Educating Beyond Violent Futures

Hutchinson, Francis P.

doi:10.4324/9780203985427

Cited by 36 publications

(37 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…To respond to this challenge, educators need to explore innovative ways to draw lessons from, and transmit, peaceful ways of solving problems (Hutchinson 1996;Harris 2002). Hence, the value of educating for peace cannot be underestimated.…”

Section: The Value Of Educating For Peacementioning

confidence: 99%

An African Perspective on Peace Education: Ubuntu Lessons in Reconciliation

Murithi

2009

Int Rev Educ

View full text Add to dashboard Cite

This essay examines the value of educating for peace. It does this through a consideration of the African cultural world-view known as ubuntu, which highlights the essential unity of humanity and emphasises the importance of constantly referring to the principles of empathy, sharing and cooperation in efforts to resolve our common problems. The essay is not based on field research, but rather on a discussion of the issues pertaining to ubuntu and peace education. The discussion focuses on how Desmond Tutu utilised the principles of ubuntu during his leadership of the South African Truth and Reconciliation Commission. It also outlines the five stages of the peacemaking process found among ubuntu societies: acknowledging guilt; showing remorse and repenting; asking for and giving forgiveness; and paying compensation or reparations as a prelude to reconciliation. Potential lessons for educating for peace and reconciliation are highlighted based on the premise that the ubuntu approach to human relationship-building can offer an example to the world.Re´sume´-UNE PERSPECTIVE AFRICAIN SUR L'EDUCATION À LA PAIX: LEÇ ONS UBUNTU EN RÉ CONCILIATION -Cet essai examine la valeur de l'e´ducation a`la paix. Il fait ceci a`travers une conside´ration de la vision culturelle africaine du monde connue sous le nom d'ubuntu, qui accentue l'unite´essentielle de l'humanite´et souligne l'importance de se re´fe´rer constamment aux principes de l'empathie, du partage et de la coope´ration dans les efforts pour re´soudre nos proble`mes communs. L'essai n'est pas base´sur des recherches sur le terrain, mais plutoˆt sur une explication des proble`mes concernant l'ubuntu et l'e´ducation a`la paix. L'explication se concentre sur la fac¸on dont Desmond Tutu a utilise´les principes de l'ubuntu pendant sa direction de la Commission Ve´rite´et Re´conciliation sud-africaine. Elle indique e´gale-ment les cinq e´tapes du processus de re´tablissement de la paix trouve´es parmi les socie´te´s ubuntu: reconnaıˆtre sa culpabilite´; montrer du remord et se repentir; demander et accorder le pardon; et payer une compensation ou des re´parations comme pre´lude a`la re´conciliation. Des lec¸ons potentielles pour une e´ducation a`la paix et a`la re´conciliation sont mises en avant, avec pour base la pre´misse que l'approche ubuntu de l'e´laboration des relations humaines peut offrir un exemple au monde.Zusammenfassung -FRIEDENSERZIEHUNG AUS AFRIKANISCHER SICHT: UBUNTU: VERSÖ HNUNG LERNEN -Dieser Aufsatz untersucht die Frage: Was bringt Friedenserziehung? Dazu befasst sich die Untersuchung mit der kulturellen Weltsicht Afrikas, die unter dem Namen Ubuntu bekannt ist. Ubuntu hebt die grundlegende Einheit aller Menschen hervor und betont, wie wichtig es ist, sich stets auf die Prinzipien der Empathie, des Teilens und der Zusammenarbeit zu besinnen, wenn wir unsere Probleme lo¨sen wollen. Der Aufsatz basiert nicht auf Feldforschung, sondern ero¨rtert Punkte, die mit Ubuntu und Friedenserziehung zusammenha¨ngen. Insbesondere geht es darum, wie Desmond Tutu als Vors...

show abstract

Section: The Value Of Educating For Peacementioning

confidence: 99%

An African Perspective on Peace Education: Ubuntu Lessons in Reconciliation

Murithi

2009

Int Rev Educ

View full text Add to dashboard Cite

show abstract

“…6 See also Slaughter's (1992) account of the CFF's first six years. 7 Other works consulted include Holbrook (1992), Beare & Slaughter (1993), Hutchinson (1996), Eckersley (1997), Hicks & Slaughter (1998), Slaughter (1999), Inayatullah & Gidley (2000), Milojevic & Inayatullah (2003) and Inayatullah, Bussey, & Milojevic (2006). 8 I very much appreciate a reviewer of this paper observing that it not only "constructs a welcome framework of building on earlier work" but also "[demonstrates] the development of ideas across an academic career".…”

Section: Escaping the Complexity Reduction Programmentioning

confidence: 99%

Can we escape the program? Inventing possible∼impossible futures in/for Australian educational research

Gough

2010

Aust. Educ. Res.

View full text Add to dashboard Cite

This essay brings together two lines of inquiry. Firstly, I revisit research on futures in education conducted during the 1980s and re-examine some of the propositions and principles that this research generated about "the future" as an object of inquiry in education. Secondly, I argue that the language of complexity invites us to rethink education in terms of emergence, and potentially destabilises the instrumentalist rationality that "programs" educational systems to privilege orderly and predictable processes culminating in stable output, a potentiality that may be undermined by a pervasive politics of complexity reduction. I conclude by drawing upon these two lines of inquiry to outline some strategies that might resist complexity reduction and catalyse emergence in Australian educational research as preconditions for inventing possible~impossible futures.

show abstract

“…Hostrop, 1973;Withrow et al, 1999) and critical futures and educational studies (e.g. Beare & Slaughter, 1993;Hicks, 2002;Page, 2000;Hutchinson, 1996) so is the critical evaluation of various utopian futures imaging. As discussed earlier, these utopian futures images could remain hidden, disguised or are transparent, overt.…”

Section: Resistance and Alternative Futuresmentioning

confidence: 99%

Hegemonic and Marginalised Educational Utopias in the Contemporary Western World

Milojević

2003

Policy Futures in Education

View full text Add to dashboard Cite

This article discusses whether utopian thinking in education has really disappeared, as is often argued. The argument is here made that while overtly utopian thinking has lost its legitimacy among social sciences and education theorists and practitioners, the influence of various utopian discourses on educational policies and practices remains strong. The first part of this article contextualises the present state of utopian thinking by overviewing its historical development. The second part discusses this in the context of education. The third part raises the issue of hegemonic utopias that present as 'realist' discourses about the future. The fourth section brings into discussion marginalised utopias, and asks the question if there are any spaces left for utopias that most deeply challenge patriarchal and Western assumptions about what constitutes knowledge, history, future and ideal education. The article concludes by arguing that all 'regimes of educational truths' whether labelled 'realistic' or 'utopian' draw their inspiration from a particular image of the future, an image that always includes at least some elements of the utopian.

show abstract

Educating Beyond Violent Futures

Cited by 36 publications

References 0 publications

An African Perspective on Peace Education: Ubuntu Lessons in Reconciliation

An African Perspective on Peace Education: Ubuntu Lessons in Reconciliation

Can we escape the program? Inventing possible∼impossible futures in/for Australian educational research

Hegemonic and Marginalised Educational Utopias in the Contemporary Western World

Contact Info

Product

Resources

About