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Lookup NU author(s): Professor Hartmut Behr,
Professor Nick Megoran,
Dr Jane Carnaffan
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND).
This article explores ‘peace days’ in English schools as a form of peace education. From a historical overview of academic discussions on peace education in the US and Great Britain since WWI we identify three key factors important for peace education: the political context, the place in which peace days occur, and pedagogical imperatives of providing a certain narrative of the sources of violence in politics. Although contemporary militarism and neoliberalism reduce the terrains for peace studies in English schools, peace days allow teachers to carve out spaces for peace education. Peace days in Benfield School, Newcastle, and Comberton Village College, Cambridgeshire, are considered as case studies. We conclude with reflections on the opportunities and limitations of this approach to peace education, and on how peace educators and activists could enlarge its reach.
Author(s): Behr EH, Megoran NWS, Carnaffan J
Publication type: Article
Publication status: Published
Journal: Journal of Peace Education
Online publication date: 01/11/2017
Acceptance date: 16/10/2017
Date deposited: 17/10/2017
ISSN (print): 1740-0201
ISSN (electronic): 1740-021X
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