Innovations in Peace and Education Praxis

David Tim Archer is a pracademic of peace and conflict processes. He holds a PhD from the University of Cambridge and works in a variety of contexts and capacities globally. Tim is interested in the links between reflexivity, self-knowledge, and peace. He is currently exploring theoretical perspectives of diffraction and alternative (onto)epistemologies towards teaching peace workers and educators. Basma Hajir received her PhD from the University of Cambridge. She holds two Master’s degrees in Education and International Development from the University of Cambridge and the University of Birmingham. Basma’s research interests lie in Education, Conflict and Peacebuilding, Higher Education, Education in Emergencies, and post-colonial and de-colonial theories. William W. McInerney received his PhD from the University of Cambridge as a Gates Cambridge Scholar. His research interests include peace education, gender justice, arts-based peacebuilding, and engaging men in violence prevention. William is also a Rotary Peace Fellow and has taught peace, arts and violence prevention programmes around the world.

List of Contributors

Acknowledgements

Foreword

Hilary Cremin

New Lenses: An Introduction to Innovations in Peace and Education Praxis

William W. McInerney, Basma Hajir and David Tim Archer

Part 1: Foregrounding Peace and Education

Chapter 1: Peace as Real and Ideal

Terence Bevington

Part 2: Peace Research: Partnerships, Context-Sensitivity and Reflexivities

Chapter 2: Values and the Possibilities for Minimising Epistemic Injustice in International Collaborations: Reflections on bell hooks’ Ethics of Love from the Education, Justice and Memory Network (EdJAM)

Tania Saeed and Julia Paulson

Chapter 3: Building Cultures of Compassion for Children, Teachers and Families: A Critical and Context-Sensitive Lens

Nomisha Kurian and Antti Rajala

Chapter 4: Reflective Research in Peace Education: Theory and Practice

Jwalin Patel and Kevin Kester

Part 3: Peace Praxis in Educational Settings

Chapter 5: Challenging the Practices of Privilege in a Private School in Colombia

Robert Skinner and Andrés Velásquez

Chapter 6: A Conversation on Becoming Agents for Transformation in Higher Education: Co-Creating a Regenerative Academic Developmental Learning Space

Annet Kragt, Mieke T.A. Lopes Cardozo and Clara McDonnell

Chapter 7: Towards Post/Critical Peace Education? A Meditation-in-progress

Ute Kelly

Part 4: Alternative Epistemologies and Ontologies for Peace

Chapter 8: Diffracting Our Mediation: Onto-Epistemological Insights from Our In-between Spaces About Being

Toshiyasu Tsuruhara and David Tim Archer

Chapter 9: Sankofa: Re-Imagining Peacebuilding through Education in Ghana

Kenneth Gyamerah, David Baidoo-Anu and Ali Ahmed

Chapter 10: What’s ‘Good’ about Artography from Prison? Poetic Lives as Peaceable Lives

Afrodita Nikolova

Afterword: Reflections on a Post/Critical Peace Education

Kevin Kester, Michalinos Zembylas, Edward J. Brantmeier and Basma Hajir

Index