Group items tagged

Integrating a gender perspective into peacekeeping missions

Supporting women's grassroots organizations in their peace initiatives

Involving women as participants in peace negotiations and agreements;

Ensuring protection of and respect for human rights of women and girls;

Protecting women and girls from gender-based violence;

Integrating a gender perspective into disarmament, demobilization, and reintegration of former combatants.

In many conflict areas, a culture of "hegemonic masculinity" prevails among the major political actors,

The main hypothesis of this study is that theoretical knowledge about violence and nonviolence is not enough to motivate teachers to become peace educators. They need further support, either in their personal or professional lives, to pick up this new curricular area.

Lantieri and Patti say that coaching and practice are key components in whether or not teachers used the peace education material in which they received training:

to mentor their development as peace educators.

district-wide support

peace education should not just be an add on used by a few teachers, but rather should involve all levels of the school.

teacher training

A supportive administration

rganization siz

specific characteristics of the program, school-based factors and community support.

Much training in peace education comes from outside consultants and is limited. As a result educators are not trained in conflict resolution as extensively as they are in subject areas, so that they may feel insecure about pursuing it in their classes.

if the participants in this study find that peace education provides immediate benefits, they are more likely to incorporate into their educational practices.

he presence of a supportive administrator is the most important ingredient in whether a particular innovation gets adopted

personal friendships and kinship ties provide support for these individuals to become peace educators.

One course alone will not begin to make a peace educator.

From these responses it can be concluded that knowledge of subject matter is a necessary but not a sufficient condition for peace education curriculum reforms. Professional educators also need personal and professional support for a world view that embraces peace in the midst of a violent culture that glamorizes violence.

Family support, feelings of urgency, and professional factors like administrative support and positive school climate help teachers deal with the overwhelming nature of this subject matter

How can school leaders provide a climate that supports the use of peace education curricula?

The impact of peace education upon students is very hard to assess because students could take years to transfer learning about nonviolence into positive peaceful behaviors. Because of the complex factors that influence human behavior, it is almost impossible to demonstrate that a teacher's activities result in a specific behavior on the part of a student. What this study does show is that teachers feel they benefit from learning about peace strategies and that incorporating peace education reforms has positive benefits for professional educators struggling to deal with problems of violence.