Abstract

Peace education offered in school authorities and schools has proven to be a recipe for success. Liberalization of school systems in progress everywhere lead even countries that are ruled by an authoritarian regime to a possibility of having a peace-education system. Thus, school is a place where migrants’ children have to cope, for the first time, systematically with the political culture of the society their parents immigrated to. By dealing with the ideals of this society and with the status assigned to the migrants within this society, children shape their substantial traits of identity. School is also a place for systematic teaching and learning. It is also a place for intercultural teaching and learning, where peace and human rights can be a main topic. The question that arises here is about the kind of role a teacher must play in relation with these matters.