Citation

Kurian N, Kester K. J. Peace Educ. 2019; 16(1): 21-48.

Copyright

(Copyright © 2019, Informa - Taylor and Francis Group)

DOI

10.1080/17400201.2018.1546677

PMID

unavailable

Abstract

Three gaps seem to be present within the literature of peace education: relatively little self-critique of the internal workings of the field; a dearth of studies featuring the personal narratives of peace educators; and an underrepresentation of peace educators from the Global South. To address these three gaps, this qualitative investigation explores the personal narratives of Latin American, Asian and African peace educators and critiques certain assumptions and norms underlying the field. We primarily draw on Galtung's concept of cultural violence, Bajaj's critical peace education and Connell's Southern Theory to make our critiques. We examine 13 semi-structured interviews using grounded theory analysis. Three themes relating to cultural and structural violence emerge from these interviews: discriminatory hurdles for Southern peace educators, intercultural tensions in the classroom and linguistic inequality in opportunities for professional mobility. These may or may not reflect the experiences of other peace educators from the Global South or minority practitioners working within the Global North. But by discussing these forms of violence, we hope to show the value of foregrounding the perspectives and lived experiences of underrepresented groups - not only in peace education but also in academia more broadly.

Language: en

Keywords

Critical Peace Education; Critique; Decolonising Curriculum and Pedagogy; Global South; Narratives; Southern Theory