This essay by Jamie Wise considers the role of history education in shaping collective memory and intergroup relations in (post)conflict contexts. History education intersects with peace education by focusing on how narratives about past violence are invoked and constructed in (post)conflict educational settings.
Fatih Yilmaz’s research explores how primary school students perceive the concepts of peace and violence in their daily lives.
How can educators end the school-to-prison pipeline? The first step is considering an alternative approach to school discipline. American University’s Doctorate in Education Policy & Leadership program has developed a concise guide and infographic for further learning.
This study explores how, during its implementation, the curriculum peace content has faced challenges linked with the content itself, its implementers and the environment in which it has to evolve.
The new book “Educating for Peace and Human Rights” introduces students and educators to the challenges and possibilities of implementing peace and human rights education in diverse global sites.
The mere existence of tribes, nations, and other social systems comprised of non-warring neighbors demonstrates that living without war is possible.
This study by Raj Kumar Dhungana examines the way Nepal’s historical education system shifted from monocultural education towards a multicultural peace education approach.
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.
The Unit for Peace and Conflict Studies of the University of Innsbruck, Austria on March 17, 2021, hosted a symposium “Current Trends in Contemporary Peace Research”. Six peace researchers shared their experiences on current trends in peace research and challenges in the field.
A special issue “Human Rights Education & Black Liberation” is now available from the International Journal of Human Rights Education.
In this article, Nurit Basman-Mor reviews the accepted practices of peace education and suggests a potential explanation of the failure of these practices.
This article argues that decolonising educational undertakings is a difficult task, even when the ambitions to apply decolonising approaches are clearly articulated.