Schooling for violence and peace

How does peace education differ from ‘normal’ schooling

Dados Bibliográficos

ID12876008
AutoresClive Harber (University College Birmingham, autor correspondente), Noriko Sakade (University of Birmingham)
Ano2009
Volume6
Fascículo2
Páginas171-187
Data de publicação2009-07-23
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Peace Education (JOURNAL)
Identificadores do periódicoISSN: 1740-0201 • E-ISSN: 1740-021X
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400200903086599
OpenAlexW2086338638
IdiomaEN
Citações recebidas41
Referências citadas14

This article reviews literature on the roles of schooling in both reproducing and actively perpetrating violence, and sets out an historical explanation of why schools are socially constructed in such a way as to make these roles possible.It then discusses notions of peace education in relation to one particular project in England before using empirical data from research on the project to examine contrasts between peace education approaches and 'normal' schooling from the viewpoints of project workers, pupils and teachers.It concludes that such contrasts and tensions do indeed exist and that this raises serious questions about the compatibility of peace education and formal schooling

Criminology · Peace and conflict studies · Peace Education · Pedagogy · Political science · Politics · School violence · Social science · Sociology · Structural violence · Viewpoints · Gender Studies · Gender, Security, and Conflict · Law · Peace and Human Rights Education · Peacebuilding and International Security · Psychology · Social Psychology