Engendering Ethico-Philosophico-Pedagogy in Peace Education: Repositioning Scholarship in an Arriving Postcritical Epoch

• In Event: 25.067 - Roundtable Session 7
  In Roundtable Session: 25.067-18 - Perspectives in Peace Education Table 2

Abstract

Reimagining critical pedagogy in a peace education-to-come, enjoins academics/readers/ writers along a putative journey through the violence of metaphysics in the fundamental question of difference bridging chiastic ethico-philososphical terrain, reconceptualizing pedagogical endeavour in ethicus obligatus to the other in academe. The opening of peace, as concept, ethos, through post-critical pedagogy in/by the fashioning of discursive forms acknowledging the semio-theoretical chain constructing human social relationality, affords a solid theoretical foundation for the field of peace education in the trace of difference across socio-ethno-politico-historical structures. My paper examines reconfigured central tenets of the field of peace education as performative critique of academic discourse captured in a crucial snapshot within the post-conflict setting of Northern Ireland concerning fundamental matters of peace and education.

Author

• Bryan Wright, OISE/University of Toronto