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A historical content analysis study of the Journal of Peace Education from 2004 to 2023.

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Title: A historical content analysis study of the Journal of Peace Education from 2004 to 2023.
Authors: Brantmeier, Edward J.1 (AUTHOR) brantmej@jmu.edu, Keenan, Kennedy1 (AUTHOR), Sims, Zachary2 (AUTHOR), Grimes, Joshua1 (AUTHOR), Grier, Xavier1 (AUTHOR)
Source: Journal of Peace Education. Dec2024, Vol. 21 Issue 3, p263-284. 22p.
Subject Terms: *Scholarly peer review, *Research assistants, *Cultural pluralism, *Mass media, Climate change, Electronic journals, Mentoring
Abstract: The article provides a historical content analysis study of the Journal of Peace Education from 2004 to 2023, highlighting the accomplishments and areas for growth of the journal. The study was conducted over three years with the help of graduate research assistants at James Madison University College of Education in the USA. It aims to foster conversations about decolonizing knowledge generation and production in peace education, focusing on representation, research methods, and topics of published articles. The study reveals disparities in representation between the Global North and Global South, linguistic imperialism, and challenges in decolonizing cultural forms of knowing and knowledge production processes. Opportunities for growth and change include diversifying research methods, promoting equity in access to published articles, critical mentorship, and moving towards multilingual publications and audiences. The study concludes with insights from graduate research assistants on pressing issues for the future of peace education and suggestions for enhancing the journal's focus and inclusivity. [Extracted from the article]
Copyright of Journal of Peace Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A historical content analysis study of the Journal of Peace Education from 2004 to 2023.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Peace+Education%22">Journal of Peace Education</searchLink>. Dec2024, Vol. 21 Issue 3, p263-284. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Scholarly+peer+review%22">Scholarly peer review</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+assistants%22">Research assistants</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+pluralism%22">Cultural pluralism</searchLink><br />*<searchLink fieldCode="DE" term="%22Mass+media%22">Mass media</searchLink><br /><searchLink fieldCode="DE" term="%22Climate+change%22">Climate change</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+journals%22">Electronic journals</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink>
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  Label: Abstract
  Group: Ab
  Data: The article provides a historical content analysis study of the Journal of Peace Education from 2004 to 2023, highlighting the accomplishments and areas for growth of the journal. The study was conducted over three years with the help of graduate research assistants at James Madison University College of Education in the USA. It aims to foster conversations about decolonizing knowledge generation and production in peace education, focusing on representation, research methods, and topics of published articles. The study reveals disparities in representation between the Global North and Global South, linguistic imperialism, and challenges in decolonizing cultural forms of knowing and knowledge production processes. Opportunities for growth and change include diversifying research methods, promoting equity in access to published articles, critical mentorship, and moving towards multilingual publications and audiences. The study concludes with insights from graduate research assistants on pressing issues for the future of peace education and suggestions for enhancing the journal's focus and inclusivity. [Extracted from the article]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Peace Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/17400201.2024.2422765
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      – Code: eng
        Text: English
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        PageCount: 22
        StartPage: 263
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      – SubjectFull: Research assistants
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      – SubjectFull: Cultural pluralism
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      – SubjectFull: Mass media
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      – SubjectFull: Climate change
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      – SubjectFull: Electronic journals
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      – SubjectFull: Mentoring
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              M: 12
              Text: Dec2024
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