3/2010 Content

85 (2010) 3: Peace Education

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Peace Education as Transformative Education
Werner Wintersteiner

This paper presents a topical programme of peace education. It starts with a threefold location of peace education, in the context of peace research, in the public political debates as well as in the academic discourse on education: The basic framework is the concept of a culture of peace which, for the first time, allows to describe adequately the role of peace education in an overall concept of peace research. This is illustrated by discussing the current discourse on violence, its foci and its blind spots. The argument is that peace education could play a major role for a more appropriated understanding of violence. Further, this papers shows how peace education is a contribution to a value based concept of education challenging the dominant neo-liberal educational discourse. Finally, I concretise the peace education programme focussing on a today’s key question – the peaceful living together of diverse people in a world of diversity. Thus peace education becomes substantially a “pedagogy of the other”.

Learning Peace from a Systemic-Constructive Perspective. A Contribution to the Overdue Theory Discussion within Peace Education
Norbert Frieters-Reermann

Worldwide, the interest in peace education has increased significantly over the past years. Peace education is increasingly attributed as a key factor in prevention and transformation of wars and violent conflicts. However, the current peace education bares some theoretical and conceptual deficits. These shortcomings are collected in this article and serve as a starting point for an innovative perspective and reflection of peace education. In this regard, based on systems theory and constructivism, peace and conflict related learning processes are analyzed. Furthermore, suggestions for the praxis of peace education are developed.

“Peace Counts on Tour” – Peace Education in Conflict Regions
Uli Jäger / Nadine Ritzi / Anne Romund

„Peace Counts on Tour“ is a cooperation project of peace education and high quality journalism. The journalistic reports on best practice examples of people building peace are the basis of the specific peace educational programme: Using the biographic approach of the reports the Institute for Peace Education established dialogue oriented workshops to create platforms for learning and encounter. This article focuses on how “Peace Counts” works in different conflict regions all over the world and shows how people can learn from role models. The central question is: How to learn building peace?

Peace Education Does Matter! Mid-Term Results of a Research Project on Peace Education in Conflict Areas
Qamar-ul Huda

The peace education field in the west by eminent scholars like Johan Galtung, David Hicks, Kenneth Boulding, and Betty Reardon has an extraordinary impact on Muslim educators who desire the field of peace education to flourish in their own communities. However, a new generation of Muslim scholars and practitioners who have studied western approaches to peace education and conflict resolution immediately realized that the transfer of western concepts in itself were deficient and ineffective because it did not resonate in an Islamic context. Recently, Islamic peace education manuals and textbooks have been designed and implemented in several Muslim communities to meet the demands of peacebuilding. Western policy analysts have written disparaging criticism against the Islamic seminary curriculum because it uses pre-modern texts to teach traditional Islam and these outdated non-inclusive texts foster intolerance amongst Muslim seminarians. This essay first examines the challenges and problems Muslim educational NGOs faced in creating peace educational manuals for communities and public schools, then the essay proceeds to analyze various Islamic peace education textbooks and projects specific to seminary teachers and students.

The Change from a Culture of War to a Culture of Peace. Experiences from the Alps-Adriatic Summer Peace University. A Cross-Border Learning
Bettina Gruber / Daniela Rippitsch

In the frame of the EU Lifelong Learning Intensive Programme ERASMUS the first summer peace university on the change from a culture of war to a culture of peace in the Alps-Adriatic Region took place in August 2009 in Tarcento/Italy. The joint project of the universities of Udine, Klagenfurt and Koper/Capodistria layed the focus on peace education, multilingualism and contemporary history. The main part was the students’ project on a culture of remembrance. The students prepared oral history interviews on experiences of World War I, II and the Yugoslavian War in 1990. The results were discussed in multinational groups during the summer school. Topics like prejudices and stereotypes, collective memories, pictures of the self and the others, conflict transformation and reconciliation were dealt with to come to terms with present and historical conflicts in the region. “Lived” multilingualism of the students and teachers (five languages) played an important role and opened the eyes and minds of the participants for the Alps-Adriatic Region and its particular position as a multilingual borderland of the EU.