Peace education and peace education research: Toward a concept of poststructural violence and second-order reflexivity

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 t...

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Published inEducational philosophy and theory Vol. 49; no. 14; pp. 1415 - 1427
Main Authors Kester, Kevin, Cremin, Hilary
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 06.12.2017
Taylor & Francis Ltd
Subjects
Bourdieu
Bourdieu, Pierre (1930-2002)
Conflict
Conflict Resolution
Critical theory
Critical Thinking
Dominance
Education, Higher
Educational History
Educational Research
Freire
Galtung
Habitus
Higher Education
Peace
Peace and conflict studies education
Peace education
Philosophy
Reflection
Reflexivity
Study and teaching (Higher)
Teaching
Teaching Methods
Violence
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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.
AbstractList Offers a critical analysis of the the ways in which peace and conflict studies (PACS) education might be subject to poststructural critique, and posits Bourdieusian second-order reflexivity as a means of responding to these critiques. Proposes 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, conscientisation, 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. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.
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.
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.
Audience Higher Education
Author Kester, Kevin
Cremin, Hilary
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RelatedPersons Bourdieu, Pierre (1930-2002)
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Snippet Peace and conflict studies (PACS) education has grown significantly in the last 30 years, mainly in Higher Education. This article critically analyzes the ways...
Offers a critical analysis of the the ways in which peace and conflict studies (PACS) education might be subject to poststructural critique, and posits...
Peace and conflict studies (PACS) education has grown significantly in the last 30 years, mainly in Higher Education. This article critically analyzes the ways...
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SubjectTerms Bourdieu
Bourdieu, Pierre (1930-2002)
Conflict
Conflict Resolution
Critical theory
Critical Thinking
Dominance
Education, Higher
Educational History
Educational Research
Freire
Galtung
Habitus
Higher Education
Peace
Peace and conflict studies education
Peace education
Philosophy
Reflection
Reflexivity
Study and teaching (Higher)
Teaching
Teaching Methods
Violence
Title Peace education and peace education research: Toward a concept of poststructural violence and second-order reflexivity
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