Mahatma Gandhi Canadian Foundation for World Peace Education Committee
“Supporting Peace Education in the Province”
Phase 1 – Peace Education Research Project
The board has recognized that one of the main missions of the foundation is education on issues of peace and the support of educational projects that foster understandings of and actions that promote peace through Gandhian principles. In some form or another this has been a focus of the board. For example, for several years the board contributed money to enable a peace institute at the University of Alberta where graduate students in education took courses that included studies into Gandhian thought and principles. A second example is support for student led peace conferences held at local high schools. Such conferences brought
together students from around the city, where they were engaged in diverse workshops on a wide variety of topics and issues related to peace and non-violence.
By necessity, the pandemic put a stop to such public activities given the restrictions on gathering. In the wake of COVID however, there seems to be even more need for “peace education” in schools. Anecdotally, we hear that there is more violence or the threat of violence in schools, among children and against teachers. Recently, the Edmonton Public School board reinstated the School Resource Officer program, one in which an armed police officer would ostensibly work with students to prevent violence and other disruptive activities and sometimes illegal activities.*
As a foundation, our mission is to support the understanding of and promotion of peaceful solutions to issues that may cause conflict. Such work on the part of the foundation requires in the first instance a greater understanding of the current educational landscape. We know, for example, the challenge of greater cultural and ethnic diversity, given the influx of recent immigrants, many from war torn countries. On a global scale, wars in the Ukraine, Gaza, Sudan and other areas of the world create anxieties for all of us, but especially the young. Climate change is another worry and has impacts not just on material lives but also felt existentially. And not least we see the impact of regressive legislation in Alberta increasing vulnerability of the lives of LGBTQ2 children and young people.
Given the challenges such issues present, the board has approved a recommendation from the education committee that we have a renewed focus on “peace education” and with the foundation’s resources, create ways to reach out to the community, especially the educational community to promote peace education informed by Gandhian principles.
Before we can offer concrete proposals to schools, for example sponsor peace conferences, peace clubs or peace institutes as we have supported previously, we need focused research guided by the following general questions (offered here as examples in the interest of initiating further development):
together students from around the city, where they were engaged in diverse workshops on a wide variety of topics and issues related to peace and non-violence.
By necessity, the pandemic put a stop to such public activities given the restrictions on gathering. In the wake of COVID however, there seems to be even more need for “peace education” in schools. Anecdotally, we hear that there is more violence or the threat of violence in schools, among children and against teachers. Recently, the Edmonton Public School board reinstated the School Resource Officer program, one in which an armed police officer would ostensibly work with students to prevent violence and other disruptive activities and sometimes illegal activities.*
As a foundation, our mission is to support the understanding of and promotion of peaceful solutions to issues that may cause conflict. Such work on the part of the foundation requires in the first instance a greater understanding of the current educational landscape. We know, for example, the challenge of greater cultural and ethnic diversity, given the influx of recent immigrants, many from war torn countries. On a global scale, wars in the Ukraine, Gaza, Sudan and other areas of the world create anxieties for all of us, but especially the young. Climate change is another worry and has impacts not just on material lives but also felt existentially. And not least we see the impact of regressive legislation in Alberta increasing vulnerability of the lives of LGBTQ2 children and young people.
Given the challenges such issues present, the board has approved a recommendation from the education committee that we have a renewed focus on “peace education” and with the foundation’s resources, create ways to reach out to the community, especially the educational community to promote peace education informed by Gandhian principles.
Before we can offer concrete proposals to schools, for example sponsor peace conferences, peace clubs or peace institutes as we have supported previously, we need focused research guided by the following general questions (offered here as examples in the interest of initiating further development):
- What are the some of the current conditions and challenges in schools that would invite and welcome contributions from the Gandhi foundation on issues of peace and non- violent practices?
- What is happening in schools currently related to peace education (both in curricular and extracurricular terms?)
- What kinds of resources, activities, projects, materials etc. might be provided or sponsored by the Gandhi foundation for peace education?
- How do we best build relationships with schools/communities in the interests of working collaboratively on issues of peace education?
Research Project
The board has given approval to the creation of a research project and allocation of necessary funding. The approved project includes a timeline for actions and a framework for conducting a robust and reliable research project based on the purposes outlined above.
Step 1--Hiring a research assistant. To enable the development of a research project and support its implementation, the board has approved the hiring of a research assistant.
Step 2—Research approach and methods
Step 1--Hiring a research assistant. To enable the development of a research project and support its implementation, the board has approved the hiring of a research assistant.
- Preferred qualifications: A current graduate student (masters or PhD level) preferably in the area of educational studies (curriculum or policy studies for example) with an interest in peace education. Secondly, knowledge of research methods, both quantitative and qualitative with an ability to interpret and communicate research results. Third, able to commit to the time required to complete a research project, including writing a summary of the results of the research. The research assistant will work with and report to the Education Committee.
- Time commitment: The research project, as further elaborated below will require approximately six months for the first stage.
Step 2—Research approach and methods
- Survey: Working with members of the Education Committee, the research assistant will help a design and create a survey. Dissemination of the survey is to be explored the format to be determined (e.g., on-line or paper). (It is suggested that we would request the help of the ATA Social Studies Council in disseminating the survey to teachers across the province). The survey may also include some open-ended questions. The research assistant will also have responsibility for compiling the results of the survey.
- Focus group interviews: volunteer respondents identified from the survey will be invited to participate in focus group sessions to enhance and deepen discussions related to the questions and themes identified in the survey. The intention is to include participants from diverse geographical areas, grade levels and subject area interests.
- Compose a summary report with results of the research and recommendations for action.
*At the meeting where a majority of the board voted to re-instate the SRO program, 37 community members of
diverse backgrounds had an opportunity to speak to the issue. Of that number, 31 spoke against the SRO program,
citing concern for the risks of inequitable treatment of non-white trans, and LQBT students. But also, and relevant
to our research proposal, speakers talked about the need for educational and peaceful solutions to issues that may
give rise to conflict.
diverse backgrounds had an opportunity to speak to the issue. Of that number, 31 spoke against the SRO program,
citing concern for the risks of inequitable treatment of non-white trans, and LQBT students. But also, and relevant
to our research proposal, speakers talked about the need for educational and peaceful solutions to issues that may
give rise to conflict.
