This research article deals with the implementation of peace education in the intermediate phase of South African schools. Chapter two attempts to provide an analysis of the goals and objectives of peace education. To what extent do the National Curriculum Statement (1997) and the Revised National Curriculum (2002) provide for the teaching of peace education in the intermediate.
Curriculum implications for teaching peace education to middle school students are, however, the central focus.
WHAT IS PEACE EDUCATION ?
Galtung as: "those aspects of culture, the symbolic sphere of our existence exemplified by religion and ideology, language and art, empirical science and formal science - which can be used to justify or legitimize direct or structural violence." (Galtung 1990:291). In its broadest sense, physical violence is direct violence, while economic, political and cultural violence are forms of structural violence or indirect violence. It is therefore impossible to analyze the concept of peace without any reference or analysis of structural violence.
Structural violence is widespread where victims suffer the effects of violence built into a society through its social, political, economic and cultural systems.
DEFINING THE TERM "PEACE EDUCATION"
It is therefore important to consider how these unique social, political, economic and cultural conditions influence the nature of peace education programs in different contexts. In democratic societies, the members of a society must agree with the content of peace education programs. Third, and following from the foregoing, it is inevitable that peace education serves as a social platform.
He notes that this class of peace education takes place in the context of actual adversaries.
PEACE EDUCATION STRATEGIES
- GLOBAL PEACE EDUCATION
- CONFLICT RESOLUTION PROGRAMS
- VIOLENCE PREVENTION PROGRAMS
- DEVELOPMENT EDUCATION
Issues of poverty and underdevelopment dominate the peace education programs of the countries of the Global South. Questions like 'does an increase in military spending (milex) contribute to growth, or does the "peace dividend" of reducing milex contribute more to long-term growth?' they represent the basis of global peace education.By 1994, the proportion of the richest had grown to 86 percent, while the proportion of the poorest had decreased to 1.1 percent.
A peace education program will therefore have to focus its attention on the eradication of poverty and the skewed nature of human development.
THE AIMS AND OBJECTIVES OF PEACE EDUCATION
It offers images of peace." (Harris 1999:306) Gene Sharp's writing on types of nonviolence identifies nine strategies of nonviolent behavior. Sharp These methods of practicing nonviolence can and should be explored in any peace education program. Attitudes that a peace education program seeks to develop are self-respect, respect for others, ecological concerns, open-mindedness, vision and commitment to justice.
Among the aspects of knowledge that need to be developed is an understanding of concepts such as conflict, peace, war, justice, power, gender, race and the environment. The goals of peace education identified by Harris are quite similar to those of David Hicks, but without the categorization into skills, values and knowledge. The goals of peace education defined by Harris are: to appreciate the richness of the concept of peace, to address fears, to provide information about safety systems, to understand violent behavior, to develop intercultural understanding, to provide direction for the future, to teach peace as a process, to promote a concept of peace that accompanied by social justice, promoting respect for life and ending violence.
Another useful contribution on the goals of peace education is provided by A. Bjerstedt recognizes the following as important goals of peace education: global perspectives, the ability to generate alternative visions, intercultural awareness, insight into social injustices, the willingness to work for a more just world, acceptance of an ethic of human rights, willingness to work for a peaceful world, an ethic of non-violence, insight into the consequences of violence-based solutions to problems, the ability to critically evaluate historical developments , involvement in the international community, ecological perspectives, acceptance of responsibilities, assertiveness, awareness of prejudices and striving for equality. The above three contributions encompass and expand what most researchers consider to be the important goals of peace education. They provide a clear insight into the expansive nature of peace education, while at the same time considering the practicality and applicability of these goals in curriculum models designed to teach peace education. education is perhaps best summed up in The Hague Appeal for Peace which states that a culture of peace will be achieved when citizens of the world:.
From those aims that have been examined, it is evident that peace education covers a wide variety of subjects and, as Salomon (1999) warned earlier, peace education is likely to mean many things to different individuals in different contexts. Although this may be the case, the previously mentioned purposes would be incomplete if certain essential purposes were excluded.
INTERNATIONAL AND SOUTH AFRICAN STUDIES
After the first year of the program, the number of teachers who spent less than 20 percent of their time on discipline increased by 18 percent. The Hamilton Fish Institute study, recorded in 2001, reports positive results after a 32-week peace education curriculum was delivered to teach children to resolve conflicts peacefully. After the curriculum was used with five second-grade classes in a school with a capacity of 800 students, teachers and other staff had to indicate their assent to statements that 80 percent of the students.
A South African study conducted by researcher Anne-Marie Maxwell (2002) also shows positive behavioral changes in preschool children exposed to a peace education program. A peace education intervention implemented in 2000 resulted in "a decrease in aggressive behavior in these schools - which exceeded any normal decrease in aggression that can accompany the simple maturation of children over a seven-month period - along with an increase in prosocial behavior." Report of the Center for Conflict Resolution. a 1993 Humanities Research Council entitled "Conflict Resolution and Peacebuilding among Youth" mentions several peace education initiatives in South Africa.
In response to peace education initiatives, educationalists pointed out the need for peace education programs for children and youth. The report notes that "such a need is critical, especially given our violent legacy and the multitude of challenges presented to our young people today as members of a society in transition." (Dovey 1996:134) Educationists' responses also indicated that peace education should be a comprehensive education, involving schools, families and communities, and South African students and teachers would play a crucial role as effective agents of change in the world. our society. Based on this evidence, the researcher believes that the Ministry of Education, through its various agencies, can and should do this.
It is evident from this study, as will be illustrated in chapter five, that the Department of Education has considered the benefits of implementing peace education at the school curriculum level. While this is a positive step forward, the researcher will illustrate that there are several gaps in the curriculum which, when adequately addressed, will have the potential to more fully cover the subject of peace education.
CHAPTER FOUR
RESEARCH DESIGN AND METHODOLOGY
PART ONE
PART TWO
Questions bi, b2, bs and bs refer to the incidence of socially unacceptable behavior among students.
CHAPTER FIVE RESEARCH ANALYSIS
PART ONE: ANALYSIS OF THE CURRICULUM TO DETERMINE THE EXTENT TO WHICH THE CURRICULM ACCOMODATES PEACE
- INTRODUCTION
- A BRIEF BACKGROUND ON CURRICULUM TRANSFORMATION AND ITS BEARING ON PEACE EDUCATION
- TO WHAT EXTENT DOES THE NCS AND THE RNCS OF 2002 CATER FOR PEACE EDUCATION IN THE INTERMEDIATE PHASE ?
One of the aims of this research article is to analyze the current school curriculum and determine the extent to which it accommodates the teaching of peace education at the intermediate stage. This will be briefly reviewed and then followed by a critical analysis of the school curriculum to determine how it accommodates the teaching of peace education at the intermediate stage. This part of the research will focus on examples of how different curricular areas cover the teaching of peace education.
A study of the HSS learning domain provides an interesting scenario to start this discussion. An analysis of the above indicates that the Technology learning area within its scope offers a reasonable degree of scope for exploring peace education themes. In addition, RNCS places additional emphasis on students becoming aware of the impact of technology on society and the environment.
One of the main aims of peace education mentioned earlier is the development among individuals to appreciate cultural diversity. This result falls within the scope of the goals of peace education, where students are taught to respect the integrity of the earth. The NS learning area takes awareness of the delicate balance between man and his environment and establishes a program that uses science as a tool to explore this goal.
Specific outcome five of the LO learning area requires students to practice acquired life and decision-making skills. From the above analysis, it is evident that NCS and RNCS make a positive contribution to teaching peace education skills.
PART TWO: ANALYSIS OF RESPONSES TO SURVEY
ANALYSIS OF DATA GATHERED FROM RESPONSES TO QUESTIONNAIRE
The second part of the research is based on information collected from experienced teachers working at the middle stage in public schools. The information gathered through this study shows that positive work is being done in the schools of the respondents in the questionnaire in promoting the goals of peace. This information is crucial when compared to the data collected in the first part of the survey analysis.
The impact of this finding is evident when considered together with the data in Table 1, that at least 55 percent of the responses found that positive work had been done in promoting peace goals. It is an encouraging fact that as many as 8 percent of respondents reported that there were no occurrences of certain types of socially unacceptable behavior. In light of the above, it is noteworthy to note that only 1 percent of the teachers who participated in this study did not record instances of socially acceptable behavior among their students.
The presence of a curriculum that encourages the teaching of peace education, through its content in the different learning areas, as it has been discussed in detail in part two of the research. This may therefore be another reason why 44 percent of the responses to the questionnaire believed that certain peace goals deserve more attention. The analysis of NCS and RNCS reveals that the curricula go very far in relation to global peace education and development education issues.
The study by Dovey (1996) emphasizes the importance of including conflict resolution programs as part of the school curriculum. In light of the above, the teaching of non-violent strategies should underpin any peace education framework.
CHAPTER SEVEN CONCLUSION
GENERAL INFORMATION
A CHECKLIST PROMOTING THE OBJECTIVES OF PEACE
OBSERVATION OF LEARNER BEHAVIOUR How would you rate the incidence of
Learn Peace - Perspectives on Peace Education - Towards a culture of peace: The role peace education can play in UNESCO's program to make the 21st century non-violent. In Peace Pledge Union online http://www.ppu.org.uk/peacematters/pre99/pm autumn98d.html :London.
