ABSTRACT
This chapter aims to reveal the analysis of arts infused in this peace education and literacy mentorship program. Social media, news outlets, access to instantaneous and copious amounts of movies and television, video games, and peer groups bombard youth with dysfunctional depictions of behaviors and mindsets surrounding conflict. Violence prevention education teaches skills and creates climates for their effective utilization. Institutional roles, including policies and laws as well as individual practices at the school level, and the structural roles of violence in the larger context have bearing on behavioral violence. With the myriad of peace education programs available, it is wise to distinguish programs bolstered with quality and positive outcomes from those with inherent flaws or marginal impacts. Effective assessments of peace education programs encourage accountability and amendment since feedback enhances programs. Cognitive learning assessment has been inconsistent, but a widely accepted measure includes students’ own perceptions of learning by utilizing student self-reports.
