Peace education: an impact assessment of a case study of UNESCO-APCEIU and the university for peace

Kester, Kevin

doi:10.1080/17400201.2013.790252

Cited by 18 publications

(12 citation statements)

References 8 publications

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“…Other findings also show students' understanding of the concepts of holistic peace and humanitarian solidarity that are relevant to the theme of human rights in the subject of the Basic Concept of Citizenship Education. As stated by Virginia Cawagas that "the theme of peace education, such as human rights, can be integrated into social science studies" [12]; [35]; [36]. Respect for human dignity is a concept of human rights that can be developed in the learning of peace education [37].…”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of Peace Education Learning Models Toward Students’ Understanding of Peace-Loving and Anti-Violence

Cuga¹,

Budimansyah²,

Maftuh³

2020

Proceedings of the 2nd Annual Civic Education Conference (ACEC 2019)

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This research is motivated by anxiety to see the phenomenon of student conflict and violence in the form of destructive actions which still often occur in the universities. In order to prevent similar acts of violence in the future, it is necessary to develop a learning model for peace education based on jurisprudential inquiry. This study aims to apply a peace education learning model based on a jurisprudential inquiry therefore the students have an understanding of peace-loving and anti-violence. The research approach is quantitative using the quasiexperimental method. The results of the study illustrate that there is an increase in students' knowledge and understanding of the historical significance of the nation struggle; understanding the diversity of Indonesian society as a necessity; understand the concept of peace holistically; understand the meaning of human solidarity as a social person; understand the causes of conflict and understand many ways that can be taken to create a peace.These findings indicate that after students learn by using the Peace Education model, they tend to behave peacefully.

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Section: Resultsmentioning

confidence: 99%

The Effectiveness of Peace Education Learning Models Toward Students’ Understanding of Peace-Loving and Anti-Violence

Cuga¹,

Budimansyah²,

Maftuh³

2020

Proceedings of the 2nd Annual Civic Education Conference (ACEC 2019)

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“…2 Multiple studies have been conducted concerning the impact of peace education (cf. Churchill & Omari, 1981;Johnson & Johnson, 1996;Feuerverger, 2001;Maoz, 2001;Bickmore, 2002;Nevo & Brem, 2002;Danesh, 2008;Kester, 2013;Felice, Karako & Wisler, 2015). Based on varied positivist and/or critical epistemologies, these studies have produced mixed findings concerning the effectiveness of peace education programs.…”

Section: Introductionmentioning

confidence: 99%

Peace education and peace education research: Toward a concept of poststructural violence and second-order reflexivity

Kester

Cremin

2017

Educational Philosophy and Theory

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Peace and conflict studies (PACS) education has grown significantly in the last 30 years, mainly in Higher Education. This article critically analyses the ways in which this field might be subject to post-structural critique, and posits Bourdieusian second order reflexivity as a means of responding to these critiques. We propose here that theory-building within PACS education is often limited by the dominance of Galtung and Freire, and that, whilst the foundational ideas of positive and negative peace, structural and cultural violence, conscientisation, reflexivity and critical pedagogy are still relevant today, they nevertheless need to be combined in new ways with each other, and with Bourdieu's notions of habitus and field, to adequately respond to poststructural critique. Thus, we call here for greater field-based reflexivity in 21 st Century peace and conflict studies.

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“…Even UN agencies have been known not to recognize the qualification as a requirement of employment (cf. Martin, 2008;Kester, 2013). This is clearly a technical rational and contested material argument, but it's one that students raise often as a concern.…”

Section: Three Critiques Of Pacs Education and Their Implications Formentioning

confidence: 99%

“…This model is based in experiential and critical pedagogy, drawing on the work of John Dewey and Paulo Freire; and it involves explicit critiques of globalization and neoliberalism as social and political structures contributing to poverty, conflict, and war. The model has been influential to the development of PACS education at UPEACE and in various UNESCO institutes (Kester, 2013).…”

Section: Two Models Of Pacs Education In the Un Universitiesmentioning

confidence: 99%

“…At this level, certain universalisms function associated with the modern state: beliefs in the law, liberal economics, and democracy as the universal pedagogic pathways to peace (for other analyses, see Bekerman, 2016;Gur Ze'ev, 2010;Kester, 2013). At the societal level, the critique focuses on rational cognition as a hangover from modernity and its core assumption in relation to critical pedagogy (Zembylas, 2016).…”

Section: Three Critiques Of Pacs Education and Their Implications Formentioning

confidence: 99%

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The Case of Educational Peacebuilding Inside the United Nations Universities

Kester

2016

Journal of Transformative Education

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This article examines higher education for peace inside the United Nations (UN). It offers an overview and synthesis of core concepts, organizing frameworks and theoretical premises in the field of peace and conflict studies (PACS) higher education and in the UN universities in particular, as the field aspires toward transformative learning and social justice. The article then critically analyzes the ways in which the field might perpetuate structural and cultural violence and offers implications for the UN universities. In these critiques, I call for further inquiry into the taken-for-granted assumptions of the field and suggest greater criticality along with enhanced empathy and hope for PACS education in the 21st century.

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Peace education: an impact assessment of a case study of UNESCO-APCEIU and the university for peace

Cited by 18 publications

References 8 publications

The Effectiveness of Peace Education Learning Models Toward Students’ Understanding of Peace-Loving and Anti-Violence

The Effectiveness of Peace Education Learning Models Toward Students’ Understanding of Peace-Loving and Anti-Violence

Peace education and peace education research: Toward a concept of poststructural violence and second-order reflexivity

The Case of Educational Peacebuilding Inside the United Nations Universities

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