A Rethinking Education for a Culture of Peace
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This article deals with three main components serving as a basis for the design of peace educational programs. First, the content of a peace educational program is presented. Second, contextualized communication and peace educational actions are discussed. Third, an analysis of the definition of educational policies, including peace education, is made.
It is thought that the theoretical framework for peace education is the result of explicit or implicit choices characterizing each component being considered.
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