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 serves three
inter-related objectives. First, it offers 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 are explored. Second, the volume
investigates 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 are 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. Finally, the volume proposes 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 come from variety of fields including
education, peace and conflict studies, educational evaluation,
development studies, comparative education, economics, and
psychology.
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