Human and Integral Education: Educational Paradigms from the Indian Context Expanding Meanings of Peace and Conflict

Autor/in	Kumar, Kamiya
Titel	Human and Integral Education: Educational Paradigms from the Indian Context Expanding Meanings of Peace and Conflict
Quelle	In: Journal of Peace Education, 19 (2022) 3, S.351-372 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kumar, Kamiya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-0201
DOI	10.1080/17400201.2022.2148639
Schlagwörter	Foreign Countries; Peace; Conflict; Social Influences; Cultural Influences; Power Structure; Social Bias; Curriculum; School Role; Social Change; Humanism; Violence; Justice; Elementary Secondary Education; Student Development; India + Suchen Sie Ihr Suchwort? Ausland; Frieden; Konflikt; Sozialer Einfluss; Cultural influence; Kultureinfluss; Curricula; Lehrplan; Rahmenplan; Sozialer Wandel; Humanismus; Gewalt; Gerechtigkeit; Indien
Abstract	Post-independence, the Indian context has witnessed conflicts between religious groups, structural/cultural violence, and discrimination based on socio-cultural factors such as socio-economic status, religion, gender, sexual identity, caste, language among others. Even though the perpetuation of these power imbalances at the macro-national level are being manifested in schools through educational interventions, there are ongoing efforts, as part of peace curriculums, to engage with/transform this culture of conflict towards cultivating a culture of peace. This study seeks to understand how school curriculums engage with ideas of peace and conflict. A document analysis of micro-peace curriculum (two school sites) that incorporated both a deductive and inductive approach of analysis was undertaken. Guided by a critical peace education framework implicating that curriculum engaging with conflict, positive relationships, and transformation can contribute towards cultivating peace guided the process of analysis. Curriculums reveal a focus on human education, a sense of oneness with the self, world and environment, and integral education, developing all faculties of the human being-including the soul and spirit, which are both directed towards addressing sources of structural violence while cultivating a sense of collective consciousness to build a peaceful world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01