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      Looking for peace in the national curriculum of Mexico

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            Abstract

            Schools are places where we can learn ways of being, seeing and living. They are transmission belts – social institutions that can engender values and attitudes from both how we learn and what we learn. Using content analysis, this mixed methods study assesses the national curriculum of Mexico – the Plan de Estudios Educación Básica, 2011 – for three components found in peace education programmes: recognizing violence (direct, structural or cultural); addressing conflict nonviolently; and creating the conditions of positive peace. These three components contribute to the analysis of the Sustainable Development Goals (SDGs): quality education (SDG 4); gender equality (SDG 5); reduced inequalities (SDG 10); responsible consumption and production (SDG 12); and peace, justice and strong institutions (SDG 16). This component of the Peace Education Curriculum Analysis (PECA) Project finds that the Plan de Estudios contains limited content that recognizes violence, some evidence of techniques used in transforming conflict nonviolently and only select content that is concerned with contributing to positive peace.

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            Author and article information

            Journal
            72010448
            International Journal of Development Education and Global Learning
            int j develop educ gobal learn
            UCL IOE Press
            1756-5278
            18 June 2019
            : 11
            : 1
            : 50-67
            Article
            1756-5278(20190618)11:1L.50;1- s4.phd /ioep/ijdegl/2019/00000011/00000001/art00004
            10.18546/IJDEGL.11.1.04
            bfe6b7c3-7744-4fda-b017-f2a262ec6935
            Copyright @ 2019
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,General education
            MEXICO,PEACE EDUCATION,CONTENT ANALYSIS,PECA PROJECT,CURRICULUM

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