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This article examines the intersections among peace education and environmental education to understand how these commonalities frame education for sustainable development. The authors trace the intersection of the two disciplines and explore the role of the United Nations in promoting and empowering individuals with the values to advance the twin goals of peace and ecological sustainability. The paper profiles the United Nation's Decade of Education for Sustainable Development, particularly as formal education, nonformal learning channels, and popular culture have embraced the holistic notion of ecological responsibility, peace, and social justice.

Source at https://doi.org/10.7577/fleks.2190. ; The purpose of this article is to discuss the concept of "indigenous education" in Norway and Aotearoa New Zealand. The point of departure is that both states face a common challenge with regard to indigenous education: Valuable resources are used on indigenous schools, but the majority of indigenous students attend mainstream schools. The article claims that the emphasis on indigenous schools has been necessary and important as part of the indigenous political movement. Nevertheless, in order to achieve culturally appropriate education for all indigenous pupils, this article argues that there is a need to indigenise mainstream education.