Critical Peace Education

Trifonas, Peter Pericles; Wright, Bryan

doi:10.1007/978-90-481-3945-3

Cited by 14 publications

(1 citation statement)

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“…This critique has been thoroughly elaborated from the perspective of critical pedagogy (Bekerman and Zembylas 2014;Diaz-Soto 2005;Gur-Ze'ev 2001). Thus, many scholars have recently made efforts to develop a critical peace education with its own distinct theoretical foundations and methodologies (Bajaj 2011(Bajaj , 2015Bajaj and Brantmeier 2011;Diaz-Soto 2005;Hantzopoulos 2011;Reardon 2013;Reardon and Snauwaert 2011;Trifonas and Wright 2013). This emergent field 'attends to power, local meanings, and enabling voice, participation and agency through the peace education process' (Bajaj 2014).…”

Section: Introduction: Theorising Critical Peace Educationmentioning

confidence: 99%

Border cosmopolitanism in critical peace education

Goss

2017

Journal of Peace Education

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This paper intends to contribute to recent developments in the theory of critical peace education. The role of cosmopolitanism in critical peace education is examined, particularly in relation to universal moral inclusion, secularism, and universalism. It is then recommended that critical peace education draw from post-universalist and dialogical approaches to cosmopolitanism. Walter Mignolo's border cosmopolitanism is suggested as a decolonising framework for critical peace education. This would entail the theory of critical peace education orienting itself towards the aim of reconsidering cosmopolitanism from the perspective of coloniality. Connections are drawn between border cosmopolitanism and Paulo Freire's problem-posing education. The result is a vision for critical peace education to empower participants through centring personal and lived experience in critical deconstructions of cosmopolitan discourses.

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