Journal Details

Journal of Peace Education

Journal of Peace Education


Published By: Routledge
Volume Number: 7
Frequency: 2 issues per year
Print ISSN: 1740-0201
Online ISSN: 1740-021X

Aims & Scope

Latest issue of the PEC Newsletter

"This vital and timely journal is a most welcome addition to international scholarship and research. It will be of inestimable value to educators and activists alike."
Professor David Hicks, School of Education, Bath Spa University

Journal of Peace Education publishes articles which promote discussions on theories, research and practices in peace education in varied educational and cultural settings.

Journal of Peace Education is transdisciplinary, multidisciplinary, and intercultural. It aims to link theory and research to educational practice and is committed to furthering original research on peace education, theory, curriculum and pedagogy.

Journal of Peace Education understands peace education as education for the achievement of non-violent, ecologically sustainable, just and participatory societies.
 
Sponsored by the Peace Education Commission of the International Peace Research Association, Journal of Peace Education addresses a wide range of interests among scholars, researchers, activists, educators, policy-makers, and practitioners in peace education. The editors welcome well-written articles that advance knowledge and assist the development of practice in peace education, as well as review essays and proposals for thematically based issues.
 
The Journal invites manuscripts on a broad range of topics as these relate to the goals of the Journal of Peace Education from areas such as education for/about:
  • conflict resolution /transformation                                                                            
  • global issues
  • disarmament
  • environmental care
  • ecological sustainability
  • indigenous peoples
  • gender equality
  • anti-discrimination/racism
  • educational social movements
  • civic responsibility
  • human rights
  • cultural diversity
  • intercultural understanding
  • social futures
  • global citizenship
  • service learning
  • teacher professional development
  • leadership & policymaking
  • P-20 & adult life-long learning
  • social justice
  • mediation/reconciliation
  • non-violence
  • multicultural/intercultural understanding

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

Disclaimer for Scientific, Technical and Social Science publications:
Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

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