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Toward a Decolonial Praxis in Critical Peace Education: Postcolonial Insights and Pedagogic Possibilities
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Hajir, Basma; Kester, Kevin – Studies in Philosophy and Education, 2020
This paper argues for a decolonial praxis in critical peace education. Drawing on an integrative review method, the paper synthesises approaches, practices, and theories from peace and peace education literature with special attention paid to the concepts of critical peace education, cosmopolitanism, postcolonial thought, and decolonial action.…
Descriptors: Peace, Teaching Methods, Critical Theory, Postcolonialism
The Case of Educational Peacebuilding inside the United Nations Universities: A Review and Critique
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Kester, Kevin – Journal of Transformative Education, 2017
This article examines higher education for peace inside the United Nations (UN). It offers an overview and synthesis of core concepts, organizing frameworks and theoretical premises in the field of peace and conflict studies (PACS) higher education and in the UN universities in particular, as the field aspires toward transformative learning and…
Descriptors: Peace, Criticism, Social Justice, Transformative Learning
The United Nations, Peace, and Higher Education: Pedagogic Interventions in Neoliberal Times
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Kester, Kevin – Review of Education, Pedagogy & Cultural Studies, 2017
Peace and conflict studies (PACS) education in recent decades has become a popular approach to social justice learning in higher education institutions (Harris, Fisk, and Rank 1998; Smith 2007; Carstarphen et al. 2010; Bajaj and Hantzopoulos 2016) and has been provided legitimacy through a number of different United Nations (UN) declarations…
Descriptors: Peace, Conflict, Teaching Methods, International Organizations