Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/9977
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dc.contributor.authorMaebuta, Jacken
dc.contributor.authorSpence, Rebeccaen
dc.contributor.authorWare, Helenen
dc.date.accessioned2012-04-18T17:01:00Z-
dc.date.created2011en
dc.date.issued2012-
dc.identifier.urihttps://hdl.handle.net/1959.11/9977-
dc.description.abstractThis thesis presents an in-depth qualitative case study of the efforts of six classrooms in three Solomon Islands' secondary schools to integrate peace education into their teaching of the social studies curriculum at junior secondary level. It has been claimed that teaching peace has the potential to create a culture of peace and healing in conflict and post-conflict societies and thus in turn to advance a civilisation of peace that extends beyond the post-conflict era. In order to address such claims, classroom observation was conducted in three community high schools, simultaneously over a period of four months. Using the critical features of peace education and curriculum policy, the integration of peace into classroom practice is described. Distinctions between these features in relation to theory and policy are examined as they emerged 'in practice,' allowing indigenous peace practices to inform the classroom curriculum. Building on these empirically grounded findings, this thesis strongly supports the integration of indigenous-based peace practices and perspectives into the curriculum. The diversity within cultures affords an opportunity to understand school curricula as culturally situated. Through the analysis, the concept of peace is understood as the basis upon which a curriculum is constructed. Through the analysis, the concept of peace is understood as the basis upon which a curriculum is constructed. The study demonstrates that a classroom peace curriculum can be culturally relevant if it is guided by a clear concept of peace. In Temotu Nendo, the conceptualisation of peace as nowe is the foundation of the culture's peacebuilding practices. In practice, nowe easily lends itself as a framework upon which the development and teaching of peace can be developed. As a case study, this research was not intended to represent the teaching of peace in all Solomon Islands' schools. However, it concludes that the case study has provided a credible and culture-specific approach to teaching peace in schools, providing insights for other cultures in the country and/or other parts of the world. The integration of peace into the school curriculum from a cultural perspective forms an important contribution to education and peacebuilding and can be extended to other areas of social practice. Finally, the thesis suggests areas for further research and discusses implications and contributions relating to theory, methodology and practice.en
dc.languageenen
dc.titleThe Role of Education in Peacebuilding: Integrating Peace Education into Secondary School Social Studies Curriculum in the Solomon Islandsen
dc.typeThesis Doctoralen
dcterms.accessRightsUNE Greenen
dc.subject.keywordsEducational Administration, Management and Leadershipen
local.contributor.firstnameJacken
local.contributor.firstnameRebeccaen
local.contributor.firstnameHelenen
local.subject.for2008130304 Educational Administration, Management and Leadershipen
local.subject.seo2008930401 Management and Leadership of Schools/Institutionsen
dcterms.RightsStatementCopyright 2011 - Jack Maebutaen
dc.date.conferred2012en
local.thesis.degreelevelDoctoralen
local.thesis.degreenameDoctor of Philosophyen
local.contributor.grantorUniversity of New Englanden
local.profile.schoolSchool of Humanities, Arts and Social Sciencesen
local.profile.schoolOffice of Faculty of Science, Ag, Business and Lawen
local.profile.schoolSchool of Humanities, Arts and Social Sciencesen
local.profile.emailjmaebut2@une.edu.auen
local.profile.emailrspence1@une.edu.auen
local.profile.emailhware@une.edu.auen
local.output.categoryT2en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune_thesis-20110727-155543en
local.title.subtitleIntegrating Peace Education into Secondary School Social Studies Curriculum in the Solomon Islandsen
local.access.fulltextYesen
local.contributor.lastnameMaebutaen
local.contributor.lastnameSpenceen
local.contributor.lastnameWareen
dc.identifier.staffune-id:jmaebut2en
dc.identifier.staffune-id:rspence1en
dc.identifier.staffune-id:hwareen
local.profile.roleauthoren
local.profile.rolesupervisoren
local.profile.rolesupervisoren
local.identifier.unepublicationidune:10168en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleThe Role of Education in Peacebuildingen
local.output.categorydescriptionT2 Thesis - Doctorate by Researchen
local.thesis.borndigitalyesen
local.search.authorMaebuta, Jacken
local.search.supervisorSpence, Rebeccaen
local.search.supervisorWare, Helenen
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/0d531efa-877b-47d0-90e0-ba100d3151bfen
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/2cb72ea5-b037-4a86-aa96-c5b1bc6b1063en
local.uneassociationYesen
local.year.conferred2012en
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/0d531efa-877b-47d0-90e0-ba100d3151bfen
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/2cb72ea5-b037-4a86-aa96-c5b1bc6b1063en
local.subject.for2020390403 Educational administration, management and leadershipen
local.subject.seo2020160204 Management, resources and leadershipen
Appears in Collections:School of Humanities, Arts and Social Sciences
Thesis Doctoral
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