Citation

Justice and peace education: A realization-focused, capabilities perspective

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

Central to the theory and practice of peace education is a conceptualization of peace that entails justice. There exists a general consensus that an authentic notion of peace includes not only the absence of direct violence (negative peace) but the also freedom from structural violence. From this perspective, a just peace is the architectonic principle of peace education. However, although justice plays this fundamental role, justice is under-theorized in the peace education literature. Numerous references are made to justice, however, it is often unclear what “justice” means in the context of peace education theory.

Both Amartya Sen and Martha Nussbaum forcefully demonstrate that a viable theory of justice should be realization-focused. From this perspective, justice is not primarily about the nature of institutions, social arrangements, or measures of aggregate utility; justice concerns the quality of the lives of individual people, the actual lives that individuals are capable of choosing and living. From a peace perspective, realization of good lives constitutes the meaning of a just peace. Such realization is constituted by the liberation of the individual’s basic capabilities.

The purpose of this paper is to explore the meaning of justice as foundational to peace education. It will be argued that a “realization-focused, capabilities” theory of justice is often implicit in peace education theory and can serve as a robust organizing foundation for peace education theory and practice.
Convention
Convention is an application service for managing large or small academic conferences, annual meetings, and other types of events!
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p486362_index.html
Direct Link:
HTML Code:

MLA Citation:

Snauwaert, Dale. "Justice and peace education: A realization-focused, capabilities perspective" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486362_index.html>

APA Citation:

Snauwaert, D. , 2011-05-01 "Justice and peace education: A realization-focused, capabilities perspective" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486362_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Central to the theory and practice of peace education is a conceptualization of peace that entails justice. There exists a general consensus that an authentic notion of peace includes not only the absence of direct violence (negative peace) but the also freedom from structural violence. From this perspective, a just peace is the architectonic principle of peace education. However, although justice plays this fundamental role, justice is under-theorized in the peace education literature. Numerous references are made to justice, however, it is often unclear what “justice” means in the context of peace education theory.

Both Amartya Sen and Martha Nussbaum forcefully demonstrate that a viable theory of justice should be realization-focused. From this perspective, justice is not primarily about the nature of institutions, social arrangements, or measures of aggregate utility; justice concerns the quality of the lives of individual people, the actual lives that individuals are capable of choosing and living. From a peace perspective, realization of good lives constitutes the meaning of a just peace. Such realization is constituted by the liberation of the individual’s basic capabilities.

The purpose of this paper is to explore the meaning of justice as foundational to peace education. It will be argued that a “realization-focused, capabilities” theory of justice is often implicit in peace education theory and can serve as a robust organizing foundation for peace education theory and practice.


Similar Titles:
Ecopedagogy, Peace, and Citizenry: Reading and re-reading socio-environmental conflict within peace and social-justice education models toward transforming citizenship education

Comparing ecopedagogy: Educators’ perspectives of environmental education programs in the Americas which incorporate social justice

Building an education revolution and preventing conflict: A shift from peace education toward equal rights and justice education


 
All Academic, Inc. is your premier source for research and conference management. Visit our website, www.allacademic.com, to see how we can help you today.