In “Educating for peace and human rights: An introduction,” Maria Hantzopoulos and Monisha Bajaj have written an excellent introductory text that extends our understandings and serves as a platform for continuing to move scholars and practitioners forward in their study and implementation of peace and human rights education.
George E. Griener, Pierre Thompson & Elizabeth Weinberg explore the dual role of hibakusha, with some advocating for the total elimination of nuclear arms, while others dedicated their lives to the much less visible effort of transforming the hearts and minds. Thus, the legacy of the hibakusha can be fully appreciated by examining both manifestations of their leadership in the nuclear age.
In his latest book, Magnus Haavelsrud sees peace developments as upward movements of equity, empathy, the healing of past and present traumas, and nonviolent conflict transformation. Haavelsrud asks and answers how education can support and initiate such upward movements from the levels of everyday life to global affairs.
“Descolonizar la Paz: Entramado de Saberes, Resistencias y Posibilidades” is an anthology published in celebration of the 25th anniversary of the UNESCO Chair for Peace Education, University of Puerto Rico. The ideas explored in this volume indicate possible pathways towards decolonizing peace, by breaking from hegemonical models of peace and proposing alternate ways of thinking and praxis.
UNESCO invited Edgar Morin to express his ideas on the essentials of education for the future as viewed in terms of his conception of ‘complex thought’. The essay published here by UNESCO is an important contribution to international debate on ways of reorienting education towards durable development. Edgar Morin sets forth seven key principles that he considers essential for education of the future.
“Conversations on Global Citizenship Education” edited by Dr. Emiliano Bosio Ph.D. offers a remarkable collection of theoretically and practically grounded conversations with internationally recognized scholars, who share their perspectives on Global Citizenship Education (GCE) in relation to university research, teaching, and learning.