‘Pedagogies of resistance’ and critical peace education praxis

Bajaj, Monisha

doi:10.1080/17400201.2014.991914

Cited by 161 publications

(150 citation statements)

References 18 publications

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“…[We took the [English] teacher's ideas, and we made this mural about peace with the Ethics teacher.]". This evidences how activities are not carried out in a vacuum but in connection with society in the form of what critical pedagogy has called praxis (Bajaj, 2015;Bajaj & Hantzopoulos, 2016;Freire, 1970). In other words, the activities enabled students to engage in practical learning experiences, hence María's project name -English in Action.…”

Section: Community Praxismentioning

confidence: 98%

Using Collaborative Action Research to Address Bullying and Violence in a Colombian High School EFLClassroom

Ortega

2020

Íkala

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This paper describes how a collaborative action research project implemented in an underprivileged high school in Bogotá helped an English teacher and her students discuss issues of social justice with a special focus on bullying. It also discusses how the English teacher used her class to connect global and local issues to sensitize students to their own social inequalities. To do this, the teacher used social justice, critical peace education, and globalization as a framework that guided her research and practices. The students, the teacher, and I, as a researcher, collaborated to cocreate lessons whereby students were conscientized about normalized aggression in the school. The findings of this research suggest the following (a) students became more sensitive to and aware of the violent culture that existed in the school, (b) the activities empowered them to become advocates for social change, and (c) the actions taken translated into the community becoming central as praxis. I conclude that the English classroom has the capacity for social transformation as it allows for alternative pedagogical approaches targetting the students’ needs.

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Section: Community Praxismentioning

confidence: 98%

Using Collaborative Action Research to Address Bullying and Violence in a Colombian High School EFLClassroom

Ortega

2020

Íkala

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“…Por ello, diversos autores coinciden en la importancia de articular la enseñanza de la historia y la educación para la paz con el desarrollo del pensamiento crítico (Bajaj, 2008;Bermúdez, 2012;Wenden, 2007) que permita a los estudiantes desarrollar una comprensión más sofisticada de las causas, dinámicas y consecuencias de los conflictos sociales, reconocer empáticamente la experiencia de diversos actores y construir posiciones independientes sobre las opciones para abordar los conflictos.…”

Section: Consideraciones Desde La Literaturaunclassified

“…El énfasis en el pensamiento crítico es especialmente notorio en los enfoques de educación para la paz que abordan la perspectiva de las vícti-mas, las raíces estructurales que causan el conflicto y la violencia (incluidas cuestiones de justicia social y la violación de derechos humanos), así como la capacidad de agencia transformadora de individuos y comunidades (Bajaj, 2008;Etxeberria, 2013;Galtung, 1996;Galtung, 1998;Reardon, 1988). Estos enfoques consideran que en contextos permeados por la violencia, además de trabajar en cuestiones como el desarrollo de habilidades interpersonales para la resolución de conflictos, o el reconocimiento y la valoración de la diversidad, la educación para la paz supone, esencialmente, comprender y desaprender la guerra (Bastida, 1994;Bastida, Lugo & Rocasalbas, 2008).…”

Section: Consideraciones Desde La Literaturaunclassified

Normalizar el conflicto y des-normalizar la violencia: retos y posibilidades de la enseñanza crítica de la historia del conflicto armado colombiano

Padilla¹,

Bermúdez²

2016

Rev.Colomb.Educ

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“…These scholars posit that while social conflict 4 is indeed inevitable, nonetheless peaceful, nonviolent approaches to human dignity and social change are possible (Borel, Cawagas, Jimenez, & Salvetti, 2011;Brenes, 2006;O'Sullivan, 1999). From this basic premise emerge several core concepts and common theoretical and conceptual frameworks in PACS education used widely across the field (Bajaj, 2008(Bajaj, , 2015Page, 2008) as well as important critiques (Gur Ze'ev, 2010;Zembylas & Bekerman, 2013).…”

Section: Pacs Education As Boundarymentioning

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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‘Pedagogies of resistance’ and critical peace education praxis

Cited by 161 publications

References 18 publications

Using Collaborative Action Research to Address Bullying and Violence in a Colombian High School EFLClassroom

Using Collaborative Action Research to Address Bullying and Violence in a Colombian High School EFLClassroom

Normalizar el conflicto y des-normalizar la violencia: retos y posibilidades de la enseñanza crítica de la historia del conflicto armado colombiano

The Case of Educational Peacebuilding Inside the United Nations Universities

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