Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

[Truncated abstract] This thesis examines the potential for children to contribute to peacebuilding processes in societies experiencing protracted social conflict. Since the shifting nature of contemporary armed conflict has increased the involvement of civilians, the potential for purely government-brokered peacemaking initiatives to bring about a sustained end to conflict has weakened. As a consequence, effective and permanent cessation to conflict has a better chance of success if a policy of grass-roots peacebuilding is constructed in and around top-level peace agreements. Implementation of track two diplomatic initiatives, particularly using the process of conflict transformation through dialogue encounter, has the potential to encourage a fundamental shift in the perceptions held by opposing groups in conflict, and the eventual total transformation of the conflict itself. … Parallel cultural analyses of Palestinian and Israeli society reveal the role of culture and nationbuilding in protracted social conflict; the effect of these dynamics on the political socialisation of children from both sides; and the extent to which these dynamics produce children who are suitable for participation in peacebuilding initiatives. The dissertation then explores the programs of several key child-orientated peacebuilding organisations currently operating in the sphere of the Palestinian-Israeli conflict. Through analysis of procedures, outcomes, effectiveness and external societal dynamics, the thesis discusses the various social, economic, cultural and political factors that contribute to the success and limitations of such ventures in Israel/Palestine.

This research article deals with the implementation of peace education in the intermediate phase of South African schools. The specific questions that this research article attempts to address are: (i) What is peace education, with particular reference to its aims and objectives? (ii) Why is it important to include peace education in any school curriculum? (iii) What is the present status of peace education in the National curriculum? (iv) What has been the experience of educators with this curriculum? (v) How may the curriculum be modified to take account of peace education principles? Chapter one provides an overview, outlining the research objectives and the structure of the research article. Chapter two attempts to review the body of literature that has been written on the subject of peace education. In an effort to accomplish this, the article firstly attempts to provide a widely accepted definition of the concept of peace education. In this regard several definitions of different researchers have been presented and discussed and finally a single definition has been formulated for the purposes of this article. Chapter two attempts to provide an analysis of the aims and objectives of peace education. The varying views by different researchers have been presented. After careful consideration of these views a set of aims and objectives have been presented for the purpose of this research article. Chapter three provides strong evidence that children who are exposed to peace education develop more positively. They perceive their social world and react to social factors in a less hostile way. Furthermore, these individuals see violence as an unacceptable option, and choose nonviolent ways to resolve conflict. Chapter four reviews the research design that has been used in data collection. This chapter also focuses on the methodology and techniques employed in the analysis of the data. Chapter five provides an analysis of the research findings. This analysis is presented in two parts. Chapter six focuses on those objectives of peace education that are of critical importance but have not been included in the National Curriculum Statement grades R-9 (schools) 1997 (NCS) or the Revised National Curriculum Statement grades R-9 (schools) 2002 (RNCS). It will be illustrated that when these objectives are incorporated in the curriculum, it will strengthen the curriculum in terms of its provision for the effective teaching of peace education. Chapter seven contains a summary of the salient discussion points of the research and concluding remarks by the researcher. / Thesis (M.A.)-University of Natal, Durban, 2003.

This thesis asks how voice enables youth to claim agency within divided societies, and what are the implications of this in terms of conflict and peacebuilding? It is an analysis of the significance of young people's voices to international relations. The research is framed in terms of human rights and human security, children's rights, and recognition theories. Its aim is to draw conclusions both about the nature of voice and agency, or power, and about how the framing of the present research in this area impacts the ability of the discourse to take into account the significance of listening to those who are marginalized. From these starting points the thesis will explore questions such as the following: In what ways do children have a voice? If young people had more of a voice, would it make a difference? Does having a voice lead to power? If so, does this create a culture of respect for this voice, and in turn an increase in the speaker's ability to claim agency? Does increasing participation have an impact upon people's likeliness to resort to violence? These aspects are important because they contribute to knowledge and frameworks for peacebuilding in post-conflict areas and the link between voice and violence may provide a key to reducing youth violence in post-conflict areas, but most significantly, hearing young voice could contribute to a sustainable peace, envisioned by and cultivated by the very generation that must own that peace if it is to become lasting.

Pre-schools, as the entry point to formal education are increasingly expected to play an invaluable role in the promotion of peace. As such, this study sets out to investigate the nature and extent to which one pre-school, namely Khulqnathi Educare Gentre in Pietermaritzburg (KEG), adheres to the 'peaceful schools' model with respect to its organization, curriculum, learning methods and the handling of conflict. The research approach taken in this study was qualitative and exploratory, relying on self-administered questionnaires, reviewing literature and documentary analysis. The researcher also spent some time at the school to observe day-to-day activities. Parents and teachers constituted the study's respondents. The study reveals an innovative approach to teaching at KEG in which peace education is treated as an integral part of the entire learning and teaching processes. This innovation gets impetus from the school's constitution, which endorses peace education. Peace values are promoted through the curriculum in general, and in particular, the teaching and learning methods and in the school's approaches to handling conflict. Peace education does not stand out as an explicit goal. Rather, it is an integral compc;ment of the four cornerstones of the KEG's learning and teaching processes. Approaches to resolving conflict through dialogue at the school further demonstrate the school's adherence to the peaceful school model. A close working relationship between the school staff and parents ensures that children are exposed to peace values both at home and at school. In summary, the questionnaires, observations and the school documents lead to the conclusion that KEG is closely conforms to the peaceful school model. The study also offers some general insights on peace education in pre-schools and some recommendations specifically meant for Khulanthi Educare's situation. / Thesis (M.Com.)-University of Natal, Durban, 2003.