Peace-building in the Minds of Early Childhood Education Teachers: Voices from Pakistan

Seema Lasi, Jennifer Jag Jiwan, Zahida Batool, Salima Dhanani, Kishore Shrestha

Abstract


Peace-building initiatives from early years of life result in preventing violence in homes, schools and communities and plays a vital role in ensuring social cohesion, creating peaceful societies and promoting sustainable economic and social development. Against this background, Asia Pacific Regional Network for Early Childhood (ARNEC) conducted a research study to explore what is in the minds of teachers regarding peace and peace-building. The study followed a qualitative research design, respondents were selected conveniently to conduct in-depth interviews. Teachers specified a wide range of description on meaning of peace including positive and negative peace. The findings put more emphasis on homes, schools and communities – all three in sync to create an impact on peace-building. Teachers also shared concerns about the negative impact of media, and the level of violence and intolerance among grownups. Teachers felt a need for having a broader understanding of what and how to enhance peace-building among children. Teachers were more concerned and interested in developing their capacities in knowing what can be done in schools and how the existing curriculum can be modified to introduce peace-building concepts. They also demanded capacity development of parents and teachers on peace education and conflict resolution, as it is the most neglected area in present situation.

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References


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