Thesis (Ph.D.(History of Education)--Universiteit van Pretoria, 2001. / Includes bibliographical references.

Yes / The full-text of this book chapter will be released for public view at the end of the publisher embargo on 30 Sep 2024.

Abstract In many parts of the world, theatre has been used to educate, socialise, indoctrinate and raise consciousness. In contemporary Africa, theatre practitioners have lamented the fragmentation of human life and the erosion of peace as a result of human rights abuses, income inequality, poverty, lack of access to services, crime and wars. The aim of this paper is to examine how African theatre practitioners have used theatre as a cultural tool to create awareness and educate their audiences about the need for peaceful co-existence in their communities. The discussions examine selected plays and applied theatre projects from West and southern Africa. They conclude in the finding that the applied theatre form is more effective than conventional literary theatre in promoting peace education and local development initiatives in Africa.

The International Baccalaureate Diploma Programme, renowned for its academic rigor, is also committed to forwarding the larger organization’s mission of creating “a better and more peaceful world” through education. This qualitative case study explores the conceptions of peace education held by three IB Diploma English A1 teachers, the factors that shaped those conceptions, and possible obstacles to teaching for peace in an international school. A framework of peace education as distilled from an extensive literature review and Johan Galtung’s definitions of peace provide the study’s theoretical foundation. Using observations, document analysis, and semi-structured interviews, this study examines teachers’ concepts of peace, pedagogical practices, and approaches to peace education within the context of an A1 classroom and an IB World School. The findings conclude that teachers’ conceptions of peace education are shaped by personal factors such as prior experiences and pedagogical content knowledge, and not by official IB documents.

The International Baccalaureate Diploma Programme, renowned for its academic rigor, is also committed to forwarding the larger organization’s mission of creating “a better and more peaceful world” through education. This qualitative case study explores the conceptions of peace education held by three IB Diploma English A1 teachers, the factors that shaped those conceptions, and possible obstacles to teaching for peace in an international school. A framework of peace education as distilled from an extensive literature review and Johan Galtung’s definitions of peace provide the study’s theoretical foundation. Using observations, document analysis, and semi-structured interviews, this study examines teachers’ concepts of peace, pedagogical practices, and approaches to peace education within the context of an A1 classroom and an IB World School. The findings conclude that teachers’ conceptions of peace education are shaped by personal factors such as prior experiences and pedagogical content knowledge, and not by official IB documents.

Despite seemingly remarkable progress on civic-political concepts in different cultural and national contexts, the co-existence of students and civilizations in the classroom remains underrepresented in critical peace education as a pedagogical approach. As a result, this qualitative case study seeks to understand the curriculum-as-planned, -implemented, and -lived of four Grade 5 classrooms at a school in Morocco. In this study, I suggest that their curriculum represents some of the key concepts taken up in critical peace education. Critical peace education works toward creating spaces of empowerment for students where they can critically analyze their relations to power. I use Foucault’s conceptions of discursive regimes, power/knowledge, care of the self, genealogy, and archaeology as the foundation for a postmodernist worldview. As part of my research methodology I collected data from curriculum documents, photos of activities/events/interactions at the school and/or within the classroom, responses from Grade 5 students to questions about their lived experiences about “making peace,” and journaling about my role as a participant-observer in the Arabic-speaking classrooms. This research seeks to mobilize knowledge that focuses on current practices for designing curriculum and pedagogical strategies that are needed to develop what we might call a “critical peace curriculum.”

The aim of this study is to develop an understanding of how peace education for children can work as part of a broader conflict transformation process in intractable and post-conflict societies. The study sets out to establish if and how theoretically researched knowledge combines with the actual practical work of peace educators and to note the contribution of peace education in the transformative approach.To assist in achieving my aims, I am applying a comparative evaluation method that allows for a comparison to be made between theory and practice. I have devised two case illustrations concerning specific organisations which can be evaluated with regard to their work with peace education. I have also conducted a thorough literature analysis which has enabled the study to incorporate appropriately selected theoretical approaches to be examined against the work of the practitioners.The research concludes with a discussion centred on my findings and the normative standpoint that I take: that peace education certainly plays a significant role in the overall conflict transformative process and that theoretical knowledge can and should be the basis of its practical work.Keywords: Peace education, conflict transformation, children, post-conflict, theory and practice

This thesis explores the relationships between pre-service teacher training, peace education, anti-racism education, gender equity education and conflict resolution. Specifically, this study investigates the mandatory School and Society course within the Initial Teacher Education Program at the Ontario Institute for Studies in Education at the University of Toronto, to explore peace education training within the pre-service teacher education program. The methodology employed involves the combination of a curriculum analysis and reflective case study; both are utilized to illustrate the author’s experiences as a pre-service student, and the training received during this program. The findings illustrate that components of a peace education curriculum are observable in the Initial Teacher Education program. There is however, no formal requirement for delivering peace education within the program. As a result, this thesis offers recommendations for the development of formal peace education training in OISE/UT’s pre-service program.

Peace education offers potential for transforming violent conflict into peace between groups in conflict. The research literature on conflict transformation theory and peace education has identified key assumptions for building long-term peace following violent conflict. The extent to which peace education programs have incorporated these theoretical notions, however, is not well known. This thesis explored the extent to which key theoretical insights from the literature on conflict transformation theory and peace education are incorporated in a prominent peace education program, Seeds of Peace. Data collection consisted of interviews with ten program staff members and written documentation produced by Seeds of Peace. Employing the analytical framework developed from a review of the literature, a comparison between theoretical notions and Seeds of Peace programming was done. Findings of this study highlight the extent to which there are gaps between theory and practice, and a case is made for the establishment of a more explicit connection between theory and practice. Furthermore, the thesis highlights the importance of further studies to address the research gap.

The United Nations Convention on the Rights of the Child (UNCRC) calls for education to prepare children for "responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin" (UN, 1989, p.9). This thesis examines the potential role of Educational Psychologists (EPs) in addressing the UNCRC call to promote community cohesion through their work in schools. A systematic review of recent international research into the effects of psychology-based educational approaches promoting community cohesion was undertaken. The review, structured by the PRISMA framework, identified 13 studies examining the effects of approaches to community cohesion. Analysis of these studies yielded insight into approaches to community cohesion, which may be best promoted through educational approaches that have both knowledge and process-based components and through a multi-level approach, which takes into account the individual and their relationships as well as the relationships between community groups and the individual's participation in their community. An empirical study with an Educational Psychology Service (EPS) in the North West of England was undertaken. This consisted of an Appreciative Inquiry cycle of four focus groups exploring ways in which an EPS could envisage promoting community cohesion. Findings from the empirical study suggest that an EPS supporting community cohesion is facilitated by aspects of current EP practice including values and by EPs knowing their school communities. EPs reflecting on their own positionality regarding community and culture may also be a facilitator. Dissemination to EP practice was considered, both at the research site as well as within the profession more generally. A multi-level approach was generated in which dissemination to practice through journal publication, conference presentations and continued contribution to a working group of regional EPSs was planned alongside dissemination through the design and delivery of training packages for schools. Deliberation over whether adopting a children's rights-based approach could help to maintain focus on community cohesion through times of changing government priorities was discussed.