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.     

Can spirits play a role in peace and reconciliation projects? Perspectives on traditional reconciliation in Zimbabwe

ABSTRACT

There is a long history of spirit-oriented systems of reconciliation and healing in Zimbabwe. However, under white rule, this work was marginalised and driven underground. In Zimbabwe today, diverse views on reconciliation, reparation, justice and national healing are producing rich but frequently conflicted initiatives around ‘traditional’ and ‘community’ reconciliation. The article considers contradictions and pressures facing the National Peace and Reconciliation Commission and different approaches to ‘spirit-led’ trauma healing work from three grassroots organisations: Heal Zimbabwe; Tree of Life; and the Centre for Conflict Management and Transformation. It indicates how religious, cultural and political affiliations influence participants’ openness to traditional and spirit-led forms of reconciliation; and how this, in turn, constrains how perpetrators, victims and reparation are defined by those working in this field. Rather than identifying specific practices as ‘authentic’ traditions, the article suggests that a continuity of community/cultural approaches can inform contemporary national healing initiatives in Zimbabwe.