Peace education in nursery and primary schools: an example from Nigeria.

Social integration in a multi-ethnic society is always onerous task especially in a society with low literacy rate, high poverty and bifurcated by social inequality. Such society, like Nigeria, usually serves as a place for deepseated violence and social dissatisfaction. To address these challenges, most government generally adopts a minimalist development approach, through the provision of physical infrastructures and occasional distribution of social intervention items. This study therefore seeks to ascertain the exposure of pupils to peaceful living and their adoption of peaceful living strategies in Nsukka Education Zone. The study adopted quasiexperimental research design. 85 pupils were selected from two urban and two rural schools in Nsukka Education Zone. Observation schedule was used to collect data from the respondents. The selected classes were engaged in discussions, imagination exercise, problem-solving and dramatization (perspective-taking, simulation games). Content analysis was used to analyze the data. The results of the study show that the pupils have high awareness of what constitute peaceful living, but are not fully involved or engage in peaceful activities by their teachers when there is any issue instead of fighting amongst others. [ABSTRACT FROM AUTHOR]

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