87-page word document which presents peace education for the Solomon Islands context. “The primary method used in peace education is generally referred to as a “facilitated” or “interactive” model of teaching. In this method, the teacher becomes a facilitator of learning and a co-learner with the students. Students and teachers use experiential strategies to practice skills for peace. There is a shift in the value placed on being a teacher. Using the facilitated processes of conflict resolution and peace education, teachers and students learn together and teach each other.” Covered areas include: Interpersonal skills; Understanding and accepting differences; Children’s rights; Building community and Mediation.
29-page pdf packet to help trainees “understand the nature of global conflict, understand how issues of global conflict relate to citizenship and use issues of global conflict in their teaching in secondary schools.” Includes bibliography.
6-page pdf briefing paper which discusses the United Nations, including what it does, myths about the UN and resources for using the UN in teaching students about conflict resolution and citizenship.
9-page pdf paper “written specifically for trainee teachers of citizenship education, it is one of a series of papers that explores the theme of â€œconflictâ€; this one specifically addressing the issues relating to â€œresolving conflict between individuals,â€ the paper aims to help the reader learn more about conflict and to identify the learning opportunities that arise for exploring the issue with young people through citizenship education, using classroom and wider school based activities as well as a community focus.”
18-page pdf article which examined “Through interviews and observations in case study primary and secondary schools in the West Midlands, we therefore explored what was understood by this notion of global citizenship, and under this umbrella, what it was that students and teachers thought should be learned, we found that the most outstanding concern for students was war and conflict â€“ and in the current context, not just historically, after giving some detail of these concerns, this paper attempts to develop a typology of different ways that schools teach about conflict before making more general arguments about the importance of peace education within a citizenship education framework and the role of teachers in tackling both difference and indifference.”