Tesis: "Teaching of peace"

1

Burton-Edwards, Taylor W. "The teaching of peace in early Christian liturgies". Theological Research Exchange Network (TREN), 1997. http://www.tren.com/search.cfm?p011-0065.

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2

Hess, Harry. "Poetry as an intercultural peace bridge for teaching ESL". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0030/NQ46850.pdf.

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3

Coplen, Chris Rolland. "Emergency medical service training for California peace officers". CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/438.

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4

McElroy, Robert W. "The challenge of Catholic teaching on war and peace in the present moment". The Church in the 21st Century Center at Boston College, 2013. http://hdl.handle.net/2345/bc-ir:103962.

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5

Corbett, Stacy Shayne. "Using popular song lyrics to teach character and peace education". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3246.

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6

Isaacs, Colin Charles. "Peace education : positive change via peer mediation in the primary school". Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1879.

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Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2003
Peace Education strives to provide for the promotion and building of a peaceful society. A Peer Mediation Programme is one of the strategies designed to promote Peace Education in that it provides the skills for the resolution of conflict. The main objective of this evaluation research was to evaluate the conceptualisation, the design, the implementation and the impact of a Peer Mediation Programme that is being implemented at a primary school. The literature review was an in-depth study of the existing literature relating to conflict resolution and peer mediation. The main aspects covered by the literature were the nature of conflict and how it evolved and created meaning for itself. It also examined discipline and behaviour in the context of schools and the move towards alternative behavioural programmes at schools. It defined Peace Education and outlined the use of peer mediation as an alternative behavioural strategy, which could instil positive values and skills. It finally reviewed the benefits of alternative mediation programmes and the positive effects that it would have on the stakeholders involved in the programme. The research design used was Mouton's Logical model. The research was conducted. by using qualitative and quantitative methods. The qualitative methods included five focus group interviews and two individual interviews with all the relevant stakeholders who were associated with the programme. All the relevant documentation relating to the programme was examined and analysed. The quantitative method consisted of a questionnaire which all the mediators completed. The analyses of the data led to interesting findings. The Peer Mediation Programme was well conceptualised by the different stakeholders. There was the problem of 'dual roles' for mediators that impacted on the stakeholders' conceptualisation of the programme. The school had developed a unique design which was adapted to the culture of the school. The programme was well implemented and impacted positively on the school, the mediators, the parents and the community. Community involvement, however, was lacking. While the evaluation research revealed that the programme was successfully implemented, with positive results, it was recommended that the conceptualisation of the programme be expanded on and developed in order to improve the overall understanding of the programme. It was also recommended that the design should include all grades in an adapted programme. Parents also needed to become more involved in the programme.

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7

Kaplan, Richard E. "Teaching adolescents about war". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/791.

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8

Hastings, Tom Harry. "Giving Voice to the Peace and Justice Challenger Intellectuals: Counterpublic Development as Civic Engagement". PDXScholar, 2012. http://pdxscholar.library.pdx.edu/open_access_etds/752.

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"Let knowledge serve the city" reads the golden letters on a pedestrian bridge just 200 feet from my faculty office in Neuberger Hall at Portland State University. Public peace scholarship might allow knowledge to help the polis by keeping it out of war via changing the national discourse toward a strong and informed peace analysis. Educators have an uneasy relationship to public scholarship and mainstream media have a nervous attitude toward public peace intellectuals. Institutions of higher learning are also often either unaware or uncomfortable with a public promotion of a positive peace platform. Academic writing and research is hard to translate into publicly accessible knowledge and time constraints mitigate professorial efforts at such civic engagements. This dissertation looks at the evolving nature of this intersectionality between and among factors and analyzes data derived from research interviews conducted with 12 academics/activists. The conclusion is a grounded theory generated by this process. Key findings include problematic lack of academic freedoms--especially in the promotion and tenure context, overwhelming faculty workloads, infrequent faculty development of public scholarship skills and a spotty distribution/connection system that often fails to facilitate competent and willing faculty to engage as public peace and justice scholars. Policy recommendations attempt to address all these obstacles.

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9

Olivero, María Matilde. "Cultivating Peace via Language Teaching: Pre-Service Teachers' Beliefs and Emotions in an EFL Argentine Practicum". Scholar Commons, 2017. https://scholarcommons.usf.edu/etd/7432.

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In order to understand the intricate processes involved in second language teacher development, in the last decade studies in second language teacher education (SLTE) have addressed the need to explore pre-service teachers’ beliefs and emotions jointly as they occur in their contexts of teaching. SLTE researchers have referred to the importance of helping pre-service teachers verbalize their beliefs and try to understand and regulate their emotions as they can serve to explain what, how, and why pre-service teachers do what they do during their practicum experience. In addition, considering future teachers will be passing on their beliefs, values, and ways of behaving and feeling to future generations, SLTE should offer pre-service teachers with models of teaching that will help form ethical, reflective, and emotionally intelligent professionals capable of transforming society. The clamor for peace in today’s world and the globalized nature of the English language emphasize the need to embrace practices in SLTE intended to foster peace. In Argentina (the context of the present study) such practices carry particular relevance, as it is expected from the Ministry of Education that the teaching of foreign languages at primary and high school level serve as tools to promote societal peace. Given the importance of exploring pre-service teachers’ beliefs together with emotions, and on the importance of providing them with holistic approaches to teaching aimed at expanding peace, this study examines pre-service teachers’ beliefs and emotions about an innovative intervention involving the language of peace throughout their practicum semester in an Argentine setting. More specifically, through multiple case studies and narrative approaches, this study investigates four pre-service teachers’ beliefs and emotions regarding peace and the implementation of multidimensional peace language activities (MPLAs) before, during, and after their Practicum I course. In addition, it aims at comparing participants’ beliefs and emotions with their actions as reflected in their lesson plans and in-school teaching experience. Finally, it traces pre-service teachers’ transformation of beliefs and emotions throughout the course, and examines the ways in which reflection facilitates teacher development. Multiple sources were used for data collection, including semi-structured interviews, journal entries, field-notes from classroom observations, lesson plans, and narrative frames. The thematic and content analysis of the data revealed that in general participants believed the MPLA intervention in the practicum (a) gave participants meaningful English exposure, (b) changed their understanding of peace and enhanced their ability to teach peace in EFL classrooms, and (c) led to a more transformative practicum experience. By embodying multidimensional peace the participants were able to become conscious of their beliefs, emotions, and actions regarding the inclusion of MPLAs and understand their teaching practices better, thereby allowing themselves to develop as teachers and peacebuilders. However, it was noted that two pre-service teachers were not able to include as many MPLAs as they had desired, due to contextual factors and previous learning experiences, among other aspects. Limitations of the study are addressed, as well as research and pedagogical implications for the field of SLTE that relate to the need to incorporate holistic, experiential, and contemplative approaches intended to cultivate multidimensional peace.

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10

Byron, Amanda Smith. "Storytelling as Loving Praxis in Critical Peace Education: A Grounded Theory Study of Postsecondary Social Justice Educators". PDXScholar, 2011. http://pdxscholar.library.pdx.edu/open_access_etds/245.

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Looking through the philosophical lens of love, this study seeks a deeper understanding and appreciation of how postsecondary social justice educators use storytelling, in the context of critical peace education, to create social change. This research explores the guiding question of how storytelling is used to encourage social change and to inspire action toward the goal of greater social justice. The argument for the importance of this research is located within the crisis of neoliberalism, where the very tenets of democratic education are being challenged by an educational agenda that favors standards-based learning and employment training over the critical and analytical thinking skills required for democracy to flourish. The results of this study identify storytelling as a method of ideology critique, and locate it within a larger process of loving praxis. A theoretical model of loving praxis is offered to explain how postsecondary social justice educators engage story as an action that leads to the goal of social justice. The steps in the model describe how valuing the common good motivates social justice educators to take action through storytelling, toward the outcome of building transformation, voice, and agency within students as a means to build greater social justice. The sense of possibility that is cultivated in this process re-engages the cycle by validating the value of and hope for the common good.

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11

Kelly, Conor M. "Service and Justice, Peace and Solidarity: Theology and Ethics for Work and Leisure". Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104055.

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Thesis advisor: James F. Keenan
This dissertation examines the significance of work and leisure from the perspective of Christian theology and ethics. Specifying work as obligatory activity and leisure as discretionary activity, the dissertation argues that a theological vision for work as a form of service and leisure as a form of peace can challenge some of the most damaging assumptions about paid employment and the use of free time. In the process, the dissertation also identifies the personal and social transformations necessary to make the theological vision a reality, and it proposes a distinct methodology for linking ethics with both lived experience and substantive theological claims. Chapter one outlines the current state of work in the United States, asserting that changes in the nature of work, the demographics of the workforce, and the structure of business have made workers more dependent on paid employment and less secure in their jobs. After discussing the implications of these changes for gender assumptions and family life, this chapter argues that the root causes of dependence and insecurity lie in an increasingly individualistic culture and its concomitant spirit of consumerism. Responding to the problems identified in chapter one, chapter two offers a theological vision for what work could become if Christian theological convictions were integrated more fully into this sphere of life. A critical overview of the traditional language of vocation yields a "charismatic-vocational" understanding of work, which stresses the dynamic nature of both God's call and an individual's response. This vision is further refined with insights about the relational nature of the human person and about Jesus' work for the kingdom of God. Christians, then, are encouraged to see their work as an intrinsic good that uses their particular charisms to serve God and neighbor. Chapter three uses the virtue of justice--biblically defined as right relationship--to pinpoint the structural reforms needed to make the theological vision for work more viable. In conversation with Catholic social teaching, this yields a constructive vision for just remuneration and a necessary critique of executive compensation practices. The result is a more relational understanding of work for employers and employees alike. Shifting to leisure, chapter four notes that the two most common leisure activities (watching TV and using digital media) are defined by superficiality and isolation. The former is described in opposition to depth and "flow," and the latter in contrast to robust community ties. In both cases, relationships are identified as the key casualty. Chapter five distinguishes leisure (flow-like activities) from recreation (non-flow activities) and engages Christian eschatology to insist that leisure is properly a temporary prefiguration of peaceful rest in God while recreation serves as a form of recuperation that helps one fulfill his or her charismatic-vocational responsibilities. Augustine's classic categories of enjoyment and use are then adapted to create a balanced approach to leisure and recreation that avoids idolatrous extremes. Chapter six develops a general ethics for leisure and recreation by relying on the virtue of solidarity. The distinctively Christian notion of this virtue yields a defense of a weekly day of rest for every worker. Parallels with Aquinas then create an ordering of leisure as well as guidelines for the ethical evaluation of particular recreational pursuits. The conclusion addresses the central benefits of the overall project, highlighting the value and necessity of promoting the practice of ethical discernment in everyday life
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Theology

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12

Myers, Barbara Hubbard. "The impact of international experience on teaching with a global perspective : reflections of returned Peace Corps Volunteer Teachers /". The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399451962413.

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13

Bancroft, Susan Anne. "Violence prevention: Teaching peace, tolerance, caring, and the value of all life to the eighth grade language arts student". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1290.

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14

Brooks, Barbara H. "Educating for a culture of peace through holistic education : a case study of the Robert Muller School of Fairview, Texas". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100329.

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The emphasis on segmentation and reduction in atomistic thinking has had a huge impact on the way that we educate. This increasingly questioned worldview encourages fragmentation, isolation and feelings of alienation and powerlessness, believed to contribute to anger, depression, substance abuse, aggression, violence and at times suicide among our youth. We urgently need to find and implement solutions. A new emerging paradigm in education, referred to as holistic education, is surfacing as a possible solution. This dissertation is based on my qualitative research study of a soul-centered, holistically-oriented private elementary school in Texas---the Robert Muller School of Fairview, Texas. (Robert Muller was past Assistant Secretary-General of the U.N.) The focus of my inquiry is the holistic nature of the World Core Curriculum for Global Education Synthesis, a framework that emphasizes both peace and global education. It includes the school's eclectic philosophy, mission statement, setting, community-building activities and integrated curriculum from a holistic, whole-person perspective that includes the physical, emotional, mental and spiritual development of the child. Also examined is how the school's holistic 'Model of School Development' attempts to construct a culture of peace and non-violence. Special attention is given to (1) Peace Education, with its emphasis on healing emotional afflictions and on developing communication, problem-solving and conflict resolution skills appropriate for living non-violently and democratically, and (2) Global Education, with its emphasis on multi-cultural and planetary/earth relationships. The transformational effects of the program on students, teachers and parents and the extent to which these programs correspond to theoretical models of educating for peace and global education are examined as well. An evaluation of the strengths and concerns of the school, from the perspective of the teachers and parents, is also given. The dissertation concludes with a brief response to seven research questions, the last being whether or not the school's holistic "Model of School Development" can be implemented in our private schools and public school systems.

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15

Berggren, Matilda y Camilla Hart. "Speak now or forever hold your peace : En kvantitativ och kvalitativ studie av muntlig kommunikation i engelska i årskurs 4–6". Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-44923.

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Denna studie syftar till att undersöka hur några lärare i årskurs 4–6 i Mälardalsregionen kan möjliggöra att elever utvecklar sin muntliga kommunikationsförmåga i engelska. Med hjälp av observationer och samtalsanalyser har vi undersökt hur och i vilken omfattning lärare använder sig av metoder som gynnar elevers muntliga kommunikationsförmåga. Detta har genererat data av både kvantitativ och kvalitativ karaktär. Resultatet visar att lärarna i denna studie i relativt hög grad använder sig av positiv respons och låter eleverna få ganska stort talutrymme. Dock visar resultatet att förekomsten av IRE-mönster, som av forskning ses som negativt, är relativt hög. Vår förhoppning med studien är att inspirera lärarstudenter och befintliga lärare att utveckla den muntliga kommunikationsundervisningen i engelska.

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16

Fabro, Dakota. "From Self-Doubt To Inner Peace: An Ethnographic Narrative". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/116.

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In the midst of honing my craft as an educator, this ethnographic narrative was done for the purposes of taking an introspective look at the many moving parts of becoming an effective educator as well as developing an ethnographic view of the students who will pass through my classroom during my tenure as an educator. This ethnographic narrative examines my individual background, the educational spaces within which I find myself, communities I serve, and the students I was given the privilege of building relationships with within the classroom. This project serves as an in-depth analysis of the implicit biases one might hold as a teacher and a vehicle for continual introspection on my part as an effective and culturally-aware educator.

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17

Reckman, Brent Williams. "The Use of An Inconvenient Truth as a Pedagogical Tool for Teaching Peace through Environmental Justice in the 21st Century". University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1226329341.

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18

Oburu, Vincent Emmanuel Okot. "Reconciliation, a moral therapy for Uganda a search for peace and unity in the socio-pastoral teaching of Ugandan Catholic Bishops /". Romae : Pontificia Universitas Lateranensis, 1987. http://catalog.hathitrust.org/api/volumes/oclc/19098843.html.

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Dissertatio ad Doctoratum in Theologia Morali.
At head of title: Pontificia Universitas Lateranensis. Academia Alphonsiana Institutum Superius Theologiae Moralis. Includes bibliographical references (p. [165]-178).

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19

Gabrielson, Jeremy. "Paul's non-violent Gospel : the theological politics of peace in Paul's life and letters". Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/1889.

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This thesis advances a claim for the centrality of a politics of peace in early Christianity, with particular focus given to the letters of Paul and the Gospel of Matthew. In brief, I argue that Paul’s task of announcing the gospel to the nations involved calling and equipping assemblies of people whose common life was ordered by a politics (by which I mean, chiefly, a mode of corporate conduct) characterised by peaceableness, and this theological politics was a deliberate participation in the political order announced and inaugurated by Jesus of Nazareth. To this end, there are three main components of the thesis. Chapter Two is focused on the Gospel of Matthew, particularly the way in which violence (and peace) are constructed by the evangelist. Chapter Three bridges the first and third components of the thesis, attending to the important question of the continuity between Jesus and Paul on the issue of non-violence. The third component involves two chapters. Chapter Four attempts to identify the trajectory of violence and peace in Paul’s biography and in the “biography” of his Galatian converts (as he portrays it), and the fifth chapter traces the presence of this non-violent gospel in (arguably) Paul’s earliest letter. The intended effect is to show that a politics of non-violence was an early, central, non-negotiable component of the gospel, that its presence can be detected in a variety of geographical expressions of early Christianity, that this (normally) “ethical” dimension of the gospel has a political aspect as well, and that this political dimension of the gospel stands in stark contrast to the politics of both the contemporary imperial power and those who would seek to replace it through violence.

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20

Handy, Jessica. "Foundations for teaching as ministry a pilot study of small group vocational discernment in teacher education programs at Christian colleges and universities /". Theological Research Exchange Network (TREN), access this title online Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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21

Johannes, Delphine. "Kritiese elemente in die opleiding van onderwysers ten opsigte van opvoeding vir vrede". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51814.

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Dissertation (PhD)--University of Stellenbosch, 2000.
ENGLISH ABSTRACT: South African society is currently undergoing a process of reconstruction and development, in social, economic and various other areas. South Africa struggles with problems such as unemployment and crime, which is also the case in many other countries. Socio-political and cultural factors, for example, poverty, unemployment, hunger and a shortage of housing, lends itself favourably towards criminal activities. These individual problems are regarded as reasons for the escalating crime in the country. The statistics pertaining to violence reflect that the level of acceptance of crime is embedded in the South African culture. As a result of the high crime figures, only the minority of the South African population have peace of mind. This situation influences the learners of the country because the school is directly connected to their society. Without peace, South Africa will be unable to prosper on any level and therefore it is essential that the present generation of learners be taught to resolve conflict in a peaceful manner. The statistics in respect of crime indicates that learners are influenced negatively and because of the democratic values of the country the various aspects of the rights of children do not carry any weight. The process of democracy has led to a total transformation at the educational level. A teaching system has evolved whereby teaching is more developmental, thereby stimulating people physically, emotionally, critically, aestheticaely and mentally. Outcomes Based Education is therefore regarded as a valuable shift in the direction for a better educational system. This education system strives to breach the social and historical inequalities. Aspects such as freedom, equality and peace which connect strongly to the process of Continuous Learning is emphasised in the White Paper of Education and Training (1995). The new education system requires that crime in schools be resisted and that education be utilised as an instrument for the promotion of peace in the country. The teaching of values and skills to handle conflict, conflict resolution, mediation, tolerance and co-operation can promote stability and peace within schools. These critical elements form part of Education for Peace. According to the literature, Education for Peace is seen both nationally and internationally as a possible solution to crime. Outcomes Based Education has made a tremendous impact on schools and educators. The National Qualification Framework requires of the educator to be a facilitator, which changes the task and nature of the teacher. The teacher must realise that change is an ongoing process and that the process of empowerment is necessary. Empowerment in Outcomes Based Education system and also in respect of Education for Peace demands a prominent role from the teacher as curriculum agent and developer. The development of an effective curriculum is rather difficult and demands dynamic teachers that can positively handle these changes. The teacher is regarded as the stimulant of behavioural changes within the learner. Teachers are therefore responsible to empower learners within the school context to think critically about social problems, conflict and crime. In this study acknowledgement is given to the importance of participation of the teachers in decision making. The opinions of teachers with regard to Education for Peace are obtained by an empirical investigation through interviews and questionnaires. Responding teachers have indicated that there is a vacuum in respect of Education for Peace. In this study teachers have: taken cognisance of Education for Peace and highlighted its critical elements; declared that Education for Peace (and the critical elements within) be applied as a mechanism to combat crime; determined that Education for Peace is essential within Outcomes Based Education and that specific skills be carried over to learners and that certain critical outcomes be reached. In response teachers have indicated that South Africa is not a peaceful country and that each teacher and learner make a personal contribution to the attainment of peace in schools, as well as in the community. Through Education for Peace learners can realise that they have an important role to playas peace makers in South Africa. This research has led to the compilation of a theoretical curriculum framework which has specific critical elements of Education for Peace as its foundation. The curriculum framework can be changed or adapted according to the needs of the learner and the community.
AFRIKAANSE OPSOMMING: Suid-Afrika is tans op ekonomiese, sosiale en ander terreine in 'n proses van heropbou en ontwikkeling. Soos baie ander lande worstel Suid-Afrika ook met probleme soos werkloosheid en misdaad. Sosio-politieke en kulturele faktore, byvoorbeeld armoede, hongersnood werkloosheid en 'n tekort aan huise, verskaf 'n ideale omgewing vir kriminele aktiwiteite. In hierdie studie word enkele van die probleme as agtergrond vir die toenemende geweld in die land aangedui. Die statistiek ten opsigte van geweld toon aan dat die aanvaarding van geweld diep gewortel is in die Suid-Afrikaanse kultuur. As gevolg van die hoë misdaadsyfer het slegs 'n klein persentasie van die Suid-Afrikaanse bevolking algehele gemoedsrus. Hierdie situasie beïnvloed die leerders van die land omdat die skool inherent deel ls van die samelewing. Sonder vrede kan Suid-Afrika nie op enige terrein vooruitgaan nie en daarom is dit so essensieel dat die huidige generasie leerders geleer moet word om konflik vreedsaam op te los. Die statistiek ten opsigte van geweld dui egter daarop dat die leerders van die land nadelig beïnvloed word omdat die demokratiese waardes en die regte van kinders nie gewig dra nie. Die proses van demokrasie het gelei tot 'n totale verandering op opvoedkundige gebied. 'n Onderwysstelsel is gevestig waar onderwys tans in 'n ontwikkelingsproses is en sodoende mense verstandelik, fisies, emosioneel, krities en esteties ontwikkel. Uitkomsgebaseerde onderwys word daarom beskou as 'n waardevolle skuif in die rigting van 'n beter onderwysstelsel. Met hierdie onderwysstelsel word daarna gestreef om die sosiale en historiese ongelykhede in gemeenskappe te oorbrug. Aspekte soos vryheid, gelykheid en vrede wat aansluit by die proses van lewenslange leer, word in die Witskrif oor Onderwys en Opleiding (1995) beklemtoon. Die nuwe onderwysstelsel vereis dat geweld in skole teengestaan moet word, en dat opvoeding benut kan word as 'n instrument vir die bevordering van vrede in die land. Die onderrig van waardes en vaardighede in konflikhantering, konflikresolusie, mediasie, verdraagsaamheid en samewerking kan vrede en stabiliteit in skole bevorder. Hierdie kritiese elemente vorm deel van Opvoeding vir Vrede. Volgens die literatuur word Opvoeding vir Vrede, internasionaal sowel as nasionaal, as 'n moontlike oplossing vir geweld gesien. Uitkomsgebaseerde onderwys het 'n geweldige impak op skole en die onderwyser. Omdat die Nasionale Kwalifikasieraamwerk van die onderwyser verwag om 'n fasiliteerder te wees, verander die aard van die onderwyser se taak. Die onderwyser moet besef dat verandering 'n voortdurende proses is en dat die proses van bemagtiging noodsaaklik is. Bemagtiging in 'n uitkomsgebaseerde onderwysstelsel, en ook ten opsigte van Opvoeding vir Vrede, vereis dat die onderwyser as kurrikulumagent en ontwikkelaar In groter rol moet speel. Die ontwikkeling van 'n effektiewe kurrikulum is uiters moeilik en vereis dinamiese onderwysers wat hierdie veranderinge positief kan hanteer. Die onderwyser word beskou as die stimuleerder van gedragsverandering in die leerder, en is daarom verantwoordelik om leerders binne die skoolkonteks te bemagtig om krities oor sosiale probleme, konflik en geweld te dink. In hierdie studie word gefokus op die belangrikheid van die onderwyser se deelname aan besluitneming. Die menings van onderwysers ten opsigte van Opvoeding vir Vrede word in "n empiriese ondersoek uit onderhoude en vraelyste verkry. Responderende onderwysers het aangedui dat daar "n leemte is ten opsigte van Opvoeding vir Vrede. In die ondersoek het responderende onderwysers: bepaalde gebreke ten opsigte van kennis en vaardighede met betrekking tot Opvoeding vir Vrede getoon en is bepaalde kritiese elemente daarin geïdentifiseer; verklaar dat Opvoeding vir Vrede (en die kritiese elemente daarin) aangewend kan word as "n meganisme om geweld te bekamp; bepaal dat Opvoeding vir Vrede essensieel is binne uitkomsgebaseerde onderwys. Bepaalde vaardighede word op hierdie wyse aan leerders oorgedra en sekere kritiese uitkomste kan bereik word. Responderende onderwysers het aangedui dat Suid-Afrika nie "n vreedsame land is nie en dat elke onderwyser en leerder "n persoonlike bydrae kan lewer tot die verkryging van vrede in die skole, asook in die gemeenskap. Deur Opvoeding vir Vrede kan leerders besef dat hulle "n belangrike rol as vredemakers in Suid-Afrika het. Hierdie navorsingsondersoek het gelei tot die opstel van "n teoretiese kurrikulumraamwerk wat die geïdentifiseerde kritiese elemente van Opvoeding vir Vrede as onderbou neem. Die kurrikulumraamwerk kan verander en aangepas word na gelang van die behoeftes van die leerder en die betrokke gemeenskap.

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22

Emilsson, Olof. "Teaching a Child to Walk : perspectives on the contemporary situation in Kosovo". Thesis, Växjö University, School of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1615.

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The purpose of this thesis is to achieve a greater understanding of the contemporary situation in Kosovo. This understanding is to be made concrete by viewing the international community’s and the domestic actor’s view of the root causes to the contemporary situation. First, the historical background and the contemporary political-, economical- and societal situation of the province are presented. Secondly follows the International Community’s- and the domestic actors stated view that is analyzed using the theories of Political Culture, Relative Deprivation and Human Needs.

The method that I have chosen is the qualitative together with Semi Structured Interviews that took place in Kosovo during spring 2007.

I find in my analysis that the view of the International Community and the domestic actors differ. The international community judge the root causes to be foremost the economy, historical legacy and unresolved status and that these have an Interest need based feature. The Kosovo Albanian elite deems that the economy, dual administration, living in a post-communist society and the unresolved status are the most important root causes. The Kosovo Serbs judge them to be lack of political stability and security, and the unresolved status. These needs are Value- and Human Need based to a greater extent than the International Community’s stated ones.

Keywords: Kosovo, International and Domestic Perspective, Relative Deprivation, Human Needs

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Martin, Staci BokHee. "Co-Creating Spaces of Critical Hope through the Use of a Psychosocial Peace Building Education Course in Higher Education in Protracted Refugee Context: Kakuma Refugee Camp, Kenya". PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4236.

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An unprecedented 65.6 million persons are forcibly displaced (e.g., refugees, asylum-seekers, IDPs). Half are youth. Hope is often the feeling that sustains youth through intolerable conditions. Basic education in protracted areas is seen as a protective factor that nurtures hope and psychosocial wellbeing in the lives of children and youth. This research sought to extend this concept to the higher education in protracted refugee context, where refugees (ages 18-35) were able to co-create spaces of hope that recognized their own agency and their ability to question the status quo while developing critical thinking skills. Based on a theoretical framework of the philosophy of hope, psychology of hope, pedagogy of hope, and critical hope, I explored with refugees their perceptions of hope before, during, and after their participation of my psychosocial peace-building education course over a period of six months. Using a pragmatic mixed-methods community-based action approach, I collected: 31 Hope Index of Staats surveys (pre, post, and a follow-up six months later), eight semi-structured interviews (two interviews and then a follow up six months later for each participant), student reflection journals, and researcher field notes. A thematic analysis revealed four themes: Reflecting on critical hope and critical despair; reconciling identities; resurfacing narratives and creating new narratives of hope; and restoring hope and agency in higher education. By nurturing hopeful views and co-creating opportunities for critical thinking skills, refugees seem to be able to continue to play a pivotal role in rebuilding a stronger, just, and peaceful civil society.

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Hedlund, Tomas. "Preparing Pupils for Climate Change". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29876.

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Klimatförändringarna är troligen den största utmaningen mänskligheten står inför. För den överskådliga framtiden, nuvarande och kommande generationer kommer att tvingas relatera till den genom hela sina liv. Det finns ett behov av att förbereda dem för de utmaningar klimatförändringarna innebär. Det här examensarbetet kommer att undersöka hur skolor kan förbereda elever för de utmaningar klimatförändringarna kommer innebära, både i form av anpassning till, och begränsning av klimatförändringarna. För att besvara frågeställningen presenteras de huvudsakliga konsekvenserna av klimatförändringarna, och analysen går sedan in i de mest relevanta aspekterna och frågar vad skolor kan göra för att förbereda elever för dessa aspekter. Analysen finner att skolor kan förbereda elever på en mängd olika sätt. Erfarenheterna från Lärande för hållbar utveckling, Undervisning för Globalt Medborgarskap och Fredsundervisning kan vara värdefulla i att stärka elever, underlätta internationellt samarbete, minska riskerna för konflikter, nära hållbara tankesätt och omorientera samhället mot hållbara lösningar. Att undervisa om de politiska aspekterna av klimatförändringarna, med ett särskilt fokus på frågorna om rättvisa i de globala klimatförhandlingarna, befinns vara viktiga i att stärka elever till att kunna influera de beslut som kommer forma deras framtid. Skolor kan även hjälpa till att förbereda elever för livsstilsförändringar och flera olika utmaningar kopplade till anpassningar till klimatförändringarna. Dessa resultat diskuteras sedan och frågan om vad som bör göras lyfts.
Climate change is arguably the greatest challenge facing humanity. For the foreseeable future, current and coming generations will be forced to relate to it throughout their lives. There is a need to prepare pupils for the challenges climate change poses. This thesis investigates how schools can prepare pupils for the challenges of climate change, both in terms of adaptation and mitigation. To answer this, the main consequences of climate change are presented and then the analysis delves into the most relevant aspects and asks what schools can do to prepare pupils for these aspects. The analysis finds that schools can prepare pupils in a wide variety of ways. Notably, the experiences of Education for Sustainable Development, Global Citizenship Education and Peace Education can be useful in empowering pupils, facilitating international cooperation, reducing risks of conflict, fostering sustainable thinking and reorienting society towards sustainable solutions. Teaching about the political aspects of climate change, with a specific focus on the issues of equity in the global climate negotiations, is found to be important in empowering pupils to be able to influence decisions that will shape their future. Schools can also help prepare pupils for lifestyle changes and various challenges of adaptation consequences. These results are then discussed where the question of what ought to be done is raised.

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Kellum, Duan Carmichael. "Peacebuilders and the values of culturally diverse students". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2511.

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The purpose of this study is to examine the cultural relevance of the Peacebuilders model. The study shows that programs such as Peacebuilders need to address concepts of culture that will enhance the diversity of program participants. Many schools and school districts are utilizing these programs to head off student violence, resolve student conflicts and premote school wide harmony.

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Salles, Virgínia Ostroski. "Ecoformação e educação para a paz: intervenções ecoformadoras nos anos iniciais do ensino fundamental". Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2463.

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Acompanha: Vivências ecoformadoras nos anos iniciais do ensino fundamental
O presente trabalho teve como objetivo geral analisar as contribuições teóricas e práticas da Ecoformação na perspectiva da Educação para a Paz, à formação integral dos alunos dos anos iniciais do Ensino Fundamental, especificamente em uma turma de 5º ano de uma escola municipal da cidade de Ponta Grossa, no Estado do Paraná. Como complemento ao objetivo central, as ações encaminhadas foram: estabelecer práticas que visem à Ecoformação; aplicar atividades pedagógicas enfocando a Ecoformação sob a ótica da Educação para a Paz; analisar as práticas desenvolvidas e estruturar um e-book articulando saberes e práticas sobre a Ecoformação e a Educação para a Paz. Como aporte teórico para a pesquisa foram estudados Galvani (2002), Moraes (2007, 2008, 2012), Pineau (2004, 2006), Sommerman (2003) e Suanno (2014, 2016) referentes à Ecoformação. Nas questões da Educação para a Paz, os teóricos analisados foram Guimarães (2005, 2010), Jares (2002, 2007), Serrano (2002) e Tuvilla Rayo (2004). Para estabelecer os pontos convergentes entre a Ecoformação e a Educação para a Paz, nos apoiamos nos estudos da complexidade, particularmente nas ideias de Edgar Morin (2000, 2001, 2003, 2005, 2008, 2011, 2012, 2013a, 2013b, 2015). Considerando o quadro teórico estabelecido, partimos para a pesquisa de campo, de caráter qualitativo, exploratória, utilizando a Análise de Conteúdo, segundo Bardin (2009) e Franco (2012), como suporte para a coleta e análise dos dados. Como elemento articulador das práticas pedagógicas – Vivências com a Natureza – o suporte conceitual veio de Cavalcanti (2010), Cornell (2008), Mendonça (2008) e Tillmann (2001). As intervenções realizadas com os estudantes se deram sob o pano de fundo das Diretrizes Curriculares Municipais do Ensino Fundamental – Conhecimentos Naturais, (Ponta Grossa 2015), visando à relação com a Ecoformação e com a Educação para a Paz. Com base na interpretação dos dados, considera-se que a abordagem da complexidade, na articulação entre os conhecimentos da Ecoformação e da Educação para a Paz, traz uma perspectiva renovada e ampliada das questões referentes aos conhecimentos naturais interconectados com todas as formas de vida, qualificando as convivências humanas com os diferentes ambientes vividos.
The present work had as general objective to analyze the theoretical and practical contributions of Eco-formation from the perspective of Education for Peace, for the integral formation of Elementary School students, specifically in a 5th year class of a municipal school in the city of Ponta Grossa, in the State of Paraná. As a complement to the central objective, the actions addressed were: to establish practices that aim at Eco-formation; To apply pedagogical activities focusing on Eco-formation from the point of view of Education for Peace; Analyze the practices developed and structure an e-book articulating knowledge and practices on Eco-formation and Education for Peace. As a theoretical contribution to the research, we studied Galvani (2002), Moraes (2007, 2008, 2012), Pineau (2004, 2006), Sommerman (2003) and Suanno (2014, 2016). In the issues of Education for Peace, the theorists analyzed were Guimarães (2005, 2010), Jares (2002, 2007), Serrano (2002) and Tuvilla Rayo (2004). In order to establish the converging points between Eco-formation and Peace Education, support studies on complexity, especially in the ideas of Edgar Morin (2000, 2001, 2003, 2005, 2008, 2011, 2012, 2013a, 2013b, 2015). Considering the established theoretical framework, we started with qualitative and exploratory field research, using the Content Analysis, according to Bardin (2009) and Franco (2012), as a support for data collection and analysis. As an articulating element of pedagogical practices - Experiences with Nature - the conceptual support came from Cavalcanti (2010), Cornell (2008), Mendonça (2008) and Tillmann (2001). The interventions carried out with the students took place under the backdrop of the Local Curriculum Guidelines for Basic Education - Natural Knowledge, (PONTA GROSSA, 2015), aiming at the relationship with Eco-formation and Education for Peace. Based on the interpretation of the data, it is considered that the complexity approach, articulating thr Knowledge of Eco-formation and Education for Peace, brings a renewed and expanded perspective on the issues of natural knowledge interconnected with all life forms, qualifying the human coexistence and the different environments experienced.

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Tolbert, Harrison. "The effects of higher education on law enforcement". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2537.

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This paper focused on many aspects of higher education, and how this complex topic is affeccting law enforcement today and will continue to affect it in the future. The role of police officers has changed over the preceding two hundred years from watchman to professional peacekeeper. Experts attribute this change to increases in societal awareness of crime, the implementation of civil service protection, and educational advances.

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Martin, Daniel E. "Institutional Innovator: Sargent Shriver's Life as an Engaged Catholic and as an Active Liberal". University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1461580896.

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Cebula, Sharon. "Basic Life Skills: Essays and Profiles on Immigration in Akron, Ohio". University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1393403565.

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Reyes, Alberta M. "Alternative Interventions Used to Help Mexican-American Students Improve Academic Achievement in Grades 9 - 12". NSUWorks, 2012. http://nsuworks.nova.edu/shss_dcar_etd/11.

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The purpose of this qualitative research study employing a cross-case analysis on previous case studies is to better understand the engagement of Latino students in a small number of cultural sensitivity programs and the teaching practices that are factors in the development of their academic achievement. In the traditional infrastructure of public schools, assimilation is built on fundamental values aligned with the U.S. political establishment rather than on the value of adaptation to the demands and conflicts of other cultures. Thus, less-empowered groups are at a disadvantage resulting in subgroups abandoning their ideas and reducing their contributions to human capital. In this study, the focus is alternative programs, specifically programs in which a there is a balance in the learning process between the teacher and student emphasizing the development of enhanced understanding of the cultural contexts an integral part of academic learning for Mexican American students. Also included in the case studies are innovative intervention programs that specifically help students improve academic achievement in Grades 9-12, especially those for students who are Mexican immigrants or of Mexican American ancestry in the state of California. The literature discusses concepts of assimilation, enculturation, oppression, culture capital, and the high and low contexts within the theoretical framework. Empirical literature revealed a deeper understanding of the relationship between Latino student learning styles and the dominant Eurocentric traditional academic culture within classroom practices. In sum, in the cross-case analysis of the 21 case studies, various features emerged across the cases that were categorized into three general themes: (a) alternative interventions, (b) caring, and (c) culturally responsive teaching/pedagogy.

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La, Follette Tavia. "Sites of Passage: Art as Action in Egypt and the US-- Creating an Autoethnography Through Performance Writing, Revolution, and Social Practice". Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1365450771.

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Leary, Judith A. "Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients". Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.

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LaSeur, Michelle Reifel Robert Stuart. "Francelia Butler's contribution to peace education peace games a curriculum for teaching peace through play /". 2005. http://repositories.lib.utexas.edu/bitstream/handle/2152/1603/laseurm26039.pdf.

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LaSeur, Michelle. "Francelia Butler's contribution to peace education : peace games a curriculum for teaching peace through play /". Thesis, 2005. http://www.lib.utexas.edu/etd/d/2005/laseurm26039/laseurm26039.pdf#page=3.

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Largent, Julia E. "Screen peace : how virtual pacifism and virtual nonviolence can impact peace education". 2013. http://liblink.bsu.edu/uhtbin/catkey/1728245.

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The following thesis discusses how virtual pacifism can be utilized as a form of activism and discussed within peace education with individuals of all ages in a society saturated with violent media. I explore the nature of virtual pacifism and how can it be used to change and impact peace education. The argument of the role video game violence plays in violent acts has once again become a prominent question in the U.S. media. A relatively new notion of playing video games without killing any virtual creature is being referred to as “virtual pacifism.” I argue that the term “virtual nonviolence” should be used instead of “virtual pacifism.” I conclude that the definition of “virtual pacifism” is “the refusal to engage in violent military activity within the video game because of one’s principles or beliefs; seeking alternative routes to playing the game.”
Department of Telecommunications

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Abdalla, Said. "Peace education in post-conflict societies : the case of the Young Peace Ambassador Program in Somalia and Kenya". Diss., 2012. http://hdl.handle.net/10500/7636.

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Contributing to a fairly new discipline in the region, this study investigates the objectives, contents, design, approaches, strategies and methodologies involved in a Peace Education initiative called The Young Peace Ambassador Program (TYPAP), which is being implemented in East Africa and the Horn of Africa. The aim of the study is to outline the nature, causes and consequences of conflict and violence in northern Kenya and Somalia by looking at the way in which peace education can help build a culture of peace in northern Kenya and Somalia. Accordingly, the consistency of TYPAP with peace education principles, its impact according to interviewees and how far it has met its own objectives were assessed. Thus, using a qualitative case study methodology employing content analysis, interviews and observations, this dissertation shows that TYPAP a multifaceted peace education initiative working with local partners – has potential not just for creating awareness of peace issues, but also for cultivating the seeds of a culture of peace. Following Galtung’s theories, the dissertation also indicates that it is not just “structural violence”, but also the deeper symptoms of “cultural violence”, that we may need to address in taking the region forward in the coming years.
Educational Studies
M. Ed. (Philosophy of Education)

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Bartlett, Tiffany Anne. "Teaching Teachers to Teach Peace: A Reflective Pre-service Case Study". Thesis, 2009. http://hdl.handle.net/1807/18097.

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This thesis explores the relationships between pre-service teacher training, peace education, anti-racism education, gender equity education and conflict resolution. Specifically, this study investigates the mandatory School and Society course within the Initial Teacher Education Program at the Ontario Institute for Studies in Education at the University of Toronto, to explore peace education training within the pre-service teacher education program. The methodology employed involves the combination of a curriculum analysis and reflective case study; both are utilized to illustrate the author’s experiences as a pre-service student, and the training received during this program. The findings illustrate that components of a peace education curriculum are observable in the Initial Teacher Education program. There is however, no formal requirement for delivering peace education within the program. As a result, this thesis offers recommendations for the development of formal peace education training in OISE/UT’s pre-service program.

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Houghton, Timothy Greg. "Zuza ithemba! - hope for lasting peace through sustainable peace education in Richmond, KwaZulu-Natal". Thesis, 2009. http://hdl.handle.net/10413/9970.

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This study aims to undertake a thematic investigation of core issues and concerns around peace, conflict and security for residents of three municipal wards of Richmond, KwaZulu-Natal, South Africa. I provide a contextual analysis of the socio-economic and political circumstances prevailing in 3 municipal wards of Richmond, suggest core contextual issues to consider when designing a sustainable peace education programme for Richmond and finally, reflect on my application of Freirean methodologies in the study. While collecting the data I was project manager of a UKZN peace education programme in Richmond and my research participants were either directly involved in the programme, or peripherally, as NGO workers in complementary peace projects in the area. Data was gathered from minutes of project meetings, structured interviews, and collegial reflections on the project work, but predominantly from informal face-to-face, telephonic and email dialogues with participants during the course of regular project work. Both the theoretical and methodological approaches I adopt for this action research study are centrally framed by a Freirean pedagogy which emphasizes authentic dialogue, praxis, problem-solving education, the importance of social and personal transformation, collaborative inquiry and the production of knowledge that is collectively owned and shared. My findings, which I present in the form of discussions around the generative themes which emerged from the data, largely corroborate my documentary analysis of the context. Historical violence issues such as “unfinished business”, police and military complicity in the political violence, and the proliferation of weapons emerge as powerful generative themes, while displacement of people and families, trauma and fractured families (which also stem from the history of violence), emerge as serious current social challenges to peace and stability. Substance abuse and prostitution, poverty and unemployment, and lack of development also feature strongly as generative themes. One of the key findings of this study is the extent to which political partisanship, power struggles and patronage hamper the implementation of peace and development initiatives. While I suggest some specific contextual issues which need to be considered when designing an holistic peace education programme for Richmond, I recommend that significant stakeholders (including affected communities and their leaders, the university, various NGOs, religious groupings, organs of state, and traditional healers) unify and direct their respective capacities towards a common goal of peace and reconciliation in order to address these issues: creating a culture of healing through jointly organizing cultural events and peace rallies, helping to establish and support Peace Committees, training people in non-violent conflict resolution skills, providing counseling for survivors of political and domestic violence, supporting fractured and vulnerable families, providing better recreational spaces and job opportunities for the youth. Each of these initiatives would furthermore provide a useful opportunity for non-formal peace education. In addition, I suggest the university could partner with the provincial Department of Education to explore ways of integrating peace education throughout existing school curricula, and the establishment of learner peace clubs where learners could form peace committees to provide in-school peer mediation services. I conclude by reflecting on my application of Freirean methodologies. While I lament my failure to apprehend the extent to which my privileged background and my position as a member of the elite class prevented me from experiencing authentic dialogue with my primary participants, and how I consistently missed opportunities to dialogue and employ core Freirean pedagogical techniques such as problem-posing, and how I failed to get to the point of “re-presenting” to participants the generative themes as problems, and coinvestigating solutions to these problems, I manage to end on an optimistic note by recognizing the significance of the personal transformative learning I gained from the experience.
Thesis (M.Com.)-University of KwaZulu-Natal, Westville, 2009.

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Medupe, Tshegofatso Constance. "Peace and disarmament education in EU Countries : lessons for African countries /Tshegofatso Constance Medupe". Thesis, 2004. http://hdl.handle.net/10394/11371.

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Peace education is one of the most all-encompassing methods of conflict transformation and social change. European Union has embarked on involving school children at primary and secondary level, both formal and informal education, in peace and disarmament education. The study examined the significance of disarmament education in European Union countries ' with special reference to small arms and lessons for African countries. The study areas were Norway and South Africa. Factors such as development, resources, and curricular are the prominent issues of disarmament education that distinguish EU and Africa. Where the former (EU) have all these in abundance, the latter (Africa) unfortunately lacks. African countries' political strategies should include peace and disarmament education in order to have a stable continent. The concept of ubuntu in Africa serves as a shining star of peace and disarmament education to be in place.
Thesis (M.A.) North-West University, Mafikeng Campus, 2004

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Reddy, Michele Desiree. "The relevance of Christ's teachings on peace to a society plagued by violence". Thesis, 2004. http://hdl.handle.net/10530/38.

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A dissertation submitted in fulfillment of the requirements for the degree of Master of Theology University of Zululand, 2004
In this dissertation I explore the relevance of Christ's teachings on peace, and its effectiveness over the years, namely, through the lives of three individuals, Leo Tolstoy, Mahatma Gandhi and Martin Luther King Jr. Special attention is paid to each one's philosophy of non-violence as well as their understanding and application of the concept resist not evil by force. Included also are current thoughts pertaining to non-violence. My conclusion is that the doctrine of non¬violence requires much more than just abstinence from violence to be effective. It involves a change in mindset, emotional responses, spiritual accountability, social transformation, self-worth, discipline and most importantly restraint. This study is based on qualitative research conducted by myself. It will show that the ultimate source of peace is God, through our Lord Jesus Christ.

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Makoni, Richard. "Peace education in Zimbabwean pre-service teacher education : a critical reflection". Thesis, 2015. http://hdl.handle.net/10500/18975.

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This study was designed to bring to the fore the reasons for introducing peace education in pre-service teacher education in Zimbabwean teachers colleges in order to establish the foundations for positive peace in Zimbabwe. The focus of the study was on the preparation of Zimbabwean pre-service teachers in peace education as an effective approach for building durable peace in Zimbabwe. The main research question that guided this study was: Why and how should peace education be introduced at pre-service teacher education colleges in Zimbabwe? The overall aim of the research is to develop an appropriate peace education programme for Zimbabwean teachers’ colleges which will be employed as a strategy for constructing positive peace in Zimbabwe. A phenomenological methodology blending Edmund Husserl’s descriptive phenomenology and Martin Heidegger’s interpretive phenomenology was used to elicit participants’ views on the challenges and possibilities of introducing peace education at pre-service teacher education colleges in Zimbabwe. Data for the study were gathered using semi-structured interviews, focus group interviews and documentary analysis. Key themes emerging from the data analysis were that (a) there is an absence of positive peace in contemporary Zimbabwe (b) Zimbabwean teachers’ colleges are not offering courses in peace education (c) peace education would benefit Zimbabwe as a country, (d) peace education is implementable at pre-service teacher education colleges in Zimbabwe, (e) there is need to develop an appropriate peace education curriculum that reflects the needs of Zimbabwean citizens and (f) college principals, lecturers, student teachers, policymakers and programme-makers have important roles to play in peace education initiatives. Through this study, the researcher established that peace education is a plausible and sustainable mechanism for building positive peace which has remained obscure in Zimbabwe despite thirty-four years of hard won independence. This shows the necessity for introducing peace education in Zimbabwean teachers colleges as a strategy for positive peace building. It is therefore, recommended that teachers’ colleges in Zimbabwe should introduce peace education in their pre-service programmes in order to build prospective teachers’ capacities to establish an infrastructure for positive peace in their future classrooms, the immediate communities and Zimbabwean society as a whole.
Philosophy of Education
D. Ed. (Philosophy of Education)

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Barnabas, Shireen Rowena. "Learning and development via network participation : a case study of a peace educator network". Thesis, 2013. http://hdl.handle.net/10413/11311.

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The recent increase in the number of reported incidents of political, domestic and criminal violence in the media, attests to the escalating violence in KwaZulu-Natal (KZN), one of the nine provinces in South Africa. This situation highlights the desperate and urgent need for some sort of peace educational intervention which exposes people to alternative ways and methods of dealing with conflict, in socially acceptable, non-violent ways in an attempt to curb this cycle of violence. The training and development of peace educators is now more critical than ever. However, a review of relevant literature reveals that the field of peace education and peace educator development in the KZN and the broader South African context is marginal and seriously under-researched. This study focuses on the learning and development of peace educators, with a specific interest in how their participation in a network contributes to their learning and development as peace educators. This study is framed by Lave and Wenger's theory of Communities of Practice. It involves different data collection methods, namely document analysis, observation of network activities and in-depth interviews with six facilitators from the Alternatives to Violence Project-KwaZulu-Natal (AVP-KZN). The Alternatives to Violence Project (AVP) network, which is the unit of analysis for this study, emerged as a space which facilitated opportunities for collaborative social learning where facilitators were able to share information, best practices, experiences, resources as well as the AVP's "organisational culture‟. This research explores the underlying motivations for participation in the AVP-KZN network, experiences encountered through participation in the network and the role of the network in terms of the learning and development of peace educators. In this study, the AVP-KZN network emerges as a rich site for the learning and development of both novice and experienced facilitators and a major contributor to acquisition of effective facilitation skills and techniques. The informal learning in the network appears to have concentrated on the pedagogy (facilitation styles, planning, flexibility, teamwork), self-development and identity development of the peace educator. The findings reveal the network as being a conducive environment for informal, social, experiential and transformative learning which involves the acquisition of increased knowledge and skills, changed practices, opportunities to observe, to be observed, plan, implement, review and write reports. The extent to which the peace educators were actively involved in their learning through their increased participation in a variety of network activities, was also evident in this study. Six distinct components of learning emerged from the analysis of the data: 1) learning from diversity; 2) learning through changes in community; 3) learning through changes in meaning; 4) learning through practice; 5) developing an identity as a peace educator; and 6) learning through the development of self. It is hoped that this study will contribute to the existing knowledge of peace education with a focus on the learning and development of peace educators in a community of practice.

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Karume, Joshua Mushagalusa. "Reducing male violence : a peace education project among juvenile offenders". Thesis, 2009. http://hdl.handle.net/10413/8741.

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Violent behavior is one of the most critical problem facing the world in general and South Africa in particular. The level of violence in our society is of wide concern. Many people are caught in a cycle of violence as victims and/or perpetrators. In the face of such increasing violence, it is crucial for peace educators to focus and teach people nonviolent ways of solving disputes to help contribute to a better awareness of the root causes of conflict from the global to interpersonal level and encourage individual to develop nonviolent behavior. In relation to the issue of reducing violence, I understood that action research provided a suitable methodology for researching the issue of my facilitation of nonviolence and problem solving workshop. It offered that in a way that allowed qualitative data to lead to action in the complexity of the situation. As Seville statement posits, violence is not innate but people are nurtured in violence and gradually become violent. However, one of the goals of peace studies is to nurture a commitment to nonviolent social change. To accomplish this, it was imperative to design a peace education program and apply it in a series of workshop with juvenile offenders. I embraced this education with the objective to build the capacity for nonviolent responses to conflict among a group of juvenile offenders at NICRO-Durban. Training for nonviolence and problem solving promises to develop attitudes and behavior that help people to live in harmony with each other and with self as individual. Through an experiential approach, I sought to train them in the use of creative nonviolent ways of handling situation in which people often resort to violence. Despite the limitation of this self-report method is that it was difficult to prove whether people are answering truthfully and had a realistic awareness of their own behavior. But the evaluation provides evidence that this study was substantially successful in achieving the aims and objectives set out for the research. The immediate out-come of the program was satisfying and the results show that this program is impacting on individual lives.
Thesis (M.Com.)-University of KwaZulu-Natal, 2009.

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Basabose, Jean de Dieu. "Anti-corruption education as a way of building positive peace in Rwanda". Thesis, 2015. http://hdl.handle.net/10321/1540.

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Submitted in fulfillment of the requirements of the degree of Doctor of Technology: Public Management, Durban University of Technology, Durban, South Africa, 2016.
Corruption has increasingly become a challenging issue that undermines peacebuilding processes. Anti-corruption efforts therefore constitute one of the ways of building and sustaining positive peace. Attempts to combat corruption generally follow one of three strategies which include: developing legal and punitive frameworks, establishing investigative and preventive mechanisms and promoting ethical values-based approaches. The present study has explored corruption in Rwanda and has highlighted the necessity of developing anti-corruption education as a way of combatting corruption. The first part of the study has used focus group discussions and interviews to collect information on corruption in Rwanda while the second part consists of experimental interventions organized to test an anti-corruption education curriculum. It has been realized that Rwanda, if compared with other African countries, has made remarkable progress in terms of fighting against corruption. However, the country still has a long way to go in order to achieve its ambition of building a corruption-free nation. The educational strategies to ensure the promotion of ethical values-based approaches have been found the weakest aspect of the anti-corruptioan campaign in Rwanda. This study has emphasized the necessity of involving children in the combat against corruption. Inspired by the Ubupfura ethical values, which are embedded in Rwandan culture, the study has proposed an anti-corruption curriculum for Rwandan children under the name of Nibakurane Ubupfura. Through the experimental interventions and preliminary evaluation of the curriculum, it has been demonstrated with evidence that the proposed anti-corruption education, applying an Ubupfura model, could significantly contribute to equipping children with the skills needed to disassociate and distance themselves from corrupt practices. With reference to the short-term impact of the experimental intervention conducted in this study, it leaves no doubt that the continous use of this education curriculum will help children to develop attitudes and behaviors that resist corruption. It is argued in this study that an effective campaign against corruption should consider promoting anti-corruption education with the aim of enabling present and future generations to maintain and live out the Ubupfura ethical values. Considering the link between anti-corruption and peacebuilding efforts, as explained in this study, it is underlined that efforts continuously made to raise such generations could undoubtedly move Rwandan society toward sustainable positive peace.
D

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45

Kamuanga, Emmanuel Muamba. "The problem of teaching twofold love: Christian education and a culture of peace in the Great Lakes Region". Thesis, 2008. http://hdl.handle.net/10500/1996.

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Practical theology has society as its horizon and should not be limited to a clerical paradigm because Christianity is not limited to a church but its horizon is the whole of society. In line with this understanding of practical theology, this study is a contribution to Christian education for a culture of peace in the Great Lakes region (the DRC, Rwanda and Burundi). Millions of people have been slaughtered in this region where Christianity is the main religion. The Church in this region has lost its credibility and is seen as contributing to a culture of violence through its church leaders and parishioners. This study focuses on the research question: Can teaching twofold love contribute to a culture of peace in the Great Lakes region? The thesis has empirically argued that the cause of turmoil in the Great Lakes region is the lack of twofold love, which has disguised itself in all evils known in the region, such as corruption, hegemony, predation, indirect rule, divide and rule, tribalism, fetishism, mass killings, prostitution, over-trust in modernism and breaking God's Ten Commandments, more than anything else. Humankind finds it difficult to love the neighbour like oneself and this lack of neighbourly love causes unrest in this region. The discussion in chapter three has empirically demonstrated through educational psychology that teaching is love of the learner. Therefore, an effective teacher should be able to give loving care to the learner's spiritual, physical and social needs, in a specific context. This is what Jesus did through verbal and behavioural media (Byrskog, 1994: 321). Such a liberationist teaching that should avoid pouring socially irrelevant knowledge on the learner is still an urgent need in the Great Lakes region. Christian education in this region has been learnt in a rote manner without educating Christians to be problem solvers. The fourth chapter makes practical suggestions on how to deal with the dilemmas of teaching Christian education in the region. Thus the study has empirically confirmed the research hypothesis that an effective teaching of twofold love can contribute to a culture of peace in the Great Lakes region.
Practical Theology
D. Th. (Practical Theology)

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46

Asembo, Kenedy Onyango. "Higher education in peace and security studies in Kenyan universities : students' perceptions of the quality of teaching and learning". Thesis, 2014. http://hdl.handle.net/10500/14626.

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Human security conceptions, service quality theory, critical social theory, and humanistic and social reconstructionist conceptualization of the curriculum have been used in this study to diagnose the quality of higher education (HE) in peace and security courses offered in Kenyan universities from the perspective of the student. The discourse emanates from the Kenya Government’s recognition of HE as key in solving the challenges affecting the country’s peace and security. This conceptualization is crucial in fast-tracking security reforms and dealing with the persistent peace and security challenges which the country faces. However, delivering quality HE amidst the recent explosion in demand for University education in Kenya has been a challenge and discourses on the dwindling quality of teaching and learning (QTL) delivered to University students in the country abound. The on-going dialectic contends that quality assurance in education is customer driven and the role of the student in evaluation of quality of education is categorical in determining viability of the programmes and self efficacy of the graduands. Using the positivistic-interpretivist paradigm, a total of 152 diploma and undergraduate students from five universities in Kenya participated in the study. Data were collected by use of a modified Service Performance (SERVPERF) questionnaire and interview schedules. The data were analysed both qualitatively by generating themes and categories and quantitatively by use of Statistical Package for Social Sciences (SPSS). The study found that whereas students hold high perceptions of course relevance, their overall perceptions of the QTL in such aspects as facilities, lecturers, teaching methodology, curriculum evaluation and programme content design was low. The study recommends that the universities should mobilize resources to improve the quality of their teaching and learning resources while intensifying practical training and improving the quality of assessment to minimize overreliance on written examinations in evaluating students. Further study of the role of HE in peace and security studies in reinforcing peacebulding and security management in the East African region is equally imperative.
Curriculum and Instructional Studies
D. Ed. (Curriculum and Instructional Studies)

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47

Wereta, Yoseph Woubalem. "Peace education for managing institutional conflict : a case study of Addis Ababa University". Thesis, 2019. http://hdl.handle.net/10500/26745.

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This study focused on investigating the significance of peace education to manage institutional conflict at Addis Ababa University, Ethiopia. As conflict is inevitable in all settings, the need for looking at diversified ways of mitigating conflict is paramount and mandatory. Higher education should serve communities and nations in generating solutions on one hand and as well generating educated human power equipped with basic knowledge, skills and required attitude, on the other hand. The situation observed in the study area of AAU and other universities is a concern because the level and magnitude of conflict being experienced in university campuses is increasing. Taking this into consideration, the study employed a qualitative inquiry and collected data from students, academic staff from a variety of departments, the student administration wing student, the Institute of Peace and Security Studies and support staff. The findings of the study tried to identify the nature and cause of conflict. Moreover, it collected data regarding the measures currently taken by the university and as well investigated to what extent peace education can serve as an instrument to manage institutional conflict in AAU. Most of the conflict types were found to be dysfunctional, which involves the affective domain based on the feelings and emotions of the conflicting parties, mainly students to each other. It was injected by ethnic conflict and almost no dialogue is held to resolve the conflicts among them. On the other hand, turbulent situations in the society are enacted at the university, with students entering into conflict demanding their ethnic groups’ democratic and human rights. When conflicts arise, conflict resolving mechanisms are traditional with the university resorting to the use of the external police force with dire consequences such as imprisonment, detainment and even death. The study thus investigated and revealed the potential of peace education as an innovative solution to resolve conflict collaboratively thus satisfying all parties.
Educational Management and Leadership
Ph. D. (Education Leadership and Management)

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48

Umurerwa, Blandine. "Educating for peace at pre-school : a case study of Khulanathi educare centre". Thesis, 2003. http://hdl.handle.net/10413/4235.

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Pre-schools, as the entry point to formal education are increasingly expected to play an invaluable role in the promotion of peace. As such, this study sets out to investigate the nature and extent to which one pre-school, namely Khulqnathi Educare Gentre in Pietermaritzburg (KEG), adheres to the 'peaceful schools' model with respect to its organization, curriculum, learning methods and the handling of conflict. The research approach taken in this study was qualitative and exploratory, relying on self-administered questionnaires, reviewing literature and documentary analysis. The researcher also spent some time at the school to observe day-to-day activities. Parents and teachers constituted the study's respondents. The study reveals an innovative approach to teaching at KEG in which peace education is treated as an integral part of the entire learning and teaching processes. This innovation gets impetus from the school's constitution, which endorses peace education. Peace values are promoted through the curriculum in general, and in particular, the teaching and learning methods and in the school's approaches to handling conflict. Peace education does not stand out as an explicit goal. Rather, it is an integral compc;ment of the four cornerstones of the KEG's learning and teaching processes. Approaches to resolving conflict through dialogue at the school further demonstrate the school's adherence to the peaceful school model. A close working relationship between the school staff and parents ensures that children are exposed to peace values both at home and at school. In summary, the questionnaires, observations and the school documents lead to the conclusion that KEG is closely conforms to the peaceful school model. The study also offers some general insights on peace education in pre-schools and some recommendations specifically meant for Khulanthi Educare's situation.
Thesis (M.Com.)-University of Natal, Durban, 2003.

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49

Tago, Vincent Juma. "Education for peace : a case study of the African Leadership Academy in Gauteng". Diss., 2016. http://hdl.handle.net/10500/21698.

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The purpose of the study was to explore the extent to which peace principles were incorporated into the two-year programme at the African Leadership Academy – a Pan-African school in Gauteng, whose mission is to develop young leaders who would contribute to making Africa a peaceful and prosperous continent. The study included investigating whether the formal and informal structures of the school promoted a culture of peace. A literature study outlined the causes of violence and violent conflicts in South Africa and on the African continent, and it also analysed the theoretical frameworks of peace education as put forward by Paulo Freire, Hossain Danesh and Maria Montessori. A qualitative case study methodology employing document analysis, observations and interviews was used. The findings showed that the two-year programme is not specifically designed as a peace education programme, but the teaching of peace principles are non-deliberately and uniquely embedded in the curriculum in the form of the particular skills, attitudes and values that learners acquire at this institution in the two years. The classroom environment and the culture of the school community inculcated in learners the qualities of unity and critical thinking and equip them with conflict resolution skills. Based on the findings, recommendations were made to the school and to all stakeholders in education.
Educational Foundations
M. Ed. (Socio-Education)

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50

方麗芬. "A Study of the Courses Design in Junior School's Arts Teaching and its Application -On the Topic of Disaster ,War,Peace and Love". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/21003910592890332604.

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碩士
國立彰化師範大學
藝術教育研究所
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Abstract The purpose of this research was designed for curriculum projects’ an example of “An issues-based approach to multicultural Art education”, including art teaching methods and its application. This study aims to explore the influence of junior school’s Art education on the development of their ability to all-round thinking, based on the theories of post-modernism, multiculturalism. The study, developed around the premise of the contents and theories behind the nine-year compulsory education, art education and curricular design, aim to explore the role and significance of An issues-based approach to multicultural Art education to the nine-year compulsory education system, with which may be designed and streamlined into actual teaching, in an attempt to evaluate its tangible yield to the faculty and study body and as reference for revamping the Art education. The speedy development of technology was shortened the distances between countries and nations. The continuous influences happened when two different cultures contact with each other. Through art, it transmits us the cultural essences and meanwhile brings us much more impact than language in the communication. Many different cultures influence the cultures in Taiwan every period. From the education reform processions happened in Taiwan. We know, that important about multiculturalism in Art education. The Junior School’s students need to have different and suitable curricula for the student from different culture backgrounds. Simultaneously with reordering the education environment and planning the new curriculum, people must understand that art is the basis of complete education. The experience of advanced countries in Europe, America and elsewhere has repeatedly shown that incorporating art into a comprehensive curriculum helps foster cognitive skills and can be applied in other areas including powers of discrimination, analysis, reflection and judgment, as well as integrating data from various sources, in order to produce new concepts – in other words, all-round thinking ability. These qualities are precisely the main goal of educational reform, the basis of success for the next generation in the twenty-first century. Largely led by a qualitative approach backed by quantitative measure, source of data for the study consists of case student discussion, teacher interview data, teaching observation, student questionnaire poll, student interview data, and curricular teaching materials. Research data have been collected from one year span, in which initial data, upon re-editing by the researcher, are then sorted, compared, analyzed, together with triangular method to unveil a realistic scenario how the students take to the subject and how the subject is taught by the teachers.

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Tesis sobre el tema "Teaching of peace"

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