NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1253596
Record Type: Journal
Publication Date: 2020
Pages: 25
Abstractor: As Provided
ISSN: ISSN-1740-0201
Examining Learning in the Course, "Inclusive Leadership for Sustainable Peace"
Brantmeier, Edward J.; Webb, Destin
Journal of Peace Education, v17 n1 p1-25 2020
The undergraduate, introductory course, 'Inclusive Leadership for Sustainable Peace' aimed to cultivate sustainable peace leaders by inviting students to clarify their own core values and by examining: macro UNESCO Sustainable Development Goals and the Earth Charter; values and approaches of global sustainable peace leaders in their historic and community contexts; and local leadership in organizations committed to healthy ecosystems, society equity, and viable economies. Offered in the spring of 2017 and 2018 at a predominately white, Euro-American, and large master's comprehensive university in the United States, the core pedagogy of the course involved a critical pedagogy of place, critical peace education for sustainability, a systems approach to leadership, and contemplative inquiry, aimed at promoting deep learning. The primary research question for this study is 'What do students learn about themselves, others, and their ability to change the world from engaging in this course?' This exploratory qualitative study involved 10 students. Findings indicate that participants gained personal value clarification, career clarification, and a deeper understanding of their power to make a difference. The article will contribute to the advancement of sustainable peace leadership education.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A