A critical understanding of the nexus between education and conflict and the role of peace education in social transformation.
PEAC 505 is an introduction to, and critical analysis of, the emerging subfield of
education, conflict and peace. Peace education has emerged over the last sixty years
as a platform to achieve the goals set out in the mandate of the UN to create a global
culture of peace. Cultures of peace aim to promote respect for life and nonviolent
methods of resolving conflict using education aimed at teaching the values of tolerance
and human rights. Education as a form of cultural violence is being increasingly examined
by national governments as well as international organisations, including the UN agencies,
and therefore, there is a great deal of academic as well as practitioners' interest
in this area.
The paper provides a theoretical and conceptual understanding of the role of education in society: its contribution to ethnic conflict, discrimination and social injustice in a social space that traditionally has contributed to war culture but also serves as an encounter space for different cultures, genders and identities. This paper shows how the classroom can be a place of fostering nonviolence, human rights and dignity and of identifying the manifold linkages between ways of learning and living.
|Paper title||Peace Education|
|Subject||Peace and Conflict Studies|
|Teaching period||First Semester|
|Domestic Tuition Fees (NZD)||$2,047.25|
|International Tuition Fees (NZD)||$5,209.25|
- PEAC 405
- Limited to
- Suitable for postgraduates, graduates and professionals of all disciplines interested in the connection between peace, conflict and education, in any setting.
- More information link
- View more information on the National Centre for Peace and Conflict Studies' website
- Teaching staff
- Dr Katerina Standish
- Paper Structure
- This paper explores:
- The role of violence in education
- The actions and attitudes of education for peace
- The connection between education and ethnicity in both international and Aotearoan contexts
- The role of education in transforming educative spaces and teaching turbulent history and the practices of peace education
- Week 1: Education and peace education
- Week 2: Types of violence in education
- Week 3: Voices of peace education, evolution of a peace sub-discipline, peace education and teaching philosophy
- Week 4: Educating for war, war in education
- Week 5: Educating for peace, positive socialisation, studying peace, unity/diversity lenses
- Week 6: Education and ethnic conflict; contact hypothesis; stream 1: New Zealand; stream 2: Sri Lanka, Cyprus, Palestine, India, Africa, Canada, Germany, Northern Ireland, Bosnia and Herzogovina, Lebanon
- Week 7: Transforming conflict spaces
- Week 8: Education and identity, culture and ethnicity, gender and minority status
- Week 9: Can you teach peace? Multicultural education, education and democracy
- Week 10: Learning/teaching turbulent history, contested history, conflict narratives
- Week 11: Peace education practice I, non-hurting/mindfulness (ahimsa/dyana), nonviolence, meditation practice
- Week 12: Peace education practice II, cooperation, NVC, compassionate communication, discord/accord triangle
- Week 13: Theorising peace education
- Teaching Arrangements
- Each 3-hour seminar is a combination of lecture, discussion and reflection.
- This paper has four books and several online and library e-reserve readings:
- Noddings, Nel. 2012. Peace Education: How we come to Love and Hate War. New York: Cambridge University Press
- Harris, Ian and Morrison, Mary Lee. 2013. Peace Education 3rd Edition. Jefferson: McFarland and Company
- Bajaj, Monisha. 2008. Encyclopedia of Peace Education. Charlotte: Information Age Publishing
- Lange, Matthew. 2012. Educations in Ethnic Violence. New York: Cambridge University Press
- Graduate Attributes Emphasised
- Critical thinking.
View more information about Otago's graduate attributes.
- Learning Outcomes
- Students who successfully complete the paper will demonstrate in-depth understanding of the central concepts, theories and current areas of debate in the study of peace education.