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Irish Educational Studies Volume 38, 2019 - Issue 4
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Articles

Whiteness, patriarchy, and peacebuilding in UN higher education: some theoretical and pedagogical implications from one case institution

Kevin KesterDepartment of Education, Keimyung University, Daegu, KoreaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-9025-3217
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Pages 481-499 | Received 06 Sep 2017, Accepted 02 May 2019, Published online: 26 Jul 2019

Citations (8)

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Read on this site (5)

Kevin Kester. (2024) Toward a conflict-sensitive approach to higher education pedagogy: lessons from Afghanistan and Somaliland. Teaching in Higher Education 29:2, pages 619-638.
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Genc Alimehmeti, Magalì Fia & Angelo Paletta. (2024) The sustainability-to-employment pipeline: the impact of SDG-related curricula on graduates’ employability. Studies in Higher Education 0:0, pages 1-15.
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Yedi Purwanto, Suprapto, Dicky R. Munaf, Hasan Albana, Lisa’diyah Marifataini, Imran Siregar & sumarni. (2023) The peace education concept and practice at universities: A systematic review. Cogent Education 10:2.
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Kevin Kester. (2023) Global citizenship education and peace education: Toward a postcritical praxis. Educational Philosophy and Theory 55:1, pages 45-56.
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Nomisha Kurian, Basma Hajir & Kevin Kester. Protecting and supporting children and women affected by gender-based violence: the role of education in survivor wellbeing. Journal of Peace Education 0:0, pages 1-28.
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Articles from other publishers (3)

Wadim Strielkowski, Elena N. Korneeva, Alexander K. Neshcheret & Lyudmila A. Sundeeva. (2024) Sustainable Education at Higher Education Institutions (HEIs) and the COVID-19 Pandemic: A Bibliometric Review Study Field Review. Integration of Education 28:1, pages 22-39.
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Magali Fia, Khatereh Ghasemzadeh & Angelo Paletta. (2022) How Higher Education Institutions Walk Their Talk on the 2030 Agenda: A Systematic Literature Review. Higher Education Policy 36:3, pages 599-632.
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Reem Ben Giaber. (2023) Libyan teachers as transitionalist pragmatists: conceptualising a path out of the peacebuilding narrative in conflict-affected contexts. London Review of Education 21:1.
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