The longest internal conflict in Colombia was concluded in 2016, leading to the creation of "Cátedra de la Paz," a peace and citizenship education course required for all schools and grade levels. However, teachers' understanding of the course, their ways of implementation and the challenges they face remain unknown. This study examines…

This case study examined the questions: How are relations between Hutus and Tutsis portrayed in recent History syllabi in post-genocide Rwanda, and how may the narrative about these relations affect efforts towards educating for peace? The findings were based on a content analysis of four History syllabi for Ordinary and Advanced Levels published…

This article discusses the challenges and opportunities of participatory online teaching and learning in higher education. It analyses an online peace education course taught during the COVID-19 pandemic in three Finnish universities between 2020-2021. The course explored fundamental mediation skills and practices of positive peace through…

This study examined the role of history education for nation building in Ethiopia, Germany Rwanda, South Africa, Switzerland, and USA using a comparative research method. Student textbooks and syllabi were the main data sources. Document review was the principal data-gathering tool and the data was analysed qualitatively. Findings revealed that…

The undergraduate, introductory course, 'Inclusive Leadership for Sustainable Peace' aimed to cultivate sustainable peace leaders by inviting students to clarify their own core values and by examining: macro UNESCO Sustainable Development Goals and the Earth Charter; values and approaches of global sustainable peace leaders in their historic and…

This article analyses history teaching in South Sudanese secondary schools and focuses on the interplay of local context, curricular intentions, and teachers' agency. Drawing on ethnographic data, the article focuses on how the main objectives of national unity and critical thinking are enacted by teachers in the classroom. Through theories of…

This article discusses an online graduate education course at George Mason University in the United States. The course, part of a certificate program for International Baccalaureate (IB) educators, focuses on infusing human rights instruction in PK-12 classrooms and provides teachers with additional methods and strategies to teach various…

Responding to a call for national reform of mathematical education, as well as a college-wide revision of general education (GE) requirements, we describe a new entry-level, GE course focused on the humanitarian utility of mathematics. This includes a detailed overview of how we taught the course using a Humanitarian MATLAB Lab Manual developed…

The growing debate on intercultural and interreligious dialogue has one major drawback: how to translate academic and theoretical contributions into practical tools for educators and policy makers. This paper aims to fill this gap by presenting a transferable "needs assessment model" based on five criteria and twenty measurable…

This article examines the similarities and differences of the fields of Gandhian studies and peace education through an exploration of their content, institutional development, and globalization since the mid-twentieth century. The methods utilized include document review of syllabi and course descriptions in Gandhian studies and peace education,…

In this paper, the occurrence frequency of the values "justice, family union, independence, peace, scientificality, diligence, cooperation, sensitivity, honesty, aesthetics, tolerance, hospitality, freedom, wellness, respect, affection, responsibility, cleanliness, patriotism, benevolence" which the Ministry of Education requires that…

Argues that a curriculum of peace must include ways to define human problems. Describes how the author taught a literature course called "The Healing Word: Literature About Coping with Death and Illness" that used literary selections and a film series to examine physical healing, mental healing, and healing from grief. (SR)

Describes a course on peace and justice offered by the College of St. Catherine in St. Paul, Minnesota. The course includes religious readings and service in a local justice-related agency or organization. (SJL)

This paper presents a teaching module on the geographical aspects of war and peace for teachers who would like to incorporate these issues into their undergraduate courses but do not know where to begin, have limited preparatory time, or limited resources. Included is an extensive list of readings and audiovisual materials. (JDH)

Describes a course developed for the public schools of Hessen, Germany, through the cooperative efforts of army officers, peace researchers, and educators. Information is presented on goals and contents of peace education as a part of political education, learning goals, course sequence, and content related to the neutron weapons controversy. (DB)