Peace Education Program Adaptation: A Sustainable Way for Harmony

Dilara Özel; Zeyenp Sümer

doi:10.29333/ejecs/2142

Authors

Dilara Özel Middle East Technical University https://orcid.org/0000-0003-1250-599X
Zeyenp Sümer Middle East Technical University https://orcid.org/0000-0002-9163-2622

DOI:

https://doi.org/10.29333/ejecs/2142

Keywords:

peace education, refugee-receiving schools, Phenomenological Research, social harmony, Conflict resolution, phenomenology, needs analysis, displaced populations

Abstract

Peace education has evolved over the past century, addressing various forms of violence and fostering values essential for harmonious coexistence. This research underscores the importance of addressing harmony and creating a peaceful environment through education utilizing Johan Galtung's framework on direct and structural violence. This study explores the adaptation of UNESCO's "Learning to Live Together" peace education program to meet the needs of fourth graders in refugee-receiving schools in Türkiye. The adapted program aims to equip individuals with skills for conflict resolution, empathy, and social justice, which are essential for both local and refugee students. A qualitative phenomenological approach was employed to capture the experiences of school components including local and refugee parents and students, teachers, school counselors, and vice principal, providing insights into the challenges and needs within this unique educational setting. As a result of the analysis of the semi-structured interviews with school components, three themes emerged: (1) Aggravating Factors for Unity, (2) Institutional Needs and Issues, and (3) Facilitative Factors for Unity. The needs analysis revealed significant aggravating factors for unity, such as language proficiency, socio-economic issues, and prejudice, necessitating a comprehensive, culturally sensitive educational intervention. However, factors like parental characteristics and a peaceful school environment can serve as facilitator factors. The study's findings informed the development of a 13-session peace education program for 4^th graders tailored to the identified needs, emphasizing cultural recognition, conflict resolution, and empathy. This research highlights the critical role of peace education in promoting social cohesion and resilience, offering valuable insights for policymakers and educators in similar contexts.

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Author Biographies

Dilara Özel, Middle East Technical University

Dr. Dilara Özel is a postdoctoral researcher at the UNESCO Chair on Refugee Integration through Education, Language and Arts at the University of Glasgow. She earned her doctorate in Educational Sciences with a focus on Guidance and Psychological Counseling. Her primary research interests include trauma, refugee education, and peace education.

Zeyenp Sümer, Middle East Technical University

Prof. Dr. Zeynep Sümer is a professor of Guidance and Psychological Counseling in the Department of Educational Sciences at Middle East Technical University, Ankara, Türkiye. Her research interests include Adlerian counseling, conflict management, satisfaction and commitment in close relations, sexual health education, school violence, intimate partner violence, and risk-taking behaviors in emerging adulthood.

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