Peace Education - Böcker

This volume on "Education towards a Culture of Peace" is a timely undertaking, since the United Nations has proclaimed the years 2001-2010 as the "International Decade for a Culture of Peace and Non-Violence for the Children of the World." A culture of peace as defined by the UN is "a set of values, attitudes, modes of behaviour and ways of life that reject violence and prevent conflicts by tackling their root causes to solve problems through dialogue and negotiation among individuals, groups and nations". (UN Resolutions A/RES/52/13 1998: Culture of Peace and A/RES/53/243, 1999: Declaration and Programme of Action on a Culture of Peace). Most of the chapters in this book are based on lectures that were presented at the International Conference, "Education towards a Culture of Peace". This conference was convened on 1-3 December 2003, by the The Josef Burg Chair in Education for Human Values, Tolerance and Peace - UNESCO Chair on Human Rights, Democracy, Peace and Tolerance School of Education, at Bar Ilan University, Israel. This conference was held under the auspices of Israel National Commission for UNESCO and supported also by the Ministry of Foreign Affairs, Jerusalem, The office of Public Affairs of the US Embassy Tel Aviv, Fulbright – United States – Israel Educational Foundation.

This volume on "Education towards a Culture of Peace" is a timely undertaking, since the United Nations has proclaimed the years 2001-2010 as the "International Decade for a Culture of Peace and Non-Violence for the Children of the World." A culture of peace as defined by the UN is "a set of values, attitudes, modes of behaviour and ways of life that reject violence and prevent conflicts by tackling their root causes to solve problems through dialogue and negotiation among individuals, groups and nations". (UN Resolutions A/RES/52/13 1998: Culture of Peace and A/RES/53/243, 1999: Declaration and Programme of Action on a Culture of Peace). Most of the chapters in this book are based on lectures that were presented at the International Conference, "Education towards a Culture of Peace". This conference was convened on 1-3 December 2003, by the The Josef Burg Chair in Education for Human Values, Tolerance and Peace - UNESCO Chair on Human Rights, Democracy, Peace and Tolerance School of Education, at Bar Ilan University, Israel. This conference was held under the auspices of Israel National Commission for UNESCO and supported also by the Ministry of Foreign Affairs, Jerusalem, The office of Public Affairs of the US Embassy Tel Aviv, Fulbright – United States – Israel Educational Foundation.

Peace education is now well recognized within international legal instruments and within critical educational literature as an important aspect of education. Despite this, little attention has been given in the critical literature to the philosophical foundations for peace education and the rationale for peace education thus remains substantially an assumed one. This investigation explores some possible ethico-philosophical foundations for peace education, through an examination of five specific ethical traditions: 1) virtue ethics, whereby peace may be interpreted as a virtue, and/or virtue is interpreted as peacefulness, and peace education as education in that virtue; 2) consequentialist ethics, whereby peace education may be interpreted as education regarding the consequences of our action and inaction, both as individuals and collectivities; 3) conservative political ethics, whereby peace education may be interpreted as emphasizing the importance of the evolution of social institutions and the importance of ordered and lawful social change; 4) aesthetic ethics, whereby peace may be interpreted as something beautiful and valuable in itself, and peace education as emphasizing the importance of that beauty and value; and 5) the ethics of care, whereby care may be interpreted as a core element in peace, and peace education as encouraging trust and engagement with the other. The study addresses major contributions to each of these ethical traditions, the strengths and weaknesses of the tradition, and the ways in which the tradition provides support for peace education. It is argued in the thesis that each tradition provides only a partial basis for peace education, and that ultimately a holistic and integrative understanding is required, one that encourages a culture of peace.

Peace education is now well recognized within international legal instruments and within critical educational literature as an important aspect of education. Despite this, little attention has been given in the critical literature to the philosophical foundations for peace education and the rationale for peace education thus remains substantially an assumed one. This investigation explores some possible ethico-philosophical foundations for peace education, through an examination of five specific ethical traditions: 1) virtue ethics, whereby peace may be interpreted as a virtue, and/or virtue is interpreted as peacefulness, and peace education as education in that virtue; 2) consequentialist ethics, whereby peace education may be interpreted as education regarding the consequences of our action and inaction, both as individuals and collectivities; 3) conservative political ethics, whereby peace education may be interpreted as emphasizing the importance of the evolution of social institutions and the importance of ordered and lawful social change; 4) aesthetic ethics, whereby peace may be interpreted as something beautiful and valuable in itself, and peace education as emphasizing the importance of that beauty and value; and 5) the ethics of care, whereby care may be interpreted as a core element in peace, and peace education as encouraging trust and engagement with the other. The study addresses major contributions to each of these ethical traditions, the strengths and weaknesses of the tradition, and the ways in which the tradition provides support for peace education. It is argued in the thesis that each tradition provides only a partial basis for peace education, and that ultimately a holistic and integrative understanding is required, one that encourages a culture of peace.

The rise of peace education both in scholarship and in practice has yielded numerous documents, websites, and publications with often divergent perspectives on what the field is, does, and means. The Encyclopedia of Peace Education provides a comprehensive overview of the scholarly developments in the field to date, so as to provide a common denominator for the various actors involved in advancing peace education internationally. Thus, this edited volume serves as an essential reference guide that traces the history and emergence of the field, highlights foundational concepts, contextualizes peace education practice across international and disciplinary borders, and suggests new directions for peace educators.From core conceptual perspectives to the moral and spiritual foundations of the field to the role of the United Nations, the Encyclopedia grounds peace education in a solid theoretical and practical framework through the writings of the field’s most renowned scholars. This volume will target undergraduate and graduate students as well as scholars and practitioners working in international and non-governmental organizations in the field of peace education.

The rise of peace education both in scholarship and in practice has yielded numerous documents, websites, and publications with often divergent perspectives on what the field is, does, and means. The Encyclopedia of Peace Education provides a comprehensive overview of the scholarly developments in the field to date, so as to provide a common denominator for the various actors involved in advancing peace education internationally. Thus, this edited volume serves as an essential reference guide that traces the history and emergence of the field, highlights foundational concepts, contextualizes peace education practice across international and disciplinary borders, and suggests new directions for peace educators.From core conceptual perspectives to the moral and spiritual foundations of the field to the role of the United Nations, the Encyclopedia grounds peace education in a solid theoretical and practical framework through the writings of the field’s most renowned scholars. This volume will target undergraduate and graduate students as well as scholars and practitioners working in international and non-governmental organizations in the field of peace education.

Currently, peace education remains marginalized in our education system, however, a united front can be formed and powerful paradigms can empower educators to play a critical role in peace building through scholarship, practice and activism. Indeed, educators around the world are developing effective strategies to transform education as a powerful force for global peace. The diverse array of contributors in the book demonstrate that educators as peace makers can be and have been instrumental in transforming social forces, the self and others for the construction of global peace.The book aims to broaden the educational discourse in order to make room for new visions to educate future generations for peace. Local and global efforts to build a long-lasting peace are presented through the lens of education.The timeliness of peace education surely renders this book relevant to educators and the general public alike as individuals, communities, and organizations struggle to find pathways to peace in a global world. In other words, this book will interest scholars and the general public concerned about the building of global peace. The book can be source book for educators at elementary, secondary, and postsecondary institutions to explore multiple ways to conduct effective peace education at all levels of education. The book may also be used as a textbook by instructors of multicultural education, of comparative & international education, and of undergraduate and graduate peace education courses.

Currently, peace education remains marginalized in our education system, however, a united front can be formed and powerful paradigms can empower educators to play a critical role in peace building through scholarship, practice and activism. Indeed, educators around the world are developing effective strategies to transform education as a powerful force for global peace. The diverse array of contributors in the book demonstrate that educators as peace makers can be and have been instrumental in transforming social forces, the self and others for the construction of global peace.The book aims to broaden the educational discourse in order to make room for new visions to educate future generations for peace. Local and global efforts to build a long-lasting peace are presented through the lens of education.The timeliness of peace education surely renders this book relevant to educators and the general public alike as individuals, communities, and organizations struggle to find pathways to peace in a global world. In other words, this book will interest scholars and the general public concerned about the building of global peace. The book can be source book for educators at elementary, secondary, and postsecondary institutions to explore multiple ways to conduct effective peace education at all levels of education. The book may also be used as a textbook by instructors of multicultural education, of comparative & international education, and of undergraduate and graduate peace education courses.

For the People is a historical docutext that examines the evolution of the struggle for peace and justice in America's past, from pre-colonial times to the present. Each chapter begins with a brief historical introduction followed by a series of primary source documents and questions to encourage student comprehension. Sample photographs illustrate the range of peace activists' concerns, while the list of references, focused on the most important works in the field of U.S. peace history, points students toward opportunities for further research.This is the only historical docutext specifically devoted to peace issues. The interpretive analysis of American peace history provided by the editors makes this more than just an anthology of collected documents. As such, the docutext is an extension and a complement to the editors' recently published popular scholarly survey, A History of the American Peace Movement from Colonial Times to the Present.A central idea in this work is that peace is more than just the absence of war. The documents, and the analysis that accompanies them, offer fresh perspectives on the ways in which the peace movement became transformed from one simply opposing war to one proclaiming the importance of social, political, and economic equality.The editors' premise is that the peace movement historically has been a collective attempt by numerous well-intentioned people to improve American society. The book illuminates the ways in which peace activists were often connected to larger reform movements in American history, including those that fought for the rights of working people, for women's equality, and for the abolition of slavery, to name just a few. With a focus on those who spoke out for peace, this docutext is designed to call to students' attention one of the least discussed classroom subjects in American education today. Students in secondary school Social Studies and American history classes as well as those taking college level courses in U.S. history, American Studies, or Peace Studies will find this work an excellent supplementary reader.

For the People is a historical docutext that examines the evolution of the struggle for peace and justice in America's past, from pre-colonial times to the present. Each chapter begins with a brief historical introduction followed by a series of primary source documents and questions to encourage student comprehension. Sample photographs illustrate the range of peace activists' concerns, while the list of references, focused on the most important works in the field of U.S. peace history, points students toward opportunities for further research.This is the only historical docutext specifically devoted to peace issues. The interpretive analysis of American peace history provided by the editors makes this more than just an anthology of collected documents. As such, the docutext is an extension and a complement to the editors' recently published popular scholarly survey, A History of the American Peace Movement from Colonial Times to the Present.A central idea in this work is that peace is more than just the absence of war. The documents, and the analysis that accompanies them, offer fresh perspectives on the ways in which the peace movement became transformed from one simply opposing war to one proclaiming the importance of social, political, and economic equality.The editors' premise is that the peace movement historically has been a collective attempt by numerous well-intentioned people to improve American society. The book illuminates the ways in which peace activists were often connected to larger reform movements in American history, including those that fought for the rights of working people, for women's equality, and for the abolition of slavery, to name just a few. With a focus on those who spoke out for peace, this docutext is designed to call to students' attention one of the least discussed classroom subjects in American education today. Students in secondary school Social Studies and American history classes as well as those taking college level courses in U.S. history, American Studies, or Peace Studies will find this work an excellent supplementary reader.

Spirituality, Religion, and Peace Education attempts to deeply explore the universal and particular dimensions of education for inner and communal peace. This co-edited book contains fifteen chapters on world spiritual traditions, religions, and their connections and relevance to peacebuilding and peacemaking. This book examines the teachings and practices of Confucius, of Judaism, Islamic Sufism, Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of Indigenous spirituality. Secondly, it explores teaching and learning processes rooted in self discovery, skill development, and contemplative practices for peace. Topics in various chapters include: the Buddhist practice of tonglen; an indigenous Hawaiian practice of Ho’oponopono for forgiveness and conflict resolution; pilgrimage and labyrinth walking for right action; Twelve Step Programs for peace; teaching from a religious/spiritual perspective; narrative inquiry, Daoism, and peace curriculum; Gandhi, deep ecology, and multicultural peace education in teacher education; peacemaking and spirituality in undergraduate courses; and wisdom-based learning in teacher education. Peace education practices stemming from wisdom traditions can promote stillness as well as enliven, awaken, and urge reconciliation, connection, wisdom cultivation, and transformation and change in both teachers and students in diverse educational contexts.In various chapters of this book, a critique of competition, consumerism, and materialism undergird the analysis. More than just a critique, some chapters provide both conceptual and practical clarity for deeper engagement in peaceful action and change in society. Cultural awareness and understanding are fostered through a focus on the positive aspects of wisdom traditions rather than the negative aspects and historical complexities of violence and conflict as result of religious hegemony.

Spirituality, Religion, and Peace Education attempts to deeply explore the universal and particular dimensions of education for inner and communal peace. This co-edited book contains fifteen chapters on world spiritual traditions, religions, and their connections and relevance to peacebuilding and peacemaking. This book examines the teachings and practices of Confucius, of Judaism, Islamic Sufism, Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of Indigenous spirituality. Secondly, it explores teaching and learning processes rooted in self discovery, skill development, and contemplative practices for peace. Topics in various chapters include: the Buddhist practice of tonglen; an indigenous Hawaiian practice of Ho’oponopono for forgiveness and conflict resolution; pilgrimage and labyrinth walking for right action; Twelve Step Programs for peace; teaching from a religious/spiritual perspective; narrative inquiry, Daoism, and peace curriculum; Gandhi, deep ecology, and multicultural peace education in teacher education; peacemaking and spirituality in undergraduate courses; and wisdom-based learning in teacher education. Peace education practices stemming from wisdom traditions can promote stillness as well as enliven, awaken, and urge reconciliation, connection, wisdom cultivation, and transformation and change in both teachers and students in diverse educational contexts.In various chapters of this book, a critique of competition, consumerism, and materialism undergird the analysis. More than just a critique, some chapters provide both conceptual and practical clarity for deeper engagement in peaceful action and change in society. Cultural awareness and understanding are fostered through a focus on the positive aspects of wisdom traditions rather than the negative aspects and historical complexities of violence and conflict as result of religious hegemony.

Books Not Bombs: Teaching Peace Since the Dawn of the Republic is an important work relevant to peace scholars, practitioners, and students. This incisive book offers an exciting and comprehensive historical analysis of the origins and development of peace education from the creation of the New Republic at the end of the Eighteenth Century to the beginning of the Twenty-First century. It examines efforts to educate the American populace, young and old, both inside the classroom and outside in terms of peace societies and endowed organizations. While many in the field of peace education focus their energies on conflict resolution and teaching peace pedagogically, Books Not Bombs approaches the topic from an entirely new perspective. It undertakes a thorough examination of the evolution of peace ideology within the context of opposing war and promoting social justice inside and outside schoolhouse gates. It seeks to offer explanations on how attempts to prevent violence have been communicated through the lens of history.

Books Not Bombs: Teaching Peace Since the Dawn of the Republic is an important work relevant to peace scholars, practitioners, and students. This incisive book offers an exciting and comprehensive historical analysis of the origins and development of peace education from the creation of the New Republic at the end of the Eighteenth Century to the beginning of the Twenty-First century. It examines efforts to educate the American populace, young and old, both inside the classroom and outside in terms of peace societies and endowed organizations. While many in the field of peace education focus their energies on conflict resolution and teaching peace pedagogically, Books Not Bombs approaches the topic from an entirely new perspective. It undertakes a thorough examination of the evolution of peace ideology within the context of opposing war and promoting social justice inside and outside schoolhouse gates. It seeks to offer explanations on how attempts to prevent violence have been communicated through the lens of history.

Committed to teaching for peace and justice, the author brings to life a teaching approach that empowers youth:• to think critically and creatively about historical, current, and future issues,• to care about classmates and neighbors as well as the global community,• to act—locally and globally—for the greater good.Think, Care, Act: Teaching for a Peaceful Future is readable, practical, conversational, and intimate. It will inspire readers to build a just and peaceful world.Think, Care, Act depicts the daily successes and struggles a peace educator undergoes in encouraging students to envision peace and gain tools to build a culture of peace. The author uses three imperatives—think, care, act—to infuse required curricula with peace, character, and multicultural concepts in daily activities throughout the year.Chapters address critical and creative thinking; media and political literacy; compassionate classroom and school climate; explorations of racism, gender issues, civil discourse, global citizenship, war, and peace; and school, community, and global social-action projects. Chapters include rationales, lesson expectations, and classroom “play-by-play.” Students’ feedback about the impact of lessons is also featured. With its combination of theory and practice Think, Care, Act is unique. It will motivate teachers, education students, and scholars to employ “think, care, act” frameworks to empower students to build a peaceful future.

Committed to teaching for peace and justice, the author brings to life a teaching approach that empowers youth:• to think critically and creatively about historical, current, and future issues,• to care about classmates and neighbors as well as the global community,• to act—locally and globally—for the greater good.Think, Care, Act: Teaching for a Peaceful Future is readable, practical, conversational, and intimate. It will inspire readers to build a just and peaceful world.Think, Care, Act depicts the daily successes and struggles a peace educator undergoes in encouraging students to envision peace and gain tools to build a culture of peace. The author uses three imperatives—think, care, act—to infuse required curricula with peace, character, and multicultural concepts in daily activities throughout the year.Chapters address critical and creative thinking; media and political literacy; compassionate classroom and school climate; explorations of racism, gender issues, civil discourse, global citizenship, war, and peace; and school, community, and global social-action projects. Chapters include rationales, lesson expectations, and classroom “play-by-play.” Students’ feedback about the impact of lessons is also featured. With its combination of theory and practice Think, Care, Act is unique. It will motivate teachers, education students, and scholars to employ “think, care, act” frameworks to empower students to build a peaceful future.

To truly move toward a more peaceful society, it is imperative that peace education better address structural and institutional violence. This requires that it be integrated into institutions outside of schools and universities. Doing so will be challenging, as many of these institutions are structured on domination and control, not on partnership and shared power. In particular, U.S. criminal justice, social services and prevention programs, and sport have tended to be dominator-modeled. This book offers analysis and suggestions for overcoming these challenges and for integrating peace education into important social institutions.Creativity will be one of the most useful assets in moving peace education from schools to other institutions. This book argues that with creative visioning, collaboration, and implementation, peace education can be integrated into the most challenging situations and provide hope for holistic changes in our society.

To truly move toward a more peaceful society, it is imperative that peace education better address structural and institutional violence. This requires that it be integrated into institutions outside of schools and universities. Doing so will be challenging, as many of these institutions are structured on domination and control, not on partnership and shared power. In particular, U.S. criminal justice, social services and prevention programs, and sport have tended to be dominator-modeled. This book offers analysis and suggestions for overcoming these challenges and for integrating peace education into important social institutions.Creativity will be one of the most useful assets in moving peace education from schools to other institutions. This book argues that with creative visioning, collaboration, and implementation, peace education can be integrated into the most challenging situations and provide hope for holistic changes in our society.

Exploring the field of peace education, the bulk of the book analyzes and critically evaluates contemporary schools and universities. Providing some successful and not-so-successful alternative school and university projects and experiments, the book proposes peace and development education as a life process and presents a whole array of non-conventional tools and approaches.The unique feature of the book is that instead of putting emphasis on teaching peace and development, it insists on being and becoming what we teach. It makes a great textbook for education courses and programs, and a good handbook for peace educators and peace researchers around the world.The authors of the book are two teachers who are not attached to any regular educational institution anywhere in the world and are qualified to say what they have said in the book. The two authors have played significant, instrumental roles in promoting peace studies.

Exploring the field of peace education, the bulk of the book analyzes and critically evaluates contemporary schools and universities. Providing some successful and not-so-successful alternative school and university projects and experiments, the book proposes peace and development education as a life process and presents a whole array of non-conventional tools and approaches.The unique feature of the book is that instead of putting emphasis on teaching peace and development, it insists on being and becoming what we teach. It makes a great textbook for education courses and programs, and a good handbook for peace educators and peace researchers around the world.The authors of the book are two teachers who are not attached to any regular educational institution anywhere in the world and are qualified to say what they have said in the book. The two authors have played significant, instrumental roles in promoting peace studies.

The Language of Peace: Communicating to Create Harmony offers practical insights for educators, students, researchers, peace activists, and all others interested in communication for peace. This book is a perfect text for courses in peace education, communications, media, culture, and other fields. Individuals concerned about violence, war, and peace will find this volume both crucial and informative.This book sheds light on peaceful versus destructive ways we use words, body language, and the language of visual images. Noted author and educator Rebecca L. Oxford guides us to use all these forms of language more positively and effectively, thereby generating greater possibilities for peace.Peace has many dimensions: inner, interpersonal, intergroup, international, intercultural, and ecological. The language of peace helps us resolve conflicts, avoid violence, and reduce bullying, misogyny, war, terrorism, genocide, circus journalism, political deception, cultural misunderstanding, and social and ecological injustice. Peace language, along with positive intention, enables us to find harmony inside ourselves and with people around us, attain greater peace in the wider world, and halt environmental destruction. This insightful book reveals why and how.

The Language of Peace: Communicating to Create Harmony offers practical insights for educators, students, researchers, peace activists, and all others interested in communication for peace. This book is a perfect text for courses in peace education, communications, media, culture, and other fields. Individuals concerned about violence, war, and peace will find this volume both crucial and informative.This book sheds light on peaceful versus destructive ways we use words, body language, and the language of visual images. Noted author and educator Rebecca L. Oxford guides us to use all these forms of language more positively and effectively, thereby generating greater possibilities for peace.Peace has many dimensions: inner, interpersonal, intergroup, international, intercultural, and ecological. The language of peace helps us resolve conflicts, avoid violence, and reduce bullying, misogyny, war, terrorism, genocide, circus journalism, political deception, cultural misunderstanding, and social and ecological injustice. Peace language, along with positive intention, enables us to find harmony inside ourselves and with people around us, attain greater peace in the wider world, and halt environmental destruction. This insightful book reveals why and how.

Historians often ignore the day-to-day struggles of ordinary people to improve their lives. They tend to focus on the accomplishments of illustrious leaders. Peace Education from the Grassroots tells the stories of concerned citizens, teachers, and grassroots peace activists who have struggled to counteract high levels of violence by teaching about the sources for violence and strategies for peace. The stories told here come from the grass roots meaning the educators are close to the forms of violence they are addressing.This collection of essays tells how citizens at the grassroots level developed peace education initiatives in thirteen different nations (Belgium, Canada, El Salvador, Germany, India, Jamaica, Japan, Mexico, the Philippines, South Korea, Spain, Uganda, and the United States). A fourteenth article describes the efforts of the International Red Cross to implement a human rights curriculum to teachers on the ground in the Balkans, Iran, Senegal, and the United Sates. These chapters describe a variety of schools, colleges, peace movement organizations, community-based organizations, and international nongovernmental organizations engaged in peace education.

Historians often ignore the day-to-day struggles of ordinary people to improve their lives. They tend to focus on the accomplishments of illustrious leaders. Peace Education from the Grassroots tells the stories of concerned citizens, teachers, and grassroots peace activists who have struggled to counteract high levels of violence by teaching about the sources for violence and strategies for peace. The stories told here come from the grass roots meaning the educators are close to the forms of violence they are addressing.This collection of essays tells how citizens at the grassroots level developed peace education initiatives in thirteen different nations (Belgium, Canada, El Salvador, Germany, India, Jamaica, Japan, Mexico, the Philippines, South Korea, Spain, Uganda, and the United States). A fourteenth article describes the efforts of the International Red Cross to implement a human rights curriculum to teachers on the ground in the Balkans, Iran, Senegal, and the United Sates. These chapters describe a variety of schools, colleges, peace movement organizations, community-based organizations, and international nongovernmental organizations engaged in peace education.

Understanding Peace Cultures is exceptionally practical as well as theoretically grounded. As Elise Boulding tells us, culture consists of the shared values, ideas, practices, and artifacts of a group united by a common history. Rebecca Oxford explains that peace cultures are cultures, large or small, which foster any of the dimensions of peace – inner, interpersonal, intergroup, international, intercultural, or ecological – and thus help transform the world. As in her earlier book, The Language of Peace: Communicating to Create Harmony, Oxford contends here that peace is a serious and desirable option.Excellent educators help build peace cultures. In this book, Shelley Wong and Rachel Grant reveal how highly diverse public school classrooms serve as peace cultures, using activities and themes founded on womanist and critical race theories. Yingji Wang portrays a peace culture in a university classroom. Rui Ma’s model reaches out interculturally to Abraham’s children: Jewish, Christian, and Muslim youth, who share an ancient heritage. Children’s literature (Rebecca Oxford et al.) and students’ own writing (Tina Wei) spread cultures of peace.Deep traditions, such as African performance art, Buddhism, Daoism, Confucianism and Islam, give rise to peace cultures, as shown here by John Grayzel, Sister Jewel (a colleague of Thich Nhat Hanh), Yingji Wang et al., and Dian Marissa et al. Peace cultures also emerge in completely unexpected venues, such as gangsta rap, unveiled by Charles Blake et al., and a prison where inmates learn Lois Liggett’s “spiritual semantics.” Finally, the book includes perspectives from Jerusalem (by Lawrence Berlin) and North Korea and South Korea (by Carol Griffiths) to help us envision – and hope for – new, transformative peace cultures where now there is strife.

Understanding Peace Cultures is exceptionally practical as well as theoretically grounded. As Elise Boulding tells us, culture consists of the shared values, ideas, practices, and artifacts of a group united by a common history. Rebecca Oxford explains that peace cultures are cultures, large or small, which foster any of the dimensions of peace – inner, interpersonal, intergroup, international, intercultural, or ecological – and thus help transform the world. As in her earlier book, The Language of Peace: Communicating to Create Harmony, Oxford contends here that peace is a serious and desirable option.Excellent educators help build peace cultures. In this book, Shelley Wong and Rachel Grant reveal how highly diverse public school classrooms serve as peace cultures, using activities and themes founded on womanist and critical race theories. Yingji Wang portrays a peace culture in a university classroom. Rui Ma’s model reaches out interculturally to Abraham’s children: Jewish, Christian, and Muslim youth, who share an ancient heritage. Children’s literature (Rebecca Oxford et al.) and students’ own writing (Tina Wei) spread cultures of peace.Deep traditions, such as African performance art, Buddhism, Daoism, Confucianism and Islam, give rise to peace cultures, as shown here by John Grayzel, Sister Jewel (a colleague of Thich Nhat Hanh), Yingji Wang et al., and Dian Marissa et al. Peace cultures also emerge in completely unexpected venues, such as gangsta rap, unveiled by Charles Blake et al., and a prison where inmates learn Lois Liggett’s “spiritual semantics.” Finally, the book includes perspectives from Jerusalem (by Lawrence Berlin) and North Korea and South Korea (by Carol Griffiths) to help us envision – and hope for – new, transformative peace cultures where now there is strife.

This edited book is a new and valuable resource for students, teachers, and practitioners, providing a detailed exploration of how qualitative research can be applied in the field of peace and conflict studies. This book explores considerations and components of designing, conducting, and reporting qualitative research in this field, and also provide exemplars of recent empirical research in peace and conflict studies that employed qualitative methods. Scholars and researchers in peace and conflict studies and peace education face unique challenges in teaching, designing, and conducting qualitative research in these fields. This edited book discusses tips in designing qualitative studies in this area and for teaching emerging peace researchers best practices of qualitative inquiry. In addition, the book discusses some of the trends, challenges, and opportunities associated with research in peace and conflict studies and peace education.Written at a level appropriate for both graduate students and active researchers, the primary audience for this book is those teaching and learning about the application of qualitative methods to peace and conflict studies, as well as those conducting research in this field. There are currently approximately 230 graduate programs in peace and conflict studies. This book also provides a useful tool for researchers and students in other academic disciplines who are interested in qualitative research. Such disciplines might include education, sociology, criminology, gender studies, psychology, political science, and others.

This edited book is a new and valuable resource for students, teachers, and practitioners, providing a detailed exploration of how qualitative research can be applied in the field of peace and conflict studies. This book explores considerations and components of designing, conducting, and reporting qualitative research in this field, and also provide exemplars of recent empirical research in peace and conflict studies that employed qualitative methods. Scholars and researchers in peace and conflict studies and peace education face unique challenges in teaching, designing, and conducting qualitative research in these fields. This edited book discusses tips in designing qualitative studies in this area and for teaching emerging peace researchers best practices of qualitative inquiry. In addition, the book discusses some of the trends, challenges, and opportunities associated with research in peace and conflict studies and peace education.Written at a level appropriate for both graduate students and active researchers, the primary audience for this book is those teaching and learning about the application of qualitative methods to peace and conflict studies, as well as those conducting research in this field. There are currently approximately 230 graduate programs in peace and conflict studies. This book also provides a useful tool for researchers and students in other academic disciplines who are interested in qualitative research. Such disciplines might include education, sociology, criminology, gender studies, psychology, political science, and others.

Practice and research of peace education has grown in the recent years as shown by a steadily increasing number of publications, programs, events, and funding mechanisms. The oft-cited point of departure for the peace education community is the belief in education as a valuable tool for decreasing the use of violence in conflict and for building cultures of positive peace hallmarked by just and equitable structures. Educators and organizations implementing peace education activities and programming, however, often lack the tools and capacities for evaluation and thus pay scant regard to this step in program management. Reasons for this inattention are related to the perceived urgency to prioritize new and more action in the context of scarce financial and human resources, notwithstanding violence or conflict; the lack of skills and time to indulge in a thorough evaluative strategy; and the absence of institutional incentives and support. Evaluation is often demand-driven by donors who emphasize accounting given the current context of international development assistance and budget cuts. Program evaluation is considered an added burden to already over-tasked programmers who are unaware of the incentives and of assessment techniques. Peace education practitioners are typically faced with forcing evaluation frameworks, techniques, and norms standardized for traditional education programs and venues. Together, these conditions create an unfavorable environment in which evaluation becomes under-valued, de-prioritized, and mythologized for its laboriousness.This volume serves three inter-related objectives. First, it offers a critical reflection on theoretical and methodological issues regarding evaluation applied to peace education interventions and programming. The overarching questions of the nature of peace and the principles guiding peace education, as well as governing theories and assumptions of change, transformation, and complexity are explored. Second, the volume investigates existing quantitative, qualitative, and mixed methods evaluation practices of peace educators in order to identify what needs related to evaluation persist among practitioners. Promising practices are presented from peace education programming in different settings (formal and non-formal education), within various groups (e.g. children, youth, police, journalists) and among diverse cultural contexts. Finally, the volume proposes ideas of evaluation, novel techniques for experimentation, and creative adaptation of tools from related fields, in order to offer pragmatic and philosophical substance to peace educators’ “next moves” and inspire the agenda for continued exploration and innovation. The authors come from variety of fields including education, peace and conflict studies, educational evaluation, development studies, comparative education, economics, and psychology.