Education during and after conflict
Abstract submission deadline: February 1, 2025
Coeditors
- Alma Jeftic, PhD, Department for Cross-cultural and Regional Studies, University of Copenhagen & Peace Research Institute, International Christian University Tokyo
- Fade R. Eadeh, PhD, Department of Psychology, Seattle University
- Quinnehtukqut McLamore, PhD, Department of Psychology, University of Missouri
Background
Addressing historical violence and trauma is integral to fostering reconciliation and peacebuilding, particularly in post-conflict developing countries, where educational systems must navigate the challenging legacies of war, ethnic conflict, and colonialism. This special issue explores the application of psychological theories within and beyond peace education to confront complex histories and difficult narratives, both during and after conflict.
The focus of this special issue is on empirical studies investigating the emotional and cognitive effects of conflict-related narratives on students and teachers, interventions applied in various educational settings in conflict and post-conflict countries, and teaching curricula developed to enhance resilience and empathy in divided societies.
Teaching sensitive or challenging subjects such as war, genocide, trauma, historical injustices, and violence has become an interest of psychological scientists. The emotional and cognitive development of students is important for how they understand and process such difficult topics, and they may experience discomfort that can largely influence their well-being and intergroup relations.
Aims
We are interested in papers that critically explore how psychological theories, such as conflict resolution, trauma recovery, identity formation, and intergroup contact, are implemented in peace education programs or any teaching curricula (inside or outside conventional classrooms) in post-conflict societies as well as societies currently experiencing war and conflict, and to which extent those programs could provide resources for educators.
We invite psychological scientists working on peace education, curricula development in (post)-conflict, divided societies, and those working as policymakers in conflict-affected areas.
The proposed research is supposed to correspond to one (or more) of the following themes:
- analysis of the effectiveness of applied peace education programs/strategies in educational settings;
- empirical studies on the strategies educators use in conflict or post-conflict settings to teach about difficult past;
- investigating the effectiveness of innovative educational programs that promote reconciliation through fostering intergroup contact, moral exemplars, and similar, particularly in divided societies;
- evaluations of the long-term impacts of the existing peace education programs;
- case studies of educational programs that foster peace, reconciliation, and dialogue from developing, non-Western countries;
- decolonial approaches to peace education in conflict and post-conflict environments.
Deadlines and procedures
February 1, 2025: Submit your abstract using this form
March 1, 2025: Authors will be informed of the outcome of the initial review by the guest editors. A subset of authors will be invited to submit full manuscripts through the peer-review process.
August 1, 2025: Potential contributors Peace and Conflict: Journal of Peace Psychology (PAC) will submit completed manuscripts. Submissions will be made through PAC’s online submission portal, and manuscripts will be reviewed following the journal’s usual process. As per PAC guidelines, theoretical and empirical papers should be no longer than 8,000 words (including references, but not including tables and figures); brief reports should be no longer than 1,500 words, with up to 3 tables or figures, a 150-word abstract, and up to 10 references.
For other aspects in style, please consult PAC‘s submission guidelines. It is anticipated that the special issue will be published online by the end of 2026.
Inquiries regarding the special issue and submissions may be directed to Alma Jeftic, PhD, Fade R. Eadeh, PhD, and Quinnehtukqut McLamore, PhD.