An Agonistic Model of Dialogue

Suransky, Carolina; Alma, H.A.

doi:10.1080/10720537.2017.1298487

Cited by 34 publications

(10 citation statements)

References 6 publications

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“…25 This points to not only the psychologically challenging character but also to the intrinsically politically charged nature of these endeavours. 26 While the present analysis focuses on how to inscribe agonism into peace agreements, it is nevertheless relevant to consider that 'agonism itself unfolds within a larger political dynamic that informs the very terms of its encounter.' 27 Thus, questions arise of who has the power to structure the peace negotiations and who gets to determine if and how agonistic principles are written into peace agreements.…”

Section: Agonistic Peacementioning

confidence: 99%

Agonistic peace agreements? Analytical tools and dilemmas

2022

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Later years have seen the growth of a vibrant theoretical discussion on agonistic peace and the importance of creating space for contestation, plurality, and dissensus post-accord. However, there has been very few attempts at embedding agonistic theory in empirical analyses of peace agreements. This study attends to that lacuna by investigating how agonistic principles can be integrated and investigated in peace agreements. We suggest a threefold set of indicators for assessing the degree to which peace agreements are invested with agonistic dynamics: (1) what types of spaces for interaction are offered post-accord; (2) what forms of inclusion are stipulated; and (3) how is the peace agreement framed in terms of conflict termination and consensus/dissensus? We illustrate how the various indicators could be put into motion in concrete analyses applying them to examples from the Oslo Accords, the Belfast Agreement, and the Colombian Peace Agreement. Finally, we discuss four dilemmas and problematiques of integrating agonistic ideas in peace agreements; the issue of power, the mixing of agonistic and liberal ideals in peace agreements, the principle of ‘nothing is agreed until everything is agreed’ and the related double-edged potential of constructive ambiguity and finally the challenges of implementing peace agreements.

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Section: Agonistic Peacementioning

confidence: 99%

Agonistic peace agreements? Analytical tools and dilemmas

2022

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“…Feminist philosophers' ideas of social justice (Fraser, 2009;Young, 1990) or difference and diversity (Suransky & Alma, 2018) or authentic learning (Bozelek et al, 2013), and the significance of emerging technologies are all relevant to our discussion and in disclosing our worries, obstacles and opportunities for the application of CS in WRM in general and in particular in groundwater monitoring, which is considered a common pool resource (Ostrom, 1990). In her critical social theory, Fraser (2009) addresses social justice and its emancipatory intent.…”

Section: Participatory Parity Empowerment and Justicementioning

confidence: 99%

Diamonds on the Soles of Their Feet: Groundwater Monitoring in the Hout Catchment, South Africa

Goldin

Mokomela

Villholth

2021

Journal of Education for Sustainable Development

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With the impulse to control and order the disorderly, the threads or tributaries of affect and emotion, which mimic the meanderings of the aquifer itself, are often oversimplified or ignored. These are not anomalies of citizen science (CS) but ‘normal’ and expected ‘disconnects’ that surface when working within a multidisciplinary environment. The article adds value to current discourse on CS by reflecting on the confusing configurations and shifting allegiances that are part and parcel of CS experience. In presenting research from a current project in the Hout Catchment, Limpopo Province in South Africa, it suggests that CS is often oversimplified and does not capture the array of emotions that emerge at multiple scales around CS projects. The authors reflect on the field, which is fraught, fragile and fleeting—and on the intrusions into the field—similar itself to an aquifer with its dykes and flows. Considering CS within the frame of feminist philosophy, it is emancipatory and personally transformative with the element of ‘surprise’ that the end point is undetermined—and the process, however much ‘planned’ is unknown. CS in this instance is a powerful tool for creating virtuous cycles of inclusion and equality and promoting sustainable development through improved water literacy through a grassroot, out-of-the-classroom pedagogy.

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“…Yet, well-intention and hope alone are not enough although they are an essential basis for transformation (Freire, 1992;Mockler, 2011). Despite the long history of dialogue as a scholarly field, the literature also cautions the practitioners and scholars of the field about the possible oppressing practices of dialogue due to challenging manifestations of power and privilege (Suransky & Alma, 2017), social structures of oppression (Ellsworth, 1989), and oppressive pedagogical dynamics (hooks, 1994). Moreover, Freire's ideas of transformative education have also been criticized for overlooking power and privilege (hook, 1994).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Despite significant theoretical literature focusing on critical dialogue (Freire, 1970;Shor, 1992), there remains a need for empirical research in order to anticipate, analyze, and overcome the challenges of critical dialogue practices. This need becomes even further prevalent when we consider the criticism dialogic practices have received (e.g., Ellsworth, 1989;hook, 1994;Suransky & Alma, 2017). Drawing from critical peace education and Freirean dialogue allowed us to focus this case study on two research questions: 1) What does it mean to become a peace educator (what roles do past experiences play in guiding peace education practices)?…”

Section: Introductionmentioning

confidence: 99%

Anatomy of a Peace Educator: Her Work and Workplace

Gursel-Bilgin¹,

Flinders²

2020

AJTE

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This article reports a case study that examined the peace education practice of a 5th and 6th grade teacher at an independent, non-profit school in the Mid-western United States. The study used Paulo Freire’s (1970) conception of dialogue as its conceptual framework. After describing the study’s context and methods, we present data focusing on the teacher’s background and development as a peace educator, her teaching practices, and her relationships with her students, school and local community. We discuss Michelle’s interdisciplinary approach to peace education linked with her personal background and her use of dialogue as dynamic, fluid, and relational. Our analyses also prompted emergent themes for which we used curriculum theory to capture forms of integration between the personal and political dimensions of peace education, based on which, we propose an “integrated peace education.”

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An Agonistic Model of Dialogue

Cited by 34 publications

References 6 publications

Agonistic peace agreements? Analytical tools and dilemmas

Agonistic peace agreements? Analytical tools and dilemmas

Diamonds on the Soles of Their Feet: Groundwater Monitoring in the Hout Catchment, South Africa

Anatomy of a Peace Educator: Her Work and Workplace

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