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ch. 1. Peace education : setting the scene / Gavriel Salomon and Ed Cairns -- ch. 2. History of peace education / Ian Harris -- ch. 3. Peace education in societies involved in intractable conflicts : goals, conditions, and directions / Daniel Bar-Tal, Yigal Rosen, and Rafi Nets-Zehngut -- ch. 4. Educational sciences and peace education : mainstreaming peace education into (Western) academia? / Werner Wintersteiner -- ch. 5. What does peace psychology have to offer peace education? Five psychologically informed propositions / Daniel J. Christie and Richard V. Wagner -- ch. 6. The social psychology of intergroup relations / Nicole Tausch, Katharina Schmid, and Miles Hewstone -- ch. 7. Intergroup contact : implications for peace education / Eric W. Mania. [et al.] -- ch. 8. Contributions of developmental psychology to peace education / Louis Oppenheimer -- ch. 9. Peace education and political science / Marc Howard Ross -- ch. 10. The contributions of communication and media studies to peace education / Donald Ellis and Yael Warshel -- ch. 11. Peace and morality : two children of the same parents / Fritz Oser, Christine Riegel, and Sibylle Steinmann -- ch. 12. Philosophy of peace education in a postmetaphysical era / Ilan Gur-Ze'ev -- ch. 13. Teaching about the culture of peace as an approach to peace education / Joseph de Rivera -- ch. 14. Storytelling and multiple narratives in conflict situations : from the TRT group in the German-Jewish context to the dual-narrative approach of PRIME / Dan Bar-On -- ch. 15. The contribution of history teaching to peace building / Alan McCully -- ch. 16. Peace education in the classroom : creating effective peace education programs / David W. Johnson and Roger T. Johnson -- ch. 17. Building a shared future from a divided past : promoting peace through education in Northern Ireland / Tony Gallagher -- ch. 18. Unity-based peace education : education for peace program in Bosnia and Herzegovina : a chronological case study / H.B. Danesh -- ch. 19. Understanding the roots and impact of violence and psychological recovery as avenues to reconciliation after mass violence and intractable conflict : applications to national leaders, journalists, community groups, public education through radio, and children / Ervin Staub, Laurie Anne Pearlman, and Rezarta Bilali -- ch. 20. Peace education in regions of tranquillity / Ilse Hakvoort -- ch. 21. Educating for peace through planned encounters between Jews and Arabs in Israel : a reappraisal of effectiveness / Ifat Maoz -- ch. 22. Open-ended questions / Gavriel Salomon and Ed Cairns

This handbook encompasses a range of disciplines that underlie the field of peace education, plus contributions from experts in applying peace education in a range of settings, all complemented by chapters which deal with issues related to research and evaluation of peace education.

PurposeThe purpose of this paper is to review psychology‐based programmes, which were developed to bring together children and young people from Protestant and Catholic backgrounds following the outbreak of the conflict in Northern Ireland.Design/methodology/approachThe authors focused on reporting findings from early research papers and reviews as well as more recent studies. They examined the role of holiday schemes and then the development and evaluation of inter‐school contact schemes.FindingsThe findings highlight the strengths and weaknesses associated with peace programmes for youth in Northern Ireland. The paper argues the importance of these programmes for conflicted societies, provided that they are based on current research.Originality/valueThe authors believe the work from Northern Ireland reviewed here has important implications for activities aimed at improving intergroup relations in other societies. These findings will be of interest to researchers, policy makers and practitioners alike.

Protestant primary school children (N = 181) from 3 schools representing areas in Northern Ireland with high & low political & sectarian violence, & 1 area in England with no political & sectarian violence, were asked to draw pictures of peace & war. Three hypotheses were explored: (1) Northern Irish children to a greater extent than English children would emphasize the concept of peace as the absence of war; (2) children from the high-violence area of Northern Ireland would be more likely to emphasize the concrete aspects of war such as weapons, soldiers, & war activities; & (3) boys would demonstrate greater knowledge of war than would girls. Hiloglinear analyses of the images in the drawings confirmed the first & third hypotheses. 3 Tables, 33 References. Adapted from the source document.