Journal•ISSN: 1740-0201
Journal of Peace Education
Taylor & Francis
About: Journal of Peace Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Peace education & Conflict resolution. It has an ISSN identifier of 1740-0201. Over the lifetime, 417 publications have been published receiving 6076 citations.
Papers published on a yearly basis
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TL;DR: Sensoy and Di Anselmi as mentioned in this paper presented a basic foundation for critical social justice literacy as a means to work toward a more equitable society. But they did not address the issues of racism and sexism.
Abstract: Educators seeking a rudimentary foundation for critical social justice literacy as a means to work toward a more equitable society will find support in Is everyone really equal? by Sensoy and Di An...
403 citations
TL;DR: In this paper, the authors trace the evolution of peace education from its roots in international concerns about the dangers of war to modern theories based on reducing the threats of interpersonal and environmental violence, and examine theoretical assumptions behind five different ways in which it is being carried out at the beginning of the twenty-first century.
Abstract: During this past century there has been growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse and domestic violence, and a corresponding growth in the field of peace education where educators, from early child care to adult, use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to peace. This paper traces the evolution of peace education theory from its roots in international concerns about the dangers of war to modern theories based on reducing the threats of interpersonal and environmental violence. This paper reviews ways that peace education has become diversified and examines theoretical assumptions behind five different ways in which it is being carried out at the beginning of the twenty-first century: international education, human rights education, development education, environmental education and conflict resolution education.
295 citations
TL;DR: The integrative theory of peace (ITP) as mentioned in this paper is based on the concept that peace is, at once, a psychological, social, political, ethical and spiritual state with its expressions in intrapersonal, interpersonal, intergroup, international, and global areas of human life.
Abstract: This paper proposes the integrative theory of peace (ITP) and briefly outlines the education for peace curriculum (EFP) developed on the basis of this theory. ITP is based on the concept that peace is, at once, a psychological, social, political, ethical and spiritual state with its expressions in intrapersonal, interpersonal, intergroup, international, and global areas of human life. The theory holds that all human states of being, including peace, are shaped by our worldview—our view of reality, human nature, purpose of life and human relationships. Four prerequisites for effective peace education—unity‐based worldview, culture of healing, culture of peace and peace‐oriented curriculum—are discussed. The paper supports the conceptual elements of the ITP by drawing from the existing body of research on peace education and the EFP experience in Bosnia and Herzegovina (BiH) where, since 2000, some 112 BiH schools with almost 80,000 students, along with their parents and teachers, have begun to systematical...
170 citations
TL;DR: In this article, the impact of integrated education in Northern Ireland on social identity, intergroup attitudes and forgiveness and reconciliation is discussed in relation to its implications for the theory and practice of integrating education in NI and also for other societies with a legacy of ethnopolitical conflict.
Abstract: As the integrated education movement in Northern Ireland passes its twenty‐first anniversary, it is pertinent to explore the legacy of mixed Catholic and Protestant schooling. This paper summarises the findings of different studies regarding the impact of integrated education in Northern Ireland on social identity, intergroup attitudes and forgiveness and reconciliation. The research is discussed in relation to its implications for the theory and practice of integrated education in Northern Ireland and also for other societies with a legacy of ethnopolitical conflict. It proposes that integrated education in Northern Ireland impacts positively on identity, outgroup attitudes, forgiveness and reconciliation, providing hope and encouragement for co‐education strategies in other countries that have suffered from prolonged conflict. Despite a number of challenges, it is clear from the research presented here that integrated education holds great potential both for building social cohesion and for promoting fo...
136 citations
TL;DR: This paper reviewed literature on the roles of schooling in both reproducing and actively perpetrating violence, and set out an historical explanation of why schools are socially constructed in such a way as to make these roles possible.
Abstract: This article reviews literature on the roles of schooling in both reproducing and actively perpetrating violence, and sets out an historical explanation of why schools are socially constructed in such a way as to make these roles possible. It then discusses notions of peace education in relation to one particular project in England before using empirical data from research on the project to examine contrasts between peace education approaches and ‘normal’ schooling from the viewpoints of project workers, pupils and teachers. It concludes that such contrasts and tensions do indeed exist and that this raises serious questions about the compatibility of peace education and formal schooling.
115 citations