Peace education and childhood

Peace studies and peace education are multifaceted processes focusing on diverse audiences from children in elementary grades to those involved in political negotiations at the highest levels. This paper addresses the foundational importance of including conflict embedded in adult-child relationships in peace education. It conceptually grounds assignments for university level courses designed to teach concepts linked to peace education through the vehicle of understanding violence against children. Such learning is designed to liberate students from the hegemony of adultism, the colonial relationship between adults and children and in turn to contribute to the advancement of peace education. Such pedagogy reflects the UN Convention on the Rights of the Child’s call for educational measures to protect and support children’s human dignity. Such an approach is especially relevant for peace education, as a large body of research across disciplines has provided substantial evidence of a significant relationship between childhood experiences of violence and subsequent juvenile and adult behavioral and social problems including conflict and violence. The approach and assignments described in this paper reflect insights about the use of narratives of childhood experiences, the etiology and effects of violence against children and the reproduction of conflict and violence across generations.     

Peace education,militarism and neo-liberalism: conceptual reflections with empirical findings from the UK

This article explores ‘peace days’ in English schools as a form of peace education. From a historical overview of academic discussions on peace education in the US and Great Britain since the First World War, we identify three key factors important for peace education: the political context, the place in which peace days occur and pedagogical imperatives of providing a certain narrative of the sources of violence in politics. Although contemporary militarism and neoliberalism reduce the terrains for peace studies in English schools, peace days allow teachers to carve out spaces for peace education. Peace days in Benfield School, Newcastle and Comberton Village College, Cambridgeshire, are considered as case studies. We conclude with reflections on the opportunities and limitations of this approach to peace education, and on how peace educators and activists could enlarge its reach.     

Peace education in Israel: an educational goal in the test of reality

Peace education is considered a necessary element in establishing the social conditions required for promoting peace-making between rival parties. As such, it constitutes one of Israel’s state education goals, and would therefore be expected to have a significant place in Israel’s educational policy in general and in response to peace moves that have occurred during the Arab–Israeli conflict since the 1970s in particular. This article reviews the educational policy actually applied by Israel’s state education over the years as reflected in formal educational programs and school textbooks, and suggests that although some significant changes have taken place over time, there has been and still is a significant gap between the stated goal and the practice of peace education in Israel. Reasons for this disparity and its implications are discussed and possible directions are proposed for coping with this educational challenge.     

国际上的「和平文化」运动

当前,构建社会主义和谐社会已成为我国社会生活的主题词.去年9月,胡锦涛主席在联合国成立60周年首脑会议上提出了构建"和谐世界"的主张.在我们向国际社会阐述中国对和平的理解、为促进和平所做的努力时,我们也有必要了解当前国际社会是如何解读和平的.当前国际和平运动中关于和平也有一个主题词,那就是"和平文化".     

橄榄树下无和平

在淡蓝色的旗面上,两条橄榄枝相交托起并 左右护卫着我们共同的家园——地球。这就是联合国旗帜。它象征着联合国维护世界和平的责任、尊严和权威。 然而,美国不顾联合国及其安理会大多数成员国的坚决反对,越过联合国,对橄榄树故乡之一的伊拉克发动了战争。硝烟笼罩了这有6000多年栽培历史的古老树木,黯淡了它翠绿的光芒。     

Lebanese Christians'Attitudes Toward Israel and the Peace Process

The objectives of this article were (1) to examine what Lebanese Christians think about peace with the Jewish state, not what their officials say about it; (2) to determine whether Lebanese Christians have a distinct position that separates them from their Muslim counterparts vis-à-vis the peace process and normalization of relations with Israel. The findings revealed that Lebanese Christians accept different forms of interaction with Israelis. However, most respondents support peace with Israel, clearly oppose the idea of confrontation with the Jewish state, and call for a unilateral peace treaty with their southern neighbor. Most Lebanese Christians view peace as a major reshuffling force capable of restoring their lost politcal role in the country.     

“和平、发展、稳定与多极化世界”——记首届“中印俄民间和平论坛”

随着全球化的深入发展，民间组织在全球治理中的作用不断加强，在这一趋势下，开展各国民间组织之间的交流与合作，对于探讨和解决全球性问题具有非常重要的意义。而当前全球性金融危机的爆发和蔓延，以及目前地区和全球安全形势的不确定，使得各国之间，特别是力量在不断上升的发展中国家之间有了更明确、更紧迫的合作议题。     

阿巴斯能否续写巴以和平

今年3月,巴勒斯坦民族权力机 构首次在阿拉法特主席之下设立了总理职务,并任命马哈茂德·阿巴斯担当这一要职。在巴以和平长期处于僵局的情况下,巴勒斯坦的这一举措引起了国际社会的广泛关注。     

Learning by Southern Peace NGOs

Literature and policies on learning by NGOs focus on internal processes in Northern organisations. This article examines the learning processes of Southern NGOs by studying peacebuilding organisations in several African and Asian countries. These organisations learn mostly in an interactive way, emphasising exchange with other practitioners and beneficiaries. However, these learning strategies are limited by competition and distrust among SNGOs and by the imposition of policy by donors. SNGOs feel constrained particularly in doing research and documenting local knowledge, activities for which they lack the time and skills, but which potentially could strengthen their role in international debates and policymaking.