Kevin Kester 교수

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

Kevin Kestera* & Hilary Creminba Endicott College of International Studies, Woosong University, Daejeon, South Koreab Faculty of Education, University of Cambridge, Cambridge, UK

This paper argues for a postcritical praxis in global citizenship education (GCE) and peace education (PE). The paper begins by critiquing the interlocking fields of GCE and PE as problematically framed around the three key pillars of liberal peace. Then, drawing on postabyssal thinking the paper illustrates that the Western-centricity of liberal peacebuilding is not only colonialist/imperialist but that it is an erasure of the other. The paper argues that in light of this realization epistemolo

Universities and scholars around the world teach and research extensively in the field of peace education; yet, despite a plethora of diverse scholarship, educational programs are often critiqued as dominated by the English-speaking world. This paper employs the intersecting lenses of decolonization and postcolonial theory to explore and challenge the perceived dominance of Western literature and practice. Using a criss-crossing comparison method, English and Korean literatures are compared to a

Purpose This comparative case study looks towards the diverse approaches of higher education to support peacebuilding, from policy and philosophy to pedagogical practices, in conflict-affected and post-conflict settings. The achievement of global development goals is dependent on addressing access to quality education in conflict-affected contexts, including higher education. However, in settings affected by conflict, higher education is often perceived to be a luxury, not a necessity. This stud

Each year the Asia-Pacific centre of education for international understanding (APCEIU), operating under the auspices of UNESCO, hosts a peace education training-of-trainer’s program for teacher-educators from Asia-Pacific member states. In this paper, I examine through a qualitative case study approach the programmatic design and evaluation of the APCEIU training program, seeking to monitor its medium-term impact on educators in order to understand the broader implications of peace education tr

Edited by ELIZABETH PINNINGTON and DANIEL SCHUGURENSKY (Cambridge Scholars Publishing, Newcastle upon Tyne, UK, 2010), 337 pp., $67.99 (hbk), ISBN 1443817228 Learning Citizenship by Practicing Demo...

This article aims to briefly introduce the field of peace education to adult, higher education and secondary school practitioners. Aiming to confront and resist violence, peace education focuses on the necessary content and pedagogical approaches needed to nurture cultures of peace in a variety of communities. The common themes, pedagogies, training objectives, enabling conditions and evaluation processes of the multidisciplinary field are identified in this paper within the perspective of peace

This paper draws on the theoretical lens of diffraction to conceptualize a new approach to transrational peace education theory and praxis in the post-2016 posttruth political era and Industry 4.0 economic period. The paper reviews foundational concepts and approaches from key founders of the field – Paulo Freire and Betty Reardon – before turning to two contemporary peace education scholars – Wolfgang Dietrich and Hilary Cremin – to investigate the contributions of recent scholarship toward div

This article examines higher education for peace inside the United Nations (UN). It offers an overview and synthesis of core concepts, organizing frameworks and theoretical premises in the field of peace and conflict studies (PACS) higher education and in the UN universities in particular, as the field aspires toward transformative learning and social justice. The article then critically analyzes the ways in which the field might perpetuate structural and cultural violence and offers implication

Higher education has become an important agenda in the 2030 Sustainable Development Goals. A major aspect of this agenda is the conceptualization of education as a tool not just for development but for peacebuilding. Yet there are few studies examining how university educators might be equipped as frontline peace workers. This study explores: How might conflict affect teaching in higher education, especially in and with students from conflict-affected contexts? In what ways does higher education