Abstract
It is imperative that transformative educators understand how education can be manipulated to serve political and authoritarian agendas and to recognize its subtle manifestations in order to reshape education for the purposes of fostering peace, cooperation and acceptance. Bush and Saltarelli (2000) assert that in its extremes, education can have “two faces”. It can be used as a tool to stimulate political unrest, foster hatred, justify violence and promote inequities; or in the case of peace education, facilitate the reconstruction of fragile states. Yet peace education programs continue to be criticized for their lack of rigorous evaluations largely by those demanding adherence to a positivist paradigm. This paper puts forward the conditions and a methodology that will increase the likelihood of program success and suggests that peace educators need to measure the social action taken by program recipients as well as gains made in knowledge, skills and attitudes.
Keywords
peace education, confict, comparative education, curriculum, post-conflict studies, marginalization, non-violence
Publication Date
11-2018
DOI
10.46743/1082-7307/2018.1476
Recommended Citation
Savard, Michelle
(2018)
"An Alternative to Violence in Education,"
Peace and Conflict Studies: Vol. 25:
No.
2, Article 4.
DOI: 10.46743/1082-7307/2018.1476
Available at:
https://nsuworks.nova.edu/pcs/vol25/iss2/4
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Humane Education Commons, Instructional Media Design Commons, International and Comparative Education Commons, Peace and Conflict Studies Commons