Toward a Decolonial Praxis in Critical Peace Education: Postcolonial Insights and Pedagogic Possibilities
Toward a Decolonial Praxis in Critical Peace Education: Postcolonial Insights and Pedagogic Possibilities
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走向批判和平教育中的非殖民实践：后殖民见解和教学可能性
DOI：
10.1007/s11217-020-09707-y
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发表时间：
2020
影响因子：
1
通讯作者：
Kevin Kester
中科院分区：
文献类型：
--
作者：
Basma Hajir;Kevin Kester
本文主张批判和平教育中的非殖民主义实践。本文采用综合评论方法，综合了和平与和平教育文献中的方法、实践和理论，特别关注批判性和平教育、世界主义、后殖民思想和非殖民行动的概念。本文特别探讨了后殖民和非殖民思想的哲学贡献，以及每种思想如何有助于关键和平教育的非殖民化方法。 “结构性暴力”的概念被批评为混淆了个人责任。这里的见解来自与全球公民教育密切相关的领域，该领域主张少关注同理心，多关注因果责任。在结束之前，本文讨论了“特权教育学”和“不适教育学”，两者都可能在理论和实践上更好地支持批判和平教育的非殖民实践。
This paper argues for a decolonial praxis in critical peace education. Drawing on an integrative review method, the paper synthesises approaches, practices, and theories from peace and peace education literature with special attention paid to the concepts of critical peace education, cosmopolitanism, postcolonial thought, and decolonial action. The paper particularly explores the philosophical contributions of postcolonial and decolonial thought and how each could help toward decolonising approaches for critical peace education. The concept of ‘structural violence’ is critiqued as obfuscating individual responsibility. Insights are drawn here from the closely related field of global citizenship education that argues for a focus less on empathy and more on causal responsibility. Before concluding, the paper discusses a ‘pedagogy for the privileged’ and ‘pedagogy of discomfort’ that both might better support a decolonial praxis for critical peace education in theory and practice.