Family Peace Education: Core Practices and Conditions Shaping Implementation

Abstract

Peace education is often discussed in relation to schools and conflict-affected communities, but family relationships are also an important context in which children encounter difference, authority, emotion, and conflict. This article develops an integrative narrative synthesis of family-based peace education, focusing on its distinctive contribution, recurring practices, and conditions that may enable or constrain implementation. The synthesis organizes the discussion around three questions: why the family is a consequential setting for peace education, which recurring practices are relevant to peaceful interaction, and what conditions shape their implementation. Five practice domains are proposed: peaceful role modeling, dialogic communication, emotional regulation and empathy, constructive conflict resolution, and consistent but flexible value-based routines. These domains are considered alongside structural, relational, intrapersonal, digital, and cultural conditions. The article’s contribution is a conceptual framework that connects practices with the conditions required for their safe and context-sensitive use, rather than treating them as universally effective parenting techniques. The framework also distinguishes constructive disagreement from coercion or violence and emphasizes children’s dignity, voice, and developmental needs. Because the review uses purposive selection and the original search records are unavailable, its synthesis should be interpreted as an interpretive framework rather than an exhaustive or independently reproducible account of the literature. Further research should test the framework across diverse family contexts.

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