Towards a sustainable and holistic model of peace education

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

Dados Bibliográficos

ID12876136
AutoresNoam Schimmel (0000-0002-5429-8813, London School of Economics and Political Science, autor correspondente)
Ano2009
Volume6
Fascículo1
Páginas51-68
Data de publicação2009-02-27
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Peace Education (JOURNAL)
Identificadores do periódicoISSN: 1740-0201 • E-ISSN: 1740-021X
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400200802658365
OpenAlexW2005366806
IdiomaEN
Citações recebidas7
Referências 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