ASSIGNMENT COVER

REGION: BULAWAYO
PROGRAMME: BSSHDSZ INTAKE: 1
FULL NAME OF STUDENT: PETER MOYO PIN: P2122381T
MAILING ADDRESS: [email protected]
CONTACT TELEPHONE/CELL: 0772071073 ID. NO.: 08-222 435 K00
COURSE NAME: PEACE EDUCATION COURSE CODE: BSSD301
ASSIGNMENT NO. e.g. 1 or 2: 1 DUE DATE: 15/07/21
ASSIGNMENT TITLE: JUSTIFY THE INCLUSION OF PEACE EDUCATION IN THE
CURRICULM OF THE DEVELOPMENT STUDIES PROGRAM

MARKER’S COMMENTS: ______________________________________________________

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OVERALL MARK: _____________ MARKER’S NAME: ________________________
MARKER’S SIGNATURE: _______________________________ DATE: ___________
1.0 introduction
In the field of peace studies, it is of essence to familiarise with the symbiotic relationship
between peace education and peace and conflict studies. As such one has to put into
consideration that peace education complements and informs Peace and conflict studies as it
involves impartation of contemporary knowledge and skills such as conflict management
mechanism, transformation as well as enable students to reflect on their surroundings in a bid to
promote problem solving. Hence from a critical point of view one can contend that peace
education philosophy is the cornerstone of all aspects in the peace and conflict studies, thus its
inclusion in the peace studies program ought to be justified. However, some renowned scholars
condemn the inclusion of peace education in educational setups due to its imposition of
conflicting ideologies. Nevertheless, this discourse aims to explore the relevance and the
symbiotic relationship between Peace Education and Peace and Conflict Studies, respectively.

2.0 Definition of terms

Peace education refers to the process of promoting the knowledge, skills, attitudes and values
needed to bring about changes that will enable children, youth and adults to prevent conflict and
violence, both overt and structural; to resolve conflict peacefully; and to create the conditions
conducive to peace, whether at an intrapersonal, interpersonal, intergroup, national or
international level (Floresca-Cawagas and Toh, 1989:13). It is an attempt to respond to problems
of conflict and violence on scales ranging from the global and national to the local and personal.
It is a process of exploring ways of creating more just and sustainable futures. In other words, it
is the process of teaching about the threats of violence and strategies for peace, a process
whereby people learn about the danger of violence, develop their capacities to counter violence
and build sustainable peace in their communities.

3.0 The Relevance of Peace Education in the Development Studies Curriculum in

Zimbabwe
In a quest to eliminate violence and promote peace it is ultimately of outmost essence to educate
the human mind to retain a culture of peace. According to the social learning theory by
Bandurah, humans learn aggression and violence, thus the opposite hold true as humans can be
taught and learn peace in the same manner. In the same vein the UNESCO Constitution (2008),
contends that war and violence need to be first eradicated in the mind, hence outlining the need
for peace to begin in the mind. Therefore, in the light of this assertion the inclusion of peace
education in learning institutions is rationalised as the students’ mind set will oriented to retain a
culture of peace and invoke peaceful thoughts hence challenging peace students to be both liberal
and critical thinkers, (Reardon, 1999). As such one may hazard that the inclusion of peace
education aims to unlearn a culture of violence and inculcate a culture of peace in the minds of
students such that they wholly appreciate and understand peace.

Nonviolence is ultimately the nerve centre and life line of peace education as nonviolent
alternatives have been viewed as an antidote towards a culture violence. Harris (2013) postulates
that peace education in learning institutions seeks to inoculate students to solve their conflicts
nonviolently. Thus, peace students are exposed to a plethora of nonviolent alternatives such as
peaceful demonstrations and marches, sit-ins, hunger strikes, posters, and arts. As such this
ultimately serves as an effort to control, reduce, and eliminate violence at all cost, Reardon
(2011). Furthermore, in the light of this assertion, Harris (2013) opines that the reason people
have failed to appreciate nonviolence is due to lack of education on the matter. Hence one can
argue that peace education’s inclusion in peace studies aims to create awareness and appreciation
of nonviolent strategies over violence so as to foster a peaceful existence. In summation, it can
thus be stated that peace education ultimately governs peace and conflict studies as a whole.

One should also put into consideration that peace education also takes a cultural dimension, even
in peace and conflict studies. Murithi (2009) contends of the “Ubuntu” philosophy of empathy as
a tool that can be used towards the attainment of peace. This is justified by the study of the
ubuntu philosophy in the nonviolence model as practical means of attaining peace and
reasonable means managing conflicts as well as dismantling root causes of violence. As such the
inclusion of cultural philosophies to suit the contexts in which they applied also promotes
intercultural understanding which ultimately acts a feeder to peace and conflict studies. Hence
without further ado, the inclusion of peace education in the peace and conflict studies is justified.

Issues of Social Justice and equality have been a bone of contention, such that it has been the
mother of violent wars and conflicts all around the world. In the light of this argument The
United Nations (1998) conceives that peace education plays a pivotal role in sustainable
development and social equality, thus outlining the need for attention in matters of social
equality, gender equality and justice thus putting emphasis issues of human rights and equality
before the law as far as peace and conflict studies are concerned. In the light of this argument,
Harris (1998) postulates that peace education is a branch of peace that is accompanied by social
justice and respect for life. This is evidenced by human rights courses incorporated into the
peace studies program in a quest to cultivate a sense of responsibility within students to advocate
for social justice and equality as a proactive measure to prevent eruption of violent conflicts.
Without further ado one can contend that peace education can be summarised as the achievement
of human rights for all people, thus justifying the inclusion of peace education in the peace
program as it gives birth to a new breed of human rights activists.

As peace practitioners, peace students should be equipped with all the necessary skills and
knowledge in the field to ensure effective nurturing of peace. Sandy (2006) postulated that, one
of the main goals of peace education is to cultivate conflict resolution skills, as such in the light
of this assertion one can contend that peace students are being prepared for post conflict
processes such as mediation skills, negotiation skills, conflict management skills as well as
conflict transformation skills, thus bringing out the retroactive nature of peace education.
Furthermore, the ambiguity of peace education positively contributes to peace and conflict
studies as it informs both theory and practice, (Harris and Morrison 2003), thus emphasizing on
peace education being peace for and about education. In the same vein one can state thus the
inclusion of peace education in the peace program, becomes advantageous to peace students as
they are armed with a plethora of skills required. More so, Harris (2013) emphasizes on the need
to be equipped with problem solving skills as well as empowering people with skills, thus the
inclusion of peace education can be further justified as it is ultimately a comprehensive study
that equips students with both theory and practice in the field of peace studies.

Issues of conflict transformation and reconciliation are ultimately building blocks to the
philosophy of peace education. As a result of variegated relational conflicts there is a dire need
for transformation and reconciliation especially as far as deep-rooted conflicts are concerned. In
the same vein of thought Mervis and Rosch (1981) posit that education in the context of conflict
would be assumed to represent peace education. As such in the light of this argument, one can
stand to argue that due to their exposure to peace education, peace students are trained and
informed on how to bring justice on all levels through acquired skills of mediation and
negotiation as well other conflict management skills. Therefore, exposing peace students to
transformational skills fosters sustainable peace and tranquillity. Hence in the light of this
argument the inclusion of peace education within peace and conflict studies curriculum is not
questionable rather it is applauded for its efforts towards the eradication of relational based
conflicts.

Democratic issues are a major drawback in contemporary political issues especially in African
setups. Hence once has to be cognisant of the fact that democratic and political issues have
managed to rampantly give birth to civil wars all around, thus calling for urgent attention. In his
argument Salomon (2010) postulates that peace education aims to affect political and
interpersonal peace. Thus, in the same vein one may argue that peace education ultimately
introduces peace students in the political arena making them political scientists and politicians by
default giving them a better understanding of the conflict dynamics perpetuated by democratic
and political issues. Hence in the light of the above argument one can stand to argue that, peace
education is simply a reaction to the urgent need for attention in the political arena that seeks to
equip students in that particular field. Hence this ultimately justifies the inclusion political
ideologies as a module in the peace and conflict studies program.

It is of ultimate essence to curb violence in all its forms in a quest to avoid those particular forms
of violence from escalating into full blown conflicts. In the light of this argument Reardon
(2000) postulates that peace education attempts to comprehend and reduce multiple forms of
violence, as such one can contend that peace education is an antidote to retard effects of violence
as well as reduce its life span and existence. Hence in the same line of thought, peace students
are informed of various forms of violence as well as the violence triangle in a quest to familiarise
with the nature of violence. Thus, it gives peace students the ability to map possible ways to
confront violence in all its forms. Therefore, the inclusion of peace education in the peace studies
curriculum is justified as it ultimately seeks to uproot violence of all forms in a bid to avoid them
from budding into full blown conflicts.

Since peace education targets the mind, it seeks to change behaviours and perceptions in relation
to subjects of peace, conflict, and violence. In the light of this argument Bar-Tal (2000) contends
that peace education is an orientation aimed at inculcating ideologies on a peaceful existence. As
such it can be contended that peace education invokes the students mind to think in such a way
that a peaceful existence is deemed necessary, whilst peace and conflict studies sets a rigid
template in which the student should think such that peace is viewed as a must. As such the
complementary nature of both peace education and peace studies illustrated as they both target
the mind and how it functions, thus the inclusion of peace education in the curriculum of peace
education is highly justified.

In as much as conflicts are closely knit with human existence, peace does so in the same manner.
Bar-Tal (2000) goes on to further argue that peace education by nature deals with problems that
concern a particular society, thus suggesting that peace students are trained to be social
integrators’, to solve problems in societies and integrate societies in a bid to foster a peaceful
existence. As such in the same vein peace education ultimately lays the foundation peace studies
students.

Peace education is not only regarded as a discipline that targets the mindset but further extends
its boundaries to imparting a new set of values, beliefs, and behavioural tendencies. In the same
vein Bar-Tal (2000) views peace education as a tool for socialisation, thus it can be further
argued that peace education is also concerned with moulding the moral stature of students as
well as the mind. As such one can contend that by all means possible peace education should be
incorporated into the peace and conflict studies program as it will both mentally enlighten the
students as well as given them a good moral standing as far as the field of peace studies is
concerned, hence the peace studies program will produce morally upright practitioners.

Nevertheless, though peace education is largely appreciated in the field of peace studies, some
renowned scholars beg to differ. In this line of thought Cox and Struton (1984) postulate that
peace education is not a genuine educational discipline and is not supposed to be part of a school
curriculum due to its political biases. As such the political nature of peace education is a major
drawback in fostering peace as peace education ideologies may not be fully accepted or adopted
thus hindering the nurturing of peace education in schools. Nevertheless, peace education
continues to be the cornerstone of peace and conflict studies thus rendering peace education a
must that has to be included or embedded within the peace and conflict studies problem.
4.0 Conclusion
In summation, the inclusion of peace education in the field of peace is wholesomely appreciated
as it targets the mind, changing the mindset, transforming attitudes and perceptions which are
vital in understanding and appreciating peace studies. Thus, it ultimately becomes the
cornerstone and foundation for fostering a culture of peace in educational setups and beyond. As
such it goes without saying that peace education informs both theory and practice in the field of
peace studies thus portraying the comprehensive nature of peace education. Hence without
further ado, one may hazard that skills and knowledge imparted to students in peace studies is a
future investment to global peace.
5.0 References
Bar-Tal, D. (2002). The elusive nature of peace education. In G. Solomon and E. Cairns
Handbook on Peace Education Routledge. pp.27-36 London: Lawrence Erlbaum Associates.

Christie, P. (n.d). Peace Education Course – An introductory framework, London: St Francis of

Assisi Centre,

Cox, C and Scruton, R. (1984). Peace studies: A Critical Survey. London: Institute for European
Defence and Strategic studies

Harris, I.M and Morrison, M.L. (2013). Peace Education 3rd Edition, London: Macfair and
Company

Harris, I. And Morrison, M. (2003). Peace Education (2nd Edition). Jefferson, North Carolina:
Macfair and Company

Mervis C.B and Rosch E, (1981). Categorisation of natural objects. New York: Sage

Sandy, S.V. (2006). The development of Conflict Resolution Skills; Pre-school to adulthood. New
York: Jossey Brass

Salomon, G. and Cairns, E. (2010). A Handbook on Peace Education. New York: Psychology
Press

Reardon, B.A. (2000) Peace Education, A Review and projection: International Companion to
Education. New York: Routledge

Reardon, B.A. (2011). Education for a culture of Peace in a Gender Perspective. Paris: The
Teachers Library, UNESCO Publishing

United Nations (1998) Culture of Peace (Resolution 52/13). Geneva: UNO

UNESCO (1945) United Nations for Education Science and Culture Constitution. Geneva:
UNESCO