This dissertation examines the nexus of complexity theory and peace education and its implications for developing educational praxis that engages with the demands of global complexity. In this thesis, I argue that as societies become more globalized and complex (global complexity) there is an onus upon education to adapt its methods so people can understand the workings of these processes better and further develop the ethical and creative resources needed for responding to system dynamics effectively. My central thesis is that the most appropriate way to do this is to use methods that are congruent with the subject matter of global complexity¿that is to align ones pedagogy with one¿s subject area. This dissertation therefore investigates the situated and contingent responses of peace educators working in the field to the challenges and opportunities that arise when attempting to adapt to local/global dynamics. It utilizes ethnography, narrative inquiry, and autoethnography and draws its data from interviews with over 50 educators in India, Japan, and the US. This research demonstrates that when engaging with global complexity, peace educators adapt both their ontological understanding and methodological orientation in ways congruent at times with the insights of complexity theory. While this understanding can be at odds with mass educational methodologies, this tension also is a touchstone for peace educator¿s creative formulation of novel praxis in response to the demands of global complexity. This dissertation thus examines some of the possibilities for learning within complex knowledge production systems and highlights the need for further research into the dynamics and processes at play within global educational ¿networks.¿

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This thesis is a comparative case study which investigates both formal and nonformal peace education initiatives and situates them within the socio-political, cultural, and economic landscape of Cambodia. The research employs a participatory methodology with reflection and learning as key process components. Cambodian youth [ages 11 to 15] are the primary research subjects, and Cambodian youth [ages 18-25] are the co-researchers in this inquiry. Joint cooperation with local non-governmental organisations as the key stakeholders in this research ensure that the outcomes and findings are useful for praxis as well. Based in the ontology and epistemology of critical realism, the research investigates the practice of peace education in Cambodia. It posits the need for transpection as an analytical framework and a pedagogy which comprises retrospection [looking into the past], introspection [looking inward], extrospection [looking outward] and prospection [looking to the future]. The research describes the contextual factors that (dis)enable the practice of peace education and analyses the ways in which peace education contributes to conflict transformation at the personal, relational, structural, and cultural levels. The thesis argues that peace education in Cambodia makes a deeper impression on personal and relational conflict, but that via transformative agency and through the lens of both feminist discourse, can also make a contribution to cultural and structural conflict transformation as well. Peace education is effective insofar as it operates within an enabling environment where contexts align with mechanisms to catalyse positive change. The thesis proposes that critical peace education in Cambodia should be given greater attention and enfolded symbiotically into ongoing peacebuilding initiatives. Lastly, the model of peace education for Cambodia should be locally owned, focussed on modelling, hybrid (i.e. formal and non-formal), and transpective. That is, peace education should include study of the past, deep self-understanding, critical awareness and perspective taking, and futures thinking. / Peace Institute of Cambodia

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There is no one clear concept of peace in peace education. A large part of peace education recognizes and discusses different forms of violence and how they affect peace. Peace education is a broad field and finds connections to critical peace education, feminism, sustainability, the United Nations, and the 2030 Agenda for Sustainable Development. Using transnational feminist theory and a transnational feminist critical discourse analysis, this thesis problematizes the peace discourse that is created in peace educational material from World’s Largest Lesson. In order to problematize the overall peace discourse, this thesis critically explores the knowledge that is produced through discussions of different forms of violence. The peace education materials were selected based on their relevance to peace education occurring in relation to education for the Sustainable Development Goals.  The materials were also selected based on their aim to produce knowledge specifically related to concepts of peace and violence. The thesis finds that overall, the knowledge produced in the materials deemphasizes the interconnectedness of different forms of violence and, therefore, creates a peace discourse that is decontextualized, dehistoricized, depoliticized, privileges individuals, and maintains the status quo. The thesis also discusses pedagogical implications in relation to Mohanty’s (2003) discussion of different pedagogical strategies. It is argued that the peace discourse in World’s Largest Lesson contributes to a peace as tourist pedagogical model. The thesis also offers insights into a peace as solidarity pedagogical model before calling for change

Yes / It is an increasingly acknowledged fact that one of the most effective ways universities in war-affected countries can be functionally relevant to the everyday needs and challenges of their immediate environment is by promoting peacebuilding through peace education. This paper explores the role of universities in fostering peace education in diverse post-conflict and conflict-prone countries of sub-Saharan Africa. Specifically, the research investigates the contending models and strategies (notably the Bradford Model and the Centralized Unitary Model) of conflict-sensitive peace education in the context of universities in post-conflict and volatile societies in Africa. The study also analyses the problems and challenges associated with promoting peace education in Sub-Saharan Africa and recommends policy-relevant intervention measures designed to strengthen the process. Data for the study have been generated from secondary sources, as well as a raft of conflict intervention, regional security and peacebuilding projects the researcher has taken part in across a number of conflict-prone and war-affected African countries (notably, Sierra Leone, Liberia, Rwanda, Burundi, DRC, Kenya, Uganda, Nigeria and South Sudan).

Thesis (Ed.D.)--Boston University / This study focuses on Seeds of Peace, a peace education program whose purpose is to bring together teenagers from conflict regions, train them to be future leaders, and promote conflict resolution, reconciliation, and coexistence. The experiences of the Palestinian, Israeli-Jewish, and Israeli-Palestinian participants at the summer camp, during re-entry, and in subsequent years, particularly during the second intifada, are portrayed using qualitative methods. The study also describes and analyzes the Seeds of Peace program from 1993–2004, highlighting the implementation of the follow-up program in the home region. Theories from the field of social psychology, including social identity theory and the contact hypothesis, and literature on peace education interventions conducted in the context of the Israeli - Palestinian conflict, are employed to explain sources of intergroup conflict and models of how they can best be addressed and overcome. Data collection consisted of interviews of participants and staff members, observations of the camp and follow-up program, and written documentation produced by the participants. The participants' journeys were fraught with difficulties, particularly during re-entry and periods of violent conflict. Following the onset of the second intifada, external asymmetric power relations had a greater impact on the functioning of the program and tendencies to revert to previously-held negative attitudes became more pronounced as each group faced increasingly negative messages from their communities regarding the other side. Furthermore, participants grappled with what they referred to as the IDF (Israel Defense Forces) dilemma' as Israeli-Jews approached the age of mandatory military service. However, despite these challenges, according to many of the participants interviewed for this study, contact with the ‘enemy’ group promoted greater understanding of the conflict and its various narratives, humanization of the other side, increased self-concept, and enhanced communication and leadership skills. The use of a mixed model with multiple categorization strategies and a follow-up program enhanced positive outcomes. The findings of this study, presented through a narrative format, should provide many insights into designing and implementing peace education programs between teenagers from groups involved in intractable conflict, particularly during a period characterized by acute violence and a lack of top-down peacemaking initiatives.

Violence, insurgency, and terrorism have been a recurring problem in Nigeria. Efforts to address these challenges through the use of force have proved ineffective. The purpose of this study was to explore the application of peace education in the educational curriculum with a view to promoting consensual peace building in Kafanchan Town, Jema'a Local Government Area of Kaduna State, Nigeria. Although peace education has been applied in some countries, this approach has not been applied to these challenges plaguing Nigeria. This study adopts the survey research method and utilizes the tripodal theoretical framework of ethnic conflict theory, enemy system theory, and the integrative theory of peace. Ethnic conflict theory stipulates that the internecine conflict between ethnic groups results from denial of their biological and psychological needs. Enemy system theory postulates that humans have a predisposition to discriminate. Integrative theory of peace projects peace as the interface between all aspects of human life, psychological, spiritual, ethical, or sociopolitical. A purposeful sampling technique was used to select 25 participants who were interviewed, and their responses analyzed first by synthesizing and isolating main themes and then by using the Nvivo statistical software. The emergent themes resulting from the data include: changing the mindset of individuals; lack of peace education; mainstreaming of peace education; holistic curriculum content; and a dynamic, participatory as well as integrated approach to peace education. Positive social change results from rejection and abhorrence of violence on a permanent basis and embracing a more peaceful approach to resolving contentious issues that may arise in the course of daily human interaction. This change will lead to peaceful coexistence at the individual, family, organizational, and societal level.