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

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


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.

Full Text:



Anda, R. F., Butchart, A., Felitti, V. J., & Brown, D. W. (2010). Building a framework for global surveillance of the public health implications of adverse childhood experiences. American Journal of Preventive Medicine, 39(1), 93-98.

Bromley, D. B. (1990). Academic contributions to psychological counseling: I.A philosophy of science for the study of individual cases. Counselling Psychology Quarterly, 3(3), 299-307.

Doppler-Bourassa, E., Harkins, D. A., & Mehta, C. M. (2008). Emerging empowerment: Conflict resolution intervention and preschool teachers' reports of conflict behavior. Early Education and Development, 19(6), 885-906.

Eckhardt, W. (1988). Bridging the gap between peace action, education and research. Journal of Peace Research, 25(2), 179-185.

Evans, G. W., & English, K. (2002). The environment of poverty: Multiple stressor exposure, psychophysiological stress, and socioemotional adjustment. Child Development, 73(4), 1238-1248.

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamsom, D. F., Spitz, A.M., Edwards,V., Koss, M. P. & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. Am. J. Prev. Med, 14(4):245–258.

Galtung, J. (1990). Cultural violence. Journal of Peace Research, 27(3), 291-305.

Harry, B., Sturges, K. M., & Klinger, J. K. (2005). Mapping the process: An exemplar of process and challenge in grounded theory analysis. Educational Researcher, 34(2), 3-13.

Lederach, J. P., & Maiese, M. (2009). Conflict Transformation: A circular journey with a purpose. New Routes, 14(2), 7-10.

McFarlane, J., Karmaliani, R., Khuwaja, H. M. A., Gulzar, S., Somani, R., Ali, T. S. & Paulson, R. M. (2017). Preventing peer violence against children: methods and baseline data of a cluster randomized controlled trial in Pakistan. Global Health: Science and Practice, 5(1), 115-137.

Pereznieto, P., Montes, A., Routier, S., & Langston, L. (2014). The costs and economic impact of violence against children. Richmond, VA: Child Fund.

Simmel, G. (1968). The conflict in modem culture. New York: Teachers College Press.

Smith, A. (2011). The influence of education on conflict and peace building. Retrieved from 001913/191341e.pdf.

Yin, R. K. (2010). Qualitative research from start to finish. New York: Guilford Press.



  • There are currently no refbacks.

Maintained By: Raja Sabir Khan, Directorate Of ICT, AIOU