A Literature Review of Peace Pedagogy in the Regions of Intractable Violence From a Decolonial Education Perspective

• In Event: Sheraton Roundtable Session Eighteen
  In Roundtable Session: Peace Education in Global Context (Table 12)

Abstract

This literature review examines practices of Peace Pedagogy (PP) in regions of intractable violence. Articles from the regions of Africa, the Middle East, South Asia, and Israel-Palestine were analyzed from the post-colonial perspective. Five major areas of PP practice were identified: Community engagement, Arts for Tranformation, Peace Journalism, Spiritual education, and Technology. PP practices were largely grounded in participatory action and teaching within affected communities, and instruction about human values for teaching about peace. The Sustainable Development Goals (SDG, 2030) of the UN are set as a guiding principle across this literature. Findings indicate that PP must stem through the participation of local wisdom and advocates for the economic uplifting of youth combined with the teaching of human ethical values.

Authors

• Runeela Taskeen, Colorado State University
  Presenting Author

• Louise B. Jennings, Colorado State University
  Presenting Author