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Peace Building and Conflict Resolution is an understanding of the importance of building and maintaining positive and trusting relationships and ways conflict can be prevented or peacefully resolved (Global education, 2012).

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Current Research on Peace Building and Conflict Resolution

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Current Research on Peace Building and Conflict Resolution

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In a paper titled "Building peace through education in a post-conflict environment: A case study exploring perceptions of best practices" by Lauritzen (2016), peace education was explored on three levels; individual, interpersonal and community level. After violent outbursts broke out in Kenya in 2007 after the general election, schools were closed for two weeks. The children had a difficult time adjusting back to school and expressed emotions of fear and anxiousness. Due to this exposure, teachers from Macheleo decided to take part in a peace education training seminar. The school went on to forming a Peace Club where the students would discuss emerging conflicts and possible solutions (Lauritzen 2016). Due to the reluctance of stakeholders to implement the program with fidelity or finding the relevance to the program, the researcher called for further study regarding peace education.

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Integration of Peace Building and Conflict Resolution (Across Disciplines)

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Integration of Peace Building and Conflict Resolution (Across Disciplines)

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Within the same teaching guide, "Integrating Peace Education in Teacher Education," ((Balili et al., 2013) they offer cross-curricular lessons the include subject areas such as art, music, reading and writing. One particular lesson includes and interpretative reading passage that discusses the importance of understanding the underlying principles of peace education where the students will take turn reading each stanza. The parable used for this lesson is shown below. (Balili et al., 2013)

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Integration of Peace Building and Conflict Resolution (Stand Alone Unit)

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Integration of Peace Building and Conflict Resolution (Stand Alone Unit)

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In an activity in a teaching guide titled "Integrating Peace Education in Teacher Education," ((Balili et al., 2013) there is a plethora of lesson plans and activities that can be immediately adapted for classroom use. One activity they include that can be a part of a stand alone unit includes and introductory lesson of peace building and peace education. In this lesson titled "Peace and Peace Education," the students discuss the basic concepts of peace and violence, identify conflict and violence issues in local and global societies, and discuss a framework of peace education.

This activity invites the learners to create images and visions of a peaceful world that is within the reach and within their lifetime. As they dream of a preferred future, they will also look at the present realities. This activity will introduce the students to peace and peace building (Balili et al., 2013).

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Possible Challenges to Teaching Peace Building and Conflict Resolution 

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Possible Challenges to Teaching Peace Building and Conflict Resolution 

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*Lack of parental or stakeholder involvement: In order to make lasting changes pertaining to Global Learning, parental involvement is necessary.  Transitioning global education from school to home, and vice versa, is crucial to the promotion of the six aforementioned concepts (Bell, Jean-Sigur, and Kim, 2015).

*Higher order thinking concepts: Global learning can be a hard concept for young children to grasp. It can be difficult for them to understand the world outside of their own life.  It is important for teachers of young children to remember that global education is more than a collection of activities and projects: It is a paradigm shift. (Bell, Jean-Sigur, and Kim, 2015).

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Impact of Peace Building and Conflict Resolution to the Students 

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Impact of Peace Building and Conflict Resolution to the Students 

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Peace Building and Conflict Resolution promotes critical thinking, communication, cooperative learning and shared responsibility. These areas provide students the opportunity to interact with each other in a productive and respectful manner which will assist in building their skills when becoming an active participant in the work force. This aspect of Global Education also allows the students to accept responsibility for their behavior and coming to a common goal and outcome.

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Balili, L., Betita, V., Biton, M., Casquejo, M., Domes, M., Durante, O., Esver, E., Galindo, M., Gupeteo, E., Khalil, N., Luceno, R. and Sinang, A. (2013) ‘Integrating Peace Education in Teacher Education’, 1(1), pp. 13–18.

Bell, D., Jean-Sigur, R.E. and Kim, Y.A. (2015) ‘Going global in early childhood education’, Childhood Education, 91(2), pp. 90–100. doi: 10.1080/00094056.2015.1018782.

Global Education (2012) What are global perspectives? Available at: http://www.globaleducation.edu.au/global-education/what-are-global-perspectives.html (Accessed: 15 November 2016).

Lauritzen, S.M. (2016) ‘Building peace through education in a post-conflict environment: A case study exploring perceptions of best practices’, International Journal of Educational Development, 51, pp. 77–83. doi: 10.1016/j.ijedudev.2016.09.001.

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1. Interdependence and globalisation
2. Identity and cultural diversity
3. Social justice and human rights
4. Peace building and conflict resolution
5. Sustainable futures
(Global education, 2012)