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

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Abstract

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.

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Notes

  1. The paper, in this regard, engages with postcolonial and decolonial thinking as well as decolonial action. We understand each of these to be separate yet overlapping practices, where postcolonial thinking largely emerges from European critiques of modernity/colonialism (Mignolo 2007) while decolonial thinking emerges from the scholarship and practices of Southern and Eastern thinkers outside the Western world (Connell 2007; Zembylas 2018). Furthermore, decolonial thinking is distinct from postcolonial thinking in its emphasis on reclaiming land resources (Tuck and Yang 2012; Zavala 2016). Thus, a key component of decolonial practices is the focus on social action taken to rectify unjust social structures. We use the terminology of postcolonial and decolonial thinking together to acknowledge the interconnections between the histories and various origins of these practices while emphasizing the crucial aspect of decolonial action.

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  1. Faculty of Education, University of Cambridge, Cambridge, UK

    Basma Hajir

  2. Department of Education, Keimyung University, Daegu, South Korea

    Kevin Kester

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Hajir, B., Kester, K. Toward a Decolonial Praxis in Critical Peace Education: Postcolonial Insights and Pedagogic Possibilities. Stud Philos Educ 39, 515–532 (2020). https://doi.org/10.1007/s11217-020-09707-y

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