Reflections of a Peace Educator: The Power and Challenges of Peace Education With Pre-Service Teachers

2014 ◽  
Vol 44 (4) ◽  
pp. 489-507 ◽  
Author(s):  
Sharon Anne Cook
Keyword(s):  
Peace Education ◽  
Peace Educator

What Do Teachers Need to Become a Peace Educator?

2020 ◽  
pp. 179-197
Author(s):  
Gizem Günçavdı
Keyword(s):  
Cultural Differences ◽  
Peace Education ◽  
Personal Characteristics ◽  
Peace Educator ◽  
Education Process

In the recent era, the borders among countries have become more accessible. This fact makes cultural differences an important issue to be taken into consideration. It is a well-known fact that all of these differences can easily be seen in many communities. Thus, building and keeping peace are very important for any type of communities. In order to manage that, individuals should learn how to be peacemakers. This process is called peace education. This fact brings the importance of the factor of “teacher” to the forefront. Considering these, the qualities of teachers who are peace educators have become an important issue to be discussed. Thus, the aim of this chapter will be identifying what kind of characteristics a teacher should have during peace education process. The “White Pigeon Model” is presented for a peace educator's characteristics. This model includes knowledge, skills, and personal characteristics of a peace educator. They are discussed in detail.

Dialogue in Peace Education Theory and Practice1

2020 ◽  
Vol 42 (1) ◽  
pp. 27-46
Author(s):  
Gülistan Gürsel-Bilgin
Keyword(s):  
Peace Education ◽  
School Setting ◽  
School Curriculum ◽  
Formal Schooling ◽  
Domestic Violence Shelter ◽  
Education Theory ◽  
Rape Crisis Center ◽  
Peace Educator ◽  
Formal School

This article reports a case study of a peace educator (Haley), an interventions program coordinator for a domestic violence shelter and rape crisis center, reaching thousands of youth in the Midwestern United States. The findings of the study raise implications for employing dialogue as a pedagogy for peace in formal schooling and infusing peace education throughout the school curriculum. In particular, the findings offer insights about the attributes of the peace educators who are able to implement dialogue effectively in their classrooms, and the vital characteristics necessary in the formal school setting to employ Freirean dialogue.

scholarly journals Anatomy of a Peace Educator: Her Work and Workplace

2020 ◽  
Vol 45 (10) ◽  
pp. 35-54
Author(s):  
Gulistan Gursel-Bilgin ◽  
◽  
David Flinders ◽  
Keyword(s):  
Peace Education ◽  
Local Community ◽  
Interdisciplinary Approach ◽  
Curriculum Theory ◽  
Non Profit ◽  
Education Practice ◽  
Grade Teacher ◽  
Political Dimensions ◽  
Peace Educator

This article reports a case study that examined the peace education practice of a 5th and 6th grade teacher at an independent, non-profit school in the Mid-western United States. The study used Paulo Freire’s (1970) conception of dialogue as its conceptual framework. After describing the study’s context and methods, we present data focusing on the teacher’s background and development as a peace educator, her teaching practices, and her relationships with her students, school and local community. We discuss Michelle’s interdisciplinary approach to peace education linked with her personal background and her use of dialogue as dynamic, fluid, and relational. Our analyses also prompted emergent themes for which we used curriculum theory to capture forms of integration between the personal and political dimensions of peace education, based on which, we propose an “integrated peace education.”

Recontextualization of Islamic Peace Education

2018 ◽  
Vol 13 (2) ◽  
pp. 183-202
Author(s):  
Siti Rohmah ◽  
M. Syukri Ismail ◽  
Moh. Anas Kholish ◽  
Mona Novita
Keyword(s):  
Human Rights ◽  
Middle East ◽  
Religious Education ◽  
Alternative Model ◽  
Peace Education ◽  
Religious Conflict ◽  
Islamic Education ◽  
Education Environment ◽  
Education Model ◽  
Interreligious Education

Some circles suggest that the phenomenon of intolerance and religious conflict in Indonesia will be reduced by a religious education model dominated by a mono-religious approach. The approach that focuses on deepening the knowledge of all religions is considered to be the cause of the persistence of interfaith stigma and prejudice. However, there are objections from various circles to the concept and application of interreligious education which requires close dialogue and interaction, an appreciative attitude, and openness to adherents of other religions. This article argues that the development of a peaceful and diverse mono-religious education approach is possible. This study employs Mohammed Abu-Nimer's theory as an alternative model of Islamic peace education that is strategic, participatory and practical; it focuses on his experience in conflict areas and in the Islamic education environment, which is often stigmatized conservatively in the Middle East and Africa. This study confirms that monoreligious education provides room for peace education that builds pedagogy of tolerance, diversity and human rights.

Politische Bildung in Zeiten des Rechtspopulismus

2019 ◽  
Vol 95 (1) ◽  
pp. 61-73
Author(s):  
Michael Görtler
Keyword(s):  
Social Sciences ◽  
Peace Education ◽  
Political Education ◽  
Right Wing ◽  
Politische Bildung ◽  
Right Wing Populism ◽  
A Current

Abstract Political Education in Times of right-wing Populism. Pedagogical and Didactical Approaches to Deal with a current Threat to Peace Right-wing populism challenges the societies in Europe. The rise of such movements and parties are a threat to peace and democracy in Germany. This article focuses the possibilities as well as the boundaries of political education under the current circumstances. To this end, it discusses theoretical explanations based on approaches in peace education, political didactics and social sciences to deal with right-wing populism in practice.

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