Journal of Peace Education最新文献_第8页

Global issues in a series of EFL textbooks and implications for end-users to promote peace education through teaching english 一系列英语教材中的全球性问题及其对最终用户通过英语教学促进和平教育的影响

IF 0.6

Journal of Peace Education Pub Date : 2022-09-02 DOI: 10.1080/17400201.2022.2140403

Yunus Emre Akbana, Aysun Yavuz

{"title":"Global issues in a series of EFL textbooks and implications for end-users to promote peace education through teaching english","authors":"Yunus Emre Akbana, Aysun Yavuz","doi":"10.1080/17400201.2022.2140403","DOIUrl":"https://doi.org/10.1080/17400201.2022.2140403","url":null,"abstract":"ABSTRACT English has long been accepted as lingua franca (ELF) to share values, beliefs and opinions. ELF can be interrelated with the paradigms of Global Englishes Language Teaching (GELT), English as an International Language (EIL) and English as Medium of Instruction (EMI). Textbooks should present content covering global issues (GIs), leading to a better understanding of the spread of English and its connection with globalization where peace education (PE) should be built on. English-as-a-foreign-language (EFL) teachers usually feel under pressure to follow textbooks in English prep-programs in Turkey. Therefore, the extent that EFL textbooks offer GIs is crucial for developing learners’ understanding of PE beyond national boundaries. Although relevant literature has well documented the place of GIs in language teaching and paucity of research on PE in language education, EFL textbooks have remained under-researched. For this reason, a comprehensive checklist of GIs was used to examine a five-level series of coursebooks (A1-C1). Data analysis showed that three lower-level coursebooks employed less GIs than those with higher-levels. Issues ranged from environment to health, whilst specific content for PE appeared moderately. Several implications are made for a meaningful match of GIs and GELT, EIL, EMI and EFL teaching with Language of Peace Approach.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49554593","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

Discourses on racism in families with school-aged children in Catalonia 加泰罗尼亚有学龄儿童家庭中的种族主义问题

IF 0.6

Journal of Peace Education Pub Date : 2022-09-02 DOI: 10.1080/17400201.2022.2143331

Montserrat Alguacil, Ingrid Sala-Bars, Dolors Ribalta, Maria-Carme Boqué

{"title":"Discourses on racism in families with school-aged children in Catalonia","authors":"Montserrat Alguacil, Ingrid Sala-Bars, Dolors Ribalta, Maria-Carme Boqué","doi":"10.1080/17400201.2022.2143331","DOIUrl":"https://doi.org/10.1080/17400201.2022.2143331","url":null,"abstract":"ABSTRACT Unfortunately, racism is a kind of violence present in current societies that embodies an attitude opposed to the culture of peace. In this scenario, the family has a relevant role to contribute to the development of values related to human rights. With the aim of identifying patterns and challenges to progress from a polarized debate to an empathetic and non-violent dialogue, the discourse between parents and children between 3 and 16 years of age is reviewed. For this purpose, a questionnaire was designed and 1,701 families in Catalonia (Autonomous Community of Spain) answered it. The results show that racism represents 9.7% of the controversial topics of conversation at home; the principal values and attitudes that guide the family discourse are: respect (23.1%), fighting injustice (18.7%), and equality (12.4%); families who claim to have suffered racism reach 6%; women and individuals with a low level of education are those who most believe that the economy would improve if immigrants went back to their countries; and those who sent their children to a charter school prefer them to relate with people of the same culture. Considering this evidence, guidelines are formulated to encourage reflection and anti-xenophobic dialogue at home.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45180941","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

Human and integral education: educational paradigms from the Indian context expanding meanings of peace and conflict 人与整体教育:印度背景下扩展和平与冲突意义的教育范式

IF 0.6

Journal of Peace Education Pub Date : 2022-09-02 DOI: 10.1080/17400201.2022.2148639

K. Kumar

{"title":"Human and integral education: educational paradigms from the Indian context expanding meanings of peace and conflict","authors":"K. Kumar","doi":"10.1080/17400201.2022.2148639","DOIUrl":"https://doi.org/10.1080/17400201.2022.2148639","url":null,"abstract":"ABSTRACT Post-independence, the Indian context has witnessed conflicts between religious groups, structural/cultural violence, and discrimination based on socio-cultural factors such as socio-economic status, religion, gender, sexual identity, caste, language among others. Even though the perpetuation of these power imbalances at the macro-national level are being manifested in schools through educational interventions, there are ongoing efforts, as part of peace curriculums, to engage with/transform this culture of conflict towards cultivating a culture of peace. This study seeks to understand how school curriculums engage with ideas of peace and conflict. A document analysis of micro-peace curriculum (two school sites) that incorporated both a deductive and inductive approach of analysis was undertaken. Guided by a critical peace education framework implicating that curriculum engaging with conflict, positive relationships, and transformation can contribute towards cultivating peace guided the process of analysis. Curriculums reveal a focus on human education, a sense of oneness with the self, world and environment, and integral education, developing all faculties of the human being-including the soul and spirit, which are both directed towards addressing sources of structural violence while cultivating a sense of collective consciousness to build a peaceful world.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43745597","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

‘Are we doing Cátedra de Paz?’ Teacher perspectives on enacting peace education in Bogotá, Colombia “我们要做Cátedra de Paz吗?”教师对哥伦比亚波哥大<e:1>实施和平教育的看法

IF 0.6

Journal of Peace Education Pub Date : 2022-09-02 DOI: 10.1080/17400201.2022.2146076

M. Bellino, Marcela Ortiz-Guerrero, J. Paulson, Angie Paola Ariza Porras, Ibeth Danelly Cortes, Sebastian Ritschard, Ariel Sánchez Meertens

{"title":"‘Are we doing Cátedra de Paz?’ Teacher perspectives on enacting peace education in Bogotá, Colombia","authors":"M. Bellino, Marcela Ortiz-Guerrero, J. Paulson, Angie Paola Ariza Porras, Ibeth Danelly Cortes, Sebastian Ritschard, Ariel Sánchez Meertens","doi":"10.1080/17400201.2022.2146076","DOIUrl":"https://doi.org/10.1080/17400201.2022.2146076","url":null,"abstract":"ABSTRACT In 2015, the Colombian Ministry of Education introduced the Cátedra de Paz (CdP), a national policy that seeks to contribute to human rights, citizenship, violence prevention, and peaceful conflict resolution. In the context of a decentralized education system, schools have significant autonomy to adapt the policy to local contexts. Relatively little research to date has documented the enactment, evaluation, or impact of the CdP. This study aims to understand how educators have interpreted this national mandate, and the extent to which the policy has prompted and expanded teaching and learning opportunities about conflict, peace, and justice. We explore the perspectives of 46 teachers working in public schools across 19 of Bogotá’s 20 localities, several years into the creation of the CdP and in the midst of a contentious national peace process. The paper shows a range of enactment formats and uneven impact on teachers’ existing commitments to peace education. We conclude that the CdP has had a contradictory effect on school-based practices, legitimizing the importance of peace education as a national imperative, while marginalizing efforts within schools as individualized and bound to the social sciences subject.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48054675","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: 2

On peace education in Colombia: a grounded international perspective 基于国际视野的哥伦比亚和平教育

IF 0.6

Journal of Peace Education Pub Date : 2022-09-02 DOI: 10.1080/17400201.2022.2132925

Markus Schultze-Kraft

{"title":"On peace education in Colombia: a grounded international perspective","authors":"Markus Schultze-Kraft","doi":"10.1080/17400201.2022.2132925","DOIUrl":"https://doi.org/10.1080/17400201.2022.2132925","url":null,"abstract":"ABSTRACT Promoted by the peace process between the Santos administration (2010–2018) and the Revolutionary Armed Forces of Colombia, which resulted in the signing of a peace accord in November 2016, peace education at Colombia’s higher education establishments and schools is gaining momentum. Educators have seized upon the opportunity afforded by the peace process and the associated legislation, particularly Law 1448 (2011) on victims and Law 1732 (2014) on the Peace Chair (Cátedra de la Paz), to energise peace education. Yet this is proving to be difficult. Among the challenges are the persistence of high levels of political, criminal and other types of violence following the termination of the armed conflict affecting learners’ attitudes, behaviours and values; little relevance for peace education of established education in ethics and democratic citizenship competences; limited concrete knowledge on tertiary peace education as a pedagogical field; a vague legal framework; and little institutional guidance. Based on the author’s first-hand experience as a conflict analyst and university lecturer in Colombia and a discussion of the ‘conventional’ and ‘critical’ orientations of peace education, this paper addresses these challenges and presents ideas on how tertiary peace education in Colombia could be enhanced through a focus on historical memory.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42150177","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: 2

Person to person peacebuilding, intercultural communication and English language teaching: from the virtual intercultural borderlands 人与人之间的建设和平、跨文化交际和英语教学：来自虚拟的跨文化边界

IF 0.6

Journal of Peace Education Pub Date : 2022-08-18 DOI: 10.1080/17400201.2022.2113677

Nurti Rahayu, Fuad Abdul Hamied, D. Sukyadi

引用次数: 0

A mathematics teacher’s respectful listening in a culturally diverse class 一位数学老师在多元文化课堂上恭敬的倾听

IF 0.6

Journal of Peace Education Pub Date : 2022-08-04 DOI: 10.1080/17400201.2022.2105312

Anne Birgitte Fyhn, Gladys Berntsen

引用次数: 2

Behind screens: challenges and opportunities of participatory online peace education in Finland 屏幕背后：芬兰参与式在线和平教育的挑战和机遇

IF 0.6

Journal of Peace Education Pub Date : 2022-06-16 DOI: 10.1080/17400201.2022.2087610

Sari Hietamäki, Ilaria Tucci

{"title":"Behind screens: challenges and opportunities of participatory online peace education in Finland","authors":"Sari Hietamäki, Ilaria Tucci","doi":"10.1080/17400201.2022.2087610","DOIUrl":"https://doi.org/10.1080/17400201.2022.2087610","url":null,"abstract":"ABSTRACT This article discusses the challenges and opportunities of participatory online teaching and learning in higher education. It analyses an online peace education course taught during the Covid-19 pandemic in three Finnish universities between 2020–2021. The course explored fundamental mediation skills and practices of positive peace through participatory methods and applied drama. We show how the online setting affected students and teachers, by focusing on the challenges and opportunities for participatory pedagogy in an online environment. The course feedback from students (N = 23) was studied by content analysis and conjoined with the ethnographic observations of the authors. Our findings suggest that mediation skills and practices of positive peace can be effectively taught and analysed online. However, maintaining active presence and emotional sharing present both challenges and opportunities for participatory online education. The findings will be of interest to researchers in cognate fields of scholarship, as well as activists and teachers engaged in participatory teaching and how it can be effectively deployed online.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45156442","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

Educating for peace and human rights: An introduction 和平与人权教育:导论

IF 0.6

Journal of Peace Education Pub Date : 2022-06-01 DOI: 10.1080/17400201.2022.2082742

Anita

引用次数: 0

Teaching Palestine on an Israeli university campus: unsettling denial 在以色列大学校园里教授巴勒斯坦:令人不安的否认

IF 0.6

Journal of Peace Education Pub Date : 2022-05-26 DOI: 10.1080/17400201.2022.2072009

Musharaf Zahoor

引用次数: 2