Throughout history there has been no lack of evidence attesting to the inequitable distribution of wealth, power, and resources among individuals and groups, conditions which continue to characterize this second decade of the twenty-first millennium despite the many UN-based initiatives to deal with their consequences. Not included among the…

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 role of motivation to participate in peace encounters was examined against the popular claim that such programs mainly benefit those who already espouse peace-movement ideas. The self-determination theory served as the theoretical framework for the study. Jewish and Arab high-school students (N = 330) were randomly assigned to research and…

The primary objective of this paper is to report on two teacher educators' development and assessment of a framework and workshop to introduce student teachers to social justice and peace education ideals within the domains of teachers' work during student teachers' first full-time experience of teaching in diverse schools in a major city in the…

This paper reflects on my personal experience conceptualising and teaching the law of peace operations course at The Melbourne Law School. More specifically, the paper examines some of the key challenges I have faced in developing the most appropriate conceptual framework and teaching methodologies to assist graduate students to better understand…

This article reports findings from a critical ethnographic action research project at a US Midwestern high school in the 2004-2005 academic year. The project engaged seven teacher inquirers in an intercultural peace curricula development process. Data collected from participant observation, from personal interviews and from focus group meetings…

Despite the multifaceted role language plays in promoting direct and indirect violence, activities that would develop the linguistic knowledge and critical language skills for understanding how discourse shapes individual and group beliefs and prompts social action are conspicuously absent from peace education. This article aims to address this…

The aim of this paper, in the area of peace education, is to demonstrate the feasibility of using stories as part of educational programmes and research. This paper has two sections. In the first, a brief overview of peace education theory and practice in the Israeli context will be presented. The concept of stories and the possibility of using…

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…

Departing from UNESCO disarmament education guidelines, a conceptual framework is presented in which disarmament is seen in relation to the overall question of peace, which also includes problems of development and human rights. The need for disarmament is based on arguments related not only to disarmament "per se", but also to the need for…

Although efforts to teach peaceful attitudes and behaviors have been documented in many countries, those very institutions centrally concerned with education have proven themselves ineffective in educating citizens to better learn to live together. This paper addresses peace education from the perspective of the Baha'i faith, which has concerned…