In the contemporary world, wars, violence and injustice never seem to end. In an attempt to replace this culture of violence with a culture of peace, peace education attempts to raise awareness of non-violent and constructive means of dealing with conflicts, and to promote necessary skills, knowledge, attitudes and values. This research aims to gain insight into the reality of the current practice of peace education in schools in relatively stable countries. While a school is one of the places where children learn values, attitudes and behaviour, schooling is often criticised for maintaining and reinforcing different forms of violence, including physical violence and inequality. This study explores theoretical and practical aspects of peace education and key issues relevant to these aspects, including its place in schooling. The empirical study investigates a peace education organisation in the UK, West Midlands Quaker Peace Education Project (WMQPEP) and one of its projects in a primary school. WMQPEP particularly focuses on interpersonal skills to build peaceful relationships and raise self-esteem. The overall research provides understanding of the principles and practice of peace education as well as its impact, and identifies some factors which can either promote or undermine effective peace education in schools.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:532291 |
| Date | January 2009 |
| Creators | Sakade, Noriko |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/5217/ |
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