In-Service Teachers’ Peace Education Conceptualizations Evolved: Insights From an International Learning Experience in Northern IrelandIn-Service Teachers’ Peace Education Conceptualizations Evolved: Insights From an International Learning Experience in Northern Ireland

• In Event: Empowering Educators: Fostering Learner-Centered Approaches and Resilience Across Global Classrooms

Abstract

This qualitative case study follows the experiences of five U.S. elementary in-service teachers from a rural school district in a one-week international learning experience (ILE) in Northern Ireland. The ILE aimed to provide professional development to deepen teachers’ understandings of peace education in the context of The Troubles, and to subsequently influence their classroom practices. Utilizing Bickmore’s (2011) typology to implementing peace in schools: peacekeeping, peacemaking, and peacebuilding, this study analyzes changes in teachers’ peace education conceptualizations. Data gathered through interviews, observations, and document analysis before, during, and after the ILE showcase how teachers shifted from ideas of peacekeeping in schools to creating peacemaking and peacebuilding spaces, challenging the status quo and advocating for equity and justice in their classrooms.

Author

• Mariah Pol, Indiana University