Rethinking Peace Education: A Cultural Political Economy Approach

Autor/inn/en	Higgins, Sean; Novelli, Mario
Titel	Rethinking Peace Education: A Cultural Political Economy Approach
Quelle	In: Comparative Education Review, 64 (2020) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/706759
Schlagwörter	Peace; Intervention; Attitude Change; Behavior Change; War; Conflict; Curriculum; Interdisciplinary Approach; Political Issues; Power Structure; Cultural Influences; Educational Methods; Victims; Social Influences; Foreign Countries; Sierra Leone + Suchen Sie Ihr Suchwort? Frieden; Attitudinal change; Einstellungsänderung; Krieg; Konflikt; Curricula; Lehrplan; Rahmenplan; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Politischer Faktor; Cultural influence; Kultureinfluss; Educational method; Erziehungsmethode; Victim; Opfer; Sozialer Einfluss; Ausland
Abstract	Through a case study of a peace education intervention in postwar Sierra Leone, this article seeks to contribute to the ongoing critique of dominant peace education approaches that seek attitudinal and behavioral change in conflict-affected societies. Specifically, the article interrogates "Emerging Issues," a curriculum intervention developed in 2007-8 by UNICEF for teachers in Sierra Leone. It applies the analytical framework of Cultural Political Economy, an interdisciplinary theoretical current that extends traditional concerns of political economy with power and institutions to show their interaction with cultural processes of meaning making. The insights suggest that this approach to peace education might not be as benign as projected. Instead, we assert that it promotes a form of pacification derived from a decontextualized curriculum that treats victims as guilty and in need of attitudinal and behavioral change, while avoiding engagement with the structural and geopolitical drivers that underpin many contemporary conflicts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01