Chapter 9: Design Conversation: An Instrument for Peace Education

In the current education system’s hierarchical structure, policies and practices tend to be imposed on its users. Teachers have to carry out mandates and frequently act only as the conveyors of curricula and educational practices designed by others (Cuban, 2003; Jenlink, 1995; VillegasReimers & Reimers, 1996). Students are requested to accept what is planned for them, again with few choices and little or no participation in the design and decision-making processes that determine the nature of their learning. At the same time, the beneficiaries of the system, the students, are expected to grow up and become citizens of a society that includes peace and democracy among its ideals.