This timely book provides educators with examples of safe schools and many of the strategies safe schools use to create a culture of peace. The author proposes that lessons in peace--cooperation, respect, effective communication, celebrating diversity, expressing emotion, and conflict resolution--be incorporated into the school curriculum. The Peaceful School: Models That Work is for all educators with an interest in making schools and, ultimately, communities more peaceful.

Peace is needed now more than ever in schools, by pupils and teachers alike. This inspiring guide provides primary, secondary and special schools with practical methods to improve pupil and teacher wellbeing, combat bullying, and promote peace both inside and outside the school gates. The founder of the Peaceful Schools Movement, Anna Lubelska, has brought together ideas and stories from teachers and charity workers to present a simple four step system for promoting positive peace in individuals, relationships, the school community and the world. It covers how to reduce stress, promote positive mental health, resolve conflict, nurture the potential of each individual, and encourage children to develop peacemaking skills and values. This holistic resource is equally beneficial for children and staff, and transforms school environments for the better.

Practice and research of peace education has grown in the recent years as shown by a steadily increasing number of publications, programs, events, and funding mechanisms. The oft-cited point of departure for the peace education community is the belief in education as a valuable tool for decreasing the use of violence in conflict and for building cultures of positive peace hallmarked by just and equitable structures. Educators and organizations implementing peace education activities and programming, however, often lack the tools and capacities for evaluation and thus pay scant regard to this step in program management. Reasons for this inattention are related to the perceived urgency to prioritize new and more action in the context of scarce financial and human resources, notwithstanding violence or conflict; the lack of skills and time to indulge in a thorough evaluative strategy; and the absence of institutional incentives and support. Evaluation is often demand-driven by donors who emphasize accounting given the current context of international development assistance and budget cuts. Program evaluation is considered an added burden to already over-tasked programmers who are unaware of the incentives and of assessment techniques. Peace education practitioners are typically faced with forcing evaluation frameworks, techniques, and norms standardized for traditional education programs and venues. Together, these conditions create an unfavorable environment in which evaluation becomes under-valued, de-prioritized, and mythologized for its laboriousness. This volume serves three inter-related objectives. First, it offers a critical reflection on theoretical and methodological issues regarding evaluation applied to peace education interventions and programming. The overarching questions of the nature of peace and the principles guiding peace education, as well as governing theories and assumptions of change, transformation, and complexity are explored. Second, the volume investigates existing quantitative, qualitative, and mixed methods evaluation practices of peace educators in order to identify what needs related to evaluation persist among practitioners. Promising practices are presented from peace education programming in different settings (formal and non-formal education), within various groups (e.g. children, youth, police, journalists) and among diverse cultural contexts. Finally, the volume proposes ideas of evaluation, novel techniques for experimentation, and creative adaptation of tools from related fields, in order to offer pragmatic and philosophical substance to peace educators’ “next moves” and inspire the agenda for continued exploration and innovation. The authors come from variety of fields including education, peace and conflict studies, educational evaluation, development studies, comparative education, economics, and psychology.

The rise of peace education both in scholarship and in practice has yielded numerous documents, websites, and publications with often divergent perspectives on what the field is, does, and means. The Encyclopedia of Peace Education provides a comprehensive overview of the scholarly developments in the field to date, so as to provide a common denominator for the various actors involved in advancing peace education internationally. Thus, this edited volume serves as an essential reference guide that traces the history and emergence of the field, highlights foundational concepts, contextualizes peace education practice across international and disciplinary borders, and suggests new directions for peace educators. From core conceptual perspectives to the moral and spiritual foundations of the field to the role of the United Nations, the Encyclopedia grounds peace education in a solid theoretical and practical framework through the writings of the field’s most renowned scholars. This volume will target undergraduate and graduate students as well as scholars and practitioners working in international and non-governmental organizations in the field of peace education.

This volume is comprised of contributions from leading scholars in education and psychology. In part one of the book the authors provide insight into the psychology of change, examining: What factors work as catalysts for change in environments, institutions and people What factors hinder change When change is deemed beneficial In the second part of this volume the authors turn their attention to the issue of peace education. They examine the types of problems that societies and scholars should identify and try to solve in hopes of building more peaceful environments. The final chapter is a biography honoring Professor Gavriel (Gabi) Salomon, a significant contributor to the vast literature on change. This book is appropriate reading for professors, students and academics who are dedicated to fostering change to benefit institutions, environments and people.

Peace Studies, Public Policy and Global Security is a component of Encyclopedia of Social Sciences and Humanities in the global Encyclopedia of Life Support Systems (EOLSS), which is an integrated compendium of twenty one Encyclopedias. The Theme on Peace Studies, Public Policy and Global Security provides the essential aspects and a myriad of issues of great relevance to our world such as: Processes of Peace and Security; International Security, Peace, Development, and Environment; Security Threats, Challenges, Vulnerability and Risks; Sustainable Food and Water Security; World Economic Order. This 11-volume set contains several chapters, each of size 5000-30000 words, with perspectives, issues on Peace studies, Public Policy and Global security. These volumes are aimed at the following five major target audiences: University and College students Educators, Professional practitioners, Research personnel and Policy analysts, managers, and decision makers and NGOs.