Journal of Peace Education最新文献_第7页

Transformative Aspirations for Peace Education Research 和平教育研究的变革愿望

IF 0.6

Journal of Peace Education Pub Date : 2023-01-02 DOI: 10.1080/17400201.2023.2189668

Edward J. Brantmeier

引用次数: 0

Interactive peace imagery – integrating visual research and peace education 互动和平图像-整合视觉研究与和平教育

IF 0.6

Journal of Peace Education Pub Date : 2023-01-02 DOI: 10.1080/17400201.2023.2171374

F. Möller, R. Bellmer

{"title":"Interactive peace imagery – integrating visual research and peace education","authors":"F. Möller, R. Bellmer","doi":"10.1080/17400201.2023.2171374","DOIUrl":"https://doi.org/10.1080/17400201.2023.2171374","url":null,"abstract":"ABSTRACT In this article, we suggest incorporating visual images into peace education through interactive peace imagery (IPI). We will show, and illustrate with examples from our work, that interactive teaching creates a space for students to reflect upon their socializations, including visual ones, without which image interpretation cannot be fully explained. We begin by exploring photojournalism as a media that, while providing raw material for peace education, does not serve as a model for image interpretation. Emphasizing images’ interpretive openness, we suggest an alternative approach (IPI) that unearths, (re)vitalizes, and capitalizes on the plurality of meanings images carry with them. We focus on digitization and active interaction (seeing – changing – sharing) in a non-hierarchic teaching environment. In IPI, the classroom becomes a network: students interactively engage with visual images by regarding existing images, elaborating on them, changing them, sharing the changed images with their fellow students, or producing original images. Students become involved in the production process and their responsibility for both the image and the knowledge claims attached to it increases. Critical reflections on the suggested procedure in terms of quantity, time, authority, and violence conclude the paper.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46167501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

What can be learned from looking for gender differences in peace education data? Lessons from a Bahá’í-inspired undergraduate course 从和平教育数据中寻找性别差异可以学到什么？巴哈伊本科课程的经验教训

IF 0.6

Journal of Peace Education Pub Date : 2023-01-02 DOI: 10.1080/17400201.2023.2187356

Tiffani Betts Razavi, H. Mahmoudi

{"title":"What can be learned from looking for gender differences in peace education data? Lessons from a Bahá’í-inspired undergraduate course","authors":"Tiffani Betts Razavi, H. Mahmoudi","doi":"10.1080/17400201.2023.2187356","DOIUrl":"https://doi.org/10.1080/17400201.2023.2187356","url":null,"abstract":"ABSTRACT Despite attention to the importance of the role of women in peacemaking, there is a curious gap in the peace education literature in gender differences research and study of the specific impact of peace education on girls and women. In this article, we explore some of the reasons for this trend and propose that looking for differences is important to maintain awareness of gendered experiences, the settings in which they exist, and those in which they are absent. Further, we suggest that the principles underpinning the approach to peace and peace pedagogies, in this case Bahá’í concepts of human nobility, the equality of women and men, and the oneness of humanity, and related discursive values, help to foster ‘equal benefit’ environments. We describe our exercise of disaggregating pre- and post-course responses from a Bahá’í-inspired university peace education classroom of twenty students, findings of overall similarity, and particular themes in some women’s responses. Finally, we discuss the lessons learned from an exploratory stance: developing an approach to discourse analysis that focuses on pedagogical insight, the creation of an ‘equal benefit’ learning experience, drawing out strengths and building new capacity in the classroom, and using student perceptions to improve research and practice.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41247333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Palestine speaks: narratives of life under occupation , 巴勒斯坦说话：讲述被占领下的生活，

IF 0.6

Journal of Peace Education Pub Date : 2022-12-28 DOI: 10.1080/17400201.2022.2161233

Grayson Briggs

引用次数: 0

Territorial peace education as responsive praxis: case analysis of education innovations in Colombia 领土和平教育作为回应性实践——哥伦比亚教育创新案例分析

IF 0.6

Journal of Peace Education Pub Date : 2022-12-25 DOI: 10.1080/17400201.2022.2157380

Angie Benavides Castro, Maria Jose Bermeo

引用次数: 0

(Re)constructing memory: education, identity, and conflict (再)建构记忆:教育、认同与冲突

IF 0.6

Journal of Peace Education Pub Date : 2022-12-08 DOI: 10.1080/17400201.2022.2156087

Abdelkader Berrahmoun

{"title":"(Re)constructing memory: education, identity, and conflict","authors":"Abdelkader Berrahmoun","doi":"10.1080/17400201.2022.2156087","DOIUrl":"https://doi.org/10.1080/17400201.2022.2156087","url":null,"abstract":"How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them ? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43515230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Racial justice and nonviolence education: building the beloved community, one block at a time 种族正义与非暴力教育:一个街区一个街区地建设我们所爱的社区

IF 0.6

Journal of Peace Education Pub Date : 2022-12-08 DOI: 10.1080/17400201.2022.2156146

Augusto Martín Rivero

引用次数: 0

Post-conflict participatory arts (rethinking development) 冲突后参与式艺术(反思发展)

IF 0.6

Journal of Peace Education Pub Date : 2022-12-08 DOI: 10.1080/17400201.2022.2156084

D. Randall

{"title":"Post-conflict participatory arts (rethinking development)","authors":"D. Randall","doi":"10.1080/17400201.2022.2156084","DOIUrl":"https://doi.org/10.1080/17400201.2022.2156084","url":null,"abstract":"Globally, the number of people displaced by crisis is perpetually on the rise, underscoring the importance of systems, free of excessive obstacles, by which these populations can effectively advocate for their rights. Displaced people, who endure threatening situations, and overcome additional hardship in moving to other locations, have much work to do in rebuilding their lives. Their position as displaced persons too often necessitates fighting for their human rights, as defined by host countries, home countries, or the United Nations (UN). However, interventions are emerging that enable these populations to engage in the transformation of systems and societies. Amongst these interventions are the use of participatory arts and research, explored in Post-conflict participatory arts: socially engaged development, a 2021 edited book by Faith Mkwananzi and F. Melis Cin. The editors discuss the growing interest in the use of participatory arts practices and research, specifically for addressing social justice in the Global South and post-conflict settings. The authors illustrate how participatory arts can support a democratized, epistemically, and socially just development agenda (Mkwananzi and Cin 2021). The questions explored through this compilation are,","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45562899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Considerations in education for forgiveness and reconciliation: lessons from Arab and Muslim majority contexts 宽恕与和解教育的考虑:来自阿拉伯和穆斯林多数背景的教训

IF 0.6

Journal of Peace Education Pub Date : 2022-11-15 DOI: 10.1080/17400201.2022.2140648

Mohammed Abu-Nimer, I. Nasser

引用次数: 0

Teaching peace and conflict: the multiple roles of school textbooks in peacebuilding 和平与冲突教学：学校教科书在建设和平中的多重作用

IF 0.6

Journal of Peace Education Pub Date : 2022-10-29 DOI: 10.1080/17400201.2022.2140948

Nur Ifadloh, Januari Rizki Pratama Rusman, Fadhila Yonata

{"title":"Teaching peace and conflict: the multiple roles of school textbooks in peacebuilding","authors":"Nur Ifadloh, Januari Rizki Pratama Rusman, Fadhila Yonata","doi":"10.1080/17400201.2022.2140948","DOIUrl":"https://doi.org/10.1080/17400201.2022.2140948","url":null,"abstract":"authors clearly ground their work in robust theories and frameworks to revisit the intertwine of peace and human rights. The authors are also successful in provoking us, the readers, to accept the idea that PE and HRE are non-separable, and therefore they need to be taught together that peace cannot be gained unless justice is served first. However, from the pedagogical dimension, implementing PHRE may not be easy. Even as an independent field, teachers are still struggling in teaching peace and human rights in the classrooms. Their pedagogical practices are mostly based on personal perceptions with a lack of legal knowledge and an uncertainty to overcome daily injustice or racism (Osler and Skarra 2021). It is also difficult to ask the students to keep in peace, while they are also taught to fight for their basic rights. We know that conflicts and wars are mostly caused by injustice or the imbalance in rights distribution affecting the absence of peace within this situation. In other words, it is difficult to put peace and human rights side by side. As a teacher myself, I imagine the practice of PHRE is a practice of pouring water and fire at the same time: (almost) impossible. Despite these concerns, this book is essential for those within the fields of PE and HRE. Future researchers, policymakers, and activists can use the book as a starter for them in deciding future studies and making educational policies. Although it might be challenging, teachers and practitioners from various educational contexts and settings may find it a useful resource, particularly as a practical guide to teach peace and human rights together in the classrooms.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46940682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1