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
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.
Peace Education Teacher Training Manual The INEE Peace Education training program was cooperatively developed, based on generic Peace Education materials developed by UNHCR. A pilot project was developed in the multi-ethnic refugee camps in Kenya. The materials were tested, revised and tested again in an iterative process. In 2001 these materials were introduced for refugee and national populations in six countries. This 94-page Teacher Training Manual was written as an adjunct to the school component of the Peace Education Program. The school program includes a Teacher Activity Book, a Story Book, Role-Play cards and a booklet of resource notes for teachers. These were supported by a public awareness component that included 10 posters and in some locations street theatre.
Teacher insights from an intercultural peace curricula development project 25-page PDF article from the Interamerican Journal of Education for Democracy, vol. 2, no. 2. September 2009. Abstract: "Data garnered from an eight month critical ethnographic action research project tells a story of prejudice and discrimination in a white, Euro-American dominant context at Junction High School in the U.S. Midwest. However, counter-normative efforts aimed at transforming the situation for newcomer students were conducted by both the researcher and a group of teachers who developed and implemented intercultural peace curricula. White, Euro-American constructions of “others” and teacher reflections on their engagement in the process are presented in this article. The article aims to provide a case study and to encourage deeper dialogue on intercultural peace education in schools for achieving an authentic democracy."
Education for Peace: a resource guide for educators and the community This 16-page booklet, written by Arthur Romano with assistance from Laura Simms, offers and introduction to the field of peace education. Presented in conjunction with the Newark Peace Education Summit held in May of 2011.
Tips for developing peace education curriculum: Some lessons from Vietnam 4-page tips document, the abstract states, "Teachers and schools around Australia are being asked to take responsibility for ensuring safe schools and promoting citizenship among students. This is part of an international movement to use school-based education to promote a global culture of peace. The International Conflict Resolution Centre at the University of Melbourne recently co-developed a national peace education curriculum for primary schools in Vietnam with Vietnamese educators. This experience highlighted three important peace education tools that can also be used within an Australian context: The UNESCO "peace keys," physical games and reflective material."
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.
Teaching about peace through children's literature 16-page PDF article in which author, Stan Steiner discusses teaching about peace and conflict resolution using children's literature. He believes that the instructor should: have more books than readers, have a wide variety of books in terms of level of difficulty, length and points of view and make sure that readers consume a number of books. Steiner mentions small group discussions vs large group discussions, providing readers with open ended questions prior to reading assignments and being open to differing points of view. The article concludes with a 10-page bibliography.
Teachers Without Borders Dr. Joseph Hungwa Memorial Peace Education Program This 300+ page guide provides a full professional development curriculum in peace education. It was developed by Teachers Beyond Borders. The goal is to bring Peace Education to new audiences around the world. The program is divided into three units, which progress on a continuum from theoretical to practical. Unit 1 provides the history of peace education, a selection of definitions, an overview of the key thinkers in the peace education field and the core concepts. Unit 2 focuses on the Scope of Peace Education, reviewing different approaches to peace education, or different lenses through which peace education can be viewed. Unit 3 moves from theory to practice, addressing the pedagogical approaches to peace education and practical ways to introduce peace education into your classroom and community.
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)
Peace education in UNICEF: Working paper 52-page PDF paper "produced to describe Peace Education programmes in UNICEF. Peace education programmes have been developed in a number of UNICEF country offices and National Committees for UNICEF over the past decade. Ideas are continually evolving about how to use the full range of children's educational experiences to promote commitment to principles of peace and social justice. The purpose of this working paper is to stimulate further discussion and networking among UNICEF colleagues, to move towards a clearer articulation of good practice in Peace Education, and to pave the way for further exploration of how best to evaluate the impact and effectiveness of this area of UNICEF activity."
Collaboration across fields: Implementation and sustainability of SEL, CRE, PE and CE 73-page PDF conference reader from the two-day summit, "Collaboration across Fields: Implementation and Sustainability of Social and Emotional Learning (SEL), Conflict Resolution Education (CRE), Peace Education (PE), and Citizenship Education (CE), held in Cleveland, Ohio on June 19th and 20th, 2009. The conference "brought together government representatives from among the 50 states and invited countries (Ghana, Kenya, Montenegro, Philippines) and their non-governmental organization partners. Organizations were invited because of their interest in developing legislation and policy in peace education, social and emotional learning, conflict resolution education, and/or civics education and their interest in securing ways to strengthen implementation and achieve sustainability of these efforts ... this capacity building summit offered a dynamic opportunity to develop a global infrastructure to advance the work in the fields of conflict resolution education, peace education, social and emotional learning, and citizenship education. The summit brought together policymakers, researchers and educators representing regions across the United States and select member countries of the Organization of American States (OAS) and the Global Partnership for the Prevention of Armed Conflict GPPAC). These national and international guests exchanged successful macro level policy design and implementation models at the state-wide or national level, and macro level evaluation methodology and tools for states and countries. Specific areas of focus included: Teacher education, research and evaluation, and policy implementation options for primary, elementary and secondary education at the national or state levels."
Inter-agency P.E.P.: Skills for constructive living: Community course booklet 35-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 ... a handout booklet, which outlines the major concept areas covered in the community course."
Peace and Nonviolence Curriculum Grades 1-6 This curriculum focused on nonviolence in daily life provides profiles of 12 peacemakers and provides suggested activities and a bibliography with suggested readings. The peacemaker profiles include Franz Jagerstatter, Martin Luther King, Jr., Mother Teresa of Calcutta, Mohandas K. Gandhi, Anwar Sadat, Eleanor Roosevelt, Dag Hammarskjold, Thomas Woodrow Wilson, Albert Einstein, Albert Schweitzer, Dietrich Bonhoeffer, and Will Rogers.
Peace education: A pathway to a culture of peace 178-page pdf document which "helps the educator, whether in formal or non formal settings, to understand that peace is a holistic concept and state of being and that it can not be learned in the traditional lecture-note taking-testing framework. Indeed, peace education can be integrated into many disciplines. The culture of peace must replace the culture of violence if we and our home, planet Earth, are to survive ... teaching the value of tolerance, understanding and respect for diversity among the school children could be introduced through exposing them to various countries of the world, their geography, history, and culture. At the appropriate levels, curricula must include human rights, the rules governing international law, the United Nations Charter, the goals of our global organization, disarmament, sustainable development and other peace issues. The participation of young people in this process is very essential. Their inputs in terms of their own ideas on how to cooperate with each other in order to eliminate violence in our societies must be fully taken into account. In addition to expanding the capacity of the students to understand the issues, peace education aims particularly at empowering the students, suited to their individual levels, to become agents of peace and nonviolence in their own lives as well as in their interaction with others in every sphere of their existence ... We have organized the book into three sections. Part I presents chapters that are meant to help us develop a holistic understanding of peace and peace education. Part II discusses the key themes in peace education. Each chapter starts with a conceptual essay on a theme and is followed by some practical teaching-learning ideas that can either be used in a class or adapted to a community setting. Part III focuses on the peaceable learning climate and the educator, the agent who facilitates the planting and nurturing of the seeds of peace in the learning environment. Finally, the whole school approach is introduced to suggest the need for institutional transformation and the need to move beyond the school towards engagement with other stakeholders in the larger society."
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."
Committed to building peace: The City Montessori School in India Third online chapter from, "Education That Makes a Difference: Success Stories for Conflict Resolution Educators," describes the City Montessori School in Lucknow, India. CMS is the largest private school in the world and is dedicated to teaching peace education. 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)
Gandhi's Nonviolent Values and Skills This 295-page guidebook, subtitled "A Violence Prevention Guidebook for High Schools", is available online as a series of pdfs. It provides a basic methodology for proceeding from "awareness" through "concern" to "action" building on the ideas of nonviolent activist Mohandas Gandhi. The units in the Guidebook are designed to help teachers nurture in their youth and in themselves: 1) a disciplined mind - awareness - there are other ways of thinking and acting, you can control your feelings and thoughts, you have an important role to play in the world; 2) a compassionate heart - concern - becoming empathetic and deepening the desire to act on behalf of others; 3) a courageous hand - action - putting compassion into practice by standing with others in service and against the forces and forms of oppression/domination (social change); 4) a committed will - perseverance - pledging to be a doer of peace and a teacher of peace. It provides a pledge of nonviolence as a key element of the program that can be used in various settings. The units include the following: Unit 1: Introducing Gandhi and His Principles Unit 2: Respect Unit 3: Anger Unit 4: Nonviolent Problem-Solving & Nonviolent Resistance Unit 5: Making Amends & Forgiveness Unit 6: Our Oneness with the Earth & Challenging Materialism Unit 7: Courage & Solidarity: Overcoming Our Fears & Standing with Others Who Are Treated Unfairly Unit 8: Courage: Challenging the -ISMS: Sexism, Racism, Nationalism & War
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)
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.
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.