Southern voices in peace education: interrogating race, marginalisation and cultural violence in the field

Peace Education and Colombia’s Efforts Against Violence: A Literature Review of Cátedra de la Paz

“…This positive effect can be seen in studies that discussed how Cátedra de la Paz had promoted positive change in communities, such as active citizenship among students (Díaz et al, 2016), resolution of conflicts (Fernandez & Punto, 2017), positive coexistence , collaboration among learners (Vélez, 2019), and the integration of rural populations that were heavily affected by the armed conflict (Monsalve, 2017). These findings are in accordance with the principles of the field of peace education, which maintains that integrating philosophies, pedagogies, and processes of peace into classrooms and educational institutions is beneficial for communities (Kurian & Kester, 2019) because it encourages students to become more conscientious, organized and prone to act on behalf of the improvement of their surroundings (Galtung, 1983).…”

“…Peace is a complicated term to define, and even more so when applied to the educational endeavour of peace education. In this sense, Kurian and Kester (2019) argue that peace education cannot be narrowly defined, but instead it must be seen at the same time as a philosophy, a process, and a pedagogy. Furthermore, Kester (2009, p. 2) says that peace education is "a dialogical experience conducted through participatory learning, where learners communally and cooperatively grapple with contemporary issues… related to local and global contexts", thus emphasizing the contextualized processes of peace education instead of a rigid definition.…”

“…Furthermore, it is difficult to track a single con-ceptual trace of critical peace education, as different scholars have developed specific frameworks in which it could be understood and implemented. Decolonial and postcolonial peace education, for example, oppose a globalist view on the field and hopes to better adapt to different settings (Kurian & Kester, 2019) by focusing on colonial legacies, where it is understood that traditional peace education can serve as a neocolonial enterprise to impose ethnocentric understandings of peace and violence (Hokowhitu & Page, 2011).…”

Structural violence: A concept analysis to inform nursing science and practice

“…Cultural violence diverges from both structural and institutional violence in that it is defined as violence done when "elements of a specific culture justify and legitimize" devaluation or marginalization of groups hierarchically. 19 The persistence of caste identity and related prejudices in some parts of India is an example of cultural violence. 19 While both of these are related to structural violence, it is important to differentiate among them to effectively examine how structural violence influences health.…”

“…19 The persistence of caste identity and related prejudices in some parts of India is an example of cultural violence. 19 While both of these are related to structural violence, it is important to differentiate among them to effectively examine how structural violence influences health.…”