ABSTRACT
This chapter draws directly on writing from peace studies, as well as other fields, in order to review theoretical perspectives and evidence that support the development of positive peace in schools. Several commentators have attempted to create a typology of peace education in an attempt to synthesise some debates and to create conceptual and thematic clarity. It is interesting to note that, although these commentators have gone about this in different ways, referring variously to curriculum, approaches, etc they all converge around core themes of justice and equality, conflict resolution, global citizenship, affect and care, spirituality and aesthetics and postmodern peace education. While modernity and postmodernity coexist in time, it is nevertheless the case that the twenty-first century marks an acceleration in the conditions of postmodernity. The chapter suggests that peace education needs to evolve to take account of the fact that we are living in postmodern times.
