Gender differences in peace education programmes

Abstract

Peace education programmes have become part of the school curriculum all over the world, as a way to enhance positive relationships between conflict groups. However, although gender differences are being taken into account when planning various educational programmes, this is usually not the case with peace education. The present study aimed to reveal gender differences regarding peace and peace pedagogy. One hundred and eighty Israeli Jewish and Arab high school students participated in a peace contact education programme. Gender and group differences were examined both before and after participation in the programme. The findings revealed that the Jewish and Arab female youths were more dovish than the males both before and after participating in the programme, and gained more from the encounters. Implications for conflict resolution and peace pedagogy are discussed.

Keywords:

• gender
• intergroup conflicts
• peace education
• Jewish–Arab

Notes

1. For a list of women’s peace activities see, for example, the Women’s International League for Peace and Freedom website, http://www.peacewomen.org.

2. Takes a conciliatory attitude and supports negotiations and compromise as a way of conflict resolution (see e.g. Bar‐Tal, Bar‐Tal, and Cohen‐Hendeles 2006).