This edited collection brings together a series of conceptual explorations and practical case studies to illuminate a developing innovative praxis of transdisciplinary peace and education.
This edited collection brings together a series of conceptual explorations and practical case studies to illuminate a developing innovative praxis of transdisciplinary peace and education.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
Produktdetails
Routledge Research in International and Comparative Education
David Tim Archer is a pracademic of peace and conflict processes. He holds a PhD from the University of Cambridge and works in a variety of contexts and capacities globally. Tim is interested in the links between reflexivity, self-knowledge, and peace. He is currently exploring theoretical perspectives of diffraction and alternative (onto)epistemologies towards teaching peace workers and educators. Basma Hajir received her PhD from the University of Cambridge. She holds two Master's degrees in Education and International Development from the University of Cambridge and the University of Birmingham. Basma's research interests lie in Education, Conflict and Peacebuilding, Higher Education, Education in Emergencies, and post-colonial and de-colonial theories. William W. McInerney received his PhD from the University of Cambridge as a Gates Cambridge Scholar. His research interests include peace education, gender justice, arts-based peacebuilding, and engaging men in violence prevention. William is also a Rotary Peace Fellow and has taught peace, arts and violence prevention programmes around the world.
Inhaltsangabe
List of Contributors Acknowledgements Foreword Hilary Cremin New Lenses: An Introduction to Innovations in Peace and Education Praxis William W. McInerney, Basma Hajir and David Tim Archer Part 1: Foregrounding Peace and Education Chapter 1: Peace as Real and Ideal Terence Bevington Part 2: Peace Research: Partnerships, Context-Sensitivity and Reflexivities Chapter 2: Values and the Possibilities for Minimising Epistemic Injustice in International Collaborations: Reflections on bell hooks' Ethics of Love from the Education, Justice and Memory Network (EdJAM) Tania Saeed and Julia Paulson Chapter 3: Building Cultures of Compassion for Children, Teachers and Families: A Critical and Context-Sensitive Lens Nomisha Kurian and Antti Rajala Chapter 4: Reflective Research in Peace Education: Theory and Practice Jwalin Patel and Kevin Kester Part 3: Peace Praxis in Educational Settings Chapter 5: Challenging the Practices of Privilege in a Private School in Colombia Robert Skinner and Andrés Velásquez Chapter 6: A Conversation on Becoming Agents for Transformation in Higher Education: Co-Creating a Regenerative Academic Developmental Learning Space Annet Kragt, Mieke T.A. Lopes Cardozo and Clara McDonnell Chapter 7: Towards Post/Critical Peace Education? A Meditation-in-progress Ute Kelly Part 4: Alternative Epistemologies and Ontologies for Peace Chapter 8: Diffracting Our Mediation: Onto-Epistemological Insights from Our In-between Spaces About Being Toshiyasu Tsuruhara and David Tim Archer Chapter 9: Sankofa: Re-Imagining Peacebuilding through Education in Ghana Kenneth Gyamerah, David Baidoo-Anu and Ali Ahmed Chapter 10: What's 'Good' about Artography from Prison? Poetic Lives as Peaceable Lives Afrodita Nikolova Afterword: Reflections on a Post/Critical Peace Education Kevin Kester, Michalinos Zembylas, Edward J. Brantmeier and Basma Hajir Index
List of Contributors Acknowledgements Foreword Hilary Cremin New Lenses: An Introduction to Innovations in Peace and Education Praxis William W. McInerney, Basma Hajir and David Tim Archer Part 1: Foregrounding Peace and Education Chapter 1: Peace as Real and Ideal Terence Bevington Part 2: Peace Research: Partnerships, Context-Sensitivity and Reflexivities Chapter 2: Values and the Possibilities for Minimising Epistemic Injustice in International Collaborations: Reflections on bell hooks' Ethics of Love from the Education, Justice and Memory Network (EdJAM) Tania Saeed and Julia Paulson Chapter 3: Building Cultures of Compassion for Children, Teachers and Families: A Critical and Context-Sensitive Lens Nomisha Kurian and Antti Rajala Chapter 4: Reflective Research in Peace Education: Theory and Practice Jwalin Patel and Kevin Kester Part 3: Peace Praxis in Educational Settings Chapter 5: Challenging the Practices of Privilege in a Private School in Colombia Robert Skinner and Andrés Velásquez Chapter 6: A Conversation on Becoming Agents for Transformation in Higher Education: Co-Creating a Regenerative Academic Developmental Learning Space Annet Kragt, Mieke T.A. Lopes Cardozo and Clara McDonnell Chapter 7: Towards Post/Critical Peace Education? A Meditation-in-progress Ute Kelly Part 4: Alternative Epistemologies and Ontologies for Peace Chapter 8: Diffracting Our Mediation: Onto-Epistemological Insights from Our In-between Spaces About Being Toshiyasu Tsuruhara and David Tim Archer Chapter 9: Sankofa: Re-Imagining Peacebuilding through Education in Ghana Kenneth Gyamerah, David Baidoo-Anu and Ali Ahmed Chapter 10: What's 'Good' about Artography from Prison? Poetic Lives as Peaceable Lives Afrodita Nikolova Afterword: Reflections on a Post/Critical Peace Education Kevin Kester, Michalinos Zembylas, Edward J. Brantmeier and Basma Hajir Index
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