Mapping Peace Education Project Launched

Mapping Peace Education is a global research initiative coordinated by the Global Campaign for Peace Education in partnership with several leading organizations engaged in peace education research and practice.

In development since early 2019, Mapping Peace Education is an open-access, online resource for researchers, donors, practitioners, and policy-makers who are looking for data on formal and non-formal peace education efforts in countries around the world to develop contextually relevant and evidence-based peace education to transform conflict, war, and violence.

The country-level data is intended for multiple research and action planning purposes, including:

  • Assessment of gaps between formal peace education legislation and implementation
  • Comparative analysis of conflict contexts and educational approaches
  • Qualitative, and potentially quantitative, assessment of peace education methods in transforming conflict and building peace in various contexts
  • Planning and assessment for donors and practitioners seeking to develop and/or support contextually relevant, effective, evidence-based peace education initiatives
  • Networking and connecting researchers, educators and donors

Map showing peace education projects.

Country-Level Peace Education Profiles

Mapping Peace Education takes a macro view, analyzing peace education developments at the country level. Country profiles seek to illuminate the interdependence between context and approach. Each profile analyzes historical and present circumstances of violence, conflict and injustice. Significant peace education efforts & approaches, historical and contemporary, as well as legislative and policy initiatives, are also described and analyzed. While the profiles are macro in scope, they include comprehensive links to organizations, models, news, and research on peace education in each country for deeper analysis. Country profiles are developed and maintained by experts in the field of peace education who are, in most cases, representatives or members of the various project partner organizations. Profiles are developed by teams of in-country experts (with rare exceptions), with some input from external researchers. Research teams help assure the diversity of views and approaches to peace education in a given country are equally considered and analyzed.

Mapping peace education in every country around the world is an ambitious task!  The initial launch of the project included approximately 12 countries.  Another dozen or so profiles are currently in development with the goal of adding 20-30 new country profiles annually.

Call for Book Chapters: Teaching Peace through Elimination of Violence

About the Book

Background: This book, Teaching Peace through Elimination of Violence, aims for the advancement of peace in and around schools by promoting a pedagogy of peace and nonviolence. It is for educators (instructors of formal and non-formal education of all levels), post-graduate students of the education department, students of peace studies, education policymakers, families who teach their children, as well as those who research violence in and education for peace. The book will support analysis of the decreasing peacefulness in contexts of instruction and address curricular components such as religion, culture, gender, race, nationality, and ideology while it provides techniques for violence elimination. By offering pedagogical tools of peace and nonviolence, this book will equip educators with visions and methods of building peace during ongoing as well as new challenges like COVID 19. It will provide theoretical understanding of how violence occurs in ‘normal’ aspects of schooling and offer context-specific indigenous or local tools and practices for the educators around direct, structural, and cultural violence.

TOPIC COVERAGE (tentative):

Section I: Questioning the Lived Violence in Schools and Other Sites of Education
Section II: Local/Indigenous Practices of Education Concerning Violence and Peace
Section III: Pedagogical Tools and Techniques for Teaching Peace in Different Contexts

ARTICLE CLASSIFICATION: The book’s chapters will consist of 6,000-8,000 words inclusive of references and annexes (tables, figures, or photos) presented in the APA 7th Edition format ( The chapters will comprise peace education theories and perspectives from the indigenous or context-specific lens’. It will include reflexive case studies of peace-oriented instruction that feature pedagogical tools such as lesson plans, content outlines, illustrations, stories, and examples of teaching activities, as well as qualitative data. The editors desire inclusion of applied indigenous knowledge and instruction that promote peace and nonviolence in education. There are no submission or acceptance fees for manuscripts submitted to this book publication.

SUBMISSION PROCEDURE: By 15 November 2021, authors may submit blinded abstracts of 500-700 words outlining their chapter’s contribution to peace education, with theoretical and philosophical perspectives, along with cases of instruction and clear methodology in research papers. In addition to an abstract, chapter proposals will include submission of a separate document with the author’s bio and full contact information. All submitted chapters will be blind peer reviewed. Authors of accepted abstracts will be notified by 15 December 2021. Full chapters are to be submitted by 1 April 2022. The aim is to submit the entire book to the publisher by January 2023.

All inquiries and chapter proposals will be delivered in email titled Chapter Proposal: Teaching Peace… to and

Author(s)/Editor(s): Raj Kumar Dhungana, Candice C. Carter and contributing authors

JAMS Foundation – ACR Initiative for Students and Youth 2021 Funding

The JAMS Foundation – ACR Initiative announced the 2021 funding cycle. Proposed projects will utilize youth as trainers/implementors learning and promoting conflict resolution skills that focus on creating and enhancing their ability to express their voices in one of the following settings:

  • Foster care
  • Homeless shelters
  • Domestic violence shelters
  • Youth correctional facilities

The project goal is to increase feelings of safety and empowerment in a time of extraordinary uncertainty, particularly for youth living in challenging circumstances.

Click here for Notification of Funding with complete details about the funding focus and the process for submission. All the information necessary to participate are included in the document. All information necessary to participate in the grant process is included in the NOFA. Send questions to The Project Description is due January 11, 2021.

13th International CRE Conference set for April 2019

The 13th International Conference on Conflict Resolution Education has been scheduled for April 5-6, 2019, to be held at the Ohio State University in Columbus, Ohio, USA. The theme is Preparing Tomorrow’s Peacebuilders: Career Paths in Peace Studies and Conflict Resolution.

The call for proposals has been posted, with the deadline for submissions set for Monday, January 28, 2019.

Get: Call for Proposals (due Jan 28, 2019)

Submissions will be acknowledged by e-mail by close of business Monday, January 28, 2019.   All presenters will be notified as to whether they have been selected no later than February 3.   Late proposals will be reviewed and may be accepted if there is space in the program. Send questions and proposals to Jen Batton, Conference Coordinator at

Get all the details at


New Research Study Explores School Recess Best Practices

An analysis of nearly 500 playgrounds finds that recess can be optimized to build social skills and relationships. As described in this recent Edutopia article,

To help educators understand what works on the playground—and what doesn’t—researchers visited nearly 500 elementary schools spanning 22 urban and metropolitan areas in the U.S. The researchers hoped to develop a tool that looked beyond simple questions of physical activity and playground equipment and toward a broader review of “safety, resources, student engagement, adult engagement, prosocial/antisocial behavior, and student empowerment on the playground.”

The full study, which documents the creation of an observation and assessment tool for the Playworks managed recess approach, can be accessed via BMC Public Health here.

12th International Conference on Conflict Resolution Education

Yes, it is happening again! The 12th International Conference on Conflict Resolution Education is coming to Cleveland in May of 2018. You can participate by responding by November 10 to the Call for Proposals found here:

Theme: Bridging the Divide in Polarized Societies

Location: Cleveland, Ohio, USA, May 22 – 25, 2018

Call for Proposals and Conference Details Available at:

(Deadline Friday, November 10, 2017) 

Hosted by the Mandel School of Applied Social Science, Case Western Reserve University in partnership with John Carroll University, Cleveland State University and Cuyahoga Community College

There will be lots of training and professional development opportunities again this year. For example:

Intensive Full Day Trainings (One and Two Days, 9AM – 5PM each day)

Sample trainings (see the web site for additional trainings and more information):

  • May 22 – 23, Dialogue Across Differences – Facilitator Training for Community Leaders, Essential Partners
  • May 22 – 23, Dialogues on Race: Inside Prison Walls and Outside in Communities, Madeline G. Trichel, Curriculum Coordinator, Horizon Prison Initiative
  • May 23, Conflict Resolution Strategies for Engaging Polarized Communities Productively, Dr. Julie Shedd, George Mason University and D.G. Mawn, National Association for Community Mediation
  • May 23, Building Opportunities through Civil Discourse, National Institute for Civil Discourse
  • And more!  Check the web site in October for details!

CR Education Site Update

This summer (2017)  CREducation has received an update bringing us onto a new platform. After more than 10 years on the prior one, we were due!

World with Mobile devices

We’ve tried to bring over all the good content you’ve come to expect, as well as incrementally adding some new features. One new feature of special interest to teachers is the ability to access our collection of classroom learning activity suggestions that appeared in our popular wall calendars.

We’re also working on an online calendar populated with the birthdays of prominent peacemakers and various county days and UN observances. Some additional data will be added over time.

We’ve also attempted to eliminate the need for the Flash plugin and made the site more mobile device friendly. We hope you like it.

In any case, thanks for your interest in Conflict Resolution in Education!


Bill Warters – CREducation Webmaster


Survey – Publications of Significance to Contemporary Peace Education

Peace Educator Betty Reardon has put out a call for nominations for recent publications of significance to peace education. The purpose of the survey is to take the first step toward identifying the major concepts and issues that form the substance of contemporary peace education, the commonalities and differences in current content and teaching-learning, its foundational philosophies, the social and political purpose it pursues and the educational goals and learning objectives of the practitioners, and the teaching/learning methods used to achieve the objectives.

You can get more details and contribute your nominations via an online form hosted by the Global Campaign for Peace Education. A word version of the nomination form is available here.

Lessons from the Field: Balancing Comprehensiveness and Feasibility in Peer Mediation Programs

This recent qualitative dissertation project by Maura Dillon provides ideas about how to create peer mediation programs that are both realistic and maximally beneficial. The research involved reviewing recommendations made in the professional literature for creating successful programs and soliciting practical perspectives on these recommendations by interviewing five middle school counselors currently coordinating peer mediation programs.

Lessons from the Field: Balancing Comprehensiveness and Feasibility in Peer Mediation Programs

Call for Submissions – Voice of Teachers journal special edition on Peace Education

Dear Colleagues,

You are invited to submit your research paper for possible inclusion in a special issue of the Voice of Teachers journal devoted to Peace Education. Peace education is the practice of teaching the knowledge, values, and skills necessary to promote peace at all levels, and we invite your submissions on any theme related to this topic.

The Voice of Teachers is an online, peer-reviewed journal designed to strengthen the fundamental connection between grassroots teacher professional development, world-class research, and big ideas. Overseen by a guest editor and a diverse group of peers, each issue addresses a theme of pressing importance to teachers. The Peace Education issue of the Voice of Teachers will be guest-edited by Toh Swee-Hin, a distinguished professor at the UN-mandated University for Peace in Costa Rica and UNESCO Peace Education Prize laureate (2000).

In keeping with the key peace education principles of embracing inclusivity, diversity and creativity, we encourage a wide variety of submissions from a wide variety of peace education practitioners, educators, writers, theorists, and researchers. Possible contributions include scholarly research and reports, professional development materials, lesson plans, personal reflections and narratives, creative writing, multimedia resources, book reviews, and visual art. Please keep in mind that your work will be reviewed using the scholarly peer review process.

If you are interested in submitting your work for possible inclusion in this upcoming issue of the Voice of Teachers, please use the following online form. The deadline to submit your work is January 31st, 2011. Please ensure that your submission does not include your name or professional affiliation.

If you have any questions, please do not hesitate to contact me. We are looking forward to receiving your submissions.

Konrad Glogowski
Director of Programs

Additional Research on Positive Impacts of SEL For K-8 Students

This research report includes detailed information and results about a large scale study and findings from three scientific reviews involving 324, 303 children on the positive impacts of SEL for K-8 students . The report presents an overview of the 3 reviews that include: a). Interventions for the General Student Body, b). Interventions for Students with Early-Identified Problems, and c). an After-School Review: Programming for Students When the School Day Ends. The report delineates the six major findings of the study and depicts charts, tables and graphs listing the outcomes of the study. You can read about and/or download the pdf document here:

New Research Report on Benefits of SEL Programs

Readers may be interested in this brief that shares the latest research on the effects of Social and Emotional Learning SEL program benefits for students. The brief includes strategies for implementing SEL. The report provides information on the positive effects of SEL programming, for example, that SEL reduces problem behaviors associated with learning that may help precipitate low test scores. Also provided in the paper is an explanation about an evidence-based program called S.A.F.E. (Sequenced, Active, Focus, Explicitly). There is a Logic Model within the brief that depicts how evidence-based SEL programs work to produce greater student success in school and life. The brief can be viewed at:

New Research Publications from Australia’s Values Education Initiatives

Australia has been a leader in developing [url=]system-wide values education initiatives[/url] since the release of the National Framework for Values Education in Australian Schools in 2005. Many of these projects have been studied and the research reports are now becoming available. Some recently released items that may be of interest to CRE Researchers are noted below.

[i]The Values Education Good Practice Schools Project – Stage 2 Final Report[/i] ([url=]Link to PDF[/url])
At the Heart of What We Do: Values Education at the Centre of Schooling – The Final Report of the Values Education Good Practice Schools Project – Stage 2 outlines the learnings and outcomes of twenty-five school clusters from around Australia that were funded by the Australian Government to design, implement and evaluate quality projects in values education which reflected and utilised the National Framework for Values Education in Australian Schools in local contexts.

Bezzina, Associate Professor Michael, Butcher, Professor Jude, [i]‘Promoting Interfaith and Intercultural Understanding in School Settings: Review of the Pilot Project’[/i] ([url=]Link to PDF[/url]), produced for the Department of Education, Employment and Workplace Relations (DEEWR) by the Flagship for Creative and Authentic Leadership and the Institute for Advancing Community Engagement of the Australian Catholic University, 2008.

This mid-term review of the pilot program: Promoting Interfaith and Intercultural Understanding in School Settings (IIU) was carried out in the second year of the pilot which was conducted by Erebus International for DEEWR. The review concludes that the pilot has been successful in its own right, and in terms of the learning it has generated for the future. It documents significant shifts in people’s understandings and attitudes in the area of IIU and in the capacities of their schools. Recommendations are presented for the continued implementation of IIU.

Lovat, Professor Terence, Toomey, Professor Ron, Dally, Dr Kerry, Clement, Dr Neville, [i]‘Project to Test and Measure the Impact of Values Education on Student Effects and School Ambience’[/i], ([url= ]Link to PDF[/url]). Final Report for the Australian Government Department of Education, Employment and Workplace Relations (DEEWR) by the University of Newcastle, 2009.
The study aimed to provide quantifiable and defensible data about links between values education practices and quality teaching outcomes. The research built on previous work, the Australian Council of Deans of Education Values Education Partnerships Project, in order to elaborate and strengthen, in an empirical sense, the findings of this study that argued that values education and quality teaching are closely linked. Its sites and case studies were drawn principally from schools that had engaged in the DEEWR-funded project, Values Education Good Practice Schools Project—Stage 2 (DEEWR, 2008). The research reviews and reports on how the explicit teaching of values impacted on a number of areas in school education. The research provides empirical evidence that values education had a positive impact on developing student-teacher relationships and improving school and classroom ambience, which led to more settled and productive classrooms. The report also documents the positive impact that values education can have on student and teacher wellbeing.  

[i]‘Values and Other Issues in the Education of Young Australians: A study among parents with children at non-government schools’[/i], ([url=]Link to PDF[/url]). A paper prepared for the Australian Parents Council and the former Department of Education, Science and Training, 2008.

The objective of this study was to explore attitudes to a range of issues among parents with children in non-government schools across Australia. The main focus of the study was on their perspectives on values education, the values parents wished to see inculcated in their children, and the role they expected school to play in that process. In addition to this, the study explored parents’ attitudes to choice of school, the concept of family–school partnerships, and school funding. The study found parents considered the Nine Values for Australian Schooling list to cover all the important values that young people should learn. It also found that when parents choose a primary school it is often based on religious and cultural affiliations and the school’s capacity to offer the right balance between academic standards and personal development, whereas parents choosing a secondary school are more likely to put the right balance between academic achievement and personal development at the top of the list.

Special Issue of the International Review of Education

Readers might be interested in this just released special issue of the International Review of Education which focuses on Education for Reconciliation and Conflict Resolution. Here’s the details:

International Review of Education
Volume 55, Numbers 2-3 / May, 2009
Special Issue: Education for Reconciliation and Conflict Resolution

Introduction: Education for Reconciliation and Conflict Resolution
Birgit Brock-Utne

Why There Can Be No Conflict Resolution As Long As People Are Being Humiliated
Evelin G. Lindner

Educating Against Extremism: Towards a Critical Politicisation of Young People
Lynn Davies

A Gender Perspective On Peace Education And The Work For Peace
Birgit Brock-Utne

An African Perspective On Peace Education: Ubuntu Lessons In Reconciliation
Tim Murithi

The Complexities Of Teaching Historical Conflictual Narratives In Integrated Palestinian-Jewish Schools In Israel
Zvi Bekerman

Policing Matters: Addressing The Controversial Issue Of Policing Through Education For Reconciliation
Mella Cusack

Black Hawk Down: Film Zwischen Reflektion Und Konstruktion Gesellschaftlicher Wirklichkeit

Core Competencies: The Challenge For Graduate Peace and Conflict Studies Education
John Windmueller, Ellen Kabcenell Wayne and Johannes (Jannie) Botes

Co-Ordinating Peace Research And Education In Australia: A Report On The Canberra Forum Of 2 May, 2008
James Page