مشخصات مقاله | |
ترجمه عنوان مقاله | چگونه آموزش صلح باعث ترغیب جوانان به تثبیت صلح می شود: نمونه هایی از پاکستان |
عنوان انگلیسی مقاله | How peace education motivates youth peacebuilding: Examples from Pakistan |
انتشار | مقاله سال ۲۰۱۹ |
تعداد صفحات مقاله انگلیسی | ۸ صفحه |
هزینه | دانلود مقاله انگلیسی رایگان میباشد. |
پایگاه داده | نشریه الزویر |
نوع نگارش مقاله |
مقاله پژوهشی (Research Article) |
مقاله بیس | این مقاله بیس نمیباشد |
نمایه (index) | Scopus – Master Journals List – JCR |
نوع مقاله | ISI |
فرمت مقاله انگلیسی | |
ایمپکت فاکتور(IF) |
۱٫۶۰۸ در سال ۲۰۱۹ |
شاخص H_index | ۴۷ در سال ۲۰۲۰ |
شاخص SJR | ۰٫۷۹۰ در سال ۲۰۱۹ |
شناسه ISSN | ۰۷۳۸-۰۵۹۳ |
شاخص Quartile (چارک) | Q1 در سال ۲۰۱۹ |
مدل مفهومی | ندارد |
پرسشنامه | ندارد |
متغیر | ندارد |
رفرنس | دارد |
رشته های مرتبط | علوم سیاسی، علوم اجتماعی، علوم تربیتی |
گرایش های مرتبط | پژوهشگری اجتماعی، مطالعات منطقه ای، مدیریت و برنامه ریزی آموزشی |
نوع ارائه مقاله |
ژورنال |
مجله | مجله بین المللی توسعه آموزشی – International Journal of Educational Development |
دانشگاه | School of International Service and School of Professional and Extended Studies, American University, 4400 Massachusetts Ave NW, Washington, DC, 20016, USA |
کلمات کلیدی | آموزش بین المللی، توسعه، آموزش صلح، تثبیت صلح، پاکستان، جوانان |
کلمات کلیدی انگلیسی | International education، Development، Peace education، Peacebuilding، Pakistan، Youth |
شناسه دیجیتال – doi |
https://doi.org/10.1016/j.ijedudev.2019.02.006 |
کد محصول | E14011 |
وضعیت ترجمه مقاله | ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید. |
دانلود رایگان مقاله | دانلود رایگان مقاله انگلیسی |
سفارش ترجمه این مقاله | سفارش ترجمه این مقاله |
فهرست مطالب مقاله: |
Abstract
۱- Introduction ۲- Research context: four peace education programs with Pakistani youth ۳- Methodology ۴- Findings ۵- Significance of findings and policy implications ۶- Conclusion References |
بخشی از متن مقاله: |
Abstract This article examines the impact of four peace education programs involving Pakistani youth to illuminate peace education’s role in peacebuilding efforts in conflict contexts. It argues that alumni tried to replicate their individual transformations as stimulated by these peace education programs. They did so through communitylevel projects modelled after the same program processes that had transformed them. Impact on peacebuilding was supported by peace education programs combining different theories of change, focusing on follow-on projects, and providing support structures for alumni. Because alumni modelled their projects after their program experiences, programs should be more transparent in order to maximize impact. Introduction Despite the growing number of studies assessing the impact of peace education programs in conflict settings, these assessments usually focus on individual transformations in attitudes and/or beliefs resulting from encounters across conflict divides (e.g. Rosen and Salomon, 2011; Schubotz and Robinson, 2006). This emphasis on individual-level transformations ignores the connection between outcomes for individuals at the micro-level and outcomes that influence the development of peace at the macro-level. By focusing on the micro-level, researchers have not been explicit enough as to how peace education contributes to peacebuilding. This tendency to observe only micro-level effects is a common problem in both peace education assessment (Ross, 2010) and in peacebuilding evaluation more broadly (Gürkaynak et al., 2008). By contrast, Ned Lazarus (2011) and Karen Ross (2017) both highlight the community-level impact of peace education programs with Israeli and Palestinian youth by illuminating program components that led to the engagement of alumni in peacebuilding or social change activities (see also Ross and Lazarus, 2015). This article expands on the work of these scholars to further illustrate how peace education can both inspire and support youth to engage in peacebuilding activities in conflict environments. With this goal in mind, I examine four peace education programs involving Pakistani youth to explain how transformations experienced by participants, as a result of the programs, led to their efforts to better their communities. Accordingly, the article moves past studies that only look at individual attitude transformations resulting from peace education. |