“Mapping Peace Education,” is a global research initiative coordinated by the Global Campaign for Peace Education in partnership with several leading organizations engaged in peace education research and practice.
In development since early 2019, “Mapping Peace Education” is an open-access, online resource for researchers, donors, practitioners, and policy-makers who are looking for data on formal and non-formal peace education efforts in countries around the world to develop contextually relevant and evidence-based peace education to transform conflict, war, and violence.
The country-level data is intended for multiple research and action planning purposes, including:
- Assessment of gaps between formal peace education legislation and implementation
- Comparative analysis of conflict contexts and educational approaches
- Qualitative, and potentially quantitative, assessment of peace education methods in transforming conflict and building peace in various contexts
- Planning and assessment for donors and practitioners seeking to develop and/or support contextually relevant, effective, evidence-based peace education initiatives
- Networking and connecting researchers, educators and donors
Supporting Sustainable Development Goal 4.0
Mapping Peace Education contributes to the achievement of the 2030 Agenda for Sustainable Development. In particular, this project supports the achievement of Goal 4, Target 4.7: “by 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.” We intend for the data curated here to support Indicator 4.7.1: “extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.” Click here to learn more about our use and analysis of Indicator 4.7.1.
Country-Level* Peace Education Profiles
“Mapping Peace Education” takes a macro view, analyzing peace education developments at the country* level. Country profiles seek to illuminate the interdependence between context and approach. Each profile analyzes historical and present circumstances of violence, conflict and injustice. Significant peace education efforts & approaches, historical and contemporary, as well as legislative and policy initiatives, are also described and analyzed. While the profiles are macro in scope, they include comprehensive links to organizations, models, news, and research on peace education in each country for deeper analysis. Please see the “Model Country Profile and Key” for a description of the component parts of the country profiles.
*We recognize that “country” is a limiting category. It assumes status as an internationally recognized state that monopolizes certain functions within its territory. Mapping Peace Education will include both recognized and unrecognized states and is open to proposals for profiles of “nations” comprised of peoples with a common culture, history, and traditions typically tied to a specific geographic region.