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Peace Education workshop (Read more....)
Peace Education workshop (Read more....)
I discovered peace education while studying for my Masters in Education (M.Ed.) at Simon Fraser University (SFU). It had piqued my interest because it is an optimistic pedagogy that can lead to positive social change. My interest in peace education led me to the Brazilian educator, philosopher and critical theorist, Paolo Freire. Freire’s ideas in his book Pedagogy of the Oppressed appealed to me because it argues that education’s main goal is to inspire a critical optimism among students by promoting solidarity and by diminishing the distance between social groups whether by race, ethnicity, religion, class (Freire, 1970).
With today’s bleak (daily) news stories in mind, I ask myself some fundamental pedagogical questions:
Can schools be instrumental in increasing the possibilities for peaceful coexistence in the future?
How can schools deal with questions about peace and war with all the pessimism in the mass media?
Can schools better prepare students to be “citizens of the world”?
Can schools train young people to develop and work for an alternative future (COP 26 – Glasgow).
These are hopeful questions, however; hope without an understanding of the social conditions and the barriers to actions can quickly diminish action. Freire (1968, p. 8)
My presentation (below) suggests creating an educator workshop for educators to promote the integration of Peace Education into the curriculum.
Read more about My Paradigm of Peace Education
Pedagogy of peace in STEM (Read more....)
Pedagogy of peace in STEM (Read more....)
Below is a prototype wireframe of a STEM (Science, Technology, Engineering, and Mathematics) course that could incorporate the principles of a Pedagogy of Peace. The course would engage students in collaborative and inquiry-based learning activities that promote critical thinking, creativity, empathy, and social responsibility. It would also expose students to the ethical, social, and environmental implications of STEM, and encourage them to use their STEM skills and knowledge to address local and global issues that affect peace and justice. Below is an image sample. Please get in touch with me for more details. danpeak@hotmail.com
ways to insert Peace and Justice into pedagogy. (Read more....)
ways to insert Peace and Justice into pedagogy. (Read more....)
As a curriculum designer, it can be challenging to incorporate peace education into "externally mandated outcomes-based pedagogies." Indeed, peace education has not aligned with the "sorting device approach" of many traditional schools.
Some governments, administrators, (and possibly teachers) may think peace education is a "utopian dream". However, here are some examples of how to integrate peace education into the curriculum( both implicitly and explicitly). These examples are flexible and can be adapted to suit different subjects and levels.
Peace Prize winners
Peace Prize winners
Having the names of Nobel Peace Prize winners infused into the curriculum can spark a conversation about peace by raising awareness, curiosity, and interest in the topics and issues that they have addressed or advocated for
Inclusive Environment
Inclusive Environment
I choose images that reflect the diversity of people and their experiences, and that avoid stereotypes and biases. I often use resources that are licensed under the Creative Commons, which allows me to share and adapt them freely, as long as I give appropriate credit and follow the terms of the license.
Accessibility for all
Accessibility for all
I have alternative text attributes, on my images which provide a description of the image content for screen readers and other assistive technologies. The videos I create have captions or transcripts for people who are deaf, hard of hearing, or who prefer to read along.
History
History
Teach about the role of peacemakers and peace movements in the past and present where non-violence has occurred. For example, "What have ordinary people done to bring about change?"
Mathematics
Mathematics
Include world problems involving the cost of defence budgets and the local impact. For example- How many people may be killed by a 10- megaton bomb?
Business
Business
Do not just work with abstract documents. For example, practice sending business emails to elected representatives expressing concerns about violence in the community
Chemistry
Chemistry
The study of atomic particles. For example- How is biochemistry affected by radiation? What is the interrelatedness of living things?
Athletics
Athletics
Practice new games and cooperative exercises. For example- De-emphasise competition
English
English
Read essays and novels about war and peace. For example- Write on topics that are centred around the role of violence in daily life.
Music
Music
Analyze music videos. How do they present violence and peace? For example - Study the works of musicians who have written songs with peace themes.
Global Citizenship
Global Citizenship
coming soon
coming soon
My Disclosure and Copyright
My Disclosure and Copyright
I have not received financial support from any book publishing company.
I did not participate in any of the trials, studies, or research conducted by any of these organizations.
I have no real or potential financial gain from the success of the products, books, or services presented on this site.
Banner image: Photo by SHVETS production: https://www.pexels.com/photo/olive-fruits-on-tree-branches-7946962/
Other ideas- The Canadian Truth and Reconciliation Teacher Guide
Other ideas- The Canadian Truth and Reconciliation Teacher Guide
beyond94guide2e.pdfPeace Education Books
Peace Education Books
Copyright note: Remember when you download you are making a copy of the material. These links are simply providing access to the works.
2020_Book_EducatingStudentsToImproveTheW.pdfEducating students to improve the world
Educating students to improve the world
Empowering Students Global Peace Education.pdfEmpowering students to improve the world
Empowering students to improve the world
Pathways to Peace.pdfPathways to Peace
Pathways to Peace
Biesta2011_Book_LearningDemocracyInSchoolAndSo.pdfLearning democracy
Learning democracy
A Framework for K-12 Science Education Practices.pdfK-12 science education framework
K-12 science education framework
Colonialism.pdfColonialism
Colonialism
Global Citizenship Education.pdfGlobal citizenship education
Global citizenship education
Positive Peace in Schools.pdfPositive Peace and Building Democracy
Positive Peace and Building Democracy
2015_Book_BuildingDemocracyThroughEducat.pdf2015_Book_EvaluatingTransitionalJustice.pdfEvaluating Justice
Evaluating Justice
Handbook on Peace Education.pdfHandbook of Peace Education
Handbook of Peace Education
Quotes from Canadian Teachers
Quotes from Canadian Teachers
"I think it takes a little developing for some, typically it is said that the science subjects have a harder time figuring out where the global dimension fits in. But I think, especially in cooperation with others, it is possible" (Nilsson 2015, p. 25)
"I think maybe, without pointing fingers at anyone, that for example a Math teacher here at the school, or a physics teacher my age would say ‘what kind of nonsense is this, they need to learn some formulas and quadratic equations". (Nilsson 2015, p. 34)
Results from Global Education research
Results from Global Education research
"The mindset that global education “belongs” in social studies is pervasive and can hamper efforts for interdisciplinary collaboration.
A study of the implementation of global education in seven provinces in Canada found a similar concentration of global education in social studies. The notion of infusing global education across the curriculum was not reflected in the standards" (Mundy and Manion 2008, p. 953).
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