This study explores Peace Education Programs in the contexts of the Palestinian-Israeli and the S... more This study explores Peace Education Programs in the contexts of the Palestinian-Israeli and the Sierra Leone conflicts. My aim is to study their effectiveness in promoting values of peace, tolerance and understanding, as well as, reducing tension, hostility and conflicts. The four case studies are the ‗We Care‘ project in the Palestinian Occupied Territory (OPT), ‗Nevo Shalom/ Wahat Al-Salam‘ (Oasis of peace) village in Israel, ‗Jewish-Arab center for Peace‘ in Haifa, Israel, and involvement of children the ‗Truth and Reconciliation Committee (TRC)‘in Sierra Leone. Gordon Allport's contact theory (1954) was employed to examine whether peace education program which involve contact among opposing groups may lead to friendship, reconciliation and coexistence. The findings reveal that peace education programs may lead to peaceful interaction among conflicted groups yet, it requires certain conditions to ensure its success. For example, equal statues pre-intergroup contact is a vital condition for paving the way for peace making. Also, collaborative efforts among governments, non-governmental organizations (NGOs), and civil society institutions are necessary to support and steer peace education programs and raise awareness at a wider community level. This study contributes to the existing literature on peace education, in particular, peace education programs in conflict areas. It draws on the challenges for implementation, as well as, the impact the outcomes may have on the individual and community levels. It can be beneficial to all stakeholders (whether they are individual citizens, educators, students, governments) and other NGOs.
This study explores Peace Education Programs in the contexts of the Palestinian-Israeli and the S... more This study explores Peace Education Programs in the contexts of the Palestinian-Israeli and the Sierra Leone conflicts. My aim is to study their effectiveness in promoting values of peace, tolerance and understanding, as well as, reducing tension, hostility and conflicts. The four case studies are the ‗We Care‘ project in the Palestinian Occupied Territory (OPT), ‗Nevo Shalom/ Wahat Al-Salam‘ (Oasis of peace) village in Israel, ‗Jewish-Arab center for Peace‘ in Haifa, Israel, and involvement of children the ‗Truth and Reconciliation Committee (TRC)‘in Sierra Leone. Gordon Allport's contact theory (1954) was employed to examine whether peace education program which involve contact among opposing groups may lead to friendship, reconciliation and coexistence. The findings reveal that peace education programs may lead to peaceful interaction among conflicted groups yet, it requires certain conditions to ensure its success. For example, equal statues pre-intergroup contact is a vital condition for paving the way for peace making. Also, collaborative efforts among governments, non-governmental organizations (NGOs), and civil society institutions are necessary to support and steer peace education programs and raise awareness at a wider community level. This study contributes to the existing literature on peace education, in particular, peace education programs in conflict areas. It draws on the challenges for implementation, as well as, the impact the outcomes may have on the individual and community levels. It can be beneficial to all stakeholders (whether they are individual citizens, educators, students, governments) and other NGOs.
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Thesis Chapters
The four case studies are the ‗We Care‘ project in the Palestinian Occupied Territory (OPT), ‗Nevo Shalom/ Wahat Al-Salam‘ (Oasis of peace) village in Israel, ‗Jewish-Arab center for Peace‘ in Haifa, Israel, and involvement of children the ‗Truth and Reconciliation Committee (TRC)‘in Sierra Leone. Gordon Allport's contact theory (1954) was employed to examine whether peace education program which involve contact among opposing groups may lead to friendship, reconciliation and coexistence.
The findings reveal that peace education programs may lead to peaceful interaction among conflicted groups yet, it requires certain conditions to ensure its success. For example, equal statues pre-intergroup contact is a vital condition for paving the way for peace making. Also, collaborative efforts among governments, non-governmental organizations (NGOs), and civil society institutions are necessary to support and steer peace education programs and raise awareness at a wider community level.
This study contributes to the existing literature on peace education, in particular, peace education programs in conflict areas. It draws on the challenges for implementation, as well as, the impact the outcomes may have on the individual and community levels. It can be beneficial to all stakeholders (whether they are individual citizens, educators, students, governments) and other NGOs.
Papers
The four case studies are the ‗We Care‘ project in the Palestinian Occupied Territory (OPT), ‗Nevo Shalom/ Wahat Al-Salam‘ (Oasis of peace) village in Israel, ‗Jewish-Arab center for Peace‘ in Haifa, Israel, and involvement of children the ‗Truth and Reconciliation Committee (TRC)‘in Sierra Leone. Gordon Allport's contact theory (1954) was employed to examine whether peace education program which involve contact among opposing groups may lead to friendship, reconciliation and coexistence.
The findings reveal that peace education programs may lead to peaceful interaction among conflicted groups yet, it requires certain conditions to ensure its success. For example, equal statues pre-intergroup contact is a vital condition for paving the way for peace making. Also, collaborative efforts among governments, non-governmental organizations (NGOs), and civil society institutions are necessary to support and steer peace education programs and raise awareness at a wider community level.
This study contributes to the existing literature on peace education, in particular, peace education programs in conflict areas. It draws on the challenges for implementation, as well as, the impact the outcomes may have on the individual and community levels. It can be beneficial to all stakeholders (whether they are individual citizens, educators, students, governments) and other NGOs.