Contradictions and Opportunities for Peace Education: Critical Analysis of the Elementary and Secondary Education Act

• In Event: Roundtable Session 11
  In Roundtable Session: From Policy to Arts, Engaging K-12 Students in Peace Education

Abstract

The USA education policy, "Elementary and Secondary Education Act of 1965" (ESEA), is analyzed for its inherent contradictions to and opportunities for peace education and educators. This research is based in dialectic, critical and discursive methods. After defining peace education, it traces the history, support and critiques of ESEA, including the reauthorization, "No Child Left Behind," and President Obama’s "ESEA Reauthorization: A Blueprint for Reform." The points of uncertainty or contradiction for peace education are described. Then the aspects of ESEA that corroborate the foundations and goals of peace education are highlighted. Finally, this research considers the peace-related programs in elementary and secondary schools and teacher training, as well as additional ideas for future initiatives that can prosper within ESEA.

Author

• Peggy Shannon-Baker, University of Cincinnati