Education and the Prefigurative: Six Pedagogies for Working Toward Peace and Justice in Troubled Times

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Peace Education Pathfinders: Embedding Peace and Harmony Into Education System

Abstract

This study examines the contribution of university educators toward prefiguratively creating tomorrow today in the higher education classroom. Educators often teach explicitly for social justice and social change through a variety of normative pedagogical frameworks. Yet, this linkage of pedagogy and prefigurative politics in university classrooms is underexamined. Hence, this paper will investigate the varied literatures related to pedagogy for social change in universities, including but not limited to: (a) democratic pedagogy, (b) critical pedagogy, (c) transformative pedagogy, (d) conflict-sensitive pedagogy, (d) peace/social justice pedagogy, and (e) decolonial pedagogy. The paper examines the literature through the lens of prefigurative politics/pedagogy, which is understood as a form of praxis that attempts to reconstruct through education a more fair society.

Author

• Kevin Kester, Seoul National University