Combining conflict resolution education and human rights education: thoughts for school‐based peace education

2006 ◽  
Vol 3 (2) ◽  
pp. 187-208 ◽  
Author(s):  
Tricia S. Jones
Keyword(s):  
Human Rights ◽  
Conflict Resolution ◽  
Peace Education ◽  
Human Rights Education ◽  
School Based ◽  
Conflict Resolution Education

scholarly journals Implementasi Toleransi Beragama di Pondok Pesantren (Studi Kasus di Pondok Pesantren Universal Bandung)

2019 ◽  
Vol 2 (1) ◽  
pp. 1-15
Author(s):  
Irfan Setia Permana Wiantamiharja
Keyword(s):  
Qualitative Research ◽  
Human Rights ◽  
Conflict Resolution ◽  
Educational Institution ◽  
Boarding Schools ◽  
Cross Cultural ◽  
Influential Factor ◽  
Religious Tolerance ◽  
Religious Intolerance ◽  
Conflict Resolution Education

The symptoms of religious intolerance in Indonesia began to undermine diversity in Indonesia. The most influential factor in encouraging the occurrence of these symptoms is education. In this case, education that is Islamic in mind is a pesantren. Pesantren is an educational institution that has its own perspective and style of thinking about tolerance. This study aims to determine the constructs of thought and the implementation of religious tolerance implemented in education and activities carried out at Universal Islamic Boarding Schools. This study uses descriptive qualitative research methods using observation, interview, and documentation techniques. The results of the study show that: The construction of thoughts built on religious tolerance is categorized as inclusive thoughts and attitudes in religion, namely thoughts that believe in the existence of truth in other religious beliefs. The foundation of the thought construction is tasamuh, which is a moderate style of Islamic understanding. The concept of religious tolerance is implemented in the policies of Universal Islamic boarding schools through a curriculum of educational activities that reflects education with a multiculturalism-pluralism pattern. This education includes conflict resolution education, Human Rights (HAM), pesantren education for peace. Regarding activities that reflect multiculturalism-pluralism education, namely muhadlarah, pesantren for peace seminars, and cross-cultural discussions with various universities without favoritism.

School‐based human rights education: case studies in Hong Kong secondary schools

2011 ◽  
Vol 22 (2) ◽  
pp. 145-162 ◽  
Author(s):  
Yan Wing Leung ◽  
Timothy Wai Wa Yuen ◽  
Yiu Kwong Chong
Keyword(s):  
Human Rights ◽  
Hong Kong ◽  
Secondary Schools ◽  
Case Studies ◽  
Human Rights Education ◽  
School Based

scholarly journals Managing Tertiary Education for Peace and Conflict Resolution in Nigeria

2021 ◽  
Vol 10 (3) ◽  
pp. 295
Author(s):  
Iniobong Ekong Nkang ◽  
Christopher S. Uwah
Keyword(s):  
Conflict Resolution ◽  
Null Hypothesis ◽  
Peace Education ◽  
Tertiary Education ◽  
Research Question ◽  
Necessary Condition ◽  
Conflict Resolution Education ◽  
Peace And Conflict ◽  
Peace And Conflict Resolution ◽  
Education For Peace

Peace is a necessary condition for the sustainable development of any nation. It is described as the absence of physical and structural violence, and the presence of justice. Peace education involves human rights and conflict resolution education. This justifies the prominence of peace and conflict resolution education in the educational agenda of nations. Based on this, the paper examines the management of tertiary education for peace and conflict resolution in Nigeria. The population of the study comprised lecturers from the Faculty of Social and Management Sciences from the Universities of Benin, Port Harcourt, Calabar and Uyo, totalling 2312. A sample of 231 lecturers was drawn for the study using the Cluster Sampling Technique. One research question and one null hypothesis were considered in this study. Data collection was done using a structured instrument tagged, "Managing Tertiary Education for Peace and Conflict Resolution" (MTEPCR) Questionnaire. The Instrument was duly validated and tested for reliability using the Cronbach Alpha reliability formula. This gave a reliability coefficient of 0.81. Descriptive statistics such as mean, standard deviation, and simple percentage were used to answer the research question. The null hypothesis was tested at 0.05 alpha level, the one-way ANOVA. The result of the study indicated a low extent in the implementation of peace and conflict resolution education in tertiary institutions. There was no substantial difference in the implementation of peace and conflict resolution education among four federal universities. Based on these findings, key policy, practice and research implications are discussed.

Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

2016 ◽  
Vol 37 (3) ◽  
pp. 145-151 ◽  
Author(s):  
Daniel L. Gadke ◽  
Renée M. Tobin ◽  
W. Joel Schneider
Keyword(s):  
Conflict Resolution ◽  
Problem Behaviors ◽  
Second Graders ◽  
Adaptive Behaviors ◽  
Second Grade ◽  
School Behavior ◽  
Multiple Sources ◽  
School Based ◽  
Second Grade Students ◽  
Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

Human Rights Education for Youth With Intellectual Disabilities and Families

2009 ◽  
Author(s):  
Robyn Saaltink ◽  
Frances A. Owen ◽  
Donato Tarulli ◽  
Christine Y. Tardif-Williams
Keyword(s):  
Human Rights ◽  
Intellectual Disabilities ◽  
Human Rights Education
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