Border cosmopolitanism in critical peace education. Issue 2 (4th May 2017)

• Record Type: Journal Article
• Authors: Golding, David
• Is Part Of: Journal of peace education. Volume 14:Issue 2(2017)
• Page Start: 155
• Page End: 175
• Publication Date: 2017-05-04
• Subjects: Cosmopolitanism -- critical peace education -- critical pedagogy; Peace -- Study and teaching -- Periodicals; Peace -- Periodicals; 303.69
• DOI: 10.1080/17400201.2017.1323727
• Languages: English
• ISSNs: 1740-0201

Abstract

Abstract: This paper intends to contribute to recent developments in the theory of critical peace education. The role of cosmopolitanism in critical peace education is examined, particularly in relation to universal moral inclusion, secularism and universalism. It is then recommended that critical peace education draw from post-universalist and dialogical approaches to cosmopolitanism. Walter Mignolo's border cosmopolitanism is suggested as a decolonising framework for critical peace education. This would entail the theory of critical peace education orienting itself towards the aim of reconsidering cosmopolitanism from the perspective of coloniality. Connections are drawn between border cosmopolitanism and Paulo Freire's problem-posing education. The result is a vision for critical peace education to empower participants through centring personal and lived experience in critical deconstructions of cosmopolitan discourses.