First Published in 1996. The current world order poses new challenges to the theory and practice of peace education. Drawing on data gathered from around the world, Burns and Aspeslagh focus on how peace is presented in formal and informal educational settings and what effects ideologies have in shaping that presentation. The book views peace education in the context of education about other major social and political issues and in a variety of geopolitical settings, exploring factors that affect the generation, selection, organization, transmission, and evaluation of knowledge for peace.
Following a review of major approaches to policy and praxis in peace education, the editors draw on original research to offer interpretations based on pragmatic, normative, and conceptual approaches to the individual, the state, and the role of political literacy. The use of a comparative educational framework that goes beyond curriculum studies and descriptive case studies presents a perspective that is innovative, and timely. The volume includes both bibliography and index.

part |69 pages

Peace Education in Comparative Perspective

chapter |21 pages

Peace Education and the Comparative Study of Education

ByRobin J. Burns, Robert Aspeslagh

chapter |45 pages

Approaching Peace Through Education

Background, Concepts and Theoretical Issues
ByRobert Aspeslagb, Robin J. Burns

part |70 pages

Developing Education for Peace

chapter |5 pages

A Global Strategy for Communication and Consciousness Raising in Various Local Settings

Working Group on Communication and Consciousness Raising
ByEdward R. Beauchamp, Robin J. Burns, Robert Aspeslagh

chapter |18 pages

Toward a Definition of Peace Studies*

ByMáire A. Dugan, Dennis Carey

chapter |16 pages

On Inclusion and Exclusion*

ByMagnus Haavelsrud

chapter |16 pages

Problems of Legitimation of Peace Education*

ByRobin J. Burns

chapter |12 pages

Peace Education on the Back of the Peace Movement

Some Shared Problems*
ByJan Maasen

part |119 pages

Perspectives on Peace Education

chapter |18 pages

Militarism and Sexism

Influences on Education for War*
ByBetty Reardon

chapter |13 pages

Racial Justice, Global Development or Peace

Which Shall We Choose in School?*
ByDavid Hicks

chapter |36 pages

Toward a Better World?

A Paradigmatic Analysis of Development Education Resources from the World Bank*
ByToh Swee-Hin (S.H. Toh), Virginia Floresca-Cawagas

chapter |12 pages

The Ecology Movement — a New Field for Peace Education*

ByMarianne Gronemeyer

chapter |13 pages

The Role of Peace Education in Peace Building in Africa

BySamie Ikechi Ihejirika

chapter |15 pages

Peace Education as a Protest and Resistance against Marginalization and Eurocentrism

Peace Education in a Violent Context: The Middle East Wars as a Case Study*
BySanàa Osseiran

chapter |7 pages

Polish Educational Values

Nationalism or Globalism?
ByZbyszko Melosik

part |98 pages

Approaches to the Process of Peace Education

chapter |10 pages

Adult Education for Peacebuilding

A Challenge to Peace Research and Peace Education*
ByChadwick F. Alger

chapter |17 pages


Student Organizations as Alternative Education*
ByEleanor Dionisio

chapter |16 pages

Think and Teach Globally — Act Locally

Participants or Onlookers: A Research Program*
ByEva Nordland

chapter |13 pages

A Peace Museum as a Center for Peace Education

What Do Japanese Students Think of Peace Museums?*
ByKazuyo Yamane

chapter |19 pages

Educating for a Peace Culture

ByRobert Aspeslagh

chapter |18 pages

Postmodernism, Peace Culture, and Peace Education

ByLennart Vriens

part |37 pages


chapter |18 pages

Do Practical Realists Appear to Be Dreamers?

Peace Educators Meeting and Acting Globally and Locally
ByRobin J. Burns

chapter |17 pages

Dreamers Appear to Be Practical Realists

Peace Education as a “Grand Narration”
ByRobert Aspeslagh