Learning in the Aftermath of a Historical Harm: U.S. Teachers Peace Education Conceptualizations and Practices Through an International Learning Experience in Northern Ireland

Abstract

This dissertation is a qualitative interpretivist case study that follows the experiences of four U.S. elementary in-service teachers from a rural school district in a one-week international learning experience (ILE) in Northern Ireland. The ILE aimed to provide professional development to deepen teachers’ understandings of peace education in the historical and sociopolitical context of The Troubles, and to subsequently influence their classroom practices. Utilizing Bickmore’s (2011a, 2011b, 2014a) typology of peacekeeping, peacemaking, and peacebuilding in schools, this dissertation analyzes shifts in teachers’ peace education conceptualizations and subsequent classroom practices. Situated within the broader literature of peace education and ILEs, this dissertation addresses the underexplored impact of ILEs on in-service teachers, as well as peace education professional development within the United States. Data collection included interviews, observations, and document analysis before, during, and after the ILE, forming rich individual case studies that capture the complexity of each teacher’s journey. A grounded theory approach guided coding and thematic analysis across the four cases. Findings indicate that while teachers’ initially approached peace education through peacekeeping lenses, their experiences in Northern Ireland expanded their appreciation for peacemaking and peacebuilding spaces. However, months after the ILE, a disconnect emerged between teachers’ evolving conceptualizations and their classroom implementation. Teachers cited challenges such as parental and community resistance, institutional constraints, and a lack of sustained support. These barriers often hindered the full realization of their peacebuilding aspirations. This dissertation highlights the potential of ILEs to inspire deeper commitments to peace education, while also revealing the limitations of one-time professional development programs. It calls for more robust, ongoing support for researchers and program designers to foster sustainable peace education practices that respond to the realities of U.S. public school contexts.