Nonviolence as teacher education: a qualitative study in challenges and possibilities

This paper explores the challenges and possibilities of teaching nonviolence in teacher education. Using qualitative teacher research, this paper discusses teacher education students’ responses to the notion of nonviolence and how to create beneficial pedagogical conditions for students to learn nonviolence and its meanings for education. The data were collected from three graduate classes that, to different degrees, addressed the role of nonviolence in education. Three shifts in students’ understanding of nonviolence as a result of their learning are identified: the shift from a narrow to a broad understanding, the shift from a passive view to a proactive view, and the shift from looking outside to looking inside and engaging in emotional work. The pedagogical conditions that facilitated these shifts are also discussed, including strategies for engaging students’ inner work, creating experiential relationships with the other, and transforming classroom relational dynamics. This study also suggests the need not to approach violence and nonviolence as binary but to approach nonviolence as a daily practice to continuously unlearn violence and promote nonviolent relationships. Implications of this study for teacher education are discussed last.     

2030年可持续发展议程下“人的安全”及其治理

2030年可持续发展议程作为一项新的全球发展计划,其目标是构建免于恐惧和暴力的和平、公正、包容的社会,其核心是消除全球贫困与促进包容性发展,包括消除贫困、饥饿以及应对气候变化等内容。该议程的主体内容体现了联合国所倡导的“人的安全”理念,这一理念强调各种威胁的相互关联性,人的安全和人的发展是同一事物相辅相成的,这种治理观要求广泛借助联合国系统,并且顾及地方、国家、区域和国际范围内各级公私部门行为体的特点和资源,拓展一种由各种利益攸关方组成的综合框架,其内容涉及粮食安全、气候安全、环境安全、社会安全、反恐、移民等重要的传统与非传统安全议题。其中,气候变化、资源消耗、南北差距等问题是可持续发展难以实现的重要动因。上述安全议程同时体现了各种广泛的经济、社会和环境关联性。因此,建构全球“人的安全”治理机制需以联合国为核心,并形成多层治理、建构广泛的国际伙伴关系,以实现联合国所倡议的全球可持续和平愿景。     

The everyday peace project: an innovative approach to peace pedagogy

A critical task for peace pedagogy is to challenge views of peace as primarily responses to declared war. Crisis-based politics tend to focus on exceptional situations and fail to capture the entire spectrum of violence. Premised on the idea that peace cannot be understood in isolation of larger structural problems, this paper proposes the concept of ‘everyday peace’ as a framework for peace education. Drawing from a pedagogical initiative, we examine how students engage with the concept of everyday peace and present our findings in three related domains: (1) definition of everyday peace, (2) application of everyday peace principles and (3) role of collaboration in everyday peace approaches. Our analysis underscored two important themes in participants’ definitions of everyday peace: (1) peace as a value-based praxis and (2) individual-level and systemic components of everyday peace. Applying these principles to a violent event in the local community, participant responses emphasized compassion, cultures of peace and the need to draw reflexive, meaningful connections between local and global contexts. The participants also outlined the synergistic role of collaboration in everyday peacebuilding. We discuss our findings in relation to extant research and consider implications of an everyday peace framework for holistic peace education.     

War-torn countries,natural resources,emerging-power investors and the UN development system

The unsustainable aid dependency of war-torn countries – most of which are rich in natural resources – makes it imperative to start gradually replacing aid with foreign direct investment (fdi) and exports. This article identifies ways in which stakeholders – governments, the international community, including the UN development system, foreign investors, and local communities – could work together in a ‘win-win’ situation. Most crucial is avoiding conflict-insensitive policies that fuel discord by putting governments and foreign companies, often from emerging markets, in direct confrontation with local communities. The control of natural resources is often a root cause of conflict, and the latter’s exploitation can become a major challenge as wars end. The peculiarities of war-torn countries are discussed along with the specific impediments to attracting fdi into the exploitation of natural resources. An effective and fair legal framework is necessary to ensure that investors do not operate as ‘enclaves’, creating new conflicts.     

Territories of peace: alter-territorialities in Colombia’s San José de Apartadó Peace Community

ABSTRACT

Scholars are increasingly re-theorizing territory beyond the nation-state given Indigenous and Afro-descendant groups’ demands for ‘territory’ as they confront land grabbing in Latin America. Yet alternative territorialities are not limited to such ethnic groups. Based on 16 months of ethnographic research between 2011 and 2016, I explore the relational territoriality produced by a peasant ‘peace community’ in San José de Apartadó, Colombia. By tracing the collective political subject produced by the Peace Community’s active production of peace through a set of spatial practices, places and values, which include massacre commemorations, food sovereignty initiatives and Indigenous–peasant solidarity networks, this contribution presents a conceptual framework for analyzing diverse territorial formations.     

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.     

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.     

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.     

Military twists and turns in world politics: downsides or dividends for UN peace operations?

Russia’s challenge to the post-cold war order, and the rise of Islamic State have resulted in a call for increased military spending among NATO members. Despite the increased demand for UN peace operations, any expansion is unlikely to benefit the world organisation. Instead we see an increasing reliance upon regional organisations like the African Union, European Union and NATO, in particular, for robust peace operations. An analysis of Western states (France, Germany and the USA) suggests that future investments in weaponry, technology and staff will primarily benefit NATO and the EU, but not the United Nations.     

The paradoxes of the ‘everyday’: scrutinising the local turn in peace building

With the advent of the local turn in the mid-2000s, critical approaches have attempted to rethink peace building from the bottom up, placing local agents at the centre of the debate, declaring the end of top-down governance and affirming the fragmented, complex and plural nature of the social milieu. While local turn approaches have become popular in peace-building theory, this article invites the reader to question and problematise the local turn’s use of the concept of ‘everyday’, in order to explore paradoxes and contradictions that indicate the need to think more deeply about the impact of the local turn’s project of critique.