Glew, Scott2016-02-122016-02-122015-12https://hdl.handle.net/11299/177043University of Minnesota M.A. thesis. December 2015. Major: Education, Curriculum and Instruction. Advisors: Patricia Avery, J.B. Mayo, Jr.. 1 computer file (PDF); iv, 56 pages.Fourteen years into the “War on Terror”, students are growing up in an environment in which war is both normal and something from which they are disconnected. This paper is concerned with the problem of disengaged militarism and asks how social studies education and a positive affirmation of peace can play a role in addressing it. Focusing on the topics of democratic citizenship education and peace education, the author reviews the existing literature related to both fields and explores their relationship. Also examined in this paper are the barriers that prevent teachers from educating for democratic citizenship and peace, along with the possibilities of addressing disengaged militarism through thematic units, classroom discussion, and rethinking the way we teach about war and peace. The author also offers suggestions for further research and opportunities related to the positive affirmation of peace.enDemocratic Citizenship EducationDiscussionPeace EducationSocial StudiesThesis or Dissertation