Meet Betty Reardon
Betty A. Reardon is the Founding Director Emeritus of the International Institute on Peace Education, an annual intensive residential experience in peace education. Since 1982 the IIPE has been held at universities and peace education centers in Asia, Europe, Latin America and Central America. For this work she received a special Honorable Mention Award from UNESCO in 2001. Among her other initiatives in the international peace education movement, she initiated and served as the first Academic Coordinator of the Hague Appeal for Peace Global Campaign for Peace Education. Having taught as a visiting professor at a number of universities in the U.S. and abroad, she has 46 years of experience in international peace education and 33 years in the international movement for the human rights of women. She has served as a consultant to several UN agencies and national and international education organizations. Her widely published work in the theory and development of peace and human rights education, and in gender and peace issues, recognized in the awarding of the 2008 Award for Outstanding Contribution to Peace Studies from the Peace and Justice Studies Association, is archived in the Ward M. Canaday Center for Special Collections at the University of Toledo Libraries. She is the recipient of the 2009 Sean McBride Peace Prize awarded by the International Peace Bureau, the oldest of the many nongovernmental peace organizations, founded in 1891, awarded the Noble Peace Prize in 2010 (National Peace Academy).
Peace education has meant a lot of different things to a lot of different people over the course of many years and historical events. Hence, peace education has evolved over time – each rendition or approach responding to or addressing challenges and issues relevant to the time.
To explore this evolution read Peace Education: A Review and Projection by Betty Reardon.
In this report Dr. Betty A. Reardon presents reflections on the substance, evolution and future of peace education – a field of which she has been a keen observer and a very active participant for some thirty-five years. Within an area of common purposes, a broad range of varying approaches are noted. Discussed in the report are, for example: conflict resolution training, disarmament education, education for the prevention of war, environmental education, global education, human rights education, multicultural education, nuclear education, and world-0rder studies. The author finds that peace education, always marginal in relation to mainstream education, now faces less resistance than earlier and the culture of peace concept steadily gains currency (abstract).
Reflection Question: In your own life, have you experienced any of these approaches to peace education? If so, to what historical event do you think it was in response? If not, which of these approaches do you think could have been of benefit to the learning communities of which you’ve been a part?