Citation

Peace education in the present: Dismantling some fundamental theoretical premises

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Abstract:

Surveying the scholarly work on peace education over the past three decades, one encounters a set of fundamental premises that seem to be taken for granted. One premise is that peace is the opposite of conflict. Another major premise is that if teachers are trained properly, they can promote peace in ways that erase violence. Still another assumption is that peace education often involves a set of conflict resolution skills that if learned well, then conflict will be a thing of the past. In this paper, we want to question these fundamental premises. This sort of critique is certainly not new; that critique in itself is not the most important contribution of this presentation. The more important contribution is the analysis and sorting through of various fundamental premises about peace education, to figure out how those premises operate to normalize particular meanings for peace and conflict and other related concepts. We will argue that peace education often becomes part of the problem it tries to solve. For this purpose, we will maintain that peace education needs to account for foundational educational issues which, if go unaccounted for, risk consolidating the same reality peace education intends to overcome. We will conclude by discussing the possibilities of engaging in an alternative theorization of peace education in the future.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p489858_index.html
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MLA Citation:

Zembylas, Michalinos. and Bekerman, Zvi. "Peace education in the present: Dismantling some fundamental theoretical premises" 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/p489858_index.html>

APA Citation:

Zembylas, M. and Bekerman, Z. , 2011-05-01 "Peace education in the present: Dismantling some fundamental theoretical premises" 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/p489858_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Surveying the scholarly work on peace education over the past three decades, one encounters a set of fundamental premises that seem to be taken for granted. One premise is that peace is the opposite of conflict. Another major premise is that if teachers are trained properly, they can promote peace in ways that erase violence. Still another assumption is that peace education often involves a set of conflict resolution skills that if learned well, then conflict will be a thing of the past. In this paper, we want to question these fundamental premises. This sort of critique is certainly not new; that critique in itself is not the most important contribution of this presentation. The more important contribution is the analysis and sorting through of various fundamental premises about peace education, to figure out how those premises operate to normalize particular meanings for peace and conflict and other related concepts. We will argue that peace education often becomes part of the problem it tries to solve. For this purpose, we will maintain that peace education needs to account for foundational educational issues which, if go unaccounted for, risk consolidating the same reality peace education intends to overcome. We will conclude by discussing the possibilities of engaging in an alternative theorization of peace education in the future.


Similar Titles:
Collective Narratives and Political Understandings: A Theoretical Framework for Peace Education in the Israeli/Palestinian Conflict

An Exploration of Peace Education Theory within the Framework of the Educational Philosophy of the Social Studies: 1970’s to the Present


 
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