Education, Peace and Freire: A dialogue

Kester, Kevin; Booth, Ashley

doi:10.1057/dev.2010.86

Cited by 18 publications

(12 citation statements)

References 2 publications

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“…Education needs to promote mutual understanding, tolerance, and brotherhood among all humanity. Education has a central role in helping to realize the central goal of participatory democracy: encouraging people responsibility, participatory, and oriented towards justice (Westheimer & Kahne, 2004in Kester & Booth, 2010. Freire holds that education has the potential to establish a better world.…”

Section: B Promoting Dialogue Against Violence: Efforts To Establishmentioning

confidence: 99%

Establishing School as a Dialogue Space: A Case Study at Kolese Gonzaga High School

Afriansyah

2020

Society (Bangka. Online)

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Dialogue is an important part of strengthening democratization. However, dialogue has not been fully practiced and prioritized in schools. Schools become important institutions to promote tolerance and dialogue from various traditions or cultural backgrounds. Strengthening dialogue is an important part of the humanist education approach. This research discussed how Kolese Gonzaga High School established a learning system that provides a large space for dialogue. In each activity, the school tries to develop communication skills, learn to understand each other, and also collaborate with various communities. This research focused on two things: (i) the practice of establishing school as a space for dialogue, and (ii) how school can promote dialogue for peace. This research was qualitative research with a case study approach. Informants were selected using a purposive sampling technique. Meanwhile, the data collection techniques used are in-depth interviews, observation, and literature study. Interviews were conducted with school principals, teachers, students, and parents. Dialogue activities are strengthened in various activities at school. Kolese Gonzaga High School establishes dialogue spaces in various fields in the school such as in classrooms, daily activities, and activities outside of school.

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Section: B Promoting Dialogue Against Violence: Efforts To Establishmentioning

confidence: 99%

Establishing School as a Dialogue Space: A Case Study at Kolese Gonzaga High School

Afriansyah

2020

Society (Bangka. Online)

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“…Those that are advantaged include analytic, linear, direct forms of communication based in rationality and those that are disadvantaged include embodied, circular, reflective, and indirect (supposedly nonrational) orientations. There is a danger here to mask power differentials in the classroom dialogue if sensitivities concerning cultures of learning and social hierarchies are not openly addressed (Kester & Booth, 2010). The point is that critical pedagogy often favors mind-centric epistemologies.…”

Section: Three Critiques Of Pacs Education and Their Implications Formentioning

confidence: 99%

The Case of Educational Peacebuilding Inside the United Nations Universities

Kester

2016

Journal of Transformative Education

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This article examines higher education for peace inside the United Nations (UN). It offers an overview and synthesis of core concepts, organizing frameworks and theoretical premises in the field of peace and conflict studies (PACS) higher education and in the UN universities in particular, as the field aspires toward transformative learning and social justice. The article then critically analyzes the ways in which the field might perpetuate structural and cultural violence and offers implications for the UN universities. In these critiques, I call for further inquiry into the taken-for-granted assumptions of the field and suggest greater criticality along with enhanced empathy and hope for PACS education in the 21st century.

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“…La mayoría de los estudios sobre EP se han centrado en la importancia de esta pedagogía en la resolución de conflictos de modo que se ofrecen soluciones creativas y no-violentas de resolverlos y se hallan soluciones para las distintas partes que están en conflicto (Bar-Tal, 2002;Danesh y Danesh, 2002a, 2002bDavies, 2005;Isumonah, 2005;Johnson et al, 2000;Sandy, 2001). Otros estudios se centran en cómo puede contribuir la EP a una enseñanza de mayor calidad en el futuro (Hicks, 2004;Kester y Booth, 2010). algunos de los fines fundamentales de la EP siguiendo al sociólogo noruego considerado el padre de los estudios de la paz Johan Galtung (1975Galtung ( , 1988Galtung ( , 1996Galtung ( , 2004) y Galtung y Jacobsen (2000) son los siguientes: a) ayudar al alumnado a comprender algunos de los procesos complejos que llevan a la violencia y al conflicto tanto a nivel individual como grupal, nacional o global con el objetivo de tomar conciencia de algunas de las maneras en las que estos conflictos pueden resolverse; b) promover actitudes que potencien la resolución constructiva y no violenta de los conflictos; c) acompañar al alumnado en el desarrollo de las destrezas personales y sociales necesarias para vivir en armonía con los otros y comportarse de forma positiva de forma que se respeten los derechos humanos.…”

Section: Estado De La Cuestiónunclassified

Propuesta de actividades para fomentar la educación para la paz en la enseñanza superior

Lirola

2016

Educatio

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Resumen:La enseñanza universitaria debe fomentar la formación integral del alumnado por medio de una formación basada en la adquisición de distintos tipos de competencias. En este artículo se presenta una propuesta de actividades cooperativas enmarcadas en un enfoque pedagógico centrado en la educación para la paz en una asignatura de lengua inglesa en el Grado en Estudios Ingleses. Se explicará cómo dichas actividades contribuyen a desarrollar algunos de los principios de la educación para la paz en la enseñanza superior. además, se pondrán de manifiesto las principales competencias sociales que el alumnado adquiere con las actividades seleccionadas, entre las que destacan la comunicación, la cooperación o la escucha activa. Es decir, se trata de actividades que potencian la educación emocional y las relaciones interpersonales. Proponemos la realización de actividades cooperativas que potencian la paz como ejemplo para trabajar temas sociales en la enseñanza Abstract:University education should promote the integral formation of students through training based on the acquisition of different types of competences. This article presents a proposal for cooperative activities under a pedagogical approach focusing on peace education in a subject of English in the degree in English Studies. We will explain how these activities help develop some of the principles of peace education in higher education. Furthermore, this research will highlight key social competences that students acquire with the selected activities, such as communication, cooperation and active listening. That is, these are activities that enhance emotional education and interpersonal relationships. We propose the establishment of cooperative activities which enhance peace as an example to work on social issues in University education so that students improve their critical capacity when reflecting on issues such as poverty, war, globalization, gender, human rights or racism.Propuesta de actividades para fomentar la educación para la paz en la enseñanza superior Key words:Peace education; cooperative learning; competences; labour market; teachinglearning process.universitaria de modo que el alumnado mejore su capacidad crítica al reflexionar sobre temas como la pobreza, la guerra, la globalización, el género, los derechos humanos o el racismo. Palabras clave:Educación para la paz, aprendizaje cooperativ, competencia, mercado labora, proceso de enseñanza-aprendizaje. Résumé:L'enseignement universitaire doit promouvoir la formation intégrale des étudiants par la formation fondée sur l'acquisition de différents types de compétences. Cet article présente une proposition pour les activités de coopération en vertu d'une approche pédagogique axée sur l'éducation de la paix dans un cours d'anglais en études anglaises. on va expliquer comment ces activités contribuent à développer certains des principes de l'éducation de la paix dans l'enseignement supérieur. En outre, il mettra l'accent sur les compétences sociales clés que les élèves acquièrent avec les act...

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Education, Peace and Freire: A dialogue

Cited by 18 publications

References 2 publications

Establishing School as a Dialogue Space: A Case Study at Kolese Gonzaga High School

Establishing School as a Dialogue Space: A Case Study at Kolese Gonzaga High School

The Case of Educational Peacebuilding Inside the United Nations Universities

Propuesta de actividades para fomentar la educación para la paz en la enseñanza superior

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