ABSTRACT
This chapter shows the implications of such peace education for the reinforcement of gendered, racialized social inequalities. Some teachers did carry out conflict resolution, bullying awareness, cross-cultural and anti-discriminatory learning activities in their classrooms, although most teachers interviewed seemed unaware that these kinds of peace-related education were, in fact, built into official curriculum requirements While the rhetoric of public schooling affirms democracy and social justice goals, the study described below shows that actually-implemented anti-violence and conflict resolution initiatives in certain urban Canadian schools emphasized peacekeeping and negative peace far more than democratic peace building transformation. The chapter examines the primarily-implicit curriculum of actual practices in selected public schools, to discern the potential opportunities for diverse students to participate in conflict learning on a daily basis. Implicit and explicit curriculum is a huge challenge that any peace education effort in public schools must operate in the context of this hegemonic patriarchal structure.
