Cheryl Duckworth
Cheryl Duckworth is a professor of Conflict Resolution at Nova Southeastern University. A peace-building program leader and conflict resolution policy analyst, she has served such organizations as the Institute for Multi-Track Diplomacy and the Center for International Education. She has lived in Zimbabwe and Paraguay, and published and presented globally on her two passions, peace education and peace economics, exploring ways to transform the economic, political, social and psychological root causes of war and violence. Her more recent publications include her book which explores the role of dignity in social movements, Land and Dignity in Paraguay, and an article on her implementation of critical peace education curriculum in a juvenile detention home.
Cheryl has trained hundreds of students, teachers and community leaders in peace education and conflict resolution both in the US and internationally. Currently she serves as the faculty advisor of NSU’s Peace Education Working Group and on the Advisory Board of the Hope Development Foundation, a women’s rights and peace building organization in Pakistan.
Cheryl has taught qualitative research methods, foundations of conflict resolution and peace education. She is active in the Alliance for International Education, the Comparative and International Education Society and the International Peace Research Association. She blogs at Teach for Peace.
Cheryl has trained hundreds of students, teachers and community leaders in peace education and conflict resolution both in the US and internationally. Currently she serves as the faculty advisor of NSU’s Peace Education Working Group and on the Advisory Board of the Hope Development Foundation, a women’s rights and peace building organization in Pakistan.
Cheryl has taught qualitative research methods, foundations of conflict resolution and peace education. She is active in the Alliance for International Education, the Comparative and International Education Society and the International Peace Research Association. She blogs at Teach for Peace.
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Papers by Cheryl Duckworth
communication or cultural skills, but further wish to interrupt macrohistorical
causes of violence. Peace education can be usefully advanced by
drawing on the literature on what is often called historical or collective
memory. An important area of interest in peace studies, scholars working
in this area seek to understand the role of the “heavy hand of history” in
conflict. This article explores the nexus between peace education and historical
memory, filling a current gap in the literature by addressing the
question of what classroom teachers might actually be able to do in their
settings to interrupt transgenerational cycles of violent conflict. I explore
two possible ways forward for implementing such an audacious goal in
the classroom: oral histories and “futures visioning,” inspired by Elise
Boulding’s notion of the 200-year present.
communication or cultural skills, but further wish to interrupt macrohistorical
causes of violence. Peace education can be usefully advanced by
drawing on the literature on what is often called historical or collective
memory. An important area of interest in peace studies, scholars working
in this area seek to understand the role of the “heavy hand of history” in
conflict. This article explores the nexus between peace education and historical
memory, filling a current gap in the literature by addressing the
question of what classroom teachers might actually be able to do in their
settings to interrupt transgenerational cycles of violent conflict. I explore
two possible ways forward for implementing such an audacious goal in
the classroom: oral histories and “futures visioning,” inspired by Elise
Boulding’s notion of the 200-year present.