Gaps exist in the literature on evidence showing how to develop education to address the needs of refugees and populations in conflict areas. Much of the literature emphasizes the need for context-specific conflict analysis with a focus on education for understanding how and under what circumstances education can address conflict and instability.
A process-focused orientation considers all participants as equal contributors in building a new and more peaceable world here and now argues Adam Jacobs, co-founder of Kids Creative, a New York City nonprofit that runs afterschool and summer programs with over 1,000 youth each year.
“Peace Education is called transformative education because it seeks changes – in people’s mindsets, attitudes, values, and behaviors that, in the first place, have either created or exacerbated violent conflicts.” – Loreta Navarro-Castro and Jasmin Nario-Galace
TAAP (“Taller de Aprendizaje para las Artes y el Pensamiento”), a foundation based on promoting peaceful living and learning through creative workshops, is using the visual arts for peacebuilding in Colombia and Venezuela.
The “Imagine” peace education program brought together 3665 students and 397 teachers from more than a 100 Turkish Cypriot and Greek Cypriot schools from across Cyprus in the last two academic years.
A feminist analysis can help us understand how nuclear weapons are a patriarchal tool, and how it benefits the patriarchy to advocate for their continued existence in the arsenals of a select few governments.
Since its independence, Lebanon has been living in a state of instability that has fluctuated between dormant violence, open conflict and declared war, and the consequences of migration, displacement and the threat of collapse. A critical reality and a race into the unknown prompt reflection on peacebuilding through education.
This paper examines the peace education programme in Nigerian schools, its major problems, and prospects.
“Through proper training and strengthening of tools for people working to eradicate violence against women, the Government of Yucatán complies with the tenets of the 2030 Agenda for Sustainable Development”, said the head of the General Secretariat of Government (SGG), María Fritz Sierra at the closing of the workshop “Education for peace, transformation of conflicts, breaking the cycles of violence.”
A compulsory subject of study which is taught an hour a week in the “Klassens tid”, where students learn to help their classmates and compete only with themselves.
“Unless peaceful thinking is entrenched as the culture in this country, we cannot think of development. In so doing, every one of us needs to be actively engaged in the conscious development of peaceful thinking.”
Family Gambia Peace Education Foundation (FGPEF) introduced the pupils of Latriya Lower Basic School to peace education.
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