The promotion of peace education through guides in peace museums. A case study of the Kyoto Museum for World Peace,Ritsumeikan University

This paper focuses on how peace education at a peace museum is promoted by a volunteer guide service for visitors. Peace museums are places where many materials related to war and peace history are on display. To support the learning experience of museum visitors, many peace museums in Japan provide a volunteer guide service. The Kyoto Museum for World Peace, Ritsumeikan University, started such a service more than 20 years ago. A citizens’ group, called Friends for Peace, is in charge of the museum guide activities in cooperation with the museum. This article explains the purposes and nature of the service, and also reports on a survey of similar services offered by other peace museums in Japan.     

Museums for peace: agents and instruments of peace education

Although museums for peace claim peace education to be a primary mission, their definitions of ‘peace’ and their aims and practices for peace education vary widely. In this article, we draw from the field of critical museology and the knowledge construction perspective to understand the role of museums for peace in the service of peace education. From the constructivist viewpoint, the museums’ narratives are not objective or historical truths. Rather they are the museum designers’ constructed interpretations of the events, people, and places that are memorialized. The museums’ exhibits, narratives, and programs reflect a wide range of definitions of peace including some which conflict and contradict each other. The variations in defining peace contribute to differences in how the museums view and exercise their role in educating for peace. From this analysis, we observe how contemporary museums for peace can play a significant role in peace education by raising awareness about multiple definitions of peace and by enabling audiences to reflect on, discuss and participate in deliberated paths toward personal peace and cultures of peace.     

Interfaith dialogue at peace museums in Kenya

This paper makes a case for further studies on the contribution of peace museums to interfaith dialogue debate. Based on our experiences as museum curators, teachers and peace researchers and a review of published materials, we argue that there is a lacuna in the study on the contribution of peace museums to the interfaith dialogue debate. The development of community peace museums in Kenya,, in predominantly Christian communities, and the use of traditional religio-cultural artefacts in peace education and peace building is a case of interfaith dialogue worth documenting. With religious conflict threatening to tear the fabric of society apart, the question of interfaith dialogue is now paramount in the search for sustainable peace and development.     

Memory, History, and Nostalgia in Berlin’s Jewish Museum

The Jewish Museum in Berlin is devoted to telling the 2,000-year history of Jews in Germany in a stunning building designed by Daniel Libeskind. It is Germany’s premier museum devoted to Jewish history and memory, but it is expressly not a Holocaust museum and most reference to the Holocaust is architectural. In its interactive and sophisticated exhibitions, the Jewish Museum represents contemporary international trends in museology and in many ways resembles the many Holocaust and other memorial museums around the world, one of the most prominent and striking international museological trends. However, in rejecting the categorization as a memorial museum and in focusing on a celebration of German–Jewish culture and history rather than the tragedy of the Holocaust, the Jewish Museum is what we might call a countermemorial museum. As such, it challenges the new norms around the creation of memorial museums and other sites of memory to be self-reflexive meditations on the negative past and its trauma. If memorial museums emerge from a particular orientation toward the past that Jeffrey Olick calls the “politics of regret” and claims is a major characteristic of our age, then the Jewish Museum might represent a parallel trend that we can call a “politics of nostalgia.” The museum serves, in many ways, as a screen upon which present-day Germany can project an idealized image of its past, masking some of the present tensions around German national identity and ideas of German multiculturalism. At the same time, the museum often seems to be in conflict with Libeskind’s building, which is infused with Holocaust symbolism and meaning.     

Education for a culture of peace: the culture of peace news network as a case study

The Culture of Peace News Network, an internet news service, is analyzed in the framework of a general approach to education for a culture of peace. Its format reflects the eight program areas for a culture of peace as adopted by the UN General Assembly. Among its other operating principles are universality of news with all cultures and regions of the world given equal priority, requirement that reflection be accompanied by action and that news should be positive and open to debate, that ‘slow news’ is as important as ‘fast news,’ and that readers should participate by writing as well as reading. The Network has yet to achieve its goal of forcing commercial media to consider actions for a culture of peace as newsworthy, but it is suggested that this will depend on the growth of the global movement for a culture of peace which remains rather small at the present time.     

National museums,national myths: constructing socialist Yugoslavism for Croatia and Croats

This article concerns two national museums in Croatia during the socialist period, the Museum of the Revolution of the Peoples of Croatia and the Historical Museum of Croatia. Both state-developed institutions were intimately tied to the process of nationalization as they helped articulate the place of the Croatian nation within the ideology of supranational Yugoslavism founded on the ideas of socialist patriotism, brotherhood and unity, self-management, national assertion, and South Slavic culture and community. This paper therefore traces the development and collapse of Yugoslavism in Croatia’s national narrative by analyzing how these museums adapted the mythology of socialist Yugoslavism for a particularly Croatian context. Specifically, this paper investigates the ways in which these museums operated in an often ambiguous national-supranational discourse in order to reinforce the historical precedents of Croatia as part of the Socialist Federal Republic of Yugoslavia. I argue that these museums were envisioned by party elites and museum curators alike as essential to the project of building socialist Yugoslavism by adapting and altering Croatia’s previous national pantheon of heroes, places, objects, and events to fit into a larger and distinctly supranational Yugoslav framework.     

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.     

Are there Limits to Financing Culture through the Market? Evidence from the U.S. Museum Field

The commercialization of nonprofit organizations has recently taken center stage as one of the pivotal policy issues facing this sector in the United States and elsewhere. In many ways, American museums have long been at the forefront of the trend with the operation of retail activities in the form of museum stores, mail-order catalogues and, most recently, web-based virtual shops. While museums in other parts of the world have begun to follow the American example, there has been relatively little scrutiny of the viability of this commercialization strategy. This article examines US tax and census data to chart the development of museum merchandising revenues from the 1980s to the 1990s.     

Developmentally appropriate peace education curricula

Peace education has been offered to children for decades, but those curricula have been only minimally guided by children’s developmental stages and needs. In this article, the authors apply their research on children’s developmental understanding of peace along with peace education principles and Vygotsky’s sociocultural theory to present recommendations for educating children about peace at six developmental levels. Two sample lesson outlines dealing with communication skills and personal peace are provided, and implications for future research and practice in different contexts are discussed.     

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.     

Education for nonkilling creativity: a reconstructive–empowering approach

ABSTRACT

Paige (2002) affirmed that a ‘nonkilling society implies a disciplinary shift to nonkilling creativity’. Creativity is indispensable in the search for peaceful alternatives for the positive transformation of conflicts, inherent in human relationships. Creativity can help individuals to think and act peacefully, to find different alternatives to obstacles and problems, to face daily life challenges, and to be happier people. This article presents the Reconstructive–Empowering (REM) approach of peace education as a concrete proposal for implementing a nonkilling paradigm shift in education that facilitates the formation of a critical, active, creative, and peaceful nonkilling citizenship, capable of promoting social transformations toward a killing-free world.     

Conflict resolution classrooms to careers: an emergent theory of change with implications for a strategy in peace education

Peace education provides for the development of knowledge, skills, and dispositions appropriate to effective peacebuilding. Therefore, the development of curriculum in degree programs which builds bridges by which students in conflict resolution/peace studies classrooms may cross over to the field of conflict transformation and peacebuilding may properly be thought of as within the sphere of peace education. This paper describes an emerging theory of change in the context of the peace education offered by a graduate and undergraduate program of conflict resolution. It is argued that employability exists at the nexus of student skills and attributes, and the demands of a labor market which a partnership between experienced practitioners and academics has a responsibility to inform and shape through outreach, education, practice, evaluation, research, and publication.     

Looking for peace in national curriculum: the PECA Project in New Zealand

This is the pilot study for the Peace Education Curricular Analysis Project – a project that seeks to become a longitudinal and global analysis of national curriculum statements for pro-peace values. National education as a system of organized learning can act as a transmission belt – a cultural institution that assigns communal ideals and values and uses pedagogy to echo social standards. As this analysis considers that it is possible to assess non-peace education for peace education qualities, this study analyzed New Zealand’s early childhood, primary, and secondary education curricular statements to ascertain the presence or absence of three elements common in peace education programs: recognition of violence; addressing conflict nonviolently; and creating the conditions of positive peace. The methodologies used in this mixed methods study include directive and summative content analysis. This analysis finds that the curricular statements (2) of New Zealand have made progress to educate students toward peace and non-violence and that in general, the early childhood curricular statement incorporates a greater amount of pro-peace content than the primary and secondary curriculum statement. Opportunities exist to strengthen peace education content in future New Zealand curricular statements.     

Transpersonal consciousness in elicitive teaching

ABSTRACT

In this article I explore the role of transpersonal consciousness in Peace Education. Following the framework of transrational peace philosophy, I discuss the dynamics between the spiritual and policitary layers and their relevance in preparing for elicitive teaching, curriculum design, and developing pedagogical approaches. I use my personal experiences in elicitive peace education to elucidate opportunities for the practical application of transpersonal consciousness in the classroom. This article concludes that in Peace Education, engaging with the transpersonal layer supports deeper transformations within and beyond the classroom that includes shifting of personal awareness and deepening of perspectives, as well as the capacity for the group to become a resource for learning.     

Passing on the history of ‘comfort women’: the experiences of a women’s museum in Japan

This article explores the activities and experiences of a women’s peace museum in Japan which especially tries to pass on the history of Japan’s military sexual slavery, or the ‘comfort women’ issue. The system of Japan’s military sexual slavery had not been written as a part of history until courageous survivors testified and documentary evidence was unearthed in the 1990s. With few material exhibits of sexual violence, testimonies play a significant role in the exhibitions. Panels displaying the testimony of both survivors and former soldiers try to represent the person as a whole, situating sexual enslavement or crimes as part of their overall life, rather than extracting the harsh experience in an isolated way. The concrete and detailed activities of this privately run museum show the challenges faced by museums dealing with the dark history of their own country.     

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.     

Hurdles to peace: a level-of-analysis approach to resolving Sudan’s civil wars

Why do some peace agreements end armed conflicts whereas others do not? Previous studies have primarily focused on the relation between warring parties and the provisions included in peace agreements. Prominent mediators, however, have emphasised the importance of stakeholders at various levels for the outcome of peace agreements. To match the experience of these negotiators we apply a level-of-analysis approach to examine the contextual circumstances under which peace agreements are concluded. While prominent within the causes of war literature, level-of-analysis approaches are surprisingly scant in research about conflict resolution. This article compares two Sudanese Peace Agreements: the Comprehensive Peace Agreement (2005) that ended the North–South war and led to the independence of South Sudan, and the Darfur Peace Agreement (2006) which failed to end fighting in Darfur. We find that factors at the local, national and international level explain the different outcomes of the two agreements. Hence, the two case studies illustrate the merit of employing a level-of-analysis approach to study the outcome of peace agreements. The main contribution of this article is that it presents a new theoretical framework to understand why some peace agreements terminate armed conflict whereas others do not.     

Teachers’ perspectives on educating for peace in Bosnia and Herzegovina

What does it mean to educate for peace after witnessing one’s community being devastated by war? And what impact, if any, does educating for peace have amidst the complexity of post-war reconstruction? To explore these questions, a phenomenological study was conducted in Bosnia and Herzegovina in 2012 with eight ethnically diverse educators who participated in a programme of Education for Peace (EFP) which began a decade earlier in the cities of Sarajevo, Mostar, Banja Luka and Zenica. Through semi-structured interviews, the study (1) explores meanings and experiences associated by participants with their role as post-conflict peace educators, (2) examines the extent and limits of their sense of peacebuilding agency and (3) elicits evaluations of the longer term impacts of educating for peace in the Bosnian context. The study finds that meanings associated with educating for peace are nuanced by educators’ personal histories of conflict, professional identities and the country’s wider socio-political dynamics. Benefits, risks and challenges stemming from peace education engagement are found in four domains (personal, social, educational and political). Conclusions recommend greater focus to the subjectivities of teachers in conflict-affected contexts as a key site for evaluating peacebuilding impact, for revising theories of change and improving planning and provision.     

‘From objects to subjects: the museumification of Blackness in Mexico’*

ABSTRACT

The performative role of the museum as a ‘historical map’ has long served to construct strategic cartographies of identity and community. In addition, the nature of the relational experiences within museum spaces, places these histories and cartographies in a contact zone, in which structures of power and agency influence the locus of enunciation through which subjecthood and objecthood are derived. This essay examines the influential role of museums in Mexico in imaging, framing, and performing strategic configurations of mexicanidad. Particularly, I interrogate how museums have historically muted and made invisible the representation of Mexicans of African descent.Then, I analyze two important regional museums and theorize how they present a transition from objecthood to subjecthood, in which Afro-Mexican knowledge and consciousness is reified to configure an alternative mapping of African heritage within the space of museums and within constructions of racial formations and narratives of being and belonging in Mexico.     

The Pursuit of Responsive Museum Governance: Community Engagement in Turkish Public Museums

The public museum sector does not remain untouched by the main trends and changes in public administration, even if it has some different characteristics from other government agencies in terms of administrative priorities and purpose. This is why the sector has been largely influenced by the prevailing administrative model of the era. Today, community engagement has become one of the main topics in the sector in parallel with the changes in public administration. Thus, the objective of this study is to propose and test a model that explains Turkish public museums’ community engagement performance. Findings of the research show that goal clarity is the most important factor in the community engagement performance of Turkish public museums, whereas museum infrastructure is surprisingly the least significant factor. Furthermore, this study reveals the positive correlation between the fulfilment of endogenous and exogenous functions of the public museums. Therefore, any effort to make them more engaged in their community should not be regarded as an alternative of their primary functions, namely endogenous functions.