Educational Quest- An International Journal of Education and Applied Social Sciences

Diversity in the schools is both an opportunity and a challenge. The nation is enriched by the cultural, and language diversity among its citizens and within its schools. However, whenever diverse groups interact, intergroup tension, stereotypes, and institutionalized discrimination develop (Howard, 1999; Stephan, 1999). Schools must find ways to respect the diversity of their students as well as help to create a unified nation to which all of the nation's citizens have allegiance. E pluribus unum–diversity within unity–is the delicate goal toward which our nation and its schools should strive. Students must develop the knowledge, attitudes, and skills needed to interact positively with people from diverse groups and to participate in the nation's civic life (Banks, 1997b). These four essential elements need to be implemented at all levels of schooling to (a) institutionalize peace education in schools; (b) ensure that students from the formerly adversarial groups experience positive interaction for years; (c) ensure that the cooperative, controversy, and conflict resolution procedures become automatic habit patterns; and (d) ensure that the values underlying these procedures become firmly embedded. The personal experiences resulting from learning together with diverse peers to achieve mutual goals, making informed decisions on the basis of open-minded discussion of each other's perspectives and views, and seeking integrative agreements to resolve conflicts result in a personal understanding of the meaning and relevance of peace and justice and define a way of life. To meet this ends Investments in teachers and teacher education need to be made in a systemic way that appreciates the interrelationship among the political, structural, and practice aspects of the education system. Therefore, it makes good sense for governments, regional and international institutions, and all people to work together towards this vision. A culture of peace will be achieved when citizens of the world understand global problems, have the skills to resolve conflicts and struggle for justice non-violently, live by international standards of human rights and equity, appreciate cultural diversity, and respect the Earth and each other. Such learning can only be achieved with systematic education for peace (Hague Appeal for Peace Global Campaign for Peace Education).