Peace Education

Danielle McAndrew
Liberty University
EDUC 746 Conflict Resolution
 Introduction

▪ Peace education can help students

acquire the necessary skills for living
and working in harmony.
 Introduction Cont.

▪ To prevent continued cycles of

violence, education must seek to
promote peace and tolerance, at
home and abroad with the help of
all stake holders to help young
students deal with conflict
nonviolently and appropriately.
 What is Peace Education?

▪ Peace education is the process of acquiring the

values, the knowledge and developing the attitudes,
skills, and behaviors to live in harmony with oneself,
with others, and with the natural environment.
 What is Peace?

▪ Peace is defined as a freedom from conflict,

war, and other disruptions.
 What is Restorative Justice?

▪ Restorative justice (RJ) is an umbrella term for a method of

handling disputes with its roots in the rituals of indigenous
populations and traditional religious practices.
History of Peace Education
History of Peace Education

▪ The start of Peace education can be

traced back to enlighten thinkers
Immanuel Kant and Jean-Jacques
Rousseau.
History of Peace Education Cont.

▪ civil rights
▪ antiwar movements
 History of Peace Education Cont.

▪ In 2013, the United Nations held an annual

International Day of Peace that focused on Peace
Education.
Importance of Peace Education
 The Importance of Peace Education

▪ Education needs to promote peace and prevent

cycles of violence.
 The Importance of Peace Education Cont.

▪ Peace education is important to establish in a

school district and present in a curriculum
because it represents a type of culture and
behavior that schools should follow.
 The Importance of Peace Education Cont.

▪ Coexistence programs work and should be used.

Exampled of Countries
affected by Peace Education
Countries with Peace Education Programs

▪ Jamaica
▪ Israel
▪ Kenya
▪ Philippines
▪ Thailand
▪ Louisiana, United States
 Jamaica

▪ Childhood bullying is a breach to public health issues

and human rights.
▪ The phenomenon has warranted research attention in
developed societies and shown to have serious short-
and long-term implications for individuals, families,
and society.
 Jamaica Cont.

▪ Due to bullying there has been an increase in

children’s mental health issues.
▪ The evidence indicated that there was a clear need
for anti-bullying education and peace education
programs to expose children to the consequences of
these actions
 Jamaica Cont.

▪ Peace education determined that the introduction to

this type of education reduced bullying in schools,
and perhaps ultimately had a wider affect to outside of
school.
Israel
▪ In Israel, a study done at the university level examined the
benefits on peace education.
Israel Cont.
▪ Living in a war-torn country effected their ability to
think logically about professional relationships with
other students since acts of terrorism occur almost
daily.
▪ This violence changes the power structure and the
dynamics of their mutual relationships.
Israel Cont.
▪ Peace education is also effective at the university level,
outweighing any other types of conflict resolution.
Kenya

▪ In Kenya, following the post-election violence

they developed a peace education program.
▪ The program was designed to bring educational
change through peace education provided by
MoE, UNICEF and UNHCR.
 Kenya Cont.

▪ The top-down approach taken when designing and

implementing the program led to less impact than
the program otherwise could have had, due to the
lack of adjustment to local school contexts.
Philippians

▪ The consequences of war are devastating

particularly to civilians taking their security and
preventing them from achieving full self-
realization.
▪ The resulting insecurity and instability that
follows from these circumstances.
 Philippians Cont.

▪ Through these situations that we get a better of

understanding of how countries are affected by war
and what type of policies are effective.
▪ Through any type of reoccurring issues there needs to
be a new way to look at it that does not disregard
cultural sensitivity.
 Philippians Cont.

▪ The absence of certainty and security makes it difficult to

promote peace, and local peace workers are confronted
daily with these variables in the field, however peace
education programs are required to help solve these issues.
 Thailand

▪ Violence in Thailand reveals some misconceptions of the

normalization of direct violence in armed conflict, and
pinpoints the ways in which cultural violence is used to:
– legitimize structural and direct violence in the education system
– adverse effects and ethno-religious segregation in schools
 Thailand Cont.

▪ Some policy recommendations such as peace education and other

conflict resolution techniques were needed.
▪ Clear policies on peace education were established to combat this
issue
 Louisiana, United States

▪ In Louisiana, United States they created a peace

education program.
▪ The benefits of creating a peace education
program are:
– support for creative, long-term approaches that test
theories of change and are rooted in conflict analysis,
– sound evaluation plans, and indigenous approaches to
peacebuilding in the classroom.
 Louisiana, United States Cont.

▪ Peace education, which effectively incorporates

other approaches that focus on the psycho-cultural,
structural, and institutional dimensions of conflict.
 Louisiana, United States Cont.

▪ The main areas of related for peace education to work include:

– developing instructional content
– preparing teachers
– pursuing the structural and policy changes required to mainstream
peace education
– promoting initiatives at the community level
– engaging in public awareness campaigns
Implementation
 Implementation Plans

– There are some clear focuses on peace education that are needed.
– These skills constitute its content as they are imperative to create peace at
different levels of human relationship.
 Implementation Plans Cont.

1. Provide values through strategies

Strategies used in conflict management education include:
▪ problem-solving
▪ conflict resolution
▪ communications and other skills to engaged in lifelong learning
▪ learn to reflect on and interrogate underlying assumptions and preconceived
notions about themselves and each other
▪ the roles they themselves might play in contributing to conflict.
 Implementation Plans Cont.

2. constructively handle the after-effects of war or conflict

 Implementation Plans Cont.

3. Next to develop social responsibility

 Implementation Plans Cont.

4. Value the richness of the philosophy and concept of peace as a

process
5. Understand war behavior
6. Promote a concept of peace accompanied by social justice,
7. Stimulate a respect for life by managing conflicts nonviolently.
Teacher Education
Programs
 Teacher Education Program

▪ There needs to be classes and presentations

provided for teachers in proper content
knowledge.
Teacher Education Program Cont.

▪ The first basic components in teaching peace

education is to focus on universal values and
attitudes. These include:
– human rights
– democracy
– cooperation
– prevention
– culture
– protection.
Teacher Education Program Cont.

▪ Essentials for teachers to teach peace education:

1. Cooperative and Collaborative Learning.
2. Critical Pedagogy.
3. Inquiry Methodology or Problem Solving.
4. Emphasis on Conceptual Frameworks.
5. Conflict Analysis and Responses.
6. Civil Society Participation
 Teacher Education Program Cont.

▪ The school principal is the person responsible for the overall

management and learning in a school and a heart-centered
management.
Conclusion

▪ Teaching peace education is not an easy task to

accomplish. Peace education can help students
acquire the necessary skills for living and working
in harmony.
▪ The success of doing it relies heavily on the
content and the process of teaching it.
 References
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