Toward a Decolonial Praxis in Critical Peace Education: Postcolonial Insights and Pedagogic Possibilities

Hajir, Basma; Kester, Kevin

doi:10.1007/s11217-020-09707-y

Cited by 38 publications

(19 citation statements)

References 67 publications

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“…But how realistic is it to expect that Syrian individuals might possess the ‘agency’ to tackle the structures and conditions that sustain and perpetuate the Syrian war? Shouldn’t questions about the responsibility of Syrian youth to tackle the structures of instability in their country be reframed as questions of how to avoid ‘the projection of responsibility onto the oppressed alone’ (Hajir & Kester, 2020, p. 8). Are not critiques of resilience‐based research guilty of concealing that conflicted societies are mostly victims of the devastation unleashed by global capitalism, colonialism and patriarchy?…”

Section: Discussionmentioning

confidence: 99%

Post‐abyssal ethics in education research in settings of conflict and crisis: Stories from the field

Cremin

Aryoubi

Hajir

et al. 2021

British Educational Res J

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This article draws heavily on the post‐abyssal philosophy of Boaventura de Sousa Santos in order to theorise new ways of thinking about research ethics in settings affected by armed conflict and crisis, and to put them into practice. Our article explores the dilemmas and tensions faced by four graduate students and a supervisor across diverse international settings. For some of us, these are places we call home, for others these are places that provide refuge to our people: Afghanistan, Jordan, Lebanon and India. We seek to deepen standard understandings of ethics as institutionalised in university forms, arguing that tidy checklists for safety and risk mitigation do not adequately address the complex affective and socio‐political struggles permeating research, and the bodies of researchers, in these settings. Our main focus here is on how we can synthesise our various experiences in order to offer something of value to others who may be about to go into the field in settings affected by armed conflict and crisis. The question that we address, then, is: how can researchers avoid the limitations, obfuscations and silences of traditional institutional ethics in order to adopt a situated, embodied, post‐abyssal research ethic that might open up new spaces for emotion, encounter, and engagement with struggle, risk and voicing? We use an autoethnographic approach that enables congruence with the aims of this article, and that supports our aspirations for enhanced impact through powerful narrative. We end with discussion that contains suggestions for institutions, supervisors, researchers, and for funding and professional bodies.

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Section: Discussionmentioning

confidence: 99%

Post‐abyssal ethics in education research in settings of conflict and crisis: Stories from the field

Cremin

Aryoubi

Hajir

et al. 2021

British Educational Res J

Self Cite

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“…While Galtung is considered one of the most influential scholars in peace studies, his work is not without challenge (e.g., Coady 2008;Hansen 2016;Hajir and Kester 2020). Before Galtung's theories can be applied to MVP, we must first engage with feminist critiques of his work.…”

Section: Critiquing and Gendering Galtungmentioning

confidence: 99%

Men’s Violence Prevention and Peace Education: Drawing on Galtung to Explore the Plurality of Violence(s), Peace(s), and Masculinities

McInerney

Archer

2023

Men and Masculinities

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This article examines a concern that some programs engaging men in the prevention of violence against women use overly homogenized conceptions of violence. In response, the authors draw on their experience teaching men's violence prevention in North America and the UK and their background in peace studies to bring Johan Galtung’s influential peace and conflict frameworks into the men’s violence prevention context. It is argued a feminist-informed Galtungian approach can support existing men’s violence prevention by 1) incorporating heterogeneous conceptions of men’s direct, cultural, and structural violences; 2) introducing conceptions of positive and negative peaces; and 3) outlining different programmatic strategies through peacekeeping, peacemaking, and peacebuilding approaches. This article outlines how Galtung’s framework can help improve men’s violence prevention by providing an accessible, contextually adaptable, and analytically useful framework to support men in understanding violence, peace, and the interdependent relationships between violences, peaces, and peace-work in addressing violence against women.

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“…The way out of the current sociopolitical dysfunction, characterised by continuous government instability and civil conflict in Libya since 2011, may not be peacebuilding education or CPE. For better or for worse, these fields have been appropriated by top-heavy international aid and development organisations, such as the International Monetary Fund, the World Bank, the Organisation for Economic Co-operation and Development and even the UNDP (Hajir and Kester, 2020;Mac Ginty and Richmond, 2007;Novelli and Sayed, 2016;Zembylas and Bekerman, 2013). Furthermore, recent recommendations in many of these fields call for a return to home-grown, ground-up initiatives (Richmond, 2015), which takes us back to the realm of society or state-building education -the kinds of considerations that scholars, teachers and ministers might have in 'non-conflict' contexts.…”

Section: Next Steps For Libyamentioning

confidence: 99%

Libyan teachers as transitionalist pragmatists: conceptualising a path out of the peacebuilding narrative in conflict-affected contexts

Giaber

2023

Lond. Rev. Educ.

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The dominant analytical and programmatic frameworks used when writing about conflict-affected contexts such as Libya in Global Northern academia belong to the interdisciplinary field of peace and conflict studies (PACS). Within this, education is increasingly gaining attention as a tool for building peace and developing social justice. This article is a cautious conceptual exploration of how pragmatism might be a timely intervention in the fields of PACS and peacebuilding education. In particular, the article takes a deeper look at the American philosopher John Dewey’s pragmatist approach to politics and education, and his conceptualisations of a context-specific ‘public’, teachers and enquiry for peaceful and democratic living. Throughout, I argue that a pragmatist philosophy is a worthwhile pedagogical project in a challenging context such as Libya, as it is an internal and ground-up discourse, compared to the often externally initiated and top-down discourses of peacebuilding. I speak as an adjacent and connected critic, because I am both a Libyan and a German researching a problem in my country to which I hope to find possible solutions by engaging with discourses and practices in an academic institution in the Global North.

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Toward a Decolonial Praxis in Critical Peace Education: Postcolonial Insights and Pedagogic Possibilities

Cited by 38 publications

References 67 publications

Post‐abyssal ethics in education research in settings of conflict and crisis: Stories from the field

Post‐abyssal ethics in education research in settings of conflict and crisis: Stories from the field

Men’s Violence Prevention and Peace Education: Drawing on Galtung to Explore the Plurality of Violence(s), Peace(s), and Masculinities

Libyan teachers as transitionalist pragmatists: conceptualising a path out of the peacebuilding narrative in conflict-affected contexts

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