‘It seems to be now there is a box that the government has made, called SEAL, which is about emotional literacy in primary schools. It’s not compulsory yet but the government’s got the same sort of activities that we do in the WMQPEP. So they are beginning to think about it but also there are other problems like some head teachers or teachers were saying that, “When can we do it? We don’t have time to fit it in as we have a lot of other things that the government told us to do.”
6.2.3 The Aims of Peace Education
6.2.3.1 The Aims of Peace Education in Schools in General
WMQPEP thinks that peace education in school generally aims to create a safe environment in which children can learn. One project worker said that:
‘Important aims of peace education in schools are that children feel happy, secure and safe in their learning environment, and to equip them with valuable life skills for later on, hopefully for life. Part of the aim is to enable children to learn better. Because if they are happier at school, and if they are safer at school, and the atmosphere in a classroom is healthy and if they don’t feel threatened in a corridor or whatever, they learn better.’
On the other hand, each school has a different situation which requires a different design of peace education course, as pointed out by another project worker:
‘Because schools are all different, we make a different course for each school and each class. So the course that we present to them is suitable for them, not suitable for anybody else, but it’s been designed for them.’
WMQPEP states this point clearly in its document:
‘The project recognises that schools have widely varying needs and seeks to tailor each programme to these needs.’ (WMQPEP, 2004)
Thus, the project attempts to find real needs in each school, which are not always recognised by the school. One project worker said that:
‘Before the project, we ask teachers what they think children need or what they think the problems are. But sometimes when you get in two or three sessions, although the teachers have said that the children get on very well, you find that they don’t get on well as the teachers just imagine that they do.’
The same project worker explained how to adjust a programme to the needs of each group:
‘I make a programme for each week depending on how the children get on. If they are very poor at affirming or they have very low self-esteem, you might spend a lot of time building affirmation within the group and in individuals as well.’
6.2.3.2 The Aims of Peace Education for WMQPEP
Considering the issues above, WMQPEP states the main aims of its peace education as:
To promote peaceful relationships as realistic and attainable among individuals and communities particularly in the West Midlands.
To train people in peacemaking skills.
To provide resources and learning materials relating to peace issues, mediation and conflict resolution.
To foster conflict resolution and mediation projects in schools.
(WMQPEP Annual Report 2005)
As for the promotion of peaceful relationships, one project worker described it in the context of schooling:
‘To promote better relationships within a class and gradually throughout the whole school.
And hopefully by providing peace education to children in school, it would improve the relationships of people in the wider community, including their parents.’
Therefore, although the project only involves schools, WMQPEP hopes for further effects.
One project worker described the importance of this vision:
‘Sometimes there are differences between the parents’ approach and the school’s approach, and it can create conflict. On the other hand, when they know different views, the children may be able to make up their own minds, rather than accepting values or ethics in their community.’
Another project worker explained that peacemaking skills include ‘the skills of communication, co-operation and affirmation.’ As for the provision of resources, one project worker noted that, ‘One of our aims is to provide resources for schools to continue the work.’
As regards conflict resolution and mediation projects in schools, one project worker described this aim more specifically in terms of necessary knowledge and skills for conflict resolution:
‘To promote better understanding of the nature of conflict such as how they get involved in conflict, how conflict escalates and alternative ways of managing conflict.’
The importance of learning constructive ways of managing conflict was also pointed out by another project worker:
‘Our aim is to teach people and children how to make conflicts work well for them, so that positive change happens and people don’t get hurt. The overall aim is to deal with conflicts in children’s daily lives in positive and creative ways as a life skill.’
Overall, WMQPEP aims to promote creative ways of dealing with conflict:
‘The project works in schools, with staff and students, to promote awareness of all kinds of conflict and to offer the means of resolution. The project aims to develop an understanding of how conflict, if resolved creatively and without violence, can be a positive force for change.’ (WMQPEP, 2004)
WMQPEP’s positive viewpoint on conflict is reflected in its aim. One project worker also addressed the need of confidence in dealing with difficult situations:
‘Conflict can be used creatively to support change, so it isn’t always a bad thing. To know how to do it and to know it’s possible, to make it a can-do thing rather than something that either somebody else does to you or that’s so difficult that you can’t possibly do it yourself.
A lot of people think that they can’t do it so somebody will do it for them.’
The attitude of self-reliance is also emphasised in the principles of the project:
‘Through the project, pupils learn to mediate conflict arising among their school friends by themselves rather than by teaching or supervising staff.’ (WMQPEP, 1998)
Therefore, it seems that the important aims of peace education for WMQPEP are not only providing children with necessary knowledge and skills for dealing with difficult situations, but also sending a message that it is possible for them to achieve peace, by encouraging them to engage in the process with positive attitudes. One project worker said that:
‘I think that the overarching aim of the project is that it is possible to live in peace, it is attainable. It’s not something that is beyond everybody’s reach. It’s something within everybody’s capacity. So communities can be peaceful places, schools can be peaceful places. I think that a lot of people think that it’s impossible…Our philosophy or our aim is to ensure that people think that they can do it themselves and that it is possible for them to do it without waiting for money or help or something from outside. You need to do it yourself and take control. Our aim is that, through peace education, they get the skills and they get the confidence to use those skills.’
The same project worker also emphasised the importance of experience-based learning and the acquisition of the skills through practice:
‘In the process of peace education, children build on their experience, you build on what they know, you show them the skills, you enable them to practise those skills and then they can go out and use them. And they don’t need any more help. They can do it themselves.
That’s very ambitious. Because the idea is that we don’t keep going back and helping people. We are coming, and we help and show, and we go. And the school then does it themselves. You need to practise and make it for yourself in your own situation.’