- Phuong's Reflections
- Teachers as Changing Agents
- Moral Education
- Sand, Brink and Seeds
- Education for Citizenship
- The principles and practice of teaching and class management
- Second Thoughts about Democratic Classrooms
- The Other Side of Inclusion
- Learning or Unlearning Racism
- The Victimization of LGB Youth
- Multicultural
- Education Toward a Culture of Peace
- Becoming a Professional
- Teachers as Changing Agents
- LL's Reflections
- Why Teachers Must Become Change Agents
- Moral Education and the Need for Teacher Preparation
- Sands, bricks, and seeds: School change strategies and readiness for reform
- Educating for Citizenship in Canada
- Class Management from the Side of Teaching
- Democratic Classrooms: Promises and Challenges of Student Voice and Choice
- Learning in an Inclusive Community
- Breaking the Cycle of Racism in the Classroom
- Victimization of LGB
- Equity
- Psychological Needs
- Becoming a Professional
- Why Teachers Must Become Change Agents
- Mike's Thoughts
- Jeremys stuff
Peace Through Education
“Teachers are vital to building a culture of peace.” (Goldstein and Selby, 2000, page 379) I agree that teacher education programs needs to include teachings relating to non violence and comprehensive peace educations as part of the entire curriculum. “Education must empower teachers and students to challenge hegemony, affirm diversity, and seek equity and social justice.” (Ndura-Ouedraog and Amster, 2009, page 13) Pre-service teachers need to have knowledge and skills in setting up classroom management, which endorses conflict resolutions. Teachers should integrate the principle of non violence into their everyday teaching. Teachers should help students to understand the importance of solving conflicts in a non-violent way, and the consequences of violence. Teachers as a role model have tremendous influence on their students; teachers can be peace leaders by modeling peaceful behaviours in their classrooms such as promoting peaceful communication, non violent conflict resolution. A teacher will also be able to teach the students about the value of human rights, as well as the rights and duties of all good citizens. Teachers who can provide quality education and who are respected and liked by the students can teach those useful skills and knowledge, thus promoting mutual respect, tolerance and the spirit of unity. Therefore, I think that vital issues such as peace education should be intergraded into the school curriculum. Peace educations are the most effective way to build a culture of peace and teachers are in the best position to influence the hearts and mind of future generations. Peace education is a means that empowers teacher with the skills they need to teach their student the knowledge, attitudes, values and skills for peaceful living.
p.h
Reference:
Ndura-Ouedraogo. E, Amster. R. (2009). Building Culutres of Peace: Transdisplinary Voices of Hope and Action. Doi: http://www.c-s-p.org/Flyers/978-1-4438-1329-7-sample.pdf
Swee-Hin, T., & Floresca-Cawaga, V. (2000). Chapter 14: Educating towards a culture of peace. In T. Goldstein & D. Selby (Eds.), Weaving Connections: Educating for Peace,
Social, and Environmental Justice(pp. 365-387).
Unknown.
unknown. Project Hope Retrieved January 28, 2012, from: URL
(http://projecthope.ps/new/wp-content/uploads/2011/04/Education-In-Palestine-Long.jpg)
p.h
Reference:
Ndura-Ouedraogo. E, Amster. R. (2009). Building Culutres of Peace: Transdisplinary Voices of Hope and Action. Doi: http://www.c-s-p.org/Flyers/978-1-4438-1329-7-sample.pdf
Swee-Hin, T., & Floresca-Cawaga, V. (2000). Chapter 14: Educating towards a culture of peace. In T. Goldstein & D. Selby (Eds.), Weaving Connections: Educating for Peace,
Social, and Environmental Justice(pp. 365-387).
Unknown.
unknown. Project Hope Retrieved January 28, 2012, from: URL
(http://projecthope.ps/new/wp-content/uploads/2011/04/Education-In-Palestine-Long.jpg)