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Peace Education Resources

A great deal of exciting educational reform and just generally good teaching falls under the heading of Peace Education. According to one international authority on this, “Peace education is a participatory holistic process that includes teaching for and about democracy and human rights, nonviolence, social and economic justice, gender equality, environmental sustainability, disarmament, traditional peace practices, international law, and human security” (Hague Appeal for Peace, 2005)

Conflict Resolution Education is typically understood to focus on the local/domestic level while the focus of Peace Education is generally more global in perspective. Peace Education also “has a stronger emphasis on social justice orientations and larger systemic issues of violence than conflict education programs” (Jones, 2004).

A portion of the growing collection of free Peace Education print resources found in our catalog is displayed at the bottom of this page. You can also choose to directly browse the full list of items categorized under peace education in our catalog. Other especially relevant materials include

all of which are hosted by our site. Lots of good content!

If you are interested in a broader bibliography of Peace Education readings, check out this Peace Education resource collection from Ian Harris and Mary Lee Morrison.

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Sample Catalog Resources

Below you'll find a randomized listing of up to 20 related items (we may have more...) drawn from our Resource Catalog.

Resource Title Description Links
Education that makes a difference: Success stories for conflict resolution educators Online version of an introductory chapter to conflict resolution education and peace studies, with challenges to successful programs, information about Peace Boat (a program for students), best practices, a bibliography and resource list. Original Source: Chapter 11 from People Building Peace II: Successful Stories Of Civil Society (Project of the European Centre for Conflict Prevention) by Paul Van Tongeren, Malin Brenk, Marte Hellema, and Juliette Verhoeven (Eds), Lynne Rienner Publishers (2005)
Inter-agency P.E.P.:Skills for constructive living: Manual for training of facilitators I 59-page pdf manual which is one of the components of the “Inter-Agency Peace Education Programme, the programme is designed for education managers of ministries dealing with both formal and non-formal education and for agencies which implement education activities on behalf of the government ... the manual looks at the skills required to develop effective facilitation of adult learners, these skills are useful not just for a Peace Education programme but also for all aspects of the professional life of the people with whom you are working."
Peace education and conflict resolution: Handbook for school-based projects 44-page pdf "handbook about project-work on peace education and conflict resolution in schools is based on the experiences of the International School Network: Peace Education and Conflict Resolution from 1994 - 1998. The aims of the Network were to create an international community of researchers, to learn skills of conflict analysis and conflict resolution, to learn research skills, to co-operate across cultures to resolve conflicts, to gain insight into different possibilities for conflict resolution in different settings and cultures and to make a contribution to the theory and practice of conflict resolution." Includes resource list.
Peace education curriculum: Programa pendidiken damai (pdf) 84-page pdf translation of the Indonesian "Kurikulum Pendidikan Damai" which "was the first of its kind to be developed in Indonesia, representing peace education from an Islamic and Acehnese perspective. It promotes a positive, comprehensive peace encompassing peaceful relations with God the Creator, with oneself, with one's fellow humans, and with the environment. The curriculum teaches communal peace in accordance with the positive Islamic approach, namely the absence of war and discrimination and the necessity of justice in society. This manual emphasizes that peace is neither a subjugation to situations nor a passive acceptance of injustice, discrimination, and war, but rather a recognition of these problems and addressing them in a peaceful manner. The curriculum also stresses the importance of process and ends, since peace is both process and results, as reflected in active involvement of students in a system of learning by doing ... The materials and learning activities were authored in such a manner to allow the students dominant roles in the learning process. The students are guided to observe, analyze, and seek for solutions to existing conflicts. We feel that this strategy can better improve the students' knowledge on conflict and peace, build their skills in managing conflicts without violence, and actualize them all in their real life."
Strategies for teaching peace and CR in U.S. undergraduate environments 22-slide Powerpoint presentation given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which "provides an overview of approaches that undergraduate institutions are using to teach about peace and conflict resolution, all forms of undergraduate education will be considered including liberal arts institutions, religious affiliated schools, state universities and community colleges."
Peace lessons from around the world 144-page pdf educational resource for primary and secondary students providing 16 lessons based on the four strands of the "Hague Agenda for Peace and Justice for the 21st Century [which] comprises fifty proposals for actions and policies, which taken together, could move the world toward the end of war and the beginning of a culture of peace." The strands are: Roots of War/Culture of Peace; International Humanitarian and Human Rights Law; Prevention, Resolution and Transformation of Violent Conflict and Disarmament and Security. The lessons come from Albania, Cambodia, Philippines, Kenya, India, Nepal, US, Catalunya (Spain) and South Africa. There is also a forword by South Africa's former Minister for Education, Kader Asmal, a lesson on how to create your own peace lesson by Prof. Betty Reardon, and pages of helpful resources. Hard copies can be ordered via www.haguepeace.org.
Peace and conflict resolution education at schools of Shirak Region (Armenia): Final report Report presents the experience stored up in Armenia in the field of peace education, gained successes, educational course developed by the authors, opinions of the beneficiaries and policy makers in the area of education to integrate the training course into school curriculum, future strategy, etc. Report was developed for the First UNESCO/EURED In-Service Teacher Training Course "Human Rights and Peace Education in Europe" 2004-2006. Authors are members of Women for Development NGO. Includes bibliography.
Inter-agency peace education programme: Skills for constructive living: Overview of the programme 46-page pdf document which provides an overview "of the components of the Peace Education Programme and the implementation structure of the programme. It is designed for education managers of ministries dealing with both formal and non-formal education and from agencies who may be implementing education activities on behalf of the government ... The programme is currently being implemented in eleven countries in Africa and has been integrated into complementary programmes in Sri Lanka, Kosovo, and Pakistan. In these latter situations, training and initial materials were provided but the implementation costs were borne by the agencies concerned." Related to this overview are 15 pdf documents that make up the Peace Education Programme kit with individual entries in this catalog.
Encyclopedia of peace education Online resource which, "provides a comprehensive overview of the scholarly developments in the field to date as well as new insights from across the globe from the various actors involved in advancing peace education internationally. Thus, this online resource serves as a living reference guide that traces the history and emergence of the field, highlights foundational concepts, contextualizes peace education practice across international and disciplinary borders, and suggests new directions for peace educators."
Youth and Conflict: Best Practices and Lessons Learned Mercy Corps, as an international NGO focused on "saving and improving lives in the world's toughest places" believes youth are a force for positive change -- the generation that can help transition their countries into productive and secure nations. However, youth are the primary participants in conflict today. The reasons they participate in conflict are multi-dimensional - they lack economic opportunities, political voice and a sense of belonging or connection to their communities. Often the only way young people can imagine changing their predicament is through violence. In Mercy Corps programs the focus is on catalyzing youth's desire for change into positive outlets. This 11-page pdf publication is a sample of Youth and Conflict Best Practices and Lessons Learned drawn from Mercy Corps' programs, other agencies, donors, think tanks and researchers. It is divided into six sections: * General Program Design and Implementation. This section includes advice on training, as it is a central part of many of our youth programs. * Economic Engagement * Political Participation * Youth-to-Community Connections * Youth-to-Youth Connections * Addendum: Lessons from Our Colleagues
Practicing peace: A peace education module for youth and young adults in Solomon Islands: 4th draft 99-page word document developed "to help people resolve interpersonal and inter-group conflict through productive and peaceful strategies, and to teach young people how they can participate in public life. The module is intended for use with youth and young adults in community and school settings in Solomon Islands." Skill areas include: Understanding rights and responsibilities; Understanding cultural diversity; Restorative justice and reconciliation; Gender relationship skills; Ability to live with change; Leadership qualities Conflict prevention; Traditional definitions of peace; Understand[ing] interdependence between individuals and society and Respect[ing] different cultures."
Learning to live together: Building skills, values and attitudes for the 21st Century 167-page pdf study which, "represents an attempt to interpret the aim of ‘learning to live together’ as a synthesis of many related goals, such as education for peace, human rights, citizenship and health-preserving behaviours. It focuses specifically on the skills, values, attitudes and concepts needed for learning to live together, rather than on ‘knowledge’ objectives. The aim of the study is to discover ‘what works’ in terms of helping students learn to become politely assertive rather than violent, to understand conflict and its prevention, to become mediators, to respect human rights, to become active and responsible members of their communities—as local, national and global citizens, to have balanced relationships with others and neither to coerce others nor be coerced, especially into risky health behaviours ... The recommendation emerging from the study for national policy-makers and curriculum specialists is that a core national team of educators committed to the goals of peace-building, human rights, active citizenship and preventive health should be created, in order to put together and pilot test materials and methodologies related to these goals."
Peace Pedagogy Learning Modules from Peacelearner.org A series of learning modules developed by Daryn Cambridge for a Peace Pedagogy course he taught at American University in the Fall of 2012. The course was designed around seven pillars of peace education: community building, enabling multiple intelligences, nurturing emotional intelligence, exploring approaches to peace, re-framing history, transforming conflict nonviolently, and life-skills building. The learning modules were posted at the public website PeaceLearner.org as part of the course. Here's a listing of the available modules: Learning Module 1 – Welcome to Peace Pedagogy Learning Module 2 – Peace Education Voices Learning Module 3 – Community Building Learning Module 4 – Social and Emotional Intelligence Learning Module 5 – Conflict Resolution Learning Module 6 – Yoga and Meditation Learning Module 7 – Nonviolence Learning Module 8 – Environmental Sustainability
Speak Truth to Power: Human Rights Defenders Who are Changing Our World The Speak Truth To Power curriculum (296 page PDF) introduces general human rights issues through the stories of some remarkable people working in the field, and urges students to become personally involved in the protection of human rights. The curriculum is based on a book written by Kerry Kennedy that lead to a dramatic production by Ariel Dorfman (the play script is included in the curriculum). It is illustrated with a series of photographic portraits of human rights defenders by the late Pulitzer Prize-winning photographer Eddie Adams. Various editions of Speak Truth to Power have been produced, with this one drawing input from the Chicago Public Schools and Chicago Teachers Union. Also available are Cambodian, Italian, and South African editions, and an edition developed in New York State.The focus of the learning activities varies based on the age-group of students you are working with. In pre-kindergarten through grade 3, human rights learning focuses on respect for self, parents, teachers and others. In grades 4–6 the focus moves to social responsibility, citizenship, and distinguishing wants and needs from rights. For grades 7 and 8, the focus shifts to introducing and enhancing specific human rights. At the high school level, grades 9–12, the focus expands to include human rights as universal standards, integration of human rights into personal awareness, and behavior.
Inter-agency P.E.P.: Skills for constructive living: Facilitators manual for community workshops 118-page pdf manual which "is one of the components of the Inter-Agency Peace Education Programme, the programme is designed for education managers of ministries dealing with both formal and non-formal education and for agencies which implement education activities on behalf of the government ... this manual is a guide to the way the course should be constructed, it gives activities and handouts as well as an idea of some information on the philosophy of peace education."
Preparation of pre-service teachers for a culture of dignity and peace, The 38-page PDF article which argues the necessity of peace education for future teachers. Abstract: This paper argues that since schools are considered spaces for critical transformation and teachers play a vital role in creating conditions where students can become loving, caring members of society, peace education should be made explicit in teacher education. It asserts that the teacher education culture in Ontario is keen and positioned for this endeavour to take place despite implicit and marginalized peace education content and practices. It continues by suggesting how a move to prepare teacher candidates with education for and about peace through the magnifying of current implicit peace practices may strengthen the overall momentum of producing just societies, thereby, building human dignity. Drawing from findings derived from a small-scale study, three implications for teacher education are given: teacher education must recognize the proclivity of teacher candidates for partnership pedagogy; create space for sharing experiences; and expose teacher candidates to peace education knowledge. Six recommendations are provided for increasing possibilities for peaceful and equitable social pathways. The overarching purpose is to stimulate further discussion and networking among Ministry of Education in Ontario and faculties of education by advocating how peace education aligns with the goals inherent in their own philosophies and those of the global peace agenda.
For the Sake of Children: Peacebuilding Storytelling Guide Online version of a book of story-based activities focused on promoting peace awareness in young people. "The intention of the peace-building stories and activities presented in this book is for any person involved with children, whether a parent, a grandparent, a teacher, a child-care worker, or a health care professional, to ignite children’s imaginations and expand their understandings about peace and how it can be created and become an active part of the creation process." The activities promote the development and sharing of stories with the following identified peace-building elements. - happy endings - everyone winning - nonviolent resolution - imaginative and creative - challenges existing stereotyping - faith and hope - peace with the environment - finding personal peace - elements that support the idea that peace is possible
Peace Education for Youth: A Toolkit for Advocacy and Planning In 2022, the Global Campaign for Peace Education identified a concerning gap between youth’s desire for peace education and its implementation in their schools and communities. To mitigate this, the Global Campaign Youth Research Team developed ‘Peace Education for Youth: A Toolkit for Advocacy and Planning’ to support students across the world in advocating for the integration of peace education opportunities in their schools, universities, and communities. This 35-page "living" toolkit was designed to provide information on what peace education is, how it might be practically implemented, and how to advocate for it in various contexts.
Learning to Live Together: An intercultural and interfaith programme for ethics education Learning to Live Together is an interfaith and intercultural programme for Ethics Education that contributes to nurturing ethical values in children and young people. The programme was developed by the Interfaith Council on Ethics Education for Children in close collaboration with UNESCO and UNICEF and tested through the Global Network of Religions for Children to contribute to the realization of the Right of the Child to full and healthy physical, mental, spiritual, moral and social development, and to education as set out in the United Nations Convention on the Rights of the Child (CRC), in article 26.1 of the Universal Declaration of Human Rights (UDHR), in the World Declaration on Education for all and in the Millennium Development Goals. Learning to Live Together is a programme for educators (teachers, youth leaders, social workers) to nurture ethical values and spirituality in children and youth that will help them strengthen their identity and critical thinking, ability to make well grounded decisions, respect and work with people of other cultures and religions, and foster their individual and collective responsibilities in a global community. Learning to Live Together is built in two modules, “Understanding Self and Others” and “Transforming the World together”. It is based on four ethical values: respect, empathy, responsibility and reconciliation. The learning process focuses on methodologies based on experience, cooperation, problem solving, discussions and introspection. Additional materials and versions in other languages are available at http://www.ethicseducationforchildren.org
Family Engagement in Peace Education Workbook Children play a crucial role in creating social change and a better future for all. The "Family Engagement in Peace Education Workbook," developed by Katie Santarelli of the DC Peace Team , encourages children to investigate the role that conflict plays in themselves, their community, and the world. The 32-page PDF has sections for elementary, middle school and high school youth, each providing 5 suggested activities. Throughout this exploration, activities are designed to pique a child’s curiosity in peaceful living and the role that nonviolent peacemaking can play in transforming conflict.