Working title: Peace education evaluation: Learning from experience and exploring prospects
Editors:
Celina Del Felice, c.delfelice@maw.ru.nl
CIDIN, Radboud University
Andria Wisler, akw28@georgetown.edu
Georgetown University
Proposals due: June 10, 2011
Notification of acceptance: July 1, 2011
Chapters due: November 20, 2011
Practice and research of peace education has grown in the recent years as shown by a steadily increasing number of publications, programs, events, and funding mechanisms. The oft-cited point of departure for the peace education community is the belief in education as a valuable tool for decreasing the use of violence in conflict and for building cultures of positive peace hallmarked by just and equitable structures. Educators and organizations implementing peace education activities and programming, however, often lack the tools and capacities for evaluation and thus pay scant regard to this step in program management.
Reasons for this inattention are related to the perceived urgency to prioritize new and more action in the context of scarce financial and human resources, notwithstanding violence or conflict; the lack of skills and time to indulge in a thorough evaluative strategy; and the absence of institutional incentives and support. Evaluation is often demand-driven by donors who emphasize accounting given the current context of international development assistance and budget cuts. Program evaluation is considered an added burden to already over-tasked programmers who are unaware of the incentives and of assessment techniques. Peace education practitioners are typically faced with forcing evaluation frameworks, techniques, and norms standardized for traditional education programs and venues. Together, these conditions create an unfavorable environment in which evaluation becomes under-valued, de-prioritized, and mythologized for its laboriousness.
This volume has three inter-related objectives:
* Our first intention is to offer a critical reflection on theoretical and methodological issues regarding evaluation applied to peace education interventions and programming. The overarching questions of the nature of peace and the principles guiding peace education, as well as governing theories and assumptions of change, transformation, and complexity will be explored.
* Our second objective is to investigate existing quantitative, qualitative, and mixed methods evaluation practices of peace educators in order to identify what needs related to evaluation persist among practitioners. Promising practices will be presented from peace education programming in different settings (formal and non-formal education), within various groups (e.g. children, youth, police, journalists) and among diverse cultural contexts.
* The third objective is to propose ideas of evaluation, novel techniques for experimentation, and creative adaptation of tools from related fields, in order to offer pragmatic and philosophical substance to peace educators’ “next moves” and inspire the agenda for continued exploration and innovation.
The authors may come from variety of fields such as, but not limited to: education, peace and conflict studies, educational evaluation, development studies, comparative education, economics, and psychology. Chapters may use any methodology and must not be previously published or under review for publication elsewhere. Proposals from practitioners, educators, and scholars at all career levels are welcome.
Please submit a 500-word proposal in English for a book chapter to the Managing Editor, Aaron Karako, via email to editor.peace.eval@gmail.com, by Friday, June 10, 2011.
The proposal should offer an abstract/overview of the chapter manuscript and indicate to which objective of the book the chapter would contribute. Please include five keywords, a proposed book chapter title, full name, email address, institution (if applicable), and short biographical note of maximum 150 words with your proposal.
All proposals will go through a review process. If your proposal is accepted, the editors request your full manuscript of 5,000-7,000 words by November 20, 2011. Please conform to the APA citation format for the proposal and accepted manuscript. This edited volume is scheduled for publication in late Spring 2012 within the Peace Education Series of Information Age Press.
Editors:
Celina Del Felice, c.delfelice@maw.ru.nl
CIDIN, Radboud University
Andria Wisler, akw28@georgetown.edu
Georgetown University
Proposals due: June 10, 2011
Notification of acceptance: July 1, 2011
Chapters due: November 20, 2011
Practice and research of peace education has grown in the recent years as shown by a steadily increasing number of publications, programs, events, and funding mechanisms. The oft-cited point of departure for the peace education community is the belief in education as a valuable tool for decreasing the use of violence in conflict and for building cultures of positive peace hallmarked by just and equitable structures. Educators and organizations implementing peace education activities and programming, however, often lack the tools and capacities for evaluation and thus pay scant regard to this step in program management.
Reasons for this inattention are related to the perceived urgency to prioritize new and more action in the context of scarce financial and human resources, notwithstanding violence or conflict; the lack of skills and time to indulge in a thorough evaluative strategy; and the absence of institutional incentives and support. Evaluation is often demand-driven by donors who emphasize accounting given the current context of international development assistance and budget cuts. Program evaluation is considered an added burden to already over-tasked programmers who are unaware of the incentives and of assessment techniques. Peace education practitioners are typically faced with forcing evaluation frameworks, techniques, and norms standardized for traditional education programs and venues. Together, these conditions create an unfavorable environment in which evaluation becomes under-valued, de-prioritized, and mythologized for its laboriousness.
This volume has three inter-related objectives:
* Our first intention is to offer a critical reflection on theoretical and methodological issues regarding evaluation applied to peace education interventions and programming. The overarching questions of the nature of peace and the principles guiding peace education, as well as governing theories and assumptions of change, transformation, and complexity will be explored.
* Our second objective is to investigate existing quantitative, qualitative, and mixed methods evaluation practices of peace educators in order to identify what needs related to evaluation persist among practitioners. Promising practices will be presented from peace education programming in different settings (formal and non-formal education), within various groups (e.g. children, youth, police, journalists) and among diverse cultural contexts.
* The third objective is to propose ideas of evaluation, novel techniques for experimentation, and creative adaptation of tools from related fields, in order to offer pragmatic and philosophical substance to peace educators’ “next moves” and inspire the agenda for continued exploration and innovation.
The authors may come from variety of fields such as, but not limited to: education, peace and conflict studies, educational evaluation, development studies, comparative education, economics, and psychology. Chapters may use any methodology and must not be previously published or under review for publication elsewhere. Proposals from practitioners, educators, and scholars at all career levels are welcome.
Please submit a 500-word proposal in English for a book chapter to the Managing Editor, Aaron Karako, via email to editor.peace.eval@gmail.com, by Friday, June 10, 2011.
The proposal should offer an abstract/overview of the chapter manuscript and indicate to which objective of the book the chapter would contribute. Please include five keywords, a proposed book chapter title, full name, email address, institution (if applicable), and short biographical note of maximum 150 words with your proposal.
All proposals will go through a review process. If your proposal is accepted, the editors request your full manuscript of 5,000-7,000 words by November 20, 2011. Please conform to the APA citation format for the proposal and accepted manuscript. This edited volume is scheduled for publication in late Spring 2012 within the Peace Education Series of Information Age Press.
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