The UN Declaration and Programme of Action on a Culture of Peace was adopted by the UN General Assembly in 1999, and has, as one of its eight pillars, the aim of fostering an international peace culture through education. This book approaches the issues of social justice and peace studies from the perspective of gender equality. The book is designed as a training resource for pre-service and in-service teacher training at upper secondary school level, but can also be used at other educational levels as well as in non-formal education. Its aim is to help students develop the skills and capacities to promote the values and attitudes consistent with a culture of peace. The book also contains suggested reading and internet sites for further study.

Intersectional Pedagogy: Creative Education Practices for Gender and Peace Work teaches educators to use innovative learning methods to encourage students to rethink culture, gender, race, sexual orientation, and social class with a deep awareness of accessible language as a means of communication across disagreements. With a focus on emancipatory critical pedagogy, as well as tools to promote sustainable peace and human rights advocacy, the book's main objective is to examine and present methods that can help students address rapidly changing social situations. Recent developments under discussion include the #MeToo and #WhyIDidntReport campaigns to counter sexual violence, campaigns to support refugees and migrants, and other human rights issues. The book examines how theory can be translated into practice and how various dilemmas pertaining to young people navigating a changing world can be successfully addressed in the classroom. This book is an ideal reading for researchers and postgraduate students in education. It is written for practitioners in peace education and for those within traditional and alternative academia who wish to promote intersectional awareness in their teaching. Chapters 1 and 2 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Gender is increasingly recognized as central to the study and analysis of the traditionally male domains of war and international relations. The book explores the key role of gender in peace research, conflict resolution and international politics. Rather than simply add gender and stir the aim is to transcend different disciplinary boundaries and conceptual approaches to provide a more integrated basis for research and study. To this end Gender, Peace & Conflict uniquely combines theoretical chapters alongside empirical case studies, to demonstrate the importance of a gender perspective to both theory and practice in conflict resolution and peace research.

This book provides a critical assessment of the impact of UN Resolution 1325 by examining the effect of peacebuilding missions on increasing gender equality within conflict-affected countries. UN Resolution 1325 was adopted in October 2000, and was the first time that the security concerns of women in situations of armed conflict and their role in peacebuilding was placed on the agenda of the UN Security Council. It was an important step forward in terms of bringing women’s rights and gender equality to bear in the UN’s peace and security agenda. More than a decade after the adoption of this Resolution, its practical reality is yet to be substantially felt on the ground in the very societies and regions where women remain disproportionately affected by armed conflict and grossly under-represented in peace processes. This realization, in part, led to the adoption in 2008 and 2009 of three other Security Council Resolutions, on sexual violence in conflict, violence against women, and for the development of indicators to measure progress in addressing women, peace and security issues. The book draws together the findings from eight countries and four regional contexts to provide guidance on how the impact of Resolution 1325 can be measured, and how peacekeeping operations could improve their capacity to effectively engender security. This book will be of much interest to students of peacebuilding, gender studies, the United Nations, international security and IR in general.

This book explores the trajectory of gender equality in institutions' engagement with the Women, Peace, and Security agenda at the intersection of global, regional, and national governance, shedding light on opportunities and challenges for a meaningful change in peace and security.

This companion applies the Harvard framework, women's empowerment approach, gender analysis matrix and social relations approach to analysis of a variety of educational contexts, including national education policies and projects, schools, colleges, ministries, teaching and learning materials, and school and teacher training curricula.

Persuasive evidence demonstrates that gender equality in education is central to economic development. Despite more than two decades of accumulated knowledge and evidence of what works in improving gender equality, progress on the ground remains slow and uneven across countries. What is missing? Given that education is a critical path to accelerate progress toward gender equality and the empowerment of women, what is holding us back? These questions were discussed at the global symposium Education: A Critical Path to Gender Equality and Women's Empowerment, which was sponsored by the World Bank in October 2007. Girls' Education in the 21st Century is based on background papers developed for the symposium. The book's chapters reflect the current state of knowledge on education from a gender perspective and highlight the importance of, and challenges to, female education, as well as the interdependence of education and development objectives. The last chapter presents five strategic directions for advancing gender equality in education and their implications for World Bank operations. Girls' Education in the 21st Century will be of particular interest to researchers, educators, school administrators, and policy makers at the global, national, regional, and municipal levels.