This Handbook represents an unprecedented exploration of the positive peace platform. It permits a comprehensive appreciation of the breadth of positive peace that engages with nonviolence, environmental sustainability, social justice and positive relationships scholarship. The work serves as a one-stop shop for scholar/practitioners interested in locating their inquiry and outputs in the field of positive peace and provides readers from a multitude of disciplines and academic departments with a comprehensive overview of the multiplicity of positive peace research in one location. In doing so, the Handbook of Positive Peace securely demarcates and recognizes the positive peace platform in social scientific and humanities academic disciplines.

With existing literature focusing largely on Western perspectives of peace and their applications, a global understanding of peace is much needed. Spurred by more recent debates and discourses that criticize the dominant realist and liberal approaches for crises in contemporary state- and peace-building, the contributors to this handbook emphasize not only the need to solve this eternal conundrum of humanity, but also demand—with the rise of increasingly more violent conflicts in international relations—the development of a global interpretive framework for peace and security. To this end, the present handbook examines conceptual, institutional and normative interpretive approaches for making, building and promoting peace in the context of roles played by state and non-state actors within local, national, regional, and global units of analysis.

In this handbook, a diverse range of leading scholars consider the social, cultural, economic, political, and developmental underpinnings of peace. This handbook is a much-needed response to the failures of contemporary peacebuilding missions and narrow disciplinary debates, both of which have outlined the need for more interdisciplinary work in International Relations and Peace and Conflict studies. Scholars, students, and policymakers are often disillusioned with universalist and northern-dominated approaches, and a better understanding of the variations of peace and its building blocks, across different regions, is required. Collectively, these chapters promote a more differentiated notion of peace, employing comparative analysis to explain how peace is debated and contested.

Thirty-four outstanding scholars write about the etymological meaning and the religious, legal and political connotations of the concept of 'peace'. They provide firm evidence to show how adopting a multi-faceted approach to 'peace' could ultimately contribute to the search for a more authentic understanding of 'peace' across the world stage.

"The approaches outlined in this volume will help expand the narrow focus on academic success to include psychological well-being for students and educators alike. It is a must-read for anyone interested in how positive outcomes such as life satisfaction, positive emotion, and meaning and purpose can be optimized in the educational settings." -- Judith Moskowitz, PhD MPH, Northwestern University Feinberg School of Medicine, USA, IPPA President 2019-2021 This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience. The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy, and curriculum studies. This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work, and public policy. Margaret (Peggy) L. Kern is Associate Professor at the Centre for Positive Psychology at the University of Melbourne's Graduate School of Education, Australia. Dr Kern is Founding Chair of the Education Division of the International Positive Psychology Association (IPPA). You can find out more about Dr Kern's work at www.peggykern.org. Michael L. Wehmeyer is Ross and Mariana Beach Distinguished Professor of Special Education; Chair of the Department of Special Education; and Director and Senior Scientist, Beach Center on Disability, at the University of Kansas, United States. Dr Wehmeyer is Publications Lead for the Education Division of the International Positive Psychology Association (IPPA). He has published more than 450 peer-reviewed journal articles and book chapters and is an author or editor of 42 texts. .

This book argues that democracies emerging from peaceful protest last longer, achieve higher levels of democratic quality, and are more likely to see at least two peaceful handovers of power than democracies that emerged out of violent resistance or top-down liberalization. Nonviolent resistance is not just an effective means of deposing dictators; it can also help consolidate democracy after the transition from autocratic rule. Drawing on case studies on democratic consolidation in Africa and Latin America, the authors find that nonviolent resistance creates a more inclusive transition process that is more resistant to democratic breakdown in the long term.

This book is the first attempt to explore the use and application of Information and Communication Technology (ICT) and related smart technologies in cities and for the sole purpose of reaching positive peace. The everyday usage of digital technologies in cities encourages us to study the benefits, co-benefits, disadvantages, and threats of ICT application in cities and urban environments. The continuous growth of digital technologies and their growing demand in everyday urban practices and systems are already known to scholars, practitioners, and policy-makers. However, this book explores whether or not such applications and usage help us reaching positive peace. This approach is novel in the field of urban studies, allowing us to identify and highlight best practices, successes, and failures of ICT application to meet positive peace pillars. The scope of the book highlights our focus on positive peace and its eight pillars, mainly how they are meant to be achieved in cities and urban areas. With an analytical view on the topic, we aim to reflect on the systematic features of urban systems, using positive peace pillars as the primary targets. We believe ICT application and usage in cities could be more directive and beneficial to reach peace and prosperity to achieve such a goal. Therefore, this book provides a holistic guideline and coverage of ICT use for positive peace pathways and peace-building practices. We hope the findings of the book help researchers and policy-makers to come up with novel and integrated strategies, ensuring that our everyday usage of digital technologies, ICT, and smart tools, are more meaningful and people-oriented.