Dialogue as a Pedagogy for Peace Education

• In Event: 43.058 - Re-Visioning Education Research for the Post-Truth Era

Abstract

This qualitative case study sought to understand how structural inequalities, local knowledge, and the components of Freirean dialogue (i.e., love, humility, faith, mutual trust, hope, and critical thinking) are acknowledged or expressed in the practice of peace education. The results of this study revealed a number of challenges to teaching peace in the current formal educational settings. The participants emphasized media, social norms, and power inequalities as the main challenges in their peace pedagogy. The findings of the study raise implications for employing genuine dialogue as a pedagogy for peace in formal schooling and infusing peace education throughout the school curriculum and context.

Author

• Gulistan Gursel-Bilgin