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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
Short course offerings on peace education: 2007-2008 academic year in Costa Rica Two page pdf document with course offerings and descriptions for the 2007-2008 school year at the University for Peace in Costa Rica.
Inter-agency P.E.P.: Skills for constructive living: Teacher activity book 361-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 teacher's main resource it has a lesson-by-lesson curriculum for formal schooling structured according to the children's cognitive and emotional development."
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."
Human Total: A Violence Prevention Learning Resource Human Total is a 303-page pdf manual created by Human Rights Education Association (HREA), the International Center for Alcohol Policies (ICAP) and the Instituto Mexicano de Investigación Familia y de Población (IMIFAP). Targeted towards young people between the ages of 10 and 14, the manual helps learners understand attitudes that promote violent behavior (often brought about by the misuse of alcohol) by males and cultivates methods to minimise these behaviors' harms and prevent their perpetuation. Human Total contains 32 adaptable lesson plans, including ways to recognise and understand violence in social contexts and techniques for minimising violence through education about human rights and active participation in the community. The manual also features a note for facilitators on how to use it, tools for outreach to parents and guardians, recommendations for additional resources, and eight annexes with supplemental information. The resource was piloted in El Salvador and Kenya. Human Total: A Violence Prevention Learning Resource is currently (July 2013) available in English and will soon be available in Spanish.
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."
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."
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
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
Peacebuilding Toolkit for Educators - Middle 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 Middle School Edition of the toolkit is designed for a general audience of students in grades 6–8. The content can be modified for older students and some of the content can be modified for younger students. Engaging young audiences in conversations about peace and conflict is important. It is the authors' hope that young students will engage in these topics and continue to reflect on them as they progress through high school and move into the world. 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 lessons are intended for traditional and alternative education settings. 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. The middle school lessons include teacher direction, guided practice, and independent practice.
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.
Educating for Peace and from the University: Memorial Anthology of a Decade 488-page pdf in Spanish. The UNESCO Chair in Education for Peace was created in November 1996 from a cooperation agreement between the University of Puerto Rico and the Organization of United Nations Educational, Scientific and Cultural Organization (UNESCO). This Anthology provides an overview of the essays and documents developed in the first decade of activity seeking to promote reflection and attention to the problems of violence and hope and to encourage and provide direction for non-violent action towards peaceful coexistence. The Anthology was released on a commemorative CD and as this downloadable pdf.
Education for peace: A curriculum framework K-12 14-page pdf document which presents a "conceptual framework from which schools may devise a program comprising the transmission of universal values and enduring attitudes, and the development of skills which will enable our students to become active global citizens ... the implementation of this conceptual framework recognizes the practice of peaceful relations at all levels: personal, familial, communal, inter-cultural and global, it entails a process of knowledge acquisition and skill-building which affects the behavior of individuals and groups and provides a model for the formal and informal curriculum of the school, education for Peace is a process and condition which permeates all aspects of school life, with implications for learners, teachers, and administrators and it extends beyond the school to society as a whole."
Companion: A campaign guide about education and learning for change in diversity, human rights ... 80-page PDF manual, "designed to help those involved in learning for democracy and learning for change. The issues it raises and the methods which are proposed have been developed as a part of the campaign, but the manual can and should be used after the formal end of the campaign ... This is not a campaign for young people. It is a campaign by young people. The slogan of the campaign "All different, All equal" combines the freedom of diversity and the equality of rights, and it reflects the Council of Europe philosophy in tackling all forms of discrimination and exclusion."
The Role of Education in Peacebuilding: A synthesis report of findings This 40-page report by UNICEF provides evidence that education can be a catalyst for peace and highlights the need for education sectors to integrate a peacebuilding perspective. The report has 2 main parts: a literature review, and three case studies focusing on Lebanon, Nepal and Sierra Leone. The report is part of the knowledge generation component of the Education and Emergencies and Post-Crisis Transition (EEPCT) programme – a partnership between UNICEF, the Government of the Netherlands and the European Commission.
UNESCO'S Work on Education for Peace and Non-Violence: Building Peace Through Education A 20-page brochure providing an overview of UNESCO's work in advocacy, policy, information exchange and the development of text books, learning materials and curricula. It was developed by the Section for the Promotion of Rights and Values in Education, Division for the Promotion of Basic Education. Included are links to many useful publications produced by UNESCO and its partners.
Tolerance: the threshold of peace: A teaching/learning guide for education for peace, human rights 42-page PDF document which was "prepared to serve as an introductory resource material, to provide some understanding of what is involved in and required of education for tolerance. It provides a statement of the problems of intolerance, a rationale for teaching toward the goal of tolerance, and concepts and descriptions for identifying both the problems and the goals ... Each chapter of the guide comprises material that can be used for study and discussion on issues of tolerance and peace. Organizations, groups and formal classes of secondary level and above can explore together the issues raised and problems identified..."
Food, education, and peacebuilding: Children's learning services in Sierra Leone Second online chapter from "Education That Makes a Difference: Success Stories for Conflict Resolution Educators," dealing with the Children's Learning Services established in Sierre Leone. Since 2001 CLS has mobilized volunteers and practitioners in peacebuilding, quality basic education, and nutrition security in and out of school. 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)
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
Elicitive Curricular Development: A Manual for Scholar-Practitioners Developing Courses in International Peace and Conflict Studies This book is co-authored by Peace Studies Innsbruck core faculty Josefina Echavarría Alvarez, Adham Hamed and Noah B. Taylor and it outlines central principles of the University of Innsbruck's approach to curricular development for Peace and Conflict Studies around the world. It has been authored in the framework of the project Education for Peace in the Iraqi Higher Education System, implemented by the University of Innsbruck in partnership with the Iraqi Al-Amal Association the United Nations Development Program in Iraq and nine Iraqi Universities. The ECDM is a systematic collection of experiences and lessons identified in academic contexts around the world in Austria, Cambodia, Colombia, Brazil, Ethiopia and Iraq. The ECDM reflects core elicitive principles such as the importance of a focus on relationships, looking beyond the episode of conflict, collaboration, communication and local knowledge. These principles are consistent with the mission of the Research Center for Peace and Conflict (InnPeace) to teach, learn and research as reflective processes of relevant social questions of peace and conflict transformation. This manual offers helpful guidelines for academic and administrative staff, as well as international cooperation partners trusted with developing peace and conflict courses at the graduate and postgraduate levels.
International summit preconference reader, March 16th and 17th, 2007 Global Issues Resource Center, Office of Community Continuing Education at Cuyahoga Community College, the Organizational of American States, and the United Nations Development Program hosted State and International Conflict Resolution Education Policy Team Meetings. The purpose of the policy team meetings was to allow conflict resolution education and peace education practitioners and supporters to share insights and information about policy, infrastructure and research needs to promote conflict resolution education and peace education. Document contains meeting agendas, list of participants and conference attendees responses to questions for inclusion in the reader.