Abstract
Today, too many peace education programs are viewed as ancillary in the process of creating peace. A review of initiatives and the included case study highlight that peace is often seen as a positive outcome of conflict, instead of an intentional product of cogent programming. This viewpoint must be critiqued, as there are excellent formal peace programs around the world that are creating nonviolent ecologies without conflict. Many peace programs, and psychology as a profession, have been required to include diverse viewpoints in formal peace educational models as the world opens to immediate information sharing and exposure via social media. All too often there is a deprivation of these programs, as the global north and centers of power in the west have dominated conversations surrounding diversity, peace, and the creation of a sound society. This chapter discusses the theoretical foundations of diversity (and lack thereof) in majority culture peace studies, highlights historically diverse peace movements, explores a local peace initiative as case study, and promotes current theories and practices of diversity that challenge mainstream peace dialogues. Examples are pulled from the global south, women; LGBTQ; indigenous cultures, and the marginalized peoples of our planet.
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Bereza, M. (2019). Peace Education in Psychology. In: Njoku, M.G.C., Jason, L.A., Johnson, R.B. (eds) The Psychology of Peace Promotion. Peace Psychology Book Series. Springer, Cham. https://doi.org/10.1007/978-3-030-14943-7_20
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