ABSTRACT Three gaps seem to be present within the literature of peace education: relatively little self-critique of the internal workings of the field; a dearth of studies featuring the personal narratives of peace educators; and an underrepresentation of peace educators from the Global South. To address these three gaps, this qualitative investigation explores the personal narratives of Latin American, Asian and African peace educators and critiques certain assumptions and norms underlying the field. We primarily draw on Galtung’s concept of cultural violence, Bajaj’s critical peace education and Connell’s Southern Theory to make our critiques. We examine 13 semi-structured interviews using grounded theory analysis. Three themes relating to cultural and structural violence emerge from these interviews: discriminatory hurdles for Southern peace educators, intercultural tensions in the classroom and linguistic inequality in opportunities for professional mobility. These may or may not reflect the experiences of other peace educators from the Global South or minority practitioners working within the Global North. But by discussing these forms of violence, we hope to show the value of foregrounding the perspectives and lived experiences of underrepresented groups – not only in peace education but also in academia more broadly.

中文翻译：

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和平教育中的南方之声：实地审问种族、边缘化和文化暴力

摘要 和平教育文献中似乎存在三个空白：对该领域内部运作的自我批评相对较少；缺乏以和平教育者个人叙事为特色的研究；来自全球南方的和平教育者人数不足。为了解决这三个差距，这项定性调查探讨了拉丁美洲、亚洲和非洲和平教育者的个人叙述，并批评了该领域背后的某些假设和规范。我们主要借鉴 Galtung 的文化暴力概念、Bajaj 的批判性和平教育和 Connell 的南方理论来进行批评。我们使用扎根理论分析检查了 13 个半结构化访谈。这些采访中出现了与文化和结构性暴力相关的三个主题：南部和平教育者的歧视性障碍、课堂中的跨文化紧张局势以及专业流动机会中的语言不平等。这些可能会也可能不会反映来自全球南方的其他和平教育者或在全球北方工作的少数民族从业者的经验。但通过讨论这些形式的暴力，我们希望展示突出代表性不足群体的观点和生活经历的价值——不仅在和平教育中，而且在更广泛的学术界。