The "Foundations" (English/language arts, mathematics, social emotional skills, approaches to play and learning, science, social studies, creative arts, and physical health and growth) are Indiana's early learning development framework and are aligned to the 2014 Indiana Academic Standards. This framework provides core elements that…

Bullying and victimization in schools have become major concerns for parents, teachers, and school psychologists. Elementary and middle school teachers likely have seen students bully each other, so it is important that they notice the characteristics associated with being bullied and recognize bullying in all its forms: physical, verbal, and…

According to researchers, ethnographic tools can be used to reflect the details of life in any social arena. Through the experiences of a school teacher and her students, the use of ethnographic tools in the process of conflict management and learning is discussed.

The Resolving Conflict Creatively Program (RCCP) began in New York City by Linda Lantieri who is now the national director. This program is for teachers, students, administrators, and parents who seek to make schools and society more peaceful through creative means. RCCP was developed because of the increasing statistics of violent acts that take…

Although it is marginalized by less instructional time and emphasis, teachers can find spaces for social studies with a peace emphasis across the curriculum, school day and campus. Developing students' capabilities for peace through broad-based social education includes behavioral, cognitive, spiritual and attitudinal components. Social education…

This document discusses various models of peace education. Peace education can be handled in a number of different ways in relation to the traditional "Didactic space" of schools, for example: (1) peace education can be made into a special subject, a mono-curricular approach; (2) peace related issues can be handled by means of special…

As part of the efforts of Sweden's Malmo School of Education's "Preparedness for Peace" project, this document presents a conversation with Paul Smoker. Smoker is director of the Richardson Institute for Conflict and Peace Research, University of Lancaster, England. He has a long history of involvement with peace research and peace…

One of the greatest challenges to a peace education curriculum is preparing young people to deal with conflicts over issues central to identity. These kinds of conflict can threaten beliefs derived from authority and, accordingly, may be characterized by cognitive rigidity. Various factors central to constructive conflict resolution are…

This is an in-depth description of a role-playing exercise designed to help students explore the problems of community decision making in the face of an environmental crisis. Within simulated city council meetings students consider alternative models of economic and political trade-offs and their social, political and environmental consequences.…

Reviewed here are approaches to peacebuilding citizenship education in Northern Ireland and the USA, where social education has been responding to intergroup and structural violence. Strategies for peacebuilding have been developed and implemented in response to societal conflicts, government mandates, and available funding. Government support for…

Explains how international terrorism can be integrated into existing social studies curriculum on the high school level. Suggests that teachers design international terrorism lessons around a conceptual framework which takes the human element into consideration as well as political and social motivation of terrorists. (DB)

Explains why conflict resolution is utilized in junior secondary schools in Botswana and discusses the role of the kgotla as a location for resolving problems in a community. Reviews methods for teaching conflict resolution presenting a scenario that enables the teacher and students to resolve a conflict in a social studies classroom. (CMK)

This paper explores the contributions of several disciplines of the social sciences to peace education and peace psychology and focuses on positive gains in several aspects of peace education and conflict resolution witnessed by the researcher in over 10 years of work. The paper contains the following sections: (1) Introduction; (2)…

This document discusses and documents the answers that 50 experts representing 22 countries gave to two questions: (1) Do you think it is at all possible for schools to contribute to a "peace education"? and (2) If so, what are some to the steps and measures to be taken that you think of first? Part 1 of the report attempts to summarize…

The essence of peace education is to involve the students in expectations about possible changes in the direction of a cooperative and caring planet, to create attitudes through involving young and old in caring and protecting activities, and to make it possible to turn some of the caring and protecting activities into habits. These are some of…