The PeaceJam Foundation: An Analytical Program Review through a Transformative Peace Education Lens
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| Title: | The PeaceJam Foundation: An Analytical Program Review through a Transformative Peace Education Lens |
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| Language: | English |
| Authors: | Whitney Hough |
| Source: | Current Issues in Comparative Education. 2024 26(2):112-125. |
| Availability: | Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Peace, Education, Philanthropic Foundations, Curriculum, Civil Rights, Alignment (Education), Social Change, Learning Strategies, Social Action, Community Development, Collectivism, Group Behavior, Individualism, Curriculum Design |
| ISSN: | 1523-1615 |
| Abstract: | This article focuses on the PeaceJam Foundation Ambassadors Curriculum, analyzing how its content and structure align with a Transformative Human Rights Education (THRE) approach. A THRE approach centers on creating social change and encourages youth to analyze structures and conditions that lead to injustice. It embraces emancipatory learning strategies and promotes social change through both individual actions to address human rights violations, as well as through collective action to work toward wider community development. In this article, the author examines the strengths and limitations of how the curriculum's content, structure, and context align with a THRE approach. The analysis includes takeaways for the wider field about developing quality human rights programming centered on community-engaged praxis, youth participation, transformative agency, and empowerment. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465292 |
| Database: | ERIC |
| Abstract: | This article focuses on the PeaceJam Foundation Ambassadors Curriculum, analyzing how its content and structure align with a Transformative Human Rights Education (THRE) approach. A THRE approach centers on creating social change and encourages youth to analyze structures and conditions that lead to injustice. It embraces emancipatory learning strategies and promotes social change through both individual actions to address human rights violations, as well as through collective action to work toward wider community development. In this article, the author examines the strengths and limitations of how the curriculum's content, structure, and context align with a THRE approach. The analysis includes takeaways for the wider field about developing quality human rights programming centered on community-engaged praxis, youth participation, transformative agency, and empowerment. |
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| ISSN: | 1523-1615 |
