This book will examine the ways in which formal, non-formal, and informal educational spaces are reimagining education through community-engaged partnerships and initiatives, aiding scholars and practitioners to gain deeper insight into restructuring and improving education for a more equitable and socially just world. Abstracts due: November 1.
Scholars of peace education, social justice, cultural theory, and educational theory are invited to submit articles for a Special Bilingual (Spanish/English) Issue related to the theme of “Weaving Together Intercultural Peace Learning.”
This collection will explore feminist security perspectives and potential strategies of change to transform the global security system from endemic conflict/crisis into stable human security consistent based on ecological health and human agency and responsibility. Proposals are due May 15.
“Teaching Peace through Elimination of Violence” aims for the advancement of peace in and around schools by promoting a pedagogy of peace and nonviolence. Proposals due: November 15, 2021.
Journal Sinéctica is seeking submissions on the theme of “Learning to live together and living together to learn: Possibilities in a troubled world.” Deadline: December 31, 2020.
This book will feature the multiple roles that performance art has had in peace education. The contents will forefront instruction worldwide about peace development and maintenance through performance art. Abstracts due: October 1.
EGP invites peace educators, researchers and practitioners to contribute to a book project with research about peace education in different countries.
This series, published by Bloomsbury Academic, brings together cutting-edge scholarship on peace and human rights education from leading scholars and practitioners in the field.
The Springer Encyclopedia of Educational Innovation will have a sectional theme of Ecopedagogical Literacy. Abstracts due August 31.
“Peace Review” invites essays for a special issue on Teaching Peace and War. In this special issue we wish to examine the practices of teaching about peace and war in an atmosphere characterized by too much of one and not enough of the other.