Existing Practices of Peace Education in Teacher Education Programs in Pakistan: Measuring Perceptions of Prospective Teachers
DOI:
https://doi.org/10.54183/jssr.v3i2.333Keywords:
Peace, Peace Education Practices, Teacher Education Programs, Prospective Teachers, Public Sector UniversitiesAbstract
The researchers aimed to explore the practices of prospective teachers regarding peace education in teacher education programs in Punjab, Pakistan. A total of 500 prospective teachers from five public sector universities in Punjab, Pakistan were the population size while the sample respondents were 200 prospective teachers including 100 male and 100 female prospective teachers. The survey method was used to collect the data through a self-developed questionnaire based on 13 themes using a simple random sampling technique. The validity of the tool was properly ensured through experts' opinions and the instrument was also refined two times in the light of opinions received from experts. The reliability of Cronbach's Alpha value was found .88. The collected data was organized properly in the form of tables. Both descriptive and inferential statistics were applied to analyze the data such as frequency, mean score difference, standard deviation, percentage, t-value and p-value. The research concluded that the majority of the prospective teachers were hopeful about the practices of peace education but peace education is not presented in the curriculum of teacher education programs. Moreover, the male teachers' awareness was more as compared to female teachers.
References
Aziz, M. F., & Jahan, F. (2021). Moderating Role of Organizational Climate between Leadership and Employee Innovative Work Behavior: An Empirical Investigation at National Level. European Online Journal of Natural and Social Sciences, 10(1), 153-164. https://european-science.com/eojnss/article/view/6140
Aziz, M. F., Haque, A., & Mahmood, A. (2017). An Empirical study of Entrepreneurial Intent; An application on Business Graduates of Sultanate of Oman. Research Journal of Social Science &Management, 7(5), 13-21.
Bajaj, M. (2008). Critical peace education Encyclopedia of Peace Education (pp. 135–146). Age Publishing.
Bartlett, P. (2009). Pre-service teachers‟ perceptions of peace education. Eurasian Journal of Educational Research, 30, 63-80.
Buchanan, R. T. (2015). Global Terrorism Index: Nigerian Fulani militants named as the fourth deadliest terror group in the world. Independent Newspapers. https://www.independent.co.UK/news/world/Africa/global-terrorism-index-nigerian-fulani-militants-named-as-fourth-deadliest-terror-group-in-world-a6739851.html
Cardozo, M. T. (2008). Sri Lanka: In peace or in pieces? A critical approach to peace education in Sri Lanka. Research in Comparative and International Education, 3(1), 19-35. https://doi.org/10.2304/rcie.2008.3.1.19
Clarke-Habibi, S. (2005). Transforming worldviews: The case of education for peace in Bosnia and Herzegovina. Journal of Transformative Education, 3(1), 33-56. https://doi.org/10.1177/1541344604270238
Danesh, H. B. (2006). Towards an integrative theory of peace education. Journal of Peace Education, 3(1), 55-78. https://doi.org/10.1080/17400200500532151
Danesh, H. (2007). Education for peace: The pedagogy of culture in addressing ethnic conflict through peace education. New York: Palgrave Macmillan.
Fountain, S. (2009). Peace education in UNICEF. Unicef, Programme Division.
Galtung, J. (2008). Form and content of peace education. Encyclopedia of peace education, 49-58.
Galtung, J., Jacobsen, C. G., & Brand-Jacobsen, K. F. (2012). Searching for peace: The road to TRANSCEND. Pluto Press (UK).
Harris, I. and Morrison, M. (2003). Peace Education. North Carolina: McFarland and Company.
Harris, I. (2008). History of peace education. In Encyclopedia of Peace Education, (pp. 1-6).
Harris, I. (2010). Peace Education Theory. Journal of Peace Education 1(1), 5-20. https://doi.org/10.1080/1740020032000178276
Hantzopoulos, M. (2011). Institutionalizing critical peace education in public schools: A case for comprehensive implementation. Journal of Peace Education, 8(3), 225-242. https://doi.org/10.1080/17400201.2011.621364
Hooper, R. (2010). Understanding the field in education for peace: Issues, Principles, and Practices in the Classroom. London and NY: Routledge.
Johnson, D. W., & Johnson, R. T. (2010). Teaching students to be peacemakers: A meta-analysis. Journal of Research in Education, 12 (1), 26-39.
Karame, K. (Ed.). (2014). Gender and peacebuilding in Africa. Oslo, Norway: TfP and NUPI.
Morrison, M. (2003). Peace education (2nd ed) (Jefferson, NC, McFarland & Co).
Navarro, C, L., &. Nario, G. (2010). Peace education: A pathway to a culture of peace (2nd Ed.). Quezon City: Center for Peace Education.
Okoro, K. N. (2012). African Concept of Inochi: A New Paradigm for Peace Education in the Contemporary Society. Modern Social Science Journal, 2(2), 87-112.
Paul, N. (2010). Peace education: How we come to love and hate war. New York: Cambridge University Press.
Polat, S. (2015). Peace and empathy in the context of other’s view (Ötekine bakış bağlamında barış ve empati). Developed with and Developing Empathy: Child and Empathy (Empatiyle Gelişmek Empatiyi Geliştirmek: Çocuk ve Empati), 135-153.
Reardon, B. (2008). Comprehensive Peace Education. Educating for Global Responsibility. New York: Teachers College Press.
Salomon, G. (2002). The nature of peace education: Not all programs are created equal. In G. Salomon & B. Nevo (Eds.), Peace education: The concept, principles, and practices around the world (pp. 3–13). Lawrence Erlbaum Associates Publishers.
Sakade, N. (2009). Peace education in practice? A case study of peace education in England (Doctoral dissertation, University of Birmingham).
Sağkal, A. S. (2011). Barış eğitimi programının ilköğretim 6. sınıf öğrencilerinin saldırganlık eğilimleri, empati düzeyleri ve barışa ilişkin görüşleri üzerindeki etkisinin incelenmesi (Doctoral dissertation, DEÜ Eğitim Bilimleri Enstitüsü).
Sharma, F. (2010). A survey of civil society peace education programs in South Asia. Educational Policy Research Series, Vol. I, No 2: 1-74.
Sommers, M. (2012). Peace education and refugee youth. Geneva: UNHCR. EPAU Working Paper.
Ssenkumba, R. I. (2010). Teacher education as a sustainable strategy for building a culture of peace and implementing the Millennium development goals in rural Nigeria. Global Voice of Educators, 1(1), 1-4.
Tyrrell, J. (2012). Peer mediation: A process for primary schools. Souvenir.
UNESCO. (2005). Peace Education Framework for Teacher Education. United Nations Educational, Scientific and Cultural Organisation B-5/29, Safdarjung Enclave, New Delhi – 110 029, India.
United Nations Education, Scientific and Cultural Organisation, 2009. Peace education framework for teacher education, IN/2005/ED/6. New Delhi: UNESCO.
Wager, T.F. (2012). The search for balance: Understanding and implementing yoga, peace, and democratic education. Journal of Peace Education and Social Justice, Vol. 5, No. 2: 216-234.
Wiggins, J. L. (2011). The search for balance: Understanding and implementing yoga, peace, and democratic education. In Factis Pax: Journal of Peace Education and Social Justice, 5(2), 216.
Wulf, C. (2009). The other in peace education, peace education: context and values.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Copyright in the Journal of Social Sciences Review is retained by the author(s). Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
SSR's Editorial Board shares the vision of providing free access to information, education, and science for everyone, thus promoting its content through an OPEN ACCESS POLICY, fulfilling the DOAJ definition of open access. The JSSR adheres to an Open Access and Copyright Licensing Policy based on the belief that making research freely accessible to the public promotes greater global knowledge sharing.
The JSSR uses the Creative Commons Attribution-NonCommercial 4.0 International License. The authors who apply and publish in JSSR consent to abide by the copyright policy set out in the Creative Commons 4.0 license (Attribution-NonCommercial 4.0 International license).
- Copyright in the Journal of Social Sciences Review is retained by the author(s).
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
While "By 'open access' to this literature, we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself."
