Dialogue in Peace Education Theory and Practice

• In Event: 31.069 - Pedagogy of Vulnerability: Peace-Building in Practice Across Higher Education

Abstract

This article reports a case study of an interventions program coordinator for a domestic violence shelter and rape crisis center. The study explores Haley’s transformation through successive experiences ranging from experiencing sexual assault as a victim to becoming a committed peace educator, reaching thousands of youth in six area counties in the Midwestern United States. The findings of the study raise implications for employing dialogue as a pedagogy for peace in formal schooling and infusing peace education throughout the school curriculum. In particular, the findings offer insights about the attributes of the peace educators who are able to implement dialogue effectively in their classrooms, and the vital characteristics necessary in the formal school setting to employ Freirean dialogue.

Author

• Gulistan Gursel-Bilgin