Looking for Peace in the English National Curricula

Standish, Katerina; Kertyzia, Heather

doi:10.5840/peacejustice201424218

Cited by 4 publications

(3 citation statements)

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“…Along the lines of the aforementioned UNICEF definition, and incorporating the PECA Project adjustments, this research explores curricular statements to investigate the presence or absence of three elements common in peace education. Similar to other national analyses conducted in the PECA Project (Standish, 2016;Standish, 2015;Standish and Kertyzia, 2014), this article assesses the Mexican national curricular statement for recognition of violence, nonviolent conflict transformation methods, and nine aspects of positive peace. These three categories are also represented in the Mexican literature regarding peace education (Ruiz León, 2013;Gómez Collado, 2010).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…This study is a part of the PECA Project, a continuing and evaluative study that assesses existing curricular statements for three elements commonly found in peace education (Standish, 2015(Standish, , 2016Standish and Kertyzia, 2014;Standish and Joyce, 2016;Standish and Talahma, 2016;Standish and Nygren, 2018). This project is the first analysis of its kind and aims to stimulate conversations about mainstream education and peace education.…”

Section: The Peca Projectmentioning

confidence: 99%

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Looking for peace in the national curriculum of Mexico

Kertyzia¹,

Standish²

2019

int j develop educ gobal learn

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Schools are places where we can learn ways of being, seeing and living. They are transmission belts – social institutions that can engender values and attitudes from both how we learn and what we learn. Using content analysis, this mixed methods study assesses the national curriculum of Mexico – the Plan de Estudios Educación Básica, 2011 – for three components found in peace education programmes: recognizing violence (direct, structural or cultural); addressing conflict nonviolently; and creating the conditions of positive peace. These three components contribute to the analysis of the Sustainable Development Goals (SDGs): quality education (SDG 4); gender equality (SDG 5); reduced inequalities (SDG 10); responsible consumption and production (SDG 12); and peace, justice and strong institutions (SDG 16). This component of the Peace Education Curriculum Analysis (PECA) Project finds that the Plan de Estudios contains limited content that recognizes violence, some evidence of techniques used in transforming conflict nonviolently and only select content that is concerned with contributing to positive peace.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: The Peca Projectmentioning

confidence: 99%

Looking for peace in the national curriculum of Mexico

Kertyzia¹,

Standish²

2019

int j develop educ gobal learn

Self Cite

View full text Add to dashboard Cite

show abstract

“…Previous research has highlighted the importance of peace in education but also how important elements of peace may be missing in curricula in different countries (Standish, 2015(Standish, , 2016Standish & Kertyzia, 2015;Standish & Talahma, 2016). Swedish pupils have been found to perceive peace as primarily the absence of war, absence of quarrels and as positive social activities, much in line with pupils from other countries (Haakvoort & Hägglund, 2001).…”

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confidence: 99%

Looking for peace in the Swedish National Curricula

Standish

Nygren

2018

Nordic Journal of Studies in Educational Policy

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This study analyses, in the light of peace educational theory, the presence and absence of peace elements in the Swedish national curriculum for compulsory schooling. Using the theoretical framework developed within the international Peace Education Curricular Analysis Project, content analysis and mixed methods we identify how the Swedish curriculum underscore and lack the peace elements of recognizing violence, non-violent conflict transformation and positive peace. Our analysis shows that the Swedish curriculum supports teaching and learning which may help pupils to identify violence in society and internationally, lack many aspects of non-violent conflict transformation (especially conflict resolution) and emphasize positive peace in numerous but limited ways. We find that many dimensions of peace are underscored in the syllabus of civics, making peace education primarily a concern for a few teachers. Noting how peace in education is a wide-ranging concern for all educators, we highlight how peace may in more nuanced ways become a part of the Swedish curriculum, today and in the future. ARTICLE HISTORY

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Classroom as heterotopia: English lessons as a space to problematise war

Liddle

2021

British Journal of Sociology of Education

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The incorporation of peace and war into the curriculum poses problems to teachers, especially in an examination-focussed school system. Whilst recent research concerning conflict has considered conflict-resolution within schools, and difficulties teachers face teaching about terrorism, little has been written on teaching 21 st century war without the high-profile deployment of UK troops. In this article, I examine how peace and war are taught in an English school. After identifying the school's overall war-focussed discourse, I focus on the practices of an ex-services English teacher and his techniques to debate, discuss, and ultimately problematise war creating a space akin to Foucault's heterotopia. I argue this 'other space' allowed him to develop his practice and there is evidence of the heterotopia 'leaking' further afield. I suggest that although there are limitations to the classroom-as-heterotopia, it can nevertheless provide a space for practitioners to disrupt the wider discourse within their schools.

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Looking for Peace in the English National Curricula

Cited by 4 publications

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Looking for peace in the national curriculum of Mexico

Looking for peace in the national curriculum of Mexico

Looking for peace in the Swedish National Curricula

Classroom as heterotopia: English lessons as a space to problematise war

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