|
Teaching GuideTerm Faculty of Educational Studies |
| Grao en Educación Social |
 Subjects |
| Education for Peace, Conflict Resolution and Citizenship |
| Contents |
| Identifying Data | 2023/24 | |||||||||||||
| Subject | Education for Peace, Conflict Resolution and Citizenship | Code | 652G03038 | |||||||||||
| Study programme |
|
|||||||||||||
| Descriptors | Cycle | Period | Year | Type | Credits | |||||||||
| Graduate | 2nd four-month period |
Fourth | Optional | 6 | ||||||||||
|
||||||||||||||
| Topic | Sub-topic |
| 1. On the production and reproduction of multiple forms of violence in society, and the need for Peace Education (PE) and a sense of citizenship. | - The postcolonial era and neocolonialism. - On the organizers of the world order and violence in its multiple manifestations: neoliberal globalization, the military-industrial-research complex, wars, terrorism, secondary effects of globalized exploitation, racism and patriarchy. - Is there a so-called "clash of civilizations"? - Discrimination, marginalization, oppression, poverty and exclusion, with special attention to gender violence. - The privatization of the public sphere: general effects, effects on education. - Human rights: high and low points. - Counter-hegemonic resistance. |
| 2. Educating for Peace in historical-normative and transnational perspective. |
- Precursors. - The New School. - The UNESCO. - Research : Peace and Conflict Studes. - Nonviolence (Gandhi). - Educating for Peace in Spain: new frameworks and legal instruments. |
| 3. Pedagogy for citizenship and human rights in cosmopolitan societies. | - Human rights and democratic citizenship. - Concept of human rights: its historical genesis. - The situation of human rights in the world. - Critical Pedagogy, Cultural Studies, Ecological Education, Decolonial Studies, Feminist Studies, Queer Studies. - Conflict, coexistence and democratic and active participation in society. - Main educational programs in favor of coexistence and citizenship. - The role of Emotional Education in the pedagogy of coexistence. - Relevant regulations. - Teaching/learning principles and organizational strategies. - The role of social educators. - Resources and materials. - Possibilities for intervention. |
| 4. Educating for peace: educational contexts, curricular issues and methodological, organizational and dynamic strategies. | - The concept of positive and sustainable peace. - The creative vision of the conflict. - Components of PE (nonviolence, aggressiveness vs. aggression, civil disobedience, peace culture, etc.). - The socio-critical-conflictive model of peace, among other models. - The socio-affective teaching-learning method. - Educational advantages of collaborative, cooperative and collectivizing processes. - The role of cooperative games in group creation: types and characteristics. - Exhibition of different learning dynamics and cooperative games. - The role of empathy, respect, affectivity, mutual support and solidarity in the pedagogical promotion of peace. - The integration of PE in the school curriculum: transversality and transversal themes (Intercultural Education, gender diversity training, etc.). - Peer Tutoring (TEI), restorative practices, and other educational approaches that promote peace. |
| 5. The role of conflict in human coexistence and nonviolent conflict resolution. | - The status of coexistence and conflict in schools: main research. - Conflicts and their structure. - Ways of coping with (and overcoming) conflict: conflict resolution. - Intervention processes. - Negotiation and mediation in conflicts. - Restorative Justice and restorative practices and circles. - Resources and materials. |
|
