Peace Education and Peace Culture in a Philippine Schools Division

Alicia D. Sapao^1, and Darwin Don M. Dacles²

¹Pansindaramuan: Center for Indigenous Peoples’ Studies, Nueva Vizcaya State University Bambang Campus, Nueva Vizcaya, Philippines

²University Research Center, Saint Mary’s University, Bayombong, Nueva Vizcaya, Philippines

Cite this paper:
Alicia D. Sapao and Darwin Don M. Dacles. Peace Education and Peace Culture in a Philippine Schools Division. American Journal of Educational Research. 2021; 9(12):730-745. doi: 10.12691/education-9-12-6

Abstract

Utilizing a combination of quantitative – qualitative research approaches, this study gathered information on the underlying structural and socio-cultural factors in the Schools Division of Nueva Vizcaya that build peace as well as how schools promote some factors that build peace culture and the challenges they encounter in promoting peace education. Findings of the study revealed that generally, the school administrators, teachers and student leaders dispensed their power based on mutual agreements and they followed the democratic type. There was free flow of information in the school and rules and regulations were treated as flexible. Teaching styles were perceived to be innovative and student-centered. Learning gains are creative, supervised and inclusive. School – community partnerships through the Homeroom Parents – Teachers’ Association (HPTA) are sustained, empowering and treated as major partner in the holistic education of the learners. The Division greatly promotes peace education through curriculum integration, instructional contents, pedagogies, instructional materials used, and initiatives in extra and co-curricular activities, community extension, school policies and rules, plan and program and peace linkages. However, based on document scanning and analysis, areas that need to be enhanced were seen in establishing greater articulation of peace education in teacher pedagogies, instructional materials, community extension and linkages. Peace plan and program must be made more specific and concrete. Forging stronger partnerships between the school and private, governmental, and non-governmental organizations were seen as vital in sustaining peace education. The proposed Peace Education Action Plan which is aimed to enhance the peace education program in the Schools Division of Nueva Vizcaya was seen as relevant since they are largely based on the findings of this study.

Keywords:
community extension services initiatives in extra and co-curricular activities peace pedagogies peace plan and program peace linkages and school policies and rules

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Rajshree & Verma, M. Ecology in Education for Peace: Implications for Teacher Education. International Journal of Educational Research and Technology, 3(4), 2012. Available: 9.pdf (soeagra.com).
[2]	Danesh, H. Towards an integrative theory of peace education. Journal of Peace Education, 3.1, pp. 55-78, 2006.
[3]	Kester, K. Education for peace: Content, form, and structure - mobilizing youth for civic engagement. Peace & Conflict Review Volume 4, Issue 2. ISSN: 1659-3995, 2010.
[4]	Harris, I. M., & Morrison, M. L. Peace education (2nd ed.). Jefferson, NC: McFarland & Company, 2003.
[5]	Deped Memorandum Order 469 s. 2008. Available: October 7, 2008 DM 469, s. 2008 – Institutionalizing Peace Education In The Basic Education Curriculum | Department of Education (deped.gov.ph).
[6]	Zhang A, Musu-Gillette L, and Oudekerk B. Indicators of School Crime and Safety. National Center for Education Statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice. Washington, DC; 2016.
[7]	Kann, L., McManus, T., & Harris, W. (2016). Youth Risk Behavior Surveillance. United States. MMWR Morb Mortal Surveil Summ. 65 (06) 1-174, 2016.
[8]	France-Presse, A. One in two of Filipino school children bullied, abused: A study, 2008. Available: http://news.abs-cbn.com/nation/metro-manila/11/27/08/one-two-filipino-school-children-bullied-abused-study.
[9]	Gascon, M. School principal shot dead in Nueva Vizcaya. Inquirer Northern Luzon, 2018. Available: http://newsinfo.inquirer. net/977963.
[10]	Alshurman, M. Democratic education and administration. Procedia – Behavioral and Social Sciences, 176, 861-869, 2015. Available: Democratic Education and Administration – Science Direct.
[11]	Manville, B. & Ober, J. Ceocracy: Human-centered enterprise management. New York: Cambridge University Press, 2003. Google Scholar.
[12]	Duignan, P. Educational leadership: Key challenges and ethical tension, 2006. Available: Google Scholar.
[13]	McDonald, P. Peace through trade or free trade? Journal of Conflict Resolution, 48(4), 2004. Available: Peace through Trade or Free Trade? - Patrick J. McDonald, 2004 (sagepub.com).
[14]	Oakes, J., & Lipton, M. Teaching to change the world (2nd Ed.). Boston: McGraw-Hill. Patrick, J. J. (2004). Content and process in education for democracy. Available: http://www. civet.org/index-php?page=speeches&speech=2.
[15]	Aitkins, J., Bierman, K. & Parker, J. Navigating the transition to junior high school: The influence of pre-transition friendship and self-system characteristics. Social Development, 14(1), 42-60, 2005.
[16]	Pryor, C. Creating a democratic classroom: Three themes for citizen teacher reflection, 2004. Available: http://www.findartilcesa.com/p/artilces/mi_qa4009is_200401/ai_n93957.
[17]	Kunwar, A. Changing the class culture. The Dawn, 13, 2001. Google Scholar.
[18]	Kubow, P. & Kinney, M. Fostering democracy in middle school classrooms: Insights from a democratic institute in Hungary. The Social Studies, 91(6), 265-271, 2000.
[19]	Guthrie, J. & Cox, E. (2001). Classroom conditions for motivation and engagement in reading. Educational Psychology Review, 13(3), 283-302, 2001.
[20]	Shahid, S. Foundation of education. Lahore: Majeed Book Depot, 2000.
[21]	Ackley, B., Colter, D., Marsh, B. & Sisco, R. Student achievement in democratic classrooms. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003). Review of European Studies, 6 (4), 2014.
[22]	Adeoluma, E. The management of protected social conflict in Nigeria: theory and cases. Dartmouth: Aldershot, 2006.
[23]	Aguba, C. Peace education in Nigerian universities: An imperative for the curriculum planners. Nigerian Journal of Curriculum studies. 17(3), 8-13, 2010.
[24]	Ezeoba, K. Strategies for integrating peace education into social studies curriculum for secondary (Basic 7-9) schools in Nigeria. African Research Review 6 (3), 218-213, 2012.
[25]	Imo, E. Assessing the institutionalization of peace education and peace culture at post primary school level in Calabar education zone, Cross River State, Nigeria. International Journal of Education and Research Vol. 3 No. 7 July 2015 Department of Educational Administration and Planning University of Calabar, Calabar, Cross River State, Nigeria.
[26]	Navarro-Castro, L. Towards a holistic approach to peace education: A Philippine perspective. Peace Education. Miriam College, Quezon City, Philippines, 2008.
[27]	Faucon, S. Conflict transformation for educational and youth programmes. Berghof Handbook for Conflict Transformation. Berghof Research Center for Constructive Conflict Management, Altensteinstr. 48a, D-14195 Berlin, Germany. ISSN 1616-2544, 2001.
[28]	Nicolai, S. Opportunities for change. Education innovation and reform during and after conflict. Paris, France: UNESCO, 2009.
[29]	UNESCO. The hidden crisis: Armed conflict and education. EFA global monitoring report 2011. Paris, France: UNESCO, 2011.
[30]	Lauritzen, S. Building a culture of peace: Peace education in Kenyan primary schools. University of York. Department of Education, 2013.