The study aims to introduce those who are unaware about the field of peace education and provide an overview of the history, central concepts, scholarship, and practices within the field. We will survey the human and social dimensions of peace education, such as gender perspectives in peace education and human rights education. Significant time will be spent on profiling key thinkers, theories, and movements in the field, with a particular focus on case -studies of peace education in practice worldwide. Throughout this study, we will distinguish between two core concepts in peace education, namely “negative peace” and “positive peace.” Negative peace is defined as the absence of direct, organized, physical violence; efforts to promote negative peace include disarmament and peacekeeping initiatives. Positive peace requires the absence of structural violence and emphasizes the promotion of human rights to ensure a comprehensive notion of social justice. Human rights education and attempts to reduce social inequality are examples of efforts to promote positive peace.
| Published in |
Education Journal (Volume 4, Issue 1-1)
This article belongs to the Special Issue Gender, Peace and Education |
| DOI | 10.11648/j.edu.s.2015040101.12 |
| Page(s) | 6-9 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2014. Published by Science Publishing Group |
Peace, Education, Transition, Theories
| [1] | Boulding, KE (1977) ‘Twelve Friendly Quarrels with Johan Galtung’ in Journal of Peace Research, Vol. 14, 1, pp. 75-86. |
| [2] | Freire, P (1972) Pedagogy of the Oppressed, Penguin Books, Harmondsworth. |
| [3] | Galtung, J (1969) ‘Violence, Peace and Peace Research’ in Journal of Peace Research, Vol. 6, 3, pp. 167-191. |
| [4] | Galtung, J (1990) ‘Cultural Violence’ in Journal of Peace Research, Vol. 27, 3, pp. 291-305. |
| [5] | Harris, IM (2004) ‘Peace education theory’ in Journal of Peace Education, Vol. 1, 1, pp. 5-20. |
| [6] | King, ML (1957) ‘Non-Violence and Racial Justice’ in Christian Century, 6 February 1957. |
| [7] | McSweeney, B (1998) ‘Introduction: Comments on Morality and Peace Research’ in McSweeney, B (ed.) Moral Issues in International Affairs: Problems of European Integration, Macmillan Press, London, pp. 1-12. |
| [8] | Prontzos, PG (2004) ‘Collateral Damage: The Human Cost of Structural Violence’ in Jones, A (ed.) Genocide, War Crimes and the West: History and Complicity, Zed Books, London and New York, pp. 299-324. |
APA Style
Sumita Chaudhuri. (2014). Peace Education in a Broader Perspective. Education Journal, 4(1-1), 6-9. https://doi.org/10.11648/j.edu.s.2015040101.12
ACS Style
Sumita Chaudhuri. Peace Education in a Broader Perspective. Educ. J. 2014, 4(1-1), 6-9. doi: 10.11648/j.edu.s.2015040101.12
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Download@article{10.11648/j.edu.s.2015040101.12,
author = {Sumita Chaudhuri},
title = {Peace Education in a Broader Perspective},
journal = {Education Journal},
volume = {4},
number = {1-1},
pages = {6-9},
doi = {10.11648/j.edu.s.2015040101.12},
url = {https://doi.org/10.11648/j.edu.s.2015040101.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.s.2015040101.12},
abstract = {The study aims to introduce those who are unaware about the field of peace education and provide an overview of the history, central concepts, scholarship, and practices within the field. We will survey the human and social dimensions of peace education, such as gender perspectives in peace education and human rights education. Significant time will be spent on profiling key thinkers, theories, and movements in the field, with a particular focus on case -studies of peace education in practice worldwide. Throughout this study, we will distinguish between two core concepts in peace education, namely “negative peace” and “positive peace.” Negative peace is defined as the absence of direct, organized, physical violence; efforts to promote negative peace include disarmament and peacekeeping initiatives. Positive peace requires the absence of structural violence and emphasizes the promotion of human rights to ensure a comprehensive notion of social justice. Human rights education and attempts to reduce social inequality are examples of efforts to promote positive peace.},
year = {2014}
}
TY - JOUR T1 - Peace Education in a Broader Perspective AU - Sumita Chaudhuri Y1 - 2014/11/11 PY - 2014 N1 - https://doi.org/10.11648/j.edu.s.2015040101.12 DO - 10.11648/j.edu.s.2015040101.12 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 6 EP - 9 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.s.2015040101.12 AB - The study aims to introduce those who are unaware about the field of peace education and provide an overview of the history, central concepts, scholarship, and practices within the field. We will survey the human and social dimensions of peace education, such as gender perspectives in peace education and human rights education. Significant time will be spent on profiling key thinkers, theories, and movements in the field, with a particular focus on case -studies of peace education in practice worldwide. Throughout this study, we will distinguish between two core concepts in peace education, namely “negative peace” and “positive peace.” Negative peace is defined as the absence of direct, organized, physical violence; efforts to promote negative peace include disarmament and peacekeeping initiatives. Positive peace requires the absence of structural violence and emphasizes the promotion of human rights to ensure a comprehensive notion of social justice. Human rights education and attempts to reduce social inequality are examples of efforts to promote positive peace. VL - 4 IS - 1-1 ER -
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