Transformative peace education with teachers

Lessons from Juegos de Paz in rural Colombia

Bibliographic Data

ID12876107
AuthorsSilvia Diazgranados (0000-0002-1010-8395, corresponding author), Jeff Noonan (0000-0002-1517-5079), Steven Brion‐Meisels, Lina María Saldarriaga (0000-0001-6804-2395, Universidad de los Andes), Berta C Daza (Universidad de los Andes), Minerva S Chávez (California State University, Fullerton), Irene Antonellis
Year2014
Volume11
Issue2
Pages150-161
Publication date2014-04-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Peace Education (JOURNAL)
Journal identifiersISSN: 1740-0201 • E-ISSN: 1740-021X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400201.2014.898627
OpenAlexW2091535381
LanguageEN
Citations received9
References cited6

Effective peace education helps to create a transformation in the knowledge, skills, dispositions, and relationships of its students. Drawing on their experiences training teachers as part of Juegos de Paz, an education for peace program that received support from the Colombian National Program for Citizenship Competencies, the authors explore transformative peace education and identify four key lessons for practitioners. Data from focus groups, interviews, and personal reflections are used to illustrate these principles and lessons. Additionally, it is suggested that there may be some transferability of these principles across contexts, since the program studied was originally developed in North America for use in urban elementary schools and was successfully adapted for use in rural Colombia

Citizenship · Citizenship education · Economic growth · Focus group · Peace Education · Pedagogy · Political science · Politics · Sociology · Transferability · Transformative learning · Conflict, Peace, and Violence in Colombia · Educator Training and Historical Pedagogy · Peace and Human Rights Education · Psychology

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