Toward a Decolonial Praxis in Critical Peace Education: Postcolonial Insights and Pedagogic Possibilities

Basma Hajir, Kevin Kester

Research output: Contribution to journalArticlepeer-review

28 Citations (SciVal)

Abstract

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.
Original languageEnglish
Pages (from-to)515-532
Number of pages18
JournalStudies in Philosophy and Education
DOIs
Publication statusPublished - 19 Feb 2020

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