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TALKING POINTS ON PEACE EDUCATION

These Talking Points have emerged from Focus Groups conducted by The Curriculum of Hope for a Peaceful World Committee at four Connecticut Universities in May 2008: Central Connecticut State University, Eastern Connecticut State University, Saint Joseph College, University of Hartford.

Six questions were posed and these are reflected in the body of this paper. Comments reflect those participants who represent both teacher education faculty and those in liberal arts- the aim of our project is to understand further how peace education is conceptually infused in curricula for pre-service teachers



We asked if this concept of Peace Education resonated with the work done with the various departments.

Peace Education as defined by the Curriculum of Hope:

Peace Education includes a basic understanding of human rights and our responsibility to maintain, repair and sustain out planet Earth.

As global citizens we all need to be able to think critically, to resolve conflicts non-violently and to cooperate and compromise to reach agreements that benefit all. We need to respect and care about each others’ plight, work for a healthy environment, a strong world economy and an equitable society which celebrates every culture and provides social justice for everyone.

Faculty report that there is discussion in classrooms on theories of violence, the importance of concepts of inclusion, diversity (as these are human rights concerns) and that decision making toward good choices in the classroom are important. Focus on testing is a hurdle to teaching concepts of peace in teacher education. Equity as a concept is taught across various disciplines. Early childhood courses focus on peaceful environments and conflict management in families. Power as a concept is also taught.

We asked if students entering the university seem to have the requisite skills or any special interest in peace education.

Student attitudes reflect those of society in general. Some are “leftist”, some on the “right”. Teacher education faculty report students report anxiety in dealing with classroom management issues, pointing to a need for skill building in conflict resolution.

We asked if any faculty currently include courses on Global Sustainability, Conflict or Human Rights and if so, how are these topics incorporated.

Education foundation courses study the Constitution and Bill of Rights, teaching toward human rights. This also includes civil rights as well as historical inequities in our educational system. One university has a course on social inequity and global sustainability and there are courses in criminal justice and the community and courses are offered on experiences of Latinos and African-Americans and the struggle for equity. Universities offer internships in community experiences for students. Students are encouraged to become role models of equity. The early childhood experience at one university has a focus on the peaceful environment. An English course deals with sources of power. Students at one university are required to take a sequence of courses on conflict resolution.

We asked if there are peace education courses that are required of teacher education students and if so, should there be.

One teacher education department offers a course in conflict resolution in the classroom as an elective. Cross-disciplinary courses are offered which deal, albeit somewhat indirectly, but do deal with issues of peace and global sustainability (ex.-English/Biology team taught course). Understanding the exceptional learner in teacher education fosters a sense of the importance of inclusion and human rights. Peace education needs to be infused, not required per se. Due to standards and testing, adding more to the curriculum is a problem. A priority is to help those students who ask for help with classroom management. One good curriculum is The Responsive Classroom. There was a feeling that too much emphasis is placed on classroom behavior management which sometimes can be interpreted as manipulation. Respect for one another is key.

We asked about standards as required by regional accreditation agencies that would be considered as partly or wholly aligned with peace education.

There was not general consensus about this. Some documents from the universities reflect competencies and the importance of diversity in teaching to teacher education. One program has diversity at its core. School counselor guidelines at one university speak directly to peace and conflict resolution. One university’s department of education has the goal of developing change agents, including reflective thinking and collaboration. Empathy and the idea that all children can learn is reflected in one university’s competency report. The Association of American Colleges and Universities has a set of standards that they require colleges and universities to meet for accreditation. Aacu.org

We asked participants if they had anything further to add to the discussion.


In summary. These ideas and practices will form the basis for a Forum on Peace Education with some of the same participants as well as new ones. Our goal is joining together with faculty from each of the four universities and interacting to evoke new and enlarged practices.