During this past century there has been growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse and domestic violence, and a corresponding growth in the field of peace education where educators, from early child care to adult, use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to peace. This paper traces the evolution of peace education theory from its roots in international concerns about the dangers of war to modern theories based on reducing the threats of interpersonal and environmental violence. This paper reviews ways that peace education has become diversified and examines theoretical assumptions behind five different ways in which it is being carried out at the beginning of the twenty-first century: international education, human rights education, development education, environmental education and conflict resolution education.

https://files.eric.ed.gov/fulltext/ED478728.pdf

Peace education theory

Until recently, international education has existed at the margins of educational research. However, in the current context of globalization, international education has moved closer to the center of educational research throughout the world. In this article, the authors identify, describe, and analyze six distinct research approaches to international education: comparative and international education, internationalization of higher education, international schools, international research on teaching and teacher education, internationalization of K-12 education, and globalization of education. Within each approach, the authors discuss the historical context and the global political, economic, social, and cultural shifts that have shaped the research approach; map the major research trajectories that have developed; discuss the audience and research community; and analyze strengths and weaknesses. The authors conclude with a discussion of emergent trends within research in international education.

Research in International Education

In recent times there has been increased recognition of peace education by educational and policy authorities, and also a substantial addition in the number of publications in peace education. Considering the growth of knowledge within peace education, this article reflects on ways peace education as an educational paradigm meets a group of criteria that comprise established frameworks in philosophy of education. The process of knowledge legitimation within science and social science is considered, with some reflections of the role of the Journal of Peace Education in this process of paradigmatic consolidation.

Peace education as an educational paradigm: review of a changing field using an old measure

https://www.ruor.uottawa.ca/bitstream/10393/19942/1/Waterhouse_Monica_2011_thesis.pdf

Experiences of Multiple Literacies and Peace: A Rhizoanalysis of Becoming in Immigrant Language Classrooms

Peace education process, tolerance and mutual understanding plays a great role to decide the right attitudes in education. Education human being through spirits of love and peace is essential. This research aims to evaluate key terms on the integration and implementation of peace education and peace related elements in national curriculum and the role of technology and management in tolerance education. This qualitative research examines the role of technology and management in tolerance and reconciliation education. Document and content analysis were done. Further to this, interview forms and determining current situation of Northern part of Cyprus that ladder and matrix analysis of data was conducted. It is revealed that technology and management are crucial for establishing tolerance and reconciliation education. In the Northern part of Cyprus, there are attempts to proceed tolerance education through support of transformation in education.

Role of technology and management in tolerance and reconciliation education

Peace Education as an Educational Paradigm: Review of a Changing Field using an Old Measure

This paper reports on an investigation into central features of institutional schooling that, collectively, constitute the ‘symbolic architecture’ of education. In particular, this paper provides an analysis of the practices associated with school uniform, badges and mottoes, drawn from a sample of over 500 schools in the state of Queensland, Australia. The analysis reveals a large degree of uniformity in the meaning content of these school icons, derived from a common core of educational values established during the formative decades of universal school but resting on older heraldic principles. The authors contend that the propagation of these values within the iconic discourse of schooling constitute a significant ideological practice that focuses a pupil's consciousness towards social norms and further reifies the institutional character of education. These processes are not ‐straightforward but are often contested in instances where pupils recreate mottoes in ways which mock the values that are conse...

The Genealogy of the School: an iconography of badges and mottoes

Guest editors' introduction: peace education for a new century [Paper in: Peace Education for a New Century, Harris, Ian and Synott, John (eds.).]

In the globalizing world, South Korea is widely regarded as a model example of how a school education system can enhance national economic development. Similar claims are made for other Asian NICs such as Taiwan. However, less understood is how the education system in South Korea became a site of intense conflict as, in the decade from 1989–99, a large movement of teachers battled with the government over development-related issues such as democratic reforms and human rights in schooling, in a struggle that divided this education-oriented society and at times plunged the nation’s schools into chaos.

This book analyses the emergence of the National Teachers’ Union of Korea, Chunkyojo, and traces its struggle for educational reforms. The book examines the South Korean education system within national and global contexts and the historical experiences that have shaped the modern nation – such as its Confucianist history, its experiences of colonialism and the legacy of the Cold War conflict with North Korea. As South Korea searches for pathways for reunification, economic growth and the consolidation of democratic civil society, important new perspectives on the role of education emerge through this analysis of the teachers’ social movement.

This book also presents separate chapters on teacher movements in Taiwan and the Philippines, that provide interesting comparisons to the South Korean case, while revealing the distinctive political and historical experiences that have shaped education in these societies and the emergence of reformist teacher movements. In a valuable appendix, the author discusses methodological and theoretical aspects of the research in this book.

Teacher unions, social movements and the politics of education in Asia

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