Encyclopedia of Educational Philosophy and Theory

Living Edition
| Editors: Michael A. Peters

Peace Education in Active Conflict

Living reference work entry
First Online:
Received:
Accepted:
DOI: https://doi.org/10.1007/978-981-287-532-7_594-1
How to cite

This entry will first attempt to delineate discourses of “active conflict” and “peace education,” before investigating the necessary conditions for implementation of peace education programs. A final part will investigate the critique and alternative discourses, including that of counter-education, negative utopia, and critical pedagogy of peace education. Whereas the normative foundations of peace education and peace education in active conflict remain somewhat similar, this entry will analyze the concept of peace education from a perspective of active conflict – which is here understood as contexts of directed violence. Although each context poses unique challenges, a “field” of peace education and peace studies addressing active conflict has emerged that hopefully justify, in the need of brevity, to lump together various categories of conflict. The oft-Western and Eurocentric understanding of the meaning of peace education and war, and their hegemonic implications, brings in a...

This is a preview of subscription content, log in to check access.

References

  1. Bar-Tal, D., & Rosen, Y. (2009). Peace education in societies involved in intractable conflicts: Direct and indirect models. Review of Educational Research, 79(2), 557–575.CrossRefGoogle Scholar
  2. Blank, L. R. (2010). Defining the battlefield in contemporary conflict and counterterrorism: Understanding the parameters of the zone of combat. Georgia Journal of International and Comparative Law, 39(1), 1–38.Google Scholar
  3. Galtung, J. (1999). Peace theory: An introduction. In P. de Cuellar & S. Choue (Eds.), World encyclopedia of peace (Vol. IV, pp. 274–283). New York: Oceana Publications Inc.Google Scholar
  4. Gur-ze’ev, I. (2001). Philosophy of peace education in a postmodern era. Educational Theory, 51(3), 315–336.CrossRefGoogle Scholar
  5. Harris, I. M. (2004). Peace education theory. Journal of Peace Education, 1(1), 5–20.CrossRefGoogle Scholar
  6. Nordtveit, B. H. (2016). Schools as protection? Reinventing education in contexts of adversity. Dordrecht: Springer.CrossRefGoogle Scholar
  7. Pettigrew, T. F. (2008). Future directions for intergroup contact theory and research. International Journal of Intercultural Relations, 32(2008), 187–199.CrossRefGoogle Scholar
  8. Salomon, G. (2004). Does peace education make a difference in the context of an intractable conflict? Peace and Conflict: Journal of Peace Psychology, 10(3), 257–274.CrossRefGoogle Scholar
  9. Smith Page, J. (2004). Peace education: Exploring some philosophical foundations. International Review of Education, 50(1), 3–15.CrossRefGoogle Scholar
  10. Zembylas, M. (2016). Peace education and peacebuilding across the conflict continuum: Insights from Lebanon. In M. Bajaj & M. Hantzopoulos (Eds.), Peace education: International perspectives (pp. 71–88). London: Bloomsbury.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.University of Massachusetts AmherstAmherstUSA