Global Citizenship Education and Peace Education: Toward a Postcritical Praxis

Autor/in	Kester, Kevin
Titel	Global Citizenship Education and Peace Education: Toward a Postcritical Praxis
Quelle	In: Educational Philosophy and Theory, 55 (2023) 1, S.45-56 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2022.2040483
Schlagwörter	Citizenship Education; Peace; Interdisciplinary Approach; Postmodernism; Decolonization; Political Attitudes; Social Bias; Social Justice; Global Approach; Humanism + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Frieden; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Postmoderne; Dekolonisation; Entkolonialisierung; Political attitude; Politische Einstellung; Soziale Gerechtigkeit; Globales Denken; Humanismus
Abstract	This paper argues for a postcritical praxis in global citizenship education (GCE) and peace education (PE). The paper begins by critiquing the interlocking fields of GCE and PE as problematically framed around the three key pillars of liberal peace. Then, drawing on postabyssal thinking the paper illustrates that the Western-centricity of liberal peacebuilding is not only colonialist/imperialist but that it is an erasure of the other. The paper argues that in light of this realization epistemological pluralism as a transformative response is wanting. Instead new responses must focus on other ontological possibilities grounded in a postcritical response to postabyssal thought. Before concluding, the paper offers some pedagogic possibilities integrating the ontological for a new postcritical GCE and PE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01