Towards a sustainable and holistic model of peace education

A critique of conventional modes of peace education through dialogue in Israel

Datos Bibliográficos

ID12876136
AutoresNoam Schimmel (0000-0002-5429-8813, London School of Economics and Political Science, autor de correspondencia)
Año2009
Volumen6
Número1
Páginas51-68
Fecha de publicación2009-02-27
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Peace Education (JOURNAL)
Identificadores de la revistaISSN: 1740-0201 • E-ISSN: 1740-021X
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400200802658365
OpenAlexW2005366806
IdiomaEN
Citas recibidas7
Referencias citadas13

This article explores ways of improving peace education, placing emphasis on peace education programmes in Israel that use dialogue to foster mutual understanding and respect. This article offers a critical assessment of contemporary Israeli peace education initiatives, emphasizing that current peace education programmes in Israel have failed to significantly improve social attitudes between Arabs and Jews. Critiques of contemporary forms of peace education focus on their psychological and social contexts, and the ways in which the framing of peace education has substantive impacts on the likelihood of its success and its sustainability. Emphasis is placed on the importance of incorporating affective rather than primarily cognitive models for promoting coexistence; the importance of pursuing long‐term peace education programming rather than the predominant short‐term ‘encounter group’ model; and the need for a comprehensive social and political approach to peace education that extends beyond schools and embraces society as a whole

Conflict resolution · Environmental ethics · Framing (construction · Peace Education · Pedagogy · Political science · Politics · Social science · Sociology · Sustainability · Educator Training and Historical Pedagogy · Jewish and Middle Eastern Studies · Law · Peace and Human Rights Education