Abstract:
Peace education is the blood of peacebuilding in schools and society as a whole.
Although peace education is very important in promoting peace and harmony, there is
a scarcity of studies on teachers’ perceptions of peace education in Senior High
Schools. This study sought to investigate the teachers’ perceptions of peace education
in senior high schools in the Awutu Senya East Municipality of Ghana. A case study
design with qualitative approach was employed to enable the researcher to seek in depth knowledge from the participants. Purposive sampling technique was used to
select 10 participants. The study revealed that the implementation of the peace
education programme is effectively done in the schools, the teachers teach peace related topics such as human rights, sustainable peace and development, nation building, conflict resolution, tolerance, gender equality, and equity. In addition, the
study revealed that a number of the teachers employed teaching approaches such as
discussion, role-play, demonstration, and drama in teaching peace education in the
schools. Peace education empowers students to respect human rights and promote
social responsibility. Inadequate teaching and learning materials such as textbooks,
television, CDs, cardboard, and flashcards hindered the teaching of peace education.
Indiscipline among students poses a challenge to the teaching of peace education in
schools. Peace education is an instrument for reducing violent conflict in schools and
societies. The study therefore recommends that government should provide adequate
teaching and learning materials regarding peace education to schools for effective
teaching of the programme.
Description:
A thesis in the Centre for Human Rights, Conflict and Peace Studies,
Faculty of Social Science Education, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Human Rights, Conflict and Peace Studies)
in the University of Education, Winneba