The United Nations, Peace, and Higher Education: Pedagogic Interventions in Neoliberal Times

Autor/in	Kester, Kevin
Titel	The United Nations, Peace, and Higher Education: Pedagogic Interventions in Neoliberal Times
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 39 (2017) 3, S.235-264 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2017.1326273
Schlagwörter	Peace; Conflict; Teaching Methods; International Organizations; Civil Rights; College Faculty; Graduate Students; Ethnography; Case Studies; Multilingualism; Neoliberalism; Criticism; Semi Structured Interviews; Teacher Attitudes; Educational Research; Student Centered Learning; Second Languages; Participant Observation; Lecture Method + Suchen Sie Ihr Suchwort? Frieden; Konflikt; Teaching method; Lehrmethode; Unterrichtsmethode; International organisation; International organisations; International organization; Internationale Organisation; Bürgerrechte; Grundrechte; Zivilrecht; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ethnografie; Case study; Fallstudie; Case Study; Mehrsprachigkeit; Multilingualismus; Neo-liberalism; Neoliberalismus; Kritik; Lehrerverhalten; Bildungsforschung; Pädagogische Forschung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Second language; Zweitsprache; Teilnehmende Beobachtung
Abstract	Peace and conflict studies (PACS) education in recent decades has become a popular approach to social justice learning in higher education institutions (Harris, Fisk, and Rank 1998; Smith 2007; Carstarphen et al. 2010; Bajaj and Hantzopoulos 2016) and has been provided legitimacy through a number of different United Nations (UN) declarations (UNESCO 1974, 1995; UN 2000, 2015). To explore and map the field of PACS, this article examines the intersections of higher education peace studies and UN-inspired peace and human rights education. The author designed an ethnographic case study to explore lecturers' understandings and enactments of peace teaching (Stake 1995; Denzin 1997; Yin 2003). The study involved participant observation and semi-structured interviews with 25 higher education peace scholars and 108 postgraduate students. The article first details the outcomes of the integrative and multilingual literature review, then outlines the university context and analytic tenets of neoliberalism. Following that, classroom observations and interviews were drawn to bring forward three emergent ideas for discussion. Three critiques and possibilities for higher education peace studies in the 21st century are presented. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01