Building Sustainable Peace: Understanding the Linkages between Peace Teachings and Practices at School level in Pakistan
Keywords:
Building Sustainable Peace, Peace Teachings, Practices, School levelAbstract
The question of building peaceful societies has been a cornerstone of academic debates in the world history. Linkages of peace teachings and practices at school level need to be explored to assess the achievement of goals of building sustainable peace in the society. Exploring the linkages between peace teaching and practices in youth is agenda of many countries for establishing a more peaceful world. Learning to build sustainable peace is the one of the basic goals in schools. Therefore, the purpose of this study is to develop a better understanding of peace teaching linkages with the practices of students of schools in Pakistan. The study provides a true picture of the utilization of peace promoting agenda in the form of academic activities in the schools of Pakistan. Participants of the study was include faculty members of federal schools of Pakistan. Content of social studies concerning peace teachings at school level was analyzed through thematic content analysis. Unstructured interview was used as a tool of research. The findings of the study extended the knowledge concerning the existing gaps and needs for strengthening the linkages between peace teaching and practices in students at schools in Pakistan. The study is significant in policy making for the schools to reduce the challenges and gaps in promoting conceptual understanding peace in school adolescents.
References
Asadullah, M. N., & Chaudhry, I. S. (2021). The role of schools in peacebuilding: Evidence from Pakistan. Peace and Conflict Studies, 28(1), 45-60.
Charmaz, K. (2014). Constructing Grounded Theory (2nd ed.). London, UK: Sage Publications.
Diaz-Soto, L. 2005. How can we teach peace when we are so outraged? A call for Critical Peace Education. Taboo: The Journal of Culture and Education, 9(2), 91–96.
Galtung, J. (1996). Peace by peaceful means: Peace and conflict, development and civilization. London: SAGE Publications Ltd. doi: 10.4135/9781446221631.n2
Galtung, J. (2012). Positive and negative peace. In C.P. Webel & J. Johansen (Eds.), Peace and conflict studies: A reader (pp.75-80): Oxon: Routledge.
Harris, Ian and Synott, John. (2002) 'Peace Education for a New Century' Social Alternatives 21(1):3-6.
Hill, Thomas Eugene (2014) "Establishing Peace and Conflict Studies Programs in Iraqi Universities: Necessary Conditions and Short-Term Implications". Publicly Accessible Penn Dissertations. 1312.
McLeod, J. (2014). A peaceful pedagogy: Teaching human rights across the curriculum. Procedia -Social and Behavioral Sciences, 152, 1225 –1232.
Patton, M. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, USA: Sage Publications.
Patton, M. Q. (2002). Qualitative Research & Evaluation Methods. Thousand Oaks, CA: SAGE Publications.
Peter van den Dungen (1999) Peace Prizes in Encyclopedia of Violence, Peace, Conflict, Vol. 2, Lester Kurtz editor-in-chief, Academic Press, p.79.
Rashid, A. (2019). Peace education and the prevention of violence in Pakistan. Journal of Peace Education, 16(2), 155-170.
Rehman, S. (2020). Challenges to peace education in Pakistani schools. International Journal of Educational Development, 73, 102-110.
Spencer R. Weart, (1998), Never at War, Yale University Press.
UNESCO (2008). UNESCO’S work on education for peace and non-violence: building peace through education. Peris: Author.
UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives. Paris: UNESCO.
http://www.upeace.org/about/history.cfm, accessed: 20-30-2008
http://internationaldayofpeace.org/about/background.html, accessed: 20-30-2008