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Peace Education in a Broader Perspective

Received: 31 October 2014     Accepted: 6 November 2014     Published: 11 November 2014
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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.

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

Keywords

Peace, Education, Transition, Theories

References
[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.
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    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

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    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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    AMA 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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  • @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}
    }
    

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    AU  - Sumita Chaudhuri
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    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.
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Author Information
  • Pailan College of Education (Affiliated to the University of Calcutta), Pailan Group, Joka, Kolkata

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