract":"ABSTRACT Promoted by the peace process between the Santos administration (2010–2018) and the Revolutionary Armed Forces of Colombia, which resulted in the signing of a peace accord in November 2016, peace education at Colombia’s higher education establishments and schools is gaining momentum. Educators have seized upon the opportunity afforded by the peace process and the associated legislation, particularly Law 1448 (2011) on victims and Law 1732 (2014) on the Peace Chair (Cátedra de la Paz), to energise peace education. Yet this is proving to be difficult. Among the challenges are the persistence of high levels of political, criminal and other types of violence following the termination of the armed conflict affecting learners’ attitudes, behaviours and values; little relevance for peace education of established education in ethics and democratic citizenship competences; limited concrete knowledge on tertiary peace education as a pedagogical field; a vague legal framework; and little institutional guidance. Based on the author’s first-hand experience as a conflict analyst and university lecturer in Colombia and a discussion of the ‘conventional’ and ‘critical’ orientations of peace education, this paper addresses these challenges and presents ideas on how tertiary peace education in Colombia could be enhanced through a focus on historical memory.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"281 - 302"},"PeriodicalIF":0.6,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42150177","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 : 2022-08-18DOI: 10.1080/17400201.2022.2113677
Nurti Rahayu, Fuad Abdul Hamied, D. Sukyadi
{"title":"Person to person peacebuilding, intercultural communication and English language teaching: from the virtual intercultural borderlands","authors":"Nurti Rahayu, Fuad Abdul Hamied, D. Sukyadi","doi":"10.1080/17400201.2022.2113677","DOIUrl":"https://doi.org/10.1080/17400201.2022.2113677","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"20 1","pages":"241 - 243"},"PeriodicalIF":0.6,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45674436","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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