| Description |
1 online resource (416 pages) |
| Contents |
Cover; Title page; Copyright page; Contents; Acknowledgements; Preface; Editors' biographies; Notes on Contributors; Chapter 1 -- Introduction. Peace Education; PEACE EDUCATION; PEACE EDUCATION AND CONFLICT TRANSFORMATION; THE STRUCTURE OF THE BOOK; NOTES AND REFERENCES; PART I -- THE CHANGING CONTEXT AND INTERACTION; Chapter 2 -- Towards Universal Peace Education in Africa?; INTRODUCTION; INTERROGATING CURRENT PEACE EDUCATION PRACTICE; CONTEXTUALISING PEACE EDUCATION IN AFRICA -- A HISTORICAL PERSPECTIVE; PEACE EDUCATION IN THE CONTEXT OF A DISPUTED POST-COLONIAL TERRAIN |
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RE-CONCEPTUALISING PEACE EDUCATION CURRICULA -- MODERNITY TO POST-MODERNITY IN AFRICAENSURING SUSTAINABLE PEACE EDUCATION OUTCOMES IN AFRICA; TOWARDS A COSMOPOLITAN/UNIVERSAL PEACE EDUCATION IN AFRICA: CAN UNIVERSAL PEACE EDUCATION EXIST?; CONCLUSION; NOTES AND REFERENCES; Chapter 3 -- Teaching the Past as if People Mattered. History Education as Peace Education in Post-Apartheid South Africa; INTRODUCTION; A NEW NATION DEALING WITH ITS PAST; THE TRAJECTORY OF HISTORY EDUCATION AFTER APARTHEID; PURSUING HISTORICAL REDRESS THROUGH ORAL HISTORY? |
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STIMULATING HISTORICAL CONSENSUS-SEEKING THROUGH TEACHER SUPPORTDEALING WITH A TRAUMATISING, AND PRESENT, PAST IN A CLASSROOM SETTING?; CONCLUSION: BREAKING THE INEQUALITY CYCLE THROUGH EDUCATION; NOTES AND REFERENCES; Chapter 4 -- Contextual Specificity in Peace Education; INTRODUCTION; CONTEXTUAL CONDITIONS IN MODERNITY AND MODERNITY'S 'OTHER'; GROWING UP IN MODERNITY; COMMUNICATING BETWEEN MODERNITY AND MODERNITY'S 'OTHER'; AN ORPHANED URCHIN IN THE MODERN MOTHER CITY; GROWING UP IN MODERNITY'S 'OTHER'; SOWETO IN THE 1980s TODAY; GENERATIVE THEMES; CONCLUSION; NOTES AND REFERENCES |
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PART II -- REJECTING CHRONIC VIOLENCEChapter 5 -- Chronic Violence and Implications for Pedagogy; INTRODUCTION; THE THEORY OF CHRONIC VIOLENCE; CONCEPTS OF VIOLENCE AND TRAUMA; CASE STUDY OF WORK WITH YOUNG PEOPLE ON VIOLENCE; VIOLENCE WITHIN SOUTH AFRICAN EDUCATION; WHAT ARE THE IMPLICATIONS FOR PEACE EDUCATION?; CONCLUSION; NOTES AND REFERENCES; Chapter 6 -- Education. The Blame-Shifting Must Stop!; INTRODUCTION; HUMAN RIGHTS AND EDUCATION; CULTURE, HERITAGE AND SOCIAL DEVELOPMENT; HUMAN RIGHTS VS CULTURE; FEARS FACED BY TEACHERS, LEARNERS AND PARENTS; ROLE OF PARENTS IN MITIGATING THE PROBLEM |
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WHAT MUST WE DO?GOVERNMENT'S ROLE; NOTES AND REFERENCES; Chapter 7 -- Traditional Approaches to Peace in Africa. Examining the Efficacy of Strategies for Peace; INTRODUCTION; OVERVIEW OF THE ETHIOPIA-ERITREA WAR; CONFLICT AND CONTEXT ANALYSIS OF TIGRAY STATE, ETHIOPIA; OVERVIEW OF TRADITIONAL CONFLICT RESOLUTION IN AFRICA; TRADITIONAL CONFLICT RESOLUTION MECHANISMS IN SHIMELBA CAMP; COMMON FEATURES OF TRADITIONAL CONFLICT RESOLUTION; RELEVANCE OF TRADITIONAL CONFLICT RESOLUTION; FRAMEWORK FOR ASSESSING THE CONTRIBUTION OF TRADITIONAL CONFLICT RESOLUTION TO RECONCILIATION PROCESSES; CONCLUSION |
| Notes |
NOTES AND REFERENCES |
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Print version record |
| Subject |
Peace -- Education -- Africa
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Political violence -- Education -- Africa
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Africa
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| Form |
Electronic book
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| Author |
Keasley, Alphonse
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| ISBN |
9780798305297 |
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0798305290 |
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