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Session B.11: Friday, 2:30pm-3:50pm

Panel Title: TPDS: Contemporary Issues in Peace Education

'Peace Education in Kenya '
Margaret A. Ferrato (Georgetown University)

Peace education in the broadest sense is education for the development of knowledge and skills to live in harmony with oneself, with others and with the natural environment as a global citizen and planetary steward. Environmental well-being is a critical requisite for sustainable peace and social justice; it will be at the forefront in coming years as climate change exacerbates existing tensions. My presentation will focus on the intersection of the environment and peace education, specifically as it relates to my work in Kenya this summer. For the month of June I will work to develop and implement a peace education workshop and summer camp with the Jesuit Hakimani Centre in Nairobi. My presentation will draw heavily on this project; I will seek to fit my experience into the larger puzzle of peace education and suggest how it might be translated from a concept to a curriculum around the world.

Ufuk Guven (Duquesne University)

Turkey and the United States are active members of the United Nations and NATO, and they both join crucial military and humanitarian operations intended to bring peace to different regions. The study presented here looks beyond military peace-keeping efforts to how both countries address peace education in elementary school contexts through a two-pronged approach: (1) analysis of current curricula and textbooks to better understand how Turkish and Texan elementary school standards and textbooks frame peace education; and (2) interviews with Texan and Turkish teachers to contextualize how these standards are viewed and enacted by teachers. The results show that neither of the two elementary education systems includes peace education directly, but that both include peace-related themes. In Texas, elementary education tends to address peace related themes by introducing historic figures who worked towards peace; in Turkey, the elementary education system focuses on characteristics and behaviors in teaching peace related themes.

'Rethinking School Violence: Relieving Pain with Peaceful Practice'
Linda Pickett (Grand Valley State University)

When the seeds of anger, violence and fear are watered in us several times a day, they will grow stronger…but if we cultivate the seeds of compassion, we nourish peace within us and around us. -Hanh, 2003 It is important to consider how experiences that either nurture peaceful ways of being or normalize violent behaviors influence children. This paper examines and critiques accepted practices in education that are at best, incongruent with basic human needs and at worst, acts of violence perpetuated against children in ways that are unrecognized, legitimated, and accepted as normal, necessary forms of discipline. Recognizing those practices as forms of violence is a step toward developing an ethos of peaceful practice allowing children to learn prosocial and peaceful ways of being.