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Peace Education in a Broader Perspective
Education Journal
Volume 4, Issue 1-1, January 2015, Pages: 6-9
Received: Oct. 31, 2014; Accepted: Nov. 6, 2014; Published: Nov. 11, 2014
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Sumita Chaudhuri, Pailan College of Education (Affiliated to the University of Calcutta), Pailan Group, Joka, Kolkata
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The study aims to introduce those who are unaware about the field of peace education and provide an overview of the history, central concepts, scholarship, and practices within the field. We will survey the human and social dimensions of peace education, such as gender perspectives in peace education and human rights education. Significant time will be spent on profiling key thinkers, theories, and movements in the field, with a particular focus on case -studies of peace education in practice worldwide. Throughout this study, we will distinguish between two core concepts in peace education, namely “negative peace” and “positive peace.” Negative peace is defined as the absence of direct, organized, physical violence; efforts to promote negative peace include disarmament and peacekeeping initiatives. Positive peace requires the absence of structural violence and emphasizes the promotion of human rights to ensure a comprehensive notion of social justice. Human rights education and attempts to reduce social inequality are examples of efforts to promote positive peace.
Peace, Education, Transition, Theories
To cite this article
Sumita Chaudhuri, Peace Education in a Broader Perspective, Education Journal. Special Issue: Gender, Peace and Education. Vol. 4, No. 1-1, 2015, pp. 6-9. doi: 10.11648/
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