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    Taha Abdul Rauf, Ranu Jain,

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ISBN: 978-81-922087-0-1
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Education for Peace: Guidelines for frontline workers

by: Taha Abdul Rauf, Ranu Jain,

The authors stress the fact that education which is just seen as a tool to impart knowledge and skills can be also be used as an effective tool to redress the issue of conflicts resolution in the society. The book emphasise the fact that, the way we define peace today is a based on the various concerns faced by humanity at various junctures of history. She describes how education was seen a vital tool by the western countries after the two world wars to impart knowledge about peace and conflict resolution. In recent years India has also started to acknowledge the importance of education in conflict resolution and it is visible in the manual published by NCERT. NCRET has recognised that only approach towards providing knowledge on various cultures to student and inculcating right values to support the task of nation building is not sufficient and an effective education for peace has to address conflict and has to prepare students to deal with this conflict. Pedagogy of peace linked to conflict resolution has to take into account structures and process of society that generate and strengthen conflict situation. In short it has to be three dimensional approaches. First it has to address the attitude of wider society; second it has to refer to the issue of under development and lastly an adoption of preventive measures and an effective social justice delivering mechanism.

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Overview

The authors stress the fact that education which is just seen as a tool to impart knowledge and skills can be also be used as an effective tool to redress the issue of conflicts resolution in the society. The book emphasise the fact that, the way we define peace today is a based on the various concerns faced by humanity at various junctures of history. She describes how education was seen a vital tool by the western countries after the two world wars to impart knowledge about peace and conflict resolution. In recent years India has also started to acknowledge the importance of education in conflict resolution and it is visible in the manual published by NCERT. NCRET has recognised that only approach towards providing knowledge on various cultures to student and inculcating right values to support the task of nation building is not sufficient and an effective education for peace has to address conflict and has to prepare students to deal with this conflict. Pedagogy of peace linked to conflict resolution has to take into account structures and process of society that generate and strengthen conflict situation. In short it has to be three dimensional approaches. First it has to address the attitude of wider society; second it has to refer to the issue of under development and lastly an adoption of preventive measures and an effective social justice delivering mechanism.

Details

ISBN: 978-81-922087-0-1
Publisher: Institute for Peace Studies and Conflict Resolution
Publish Date: 2012
Page Count: 133

Meet the Author
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A Post-Graduate from Tata Institute of Social Sciences, Mumbai. His research interests include issues of development, identity and exclusion, especially concerning Indian Muslims. Taha has published in Economic and Political Weekly and Hindustan Times Edge or related issues and is presently part of a national research project on Civil Society Development Initiatives with Muslims in India.
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Dr (Ms) Ranu Jain holds the position of Professor at the Centre for Studies in Sociology of Education, School of Social Science, Tata Institute of Social Sciences, Mumbai. Dr. Jain acquired her Ph.D in sociology with specialization on ethnicity and since then is pursuing research on related fields. She has to her credit more than 10 research projects and has published around 15 papers on subjects related to ethnicity, communalism, minority, Muslim and education. She along with a couple of faculty members from the Tata Institute of Social Sciences, Mumbai, has worked on an action project, ‘Towards Communal Harmony’. This project involved intervention in slums of Ghatkopar, Mumbai, especially Azad Nagar, Chirag Nagar and Parsiwadi. Currently she is engaged with a project which requires suggesting a development plan for Mumbra, a ghetto of Muslim in Maharashtra along with her regular responsibilities of teaching and research supervision. Dr. Jain is a member of the Executive Committee of Centre for Study of Society and Secularism, Mumbai and is also a member of High Power Study constituted by Chief Minister of Maharashtra for comprehending backwardness among Muslims in Maharashtra.