Looking for peace in national curriculum
The Peca Project in New Zealand
Bibliographic Data
| ID | 12876238 |
|---|---|
| Authors | Katerina Standish (0000-0001-9979-0708, University of Otago, corresponding author) |
| Year | 2015 |
| Volume | 13 |
| Issue | 1 |
| Pages | 18-40 |
| Publication date | 2015-10-27 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Peace Education (JOURNAL) |
| Journal identifiers | ISSN: 1740-0201 • E-ISSN: 1740-021X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17400201.2015.1100110 |
| OpenAlex | W2176763405 |
| Language | EN |
| Citations received | 2 |
| References cited | 35 |
This is the pilot study for the Peace Education Curricular Analysis Project – a project that seeks to become a longitudinal and global analysis of national curriculum statements for pro-peace values. National education as a system of organized learning can act as a transmission belt – a cultural institution that assigns communal ideals and values and uses pedagogy to echo social standards. As this analysis considers that it is possible to assess non-peace education for peace education qualities, this study analyzed New Zealand’s early childhood, primary, and secondary education curricular statements to ascertain the presence or absence of three elements common in peace education programs: recognition of violence; addressing conflict nonviolently; and creating the conditions of positive peace. The methodologies used in this mixed methods study include directive and summative content analysis. This analysis finds that the curricular statements (2) of New Zealand have made progress to educate students toward peace and non-violence and that in general, the early childhood curricular statement incorporates a greater amount of pro-peace content than the primary and secondary curriculum statement. Opportunities exist to strengthen peace education content in future New Zealand curricular statements
Content analysis · Curriculum · Formative assessment · National curriculum · Peace Education · Pedagogy · Political science · Social science · Sociology · Summative assessment · Peace and Human Rights Education · Peacebuilding and International Security · Values and Moral Education
Peace by Peaceful Means
The Content Analysis Guidebook
The world report on violence and health
Moral Education
Power and ideology in education
The Adult Learner
Applying Social Psychology
Handbook on Peace Education
Doing Research
Engaging Men as Social Justice Allies in Ending Violence Against Women
The Ecology of Human Development
Sociology
Economy and Society
Social justice and the philosophical foundations of critical peace education
Human rights education and student self-conception in the Dominican Republic
Schooling for violence and peace
Against the Quantitative-Qualitative Incompatibility Thesis or Dogmas Die Hard
Narrating Identities
Mixed Methods Research
Peace education theory
Communities of Practice
Therapeutic Songwriting in Music Therapy
Three Approaches to Qualitative Content Analysis
Cultural Violence
Georg Simmel on Individuality and Social Forms
On Curriculum Form
Authenticity in Constructivist Inquiry
Intergenerational Transmission of Values
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,4 |
| Citation span | 2021 - 2021 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |