Peace education and peace education research: Toward a concept of poststructural violence and second-order reflexivity. Issue 14 (6th December 2017)

• Record Type: Journal Article
• Authors: Kester, Kevin; Cremin, Hilary
• Is Part Of: Educational philosophy and theory. Volume 49:Issue 14(2017)
• Page Start: 1415
• Page End: 1427
• Publication Date: 2017-12-06
• Subjects: Peace and conflict studies education -- higher education -- Galtung -- Bourdieu -- Freire; Education -- Philosophy -- Periodicals; Teaching -- Periodicals; Éducation; Philosophie de l'éducation; Théorie de l'éducation; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 370.1
• DOI: 10.1080/00131857.2017.1313715
• Languages: English
• ISSNs: 0013-1857

Abstract

Abstract: Peace and conflict studies (PACS) education has grown significantly in the last 30 years, mainly in Higher Education. This article critically analyzes the ways in which this field might be subject to poststructural critique, and posits Bourdieusian second-order reflexivity as a means of responding to these critiques. We propose here that theory-building within PACS education is often limited by the dominance of Galtung and Freire, and that, while the foundational ideas of positive and negative peace, structural and cultural violence, conscientization, reflexivity and critical pedagogy are still relevant today, they nevertheless need to be combined in new ways with each other, and with Bourdieu's notions of habitus and field, to adequately respond to poststructural critique. Thus, we call here for greater field-based reflexivity in twenty-first century PACS.