PEACE

EDUCATION

A Special Interest Group of the American

Educational Research Association

NEWSLETTER

Volume 4, Issue 3

OCTOBER 2001

Online Newsletter Editor: Aline M. Stomfay-Stitz,

University of North Florida astomfay@unf.edu

TABLE OF CONTENTS

· Message from our Peace Education SIG Chair

· The Peace Education Special Interest Group

· The Annual Conference in New Orleans, April 1-5, 2002

· The Interactive Symposium, Paper and Discussion Sessions

· Recently Published Books & Curriculum Resources

· Online Resources for Peace Studies/Peace Education

· Special Resources for Talking with Children about Terrorism

· Announcement of a New Journal

· Future Conferences of Interest

· Special Thanks to our SIG Proposal Reviewers-2001

· Additional Abstracts from Seattle Conference (2001):

· Jocelyn Glazier & Ian Harris

NEWSLETTERS(1998 – 2001) CAN BE ACCESSED THROUGH THE Peace Education Home Page. Click on specific month to access the issue.

Message from our Peace Education SIG Chair:

The time between my previous column and the current one has been one of tragedy and travail for all of us in the United States, as well as for many around the globe. The events of September 11, 2001 in New York, Pennsylvania and Washington, DC are beyond imaging. The effects of what happened are being felt worldwide as forty people fly to Africa aboard an airplane seating four hundred, and tourist attractions await business that may never come. Government, the postal system and the world of business were slowed and required to engage in divergent thinking, while inching their way back toward normalcy. Reactions by nations and individuals have been varied. Many peace educators have been called upon to assist others on the basis of their knowledge and expertise. Listservs and websites, newspaper and journal articles have provided ideas and guidance.

From my own vantage point, close to New York City, I can share a few experiences that tell me that Peace Research, Peace Education and peaceful activities are needed now more than ever. A few weeks ago, I presented a workshop on Peace Education and Conflict Resolution at the New York Public Library Early Childhood Center (ECRIC), which is located quite near the site of the former World Trade Center towers. Eighty-nine people signed up for the workshop. People packed the room, eager to learn about how they could help students and their own children respond to the unimaginable horror. We agreed that we had to help ourselves work through our feelings about what had happened, along with the children and young people in our lives. I shared some recent peace-related books and the librarians pulled from the ECRIC shelves books by Peace Education leaders, including a few who will join our Interactive Symposium (Changing Facets of Peace Education) during our Business Meeting at our AERA Annual Meeting. These leaders include Sarah Pirtle, Nancy Carlsson-Paige, Diane Levin and Betty Reardon. Diane Levin and Betty Reardon will join Nel Noddings at our Symposium. You may recall that over thirty years ago, Betty Reardon wrote about the threat of nuclear war and even these writings had a great deal to say to these teachers and parents in 2001.

I am currently engaged in a research project on training teachers in techniques of anti-bullying and anti-teasing. Teacher candidates (and many teachers) are unaware of the amount of bullying and teasing that occurs in schools. This work on anti-bullying logically feeds into the use of Conflict Resolution strategies in and outside of the classroom.

The work we do in training teachers, fostering the use of Conflict Resolution strategies, emphasizing Multicultural Education, or helping gang members to become more peaceful and productive participants in society may not be glamorous, but this work leads to the peaceful classroom and hopefully to a world with greater understanding and tolerance.

Alan Amtzis, Chair of the Graduate Students Council of AERA wrote to his colleagues in mid-September wondering out loud about the role of a Peace Education SIG and “how important that kind of work will be as we move into a world that has changed for all of us.” He provided graduate students with information about our website and these newsletters. I hope that the exchange of emails he and I had prior to the appearance of his column will provide the impetus for even more graduate student participation in the work of our SIG.

I commend you, my Peace Education colleagues, for all you have done, are doing and will do to foster the peaceful solutions that will assure that the people who died in New York, Pennsylvania and Washington, DC on September 11, 2001 did not die in vain. May we honor their memories by making an even stronger commitment to working in Peace Education this year.

Sincerely,

Blythe F. Hinitz, Chair, Peace Education SIG

References and Resources:

New York Public Library. Early Childhood Resource and Information Center, 66 Leroy St., New York, NY 10014. 212-929-0815. Rachel Payne, Senior Librarian.

Email: rpayne@nypl.org

Alan Amtzis (Boston College): amtzis@bc.edu

Graduate Student Council of AERA website: ww.aera.net/gsc

Center for Nonviolence and Peace Studies – Dr. Bernard Lafayette, Jr., Distinguished Scholar & Center Director.

Email: doc@uri.edu

Access at: http://www.uri.edu/nonviolence/main/html

Work with Gang Members:

Papp, L. Nonviolence Consultant, Ministers’ Alliance of Rhode Island (2001, August 12).

Nonviolence Training for Youth at Risk. Fourth Annual International Conference on

Nonviolence, University of Rhode Island (URI), Kingston.

Work at College and Universities:

Tarliain, Captain R., Providence Police Dept. & C. Collyer, URI. (2001), August 13).

Nonviolence Education for Colleges and Universities. University of Rhode Island

(RI), Kingston.

Crews, R. (2001), August 11). Robin’s Directory of College and University Peace Studies Programs.

Access at: http://csf.colorado.edu/peace/academic.html

Email: crews@csf.colorado.edu

Papp, L. Nonviolence Consultant., Ministers’ Alliance of Rhode Island (2001, august 12).

The Peace Education Special Interest Group

Interactive Symposium- April 2002

The Peace Education SIG will hold a historic event during the annual AERA conference, April 1-5, 2002. Three leading educators will participate in an Interactive Symposium to discuss the topic: “The Changing Facets of Peace Education.” Long before the tragic, historic events of September 11^th, these participants had given their consent to participate. We are grateful that their wisdom and voices will be heard. We will welcome:

. Diane Levin, Wheelock College, whose research and activism have exposed media violence and the exploitation of children by corporate interests. She has written Remote control childhood?: Combating the hazards of media culture (NAEYC, 1998)and Teaching young children in violent times: Building a peaceable classroom(1994).

. Nel Noddings, who taught Peace Studies at Stanford for several years, who has written Caring: A feminine approach to ethics and moral education(1984) and The challenge to care in schools: An alternative approach to education (1992).

. Betty Reardon, Peace Education Program, Teachers College, Columbia who has written several classics in Peace Education literature: Comprehensive peace education: Educating for global responsibility(1988); Learning peace: The promise of ecological and cooperative education (1994) and Educating for human dignity: Learning about rights and responsibilities, A K-12 teaching resource. (1995).

As our global communities continue to reflect incredibly diverse cultural, religious and socioeconomic groups, the need exists even more to learn to live together in a world that has undergone unbelievable changes in recent months. Peace educators have recognized for decades the deep human need to teach our children and youth how to live together in peace. These goals have been handicapped by others who may not always share these humane views. This is a historic time when, more than ever, we need to hear that a tremendous challenge still exists, but with an opportunity to make significant changes in our schools and society.

As we have done in past years, this event invites all to actively share their ideas and the chance to network with those from various parts of the globe who are also engaged in peace education.

If you are planning to attend the annual conference, please watch for our March Newsletter which will once again contain a detailed listing of all sessions, symposia and panels related to peace education, peace studies, violence prevention, conflict resolution, and related topics.

RECENTLY PUBLISHED BOOKS AND OTHER RESOURCES

Note: Several were published in previous years and were suggested by SIG members for inclusion in our next listing.

Arnold, J.C. (1998). Seeking peace: Notes and conversations along the way.

Farmington, PA: Plough Publishing House.

Aronson, E. (2000). Nobody left to hate: Teaching compassion after Columbine. New

York: Worth Publishers.

Beer, F.A., et al. (2001). Meanings of war and peace. Texas A & M University Press.

Biggar, N. (Ed.). (2001). Burying the past: Making peace and doing justice after civil

conflict. Washington, DC: Georgetown University Press.

Bowers, C.A. (2001). Educating for eco-justice and community. University of

Georgia Press.

Brownlie, F. & King, J. (2000). Learning in safe schools: Creating classrooms where

all students belong. Portland, ME: Stenhouse Publishers.

Burstyn, J.N., Bender, G., Casella, R. et al. (2001). Preventing violence in schools: A

challenge to American democracy. Mahwah, NJ: Lawrence Erlbaum

Associates.

Calleja, J. & Perucca, A. (Eds.). (1999). Peace education: Contexts and values.

Lecce, Italy: Edizioni Pensa MultiMedia in collaboration with the Division of

Democracy, Human Rights and Peace of UNESCO and the Peace Education

Commission of the International Peace Research Association.

Casella, R. (2001). “Being Down”: Challenging violence in urban schools. New

York: Teachers College Press.

Christie, D.J.; Wagner, R.V.; Winter, D.D. (2001). Peace, conflict and violence:

Peace Psychology for the 21^st Century. Englewood Cliffs, NJ: Prentice-Hall.

(Note: A first Peace Psychology textbook published by a leading textbook

publisher).

Clark, W.K. (2001). Waging modern war: Bosnia, Kosovo, and the future of combat.

New York: Public Affairs.

Cook, P.J. & Ludwig, J. (2000). Gun violence: The real costs. New York: Oxford

University Press.

Crocker, C.A., Hampson, F.O., Aall, P. (2001). Turbulent peace: The challenges of

managing international conflict. Washington, DC: United States Institute of

Peace.

DiGiulio, R.C. (2001). Educate, medicate, or litigate? What teachers, parents, and

administrators must do about student behavior. Thousand Oaks, CA: Corwin

Press, Inc.

Duke, D.L. (2002). Creating safe schools for all children. Boston: Allyn & Bacon.

Edwards, M. & Gaventa, J. (Eds.) (2001). Global citizen action. New York: Lynne

Rienner Publishers.

Feagin, J.R. & Vera, H. (2001). Liberation sociology. New York: Westview Press.

Feuerverger, G. (2001). Oasis of dreams: Teaching and learning peace in a Jewish-

Palestinian village in Israel. New York: Routledge Falmer.

Finkel, N.J. (2001). Not fair: The typology of common-sense unfairness.

Washington, DC: American Psychological Association.

Flaxman, E. (Ed.) (2001). Evaluating school violence programs. New York:

Teachers College, Columbia Univ.Available from the ERIC Clearinghouse on

Urban Education (eric-cue@tc.columbia.edu).

Gammer, N. (2001). From peacekeeping to peacemaking: Canada’s response to the

Yugoslav crisis. Montreal: McGill University Press.

Gardner, H., Csikszentmihalyi, M. & Damon, W. (2001). Good work: When

excellence and ethics meet.

Gleeson, B. & Low, B.(Eds.). (2001). Governing for the environment: Global

problems, ethics and democracy. New York: Palgrave at St. Martin’s.

Grant, C. A. & Lei, J.L. (Eds.) (2001). Global constructions of multicultural

education. Mahwah, NJ: Lawrence Erlbaum Associates.

Hadley, M.L. (Ed.). (2001). The spiritual roots of restorative justice. Albany, NY:

State University of New York Press.

Ikeda, D. (2001). For the sake of peace: Seven paths to global harmony: A Buddhist

perspective. Santa Monica, CA: Middleway Press.

Juvonen, J. & Graham, S. (Eds.) (2001). Peer harassment in school: The plight of

the vulnerable and victimized. New York: The Guilford Press.

Katch, J. (2001). Under deadman’s skin: Discovering the meaning of children’s

violent play. Boston: Beacon Press.

Klare, M.T. (2001). Resource wars: The new landscape of global conflict. New

York: Metropolitan Books.

Levesque, R.J.R. (2001). Culture and family violence: Fostering change through

human rights law. Washington, DC: American Psychological Association.

Meyer-Emerick, N. (2001). The Violence Against Women Act of 1994: An analysis of

intent and perception. Praeger Publishers.

Moeller, T.G. (2001). Youth aggression and violence: A psychological approach.

Mahwah, NJ: Lawrence Erlbaum Associates.

Moyer, B. McAllister, J., Finley, M.L. & Soifer, S. (2001). Doing democracy: The

MAP model for organizing social movements. New Society Publishers.

www.newsociety.com.

Myers-Walls, J.A., Somlai, P. & Rapoport, R.N. (2001). Families as educators for

global citizenship. Ashgate Publishing Co. (Can be ordered online at:

http://www.ashgate.com).

Petersen, R.D. (2001). Resistance and rebellion: Lessons from Eastern Europe.

Cambridge, MA: Cambridge University Press.

Rigby, K. (2001). Stop the bullying: A handbook for teachers. Portland, ME:

Stenhouse Publishers.

Spring, J. (2001). The universal right to education: Justification, definition, and

guidelines. Mahwah, NJ: Lawrence Erlbaum Associates. (Note: “As provided by

the UN Universal Declaration of Human Rights”).

Schulz, W.F. (2001). In our best interest: How defending human rights benefits us

all. Boston: Beacon Press.

Stern-LaRosa, C. & Bettmann, E.H. (2001). Hate Hurts. Washington, DC: Anti

Defamation League. (Can be ordered online: www.adl.org )

Thomas, D.C. (2001). The Helsinki effect: International norms, human rights, and

the demise of Communism. Princeton, NJ: Princeton University Press.

Thompson, B. (2001). A promise and a way of life: White antiracist activism.

Minneapolis, MN: University of Minnesota Press.

Tuomi, M.T. (2001). Human dignity in the learning environment(A Research Report).

Jyvaskyla, Finland: Institute for Educational Research, University of

Jyvaskyla.(ptuomi@cc.jyu.fi)

Webster, F. (Ed.) (2001). Culture and politics in the information age: A new politics?

New York: Routledge.

Williams, K.P. )2001). Despite nationalist conflicts: Theory and practice of

maintaining world peace. New York: Praeger.

ONLINE RESOURCES

“A Force More Powerful- Free Videos(nonviolent movements)

peaceworkers@igc.apc.org - David Hartsough

Brain Connection: No Learning without Peace

http://www.brainconnection.com/topics?main=fa/learning-peace

Center for Nonviolence and Peace Studies – Dr. Bernard Lafayette

http://www.uri.edu/nonviolence/main.html

Center of Concern: Promoting Global Justice & Peace since 1971

http://www.coc.org

Fight Fear with Facts – Peace Resource Center of San Diego

Email: prcsandiego@igc.org

Golden Marble Award – Focus on manipulation of children for profit

www.commercialexploitation.com

Imagine Peace (Ann Mason) – Peace Project based on Montessori

Principles

http://homepages.ihug.com.au/~masonda/

Indian Council for Gandhian Studies – Dr. N. Radhakrishnan

Email: abhilashr@nestec.net

Institute for Peace and Justice

http://www.ipj-ppj.org/links.html

Oak Ridge Environmental Peace Alliance

www.stopthebombs.org

National Institute on Media and the Family: Awareness of positive

media habits

www.mediafamily.org

Peace Action – Grassroots peace organization

www.peace-action.org

Peaceful Parenting – A free e-mail Newsletter(Naomi Drew)

www.learningpeace.com

Response to the Events of September 11, 2001 – Religious Resources

http://www.silk.net/RelEd/09_11_2001.htm

Students’ Art for Peace- A Global Exchange of artwork

http://www.art-for-peace.org/

Teaching Resources in Psychology (OTRP)

http://www.lemoyne.edu/OTRP.teachingresources.html#diversity

SPECIAL ONLINE RESOURCES FOR TALKING TO CHILDREN

ABOUT TERRORISM

American Academy of Pediatrics (Children & Disasters of September

11^th)

http://www.aap.org/advocacy/releases/disaster.com

Ask ERIC Internet Q & A Service)-Teaching Students about Terrorism

http://ericir.syr.edu/cgi-big/printresponses.cgi/Virtual/Qa/archives/

Bright Horizons – Family solutions

http://www.brighthorizons.com’talktochildren’homepage.htm

Council of State Social Studies Specialists

http://www.cssss.org

Helping Kids Handle Tragic Headlines (William Sears, pediatrician)

http://www.parenting.comn/parenting/experts/sears/news.html

Mercy Corps

http://www.mercycorps.org/home.shtml

National Association of School Psychologists

http://www.nasponline.org/NEAT/crisis_0911.html

National Center for Children Exposed to Violence – Yale University

http://www.nccev.org

PBS-Mister Rogers’ Neighborhood

http://pbskids.org/rogers/parents/sept11a.htm

PrepareRespondRecover- Recognizing Stress in Children

http://www.preparerespondrecover.com/childrensneeds/

Resources for Teachers (T.H.E. Journal), Related to Tragedies of Sept.

11^th)

http://www.eduhound.com

Talking with Children about Violence (Children Now)

http://www.talkingwithkids.org/vilence.html

Terrorism and Children (Judith Myers-Walls, Purdue University)

http://www.ces.purdue.edu

Tragic Times, Healing Words – Sesame Workshop

http://www.sesameworkshop.org/parents/advice/article/0,4125,495

60,00.html

VIDEOS INTRODUCED IN 2001: FILMS FOR THE HUMANITIES & SCIENCES

(www.films.com)

Boys and guns.

It’s not okay: Speaking out against youth violence.

Rage to revenge: The science of violence.

School shootings: America’s tragedy.

Taming student anger.

Warning signs: A look at teenage violence

Curriculum Resources:

Christie, D.J. & Wagner, R.V., Winter, D.D.(2001). Peace, conflict, and violence:

Peace Psychology for the 21^st century. Merrill Prentice Hall. Note: This is the

first psychology text for Peace Psychology.

Lions-Quest International with National Middle School Association (NMSA): Working Towards Peace: Conflict management and Violence Prevention, including anti-bullying. Contact: www.quest.edu or 1-800-446-2700.

Woolf, L. (2000). Incorporating genocide, ethnopolitical conflict, and human rights \

issues into the Psychology curriculum: Informational resources.(27 pages). St. Louis, MO: Webster University.

Woolf, L. (2000). Incorporating genocide, ethnopolitical conflict, and human rights

issues into the Psychology Curriculum: Instructional resources. (32 pages). St.

Louis, MO: Webster University.

These documents can be downloaded from the following website:

http://www.lemoyne.edu/OTRP/teachingresources.hyml#diversity.

ANNOUNCEMENT FOR A NEW JOURNAL:

Philosophy and Practice in Conflict Resolution has been described as “an Interdisciplinary Journal for and by Students, Scholars, Practitioners, and Activists.

The first issue is scheduled for January 2002. Contact person is: Tom H. Hastings, 451R Neuberger Hall, Portland State University, Portland, Oregon. E-mail: hastings@pdx.edu

FUTURE CONFERENCES – CALL FOR PAPERS

(1) Colloquium on Language and Peace will take place at the International Peace Research Association (IPRA), Biennial Conference in Seoul, Korea, July 2-5, 2002. Deadline for submission of an abstract is January 30, 2002. Contact person: Anita L. Wenden – wldyc@cunyvm.cuny.edu

(2) Tenth Annual International Conference on Conflict Resolution (ICR) to take place in St, Petersburg, Russia, from May 10-25, 2002. Contact person: Steve Olweean, Coordinator, Common Bond Institute – solweean@aol.com Website for the Conference: http://ahpweb.org/cbi/home

(3) University of Central Florida, College of Education, Comparative and International Education Society(CIES) and Indiana University are planning a conference with the theme: Social Construction of Marginality: Globalization’s Impact on the Disenfranchised to take place in Orlando, Florida on March 6-9, 2002. Deadline for submission of panels, papers and symposia proposals: November 1, 2001. Contact person: William Gaudelli – wgaudell@mail.ucf.edu Additional information is available at: http://ucfed.ucf.edu/cies2002/index1.html

SPECIAL THANKS TO OUR SIG REVIEWERS FOR AERA 2001.

We appreciate that the following persons served as reviewers of papers for our sessions in Seattle in 2001:

Dennis Banks, Kathy Bickmore, Joanne Curran, Bill Gaudelli, John Goss, Ian Harris, Blythe F. Hinitz, Eunsook Hyun, Naomi Jaffe, Olga S. Jarrett, Joe Norris, Rose Rudnitski, Aline M. Stomfay-Stitz, Anita Wenden, Edyth J.Wheeler and Kimberly Williams.

WE ARE MOST GRATEFUL FOR YOUR ASSISTANCE.

ADDITIONAL ABSTRACTS OF PAPERS FROM OUR AERA SESSIONS, SEATTLE, APRIL 2001.

We would like to add Abstracts from two papers that were presented at our Conference by Jocelyn Glazier, George Washington University and Ian Harris, University of Wisconsin-Milwaukee:

(1)Jocelyn Glazier: Dr. Glazier’s research was based on her dissertation that was completed in May, 2000. She is an assistant professor at George Washington University in Washington, D.C.

ABSTRACT: Developing Cultural Fluency: Arab and Jewish Students Engaging in Each Other’s Company

Dr. Glazier based her ethnographic study on a recently integrated school, the second of its kind in Israel with students in the first, second, and third grades. She analyzed the curricular experiences that allowed students to learn about self and other and especially the ability to more fluidly across cultural borders. (Glazier, 2000).

Dr. Glazier emphasized that there may possibly be inconsistent findings in studies that resulted in a diminished sense of prejudice among participants, while others resulted in more prejudice. It is especially the establishment of equal status within a contact situation that may prove difficult to achieve. As Dr. Glazier emphasized even if equal status were attainable within a school, the two sides may be quite unequal. Several conditions are required for a reduction of prejudice.

Of equal interest was the study of inter-group contact based on cooperative rather than competitive work between participants. The focus on how instruction is organized – specifically through cooperative activities – is central (Johnson, Johnson & Maruyama, 1984). However, the curriculum around which the cooperation develops is vaguely defined, if at all, she pointed out. The curriculum is secondary to students’ engagement in cooperative learning groups.

Dr. Glazier emphasized that inter-group contact as commonly practiced, does not consistently allow individuals to move toward cultural fluency. Instead, it is through being in the company of others that opportunities for the development of cultural fluency are cultivated and nurtured. The teachers made sure that students had multiple opportunities to engage with one another, from assigning students their seats in class so that they sat together, Arab and Jew, to having students work in mixed pairs. Later in the year, when comfortable in cross-cultural dyads or groups, students went so far as to ‘try on’ each other’s culture, trading language with one another, for instance.

Dr. Glazier concluded through her study that it was the overlap of experiences of being in each other’s company over time—creating a company zone – that allow the student to begin to develop cultural fluency which could be detected in discourse and actions. The ethnographic study enhanced our understanding of student learning within multicultural school settings and could help teachers construct better cooperative learning experiences that help students cross the social and historical borders that lie between them.

References:

Glazier, J.A. (2000). Balancing the borders: Building cultural fluency in the

company of others. Unpublished doctoral dissertation, Michigan State

University, East Lansing.

Johnson, D., Johnson, R. & Maruyama, G. (1984). Goal interdependence and

interpersonal attraction in heterogeneous classrooms: A meta-analysis. In N.

Miller & M. Brewer. (Eds.). Groups in contact: The psychology of desegregation.

(pp. 187-212). Orlando, FL: Academic Press.

(2) Ian Harris: Dr. Harris is an original, founding member of the Peace Education SIG and a former SIG Chair. He is a Professor at the University of Wisconsin-Milwaukee and presently serves as Convener for the Peace Education Commission of the International Peace Research Association (IPRA). At the Interactive Symposium at the annual business meeting he presented his research on the “International Dimensions of Peace Education.”

ABSTRACT: International Dimensions of Peace Education

Dr. Harris presented the history of the Peace Education Commission (IPRA), the role of the United Nations in the promotion of peace education and outlined peace education practices in different parts of the world.

The Peace Education Commission (PEC) within the International Peace Research Association (IPRA) provided a forum for educators from different countries to share their insights into peace education theory and practice. The meetings have produced the publication of several anthologies that have advanced peace education as an academic discipline. These include: Handbook on Peace Education (Wulf, 1974); Three Decades of Peace Education around the World (Burns & Aspeslagh, 1996); and a special edition of the Peabody Journal of Education (Harris, 1996), titled “Peace Education in a Postmodern World.” In fact, the most recent conference has resulted in a series of essays to be published at the close of 2001 as a special edition of the Journal for Social Alternatives titled “Peace Education for a New Century. “

Dr. Harris emphasized that the United Nations system has taken the leadership for the promotion of teaching peace around the world. The years from 2001-2010 have been designated as the “International Decade for a Culture of Peace and Nonviolence for the Children of the World.” Throughout the world, peace educators have launched strategies for their students to empower them to redress circumstances that lead to violence. In Third World countries, where poverty and underdevelopment can often cause violence, this form of education has been referred to as “Development Education” rather than solely peace education. In Ireland, peace education is referred to as “Education for Mutual Understanding,” as Catholics and Protestants attempt educational strategies to undo centuries of enmity. Likewise in Korea, peace education is referred to as “Reunification Education.”

With origins as an academic field, peace education is often known as international education with the goal to inform students about the role of international institutions in averting war. Human rights educators are concerned with ethnic or religious hatreds where people commit violence against others because they belong to a different group. But a common thread to all of these educational endeavors is to help people understand the deep roots of violence in our societies and to teach alternatives to violence. It has adapted to different cultural circumstances at it attempts to address the many complex forms of violence that exist on this planet.

References:

Burns, R. & Aspeslagh, R. (Eds.). (1996). Three decades of peace education

around the world. New York: Garland Press.

Harris, I. (1996). Theme Issue on Peace Education. Peabody Journal of

Education.

Wulf, C. (Ed.) (1974). Handbook on peace education. Frankfurt/Main-Oslo:

International Peace Research Association.

Note: Additional Abstracts from the 2001 Conference appeared originally in the July 2001 issue of our Online Newsletter.