This paper argues for a decolonial praxis in critical peace education. Drawing on an integrative review method, the paper synthesises approaches, practices, and theories from peace and peace education literature with special attention paid to the concepts of critical peace education, cosmopolitanism, postcolonial thought, and decolonial action. The paper particularly explores the philosophical contributions of postcolonial and decolonial thought and how each could help toward decolonising approaches for critical peace education. The concept of ‘structural violence’ is critiqued as obfuscating individual responsibility. Insights are drawn here from the closely related field of global citizenship education that argues for a focus less on empathy and more on causal responsibility. Before concluding, the paper discusses a ‘pedagogy for the privileged’ and ‘pedagogy of discomfort’ that both might better support a decolonial praxis for critical peace education in theory and practice.

中文翻译：

---

在批判性和平教育中迈向非殖民化实践：后殖民洞察力和教学可能性

本文主张在批判性和平教育中采取去殖民化的实践。本文采用综合审查方法，综合了和平与和平教育文献中的方法、实践和理论，特别关注批判性和平教育、世界主义、后殖民思想和去殖民行动的概念。本文特别探讨了后殖民和非殖民思想的哲学贡献，以及它们如何有助于关键和平教育的非殖民化方法。“结构性暴力”的概念被批评为混淆了个人责任。这里的见解来自密切相关的全球公民教育领域，该领域主张少关注同理心，多关注因果责任。在结束之前，