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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
Peace and Non-Violence Curriculum - Grade 12 Social Studies This 218-page curriculum guide is designed for use with grade 12 Social Studies classes, but can be adapted for grades 7-11. It provides a 12-week structured curriculum exploring topics related to Peace and Nonviolence. Weekly themes include Poverty as a Form of Violence; Violence and Conditioning; Non-violent Change; Working Together; Oriental Philosophies; Western Philosophies; The United Nations; The Ethics of War and Peace; The Science of Matter and Energy; The Problems of Disarmament; Economic Conversion; and One World Beyond War.
Two faces of education in ethnic conflict, The: Towards a peacebuilding education for children 54-page PDF study which, "should be considered as a first attempt to explore a set of highly complex and controversial issues. Its potential contribution is twofold: a focused and critical examination of the peacebuilding and peace-destroying role of education; and the placement of children on the mainstream peacebuilding and reconstruction agenda in a way that goes beyond their necessary but narrow inclusion as child soldiers ... The project began with the observation that formal education is often viewed as a neutral or technical process of information dissemination set within a given societal context. It found that this starting point inhibited consideration of the role of education in the creation of a “constructed” – rather than “given” – societal context. The broadening of the analytical focus reveals that implicitly and explicitly, intentionally and unintentionally, education inevitably has a societal impact – for good or for ill."
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."
Classrooms in peace: Teaching strategies 22-page PDF article from the "Interamerican Journal of Education for Democracy, vol. 1, no. 2, June, 2008. Abstract: "In recent times citizenship competencies have arisen as a very valuable alternative for education for democracy and peace. The formative evaluation of the Aulas en Paz program has provided for analyzing various teaching strategies for the development of eight citizenship competencies which are essential for constructive conflict handling and the prevention of aggression – i.e. handling anger, empathy, distance-taking, creative generation of alternatives, considering consequences, active listening, assertiveness, and questioning beliefs. Preliminary results of the Aulas en Paz program were published in the previous issue of this Journal. This paper supplements the previous one by highlighting the teaching strategies that have been most successful in getting these citizenship competencies put into practice in an environment which is motivating and significant for the students."
Peaceful Conflict Resolution Guide for Primary and Secondary Schools (Croatia) This training guide for schools consists of three primary modules: 1. damiri/ice - Conflict and Communication 2. spajalice - Peer Mediation 3. kazimiri/ice - Peer Education The guide is the result of the work on the project Peaceful Problem Solving in Schools and Trauma Alleviation, Youth for Youth - Peer Mediation, initiated and supported by UNICEF Office for Croatia in co-operation with Croatian Ministry of Education and Sports. The Project was carried out by NGO "Mali korak" - Centre for Culture of Peace and Non-violence Zagreb. In the school year of 1999/2000 it was implemented in 52 primary schools, most of which were schools of special social care in previous war affected areas. The purpose of this program model was to change attitudes, behaviors and experiences related to conflict and violence: improve coping with problem and conflict situations, develop awareness of prejudice, of one’s own rights as well as the rights of others both in those who participate in the program (students) and those who deliver it (teachers).
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.
Peace Education Online Learning Module - UNESCO Education Server This modular online learning unit on Peace Education is available via the international UNESCO education server D@dalos dedicated to civic and peace education. The content was developed by the Institute for Peace Education in Tübingen, Germany. Main sections include: What is Peace Education?; What does Peace mean?; Why do we need Peace Education?; What do Peace Educators do?; and Peace Education and Fair Play. Includes a section on conflict analysis that provides 10 models for how to approach this task.
Peace Education Handbook for Educators The International Falcon Movement - Socialist Educational International (IFM-SEI) celebrated 2015 as their Peace Education Year. IFM-SEI is an international educational movement working to empower children and young people to take an active role in society and fight for their rights. They are an umbrella organisation for child and youth-led movements all over the world, educating on the basis of values of equality, democracy, peace, co-operation and friendship. At the end of their Peace Education Year, IFM-SEI published a handbook of educational activities based around peace education for use in member organisations.The 87-page handbook includes sections on ‘Understanding conflict’, ‘Transforming conflict’ and ‘Making Peace’ with activities for all different ages, and that can be used on group nights, on camps or seminars, as an experienced group leader, peer educator, or someone who is running a workshop for the first time.
Tug of war - Peace Through Understanding Conflict This 10-chapter 104-page book, available as a pdf, is for youth ages 8-16 interested in a peaceful world - and in understanding the forces that cause conflict, both in personal relationships and across the globe. Tug of War describes: 1) What the roots of war are. 2) How we create "The Enemy". 3) A new way to handle violence. Illustrated by award-winning artist, Rod Cameron. Part of the Education for Peace Series by Atrium Society Publications
Peacebuilding Toolkit for Educators - High School Edition The Peacebuilding Toolkit for Educators is designed to support the work of educators as peacebuilders. It is a resource developed by and for educators, to help introduce peacebuilding themes and skills into the classroom. The Toolkit can help develop students’ understanding of, and interest in, global peacebuilding, and develop their skills and capacities to act as peacebuilders. It can help teachers develop their own understanding of key concepts and skills, and enhance their capacity to teach about global peacebuilding themes and issues. There are two volumes of the toolkit––one for middle school and one for high school. The High School Edition of the toolkit is designed for a general audience of students in grades 9–12 (ages 14–18). The content can be modified for older students and some of the content can be modified for younger students. High school students are at an ideal stage to talk about peace and conflict, to view the world as an evolving system of relationships, and to prepare themselves to make a positive impact through their choices and actions today and in the future. The lessons have been developed with great detail to be useful for educators who are new to the methods employed that engage students in experiential learning and critical thinking. The toolkit is organized around basic themes within the field of international conflict management. Theme 1: Conflict is an inherent part of the human condition. Theme 2: Violent conflict can be prevented. Theme 3: There are many ways to be a peacebuilder. The 15 lessons in the toolkit are interactive and encourage students to work collaboratively to understand concepts and solve problems. The lessons are designed to be detailed enough for a new teacher or a teacher unfamiliar with interactive or experiential methods to pick them up and use them as intended.
Culture of Peace End of Decade Review In resolution 64/80, the General Assembly requested UNESCO to prepare a summary report on the activities carried out over the past ten years of the International Decade for a Culture of Peace and Non-Violence for the Children of the World (2001-2010) by UNESCO, other United Nations entities, Member States and civil society, including non-governmental organizations, to promote and implement the Programme of Action on a Culture of Peace. This end of decade report was presented to the United Nations General Assembly at its 65th session in 2010.
Learn Peace : How students can rid the world of nuclear weapons Produced by the International Campaign to Abolish Nuclear Weapons, this colorfully illustrated 43-page pdf provides a collection of 18 disarmament education activities for use by young people. It is written in a voice that speaks directly to youth, encouraging them to learn more and take action to call for the elimination of nuclear weapons. The activity titles are as follows: Have a classroom debate; Organize a writing competition; Write a letter to the editor; Make up your mind; Design a peace symbol; Role-play a nuclear crisis; Transform a nuclear bomb ; Honour the victims; Run a United Nations debate; Fold paper cranes for peace; Celebrate the victories; Write to your leaders; Promote abolition online; Hold a trivia night; Describe a nuclear blast; Conduct an opinion poll; Meet with your mayor; Plant sunflowers for peace.
Drama for Conflict Transformation Toolkit: Youth Theater for Peace Youth leaders and adult facilitators can use the Drama for Conflict Transformation Toolkit to create a customized training agenda based on their needs, timetable, and cultural context. Across Kyrgyzstan, youth participants in the Youth Theater for Peace (YTP) program are using the Drama for Conflict Transformation methodology introduced in the toolkit to create community conversation about conflict issues. Since 2010, participants have collaborated with more than 50,000 audience members to talk about solutions to bullying in schools, labor migration, bride kidnapping, resource scarcity, and substance abuse.
Workshop on peace education for educators in Southeast Asia: January 19 to 23, 2009 2-page Word report on a workshop for peace educators which "sought to train a core of formal and community educators on the knowledge base, attitudes, and skills that comprise peace education; encourage them to generate doable action plans that they can implement in their schools, organizations and/or communities; encourage them to serve as a beginning core team for the promotion of peace education in their country."
Inter-agency P.E.P.: Skills for constructive living: Analytical review of selected peace education 271-page pdf document 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 document presents a compilation of resource materials in peace education ... the purpose is to give an overview of materials used by practitioners and provide references for those searching materials."
Quaker Peacemakers Poster Collection This set of 10 letter-size posters describes the work of 9 Quakers (members of the Religious Society of Friends) active in various domains of peacemaking. Featured peacemakers include Lewis Fry Richardson, Adam Curle, Bayard Rustin, Elise Boulding, Kenneth Boulding, Priscilla Prutzman, Jennifer Beer, Bill Kreidler and George Lakey. Also featured is the Alternatives to Violence Project (AVP), a Quaker-founded program working in prisons and community settings. Each poster includes a quote, a stylized picture and biographical background information on the featured person or project.
Empowering students for just societies: a handbook for primary school teachers
Teach Peace Secondary Pack The U.K.-based Peace Education Network is pleased to release this second edition of their Secondary Level curriculum. The Teach Peace Secondary pack is aimed at 11–18-year- olds and follows on from the success of the Teach Peace Pack for primary school pupils aged 5–11. It considers themes around children and human rights education, decolonising the curriculum, local, national and international examples of peace in action. It brings together practice from throughout the UK and asks young people to consider the very big questions of peaceful practice. Copies of the lesson materials are also available online at:  http://bit.ly/teach-peace-TES or www.tes.com/teaching-resources/shop/peace_edu_network_uk
Uniting children during war: Sawa - UNICEF in Lebanon Fourth online chapter from, "Education That Makes a Difference: Success Stories for Conflict Resolution Educators." This chapter discusses two programs started by UNICEF in Lebanon, SAWA (which means "together" in Arabic) an educational and entertaining magazine for children and a peace camp program. 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)
A Social Justice Lens: A Teaching Resource Guide This 12-page guide provides a lens that applies social justice and critical theory to all aspects of an educators professional life. The tool provides a framework for unions and schools to help guide policy, plan actions, and evaluate resources for social change. Social justice theory focuses on equity for all and critical theory requires action and systemic change. These two concepts form the basis of the British Columbia Teachers Federation social justice lens. The lens has four distinct interconnecting filters -- access, agency, advocacy, and solidarity action. Each represents an aspect of social justice work, and, while we may focus on one filter at a time, the true potential of these filters lies in engaging with all four simultaneously. Participatory democracy, civil society, transformative practice, and systemic change found on the rotating outer ring of the lens are necessary to achieve the ultimate goal of equity found at the centre of the lens.