What is wrong with "peace education" in Israel? In this article, I attempt to decipher the cultural codes of Israeli schools in their relation to issues of peace, conflict and citizenship. It combines findings from two studies in order to understand how "school culture" animates "peace education." My main contention…

Integrated schools in Israel and Northern Ireland create a shared educational environment for communities separated by intractable conflict. This article reports on comparative research undertaken in schools in each region that pursued how integration is understood and practiced. In my findings, I present the central values of integration, termed…

This article presents the results of a study conducted among Palestinian teachers in Israel to address their contextual understanding and perceptions of forgiveness. It sheds light on K-12 teachers' responses to daily cultural and social conflict situations in a Middle Eastern context. This research aims to contribute to our understanding of…

This paper utilizes the work of Elise Boulding as a theoretical framework for analyzing the potentials and shortcomings of the US educational policy, "No Child Left Behind Act of 2001" (NCLB). The interrelated concepts of respect, solitude, imagination, and partnerships from Boulding's scholarship are detailed. NCLB is summarized along with its…

The plight of nations labeled as "failed" is well-documented, as are suggested strategies to fix them. One area that receives a great deal of focus in the extant literature is education. How can education contribute to the rebuilding of a failed State? Most often the responses to this question focus on the importance of reestablishing primary and…

This qualitative study, based on in-depth semi-structured interviews, depicts practices of seven peace educators in public elementary and secondary classrooms in the United States during the time of the terrorist attacks on 11 September 2001 through the US engagement in war in Afghanistan and Iraq. Focusing on individual perceptions of practice…

This article presents research on an intercultural project supervised by teacher trainers and implemented by two Jewish student teachers in a Bedouin school in the south of Israel. The student teachers developed and taught an English language unit on the differences and similarities between Jewish and Arab cultures for the purpose of promoting…

Numerous educational efforts have been tried in order to address problems of conflicts and violence at various levels of society. These efforts have been effective to various degrees. This article investigates the effectiveness of the Swedish-based peace education project "The dream of the good" (DODG), through its use of mind/body-oriented…

This article presents the conceptual foundations of the Education for Peace (EFP) integrative curriculum, reviews its contents, and briefly describes its impact on students, teachers, staff and parents/guardians in Bosnia and Herzegovina. The curriculum was developed in 2000, first employed in six pilot schools and then implemented in 112 primary…

Formal curriculum guidelines reflect prevailing understandings and political will, and help to shape the resources available for implemented curriculum. The understandings embodied in such public curriculum reinforce patterns of social violence and injustice, yet at the same time may provide diverse students with opportunities to develop…

We suggest that in societies with highly complex and conflictual cultural diversity, different perceptions of pluralism and multiculturalism are likely to be related to divergent expectations for multicultural education. Our study examines--through semi-structured interviews--the perceptions of cultural pluralism and multicultural education among…