Citations (96)
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Piotr Kowzan & Przemysław Szczygieł. (2023) Militant Research for Peace Education. The Case of Grupa Granica on the Polish-Belarusian Border. Journal of Peace Education 20:3, pages 339-360.
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Megan Patterson. (2023) Critical peace education and global citizenship: narratives from the unofficial curriculum. Journal of Peace Education 20:3, pages 390-392.
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Kevin Kester, Rira Seo & Nicki Gerstner. (2023) Prefigurative pedagogies for working toward peace and justice in changing times: insights from Korea. Journal of Peace Education 0:0, pages 1-26.
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Sreemali Herath. (2023) Culturally Responsive Peace Education: Teacher Preparation for Post-War Societies. Peace Review 35:3, pages 524-535.
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Siv Ingrid Nordkild & Ole Einar Hætta. (2023) Mathematics teaching in lávvues from the perspectives of Indigenous education and critical peace education. Journal of Peace Education 20:2, pages 176-195.
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Cyril Brandt, Olga Kithumbu, Eustache Kuliumbwa & Gauthier Marchais. (2023) The multiple faces of ‘conscientisation’: exploring links between structural inequalities, education and violence. Globalisation, Societies and Education 21:1, pages 114-134.
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Geoffery Z. Kohe, Ai Aramaki, Masami Sekine, Naofumi Masumoto & Leo (Li-Hong) Hsu. (2022) Conceptualising L’Space Olympique: Tokyo 2020 Olympic education in thought, production and action. Educational Review 74:6, pages 1172-1198.
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Kamiya Kumar. (2022) Human and integral education: educational paradigms from the Indian context expanding meanings of peace and conflict. Journal of Peace Education 19:3, pages 351-372.
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Yunus Emre Akbana & Aysun Yavuz. (2022) Global issues in a series of EFL textbooks and implications for end-users to promote peace education through teaching english. Journal of Peace Education 19:3, pages 373-396.
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Markus Schultze-Kraft. (2022) On peace education in Colombia: a grounded international perspective. Journal of Peace Education 19:3, pages 281-302.
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Mieke T.A. Lopes Cardozo, Rizki Amalia Affiat, Faryaal Zaman, Maida Irawani & Eka Srimulyani. (2022) Silent struggles: women education leaders’ agency for peacebuilding in Islamic schools in post-conflict Aceh. Journal of Peace Education 19:2, pages 158-181.
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Pedro Pineda & Jorge Celis. (2022) Rejection and mutation of discourses in curriculum reforms: peace education(s) in Colombia and Germany. Journal of Curriculum Studies 54:2, pages 259-281.
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Kevin Kester. (2021) Toward a conflict-sensitive approach to higher education pedagogy: lessons from Afghanistan and Somaliland. Teaching in Higher Education 0:0, pages 1-20.
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Jonamari Kristin Floresta. (2021) Undoing a culture of violence in schools by hearing the subalterned students who experience war in Mindanao. Journal of Peace Education 18:3, pages 260-281.
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Esteban Morales & Engida H. Gebre. (2021) Teachers’ understanding and implementation of peace education in Colombia: the case of Cátedra de la Paz. Journal of Peace Education 18:2, pages 209-230.
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Rebecca E. Vieyra & Sachi Edwards. (2021) Peace in science education: a literature review. Journal of Peace Education 18:2, pages 121-142.
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Laura Boynton Hauerwas, Shea N. Kerkhoff & Sandra B. Schneider. (2021) Glocality, Reflexivity, Interculturality, and Worldmaking: A Framework for Critical Global Teaching. Journal of Research in Childhood Education 35:2, pages 185-199.
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Kevin Kester, Michalinos Zembylas, Loughlin Sweeney, Kris Hyesoo Lee, Soonjung Kwon & Jeongim Kwon. (2021) Reflections on decolonizing peace education in Korea: a critique and some decolonial pedagogic strategies. Teaching in Higher Education 26:2, pages 145-164.
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Lou Harvey & Paul Cooke. (2021) Reimagining voice for transrational peace education through participatory arts with South African youth. Journal of Peace Education 18:1, pages 1-26.
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Cristine Khan. (2020) Fostering a critical consciousness in ELT: incorporating a women, gender and sexuality course in a bilingual education university program in Bogota, Colombia. Pedagogy, Culture & Society 28:3, pages 403-420.
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Nomisha Kurian. (2020) ‘Kindness isn’t important, we need to be scared’: disruptions to the praxis of peace education in an Indian school. Journal of Peace Education 17:2, pages 186-207.
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Tobias Ide & Amit Tubi. (2020) Education and Environmental Peacebuilding: Insights from Three Projects in Israel and Palestine. Annals of the American Association of Geographers 110:1, pages 1-17.
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Gregor Wolbring, Rochelle Deloria, Aspen Lillywhite & Valentina Villamil. (2019) Ability Expectation and Ableism Peace. Peace Review 31:4, pages 449-458.
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Pedro Pineda, Jorge Celis & Lina Rangel. (2019) The worldwide spread of peace education: discursive patterns in publications and international organisations. Globalisation, Societies and Education 17:5, pages 638-657.
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Kevin Kester, Tim Archer & Shawn Bryant. (2019) Diffraction, transrational perspectives, and peace education: new possibilities. Journal of Peace Education 16:3, pages 274-295.
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Sandra L. Sirota. (2019) From the curriculum to the classroom: The urgent need for preservice human rights teacher education in the United States. Journal of Human Rights 18:3, pages 325-338.
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Roi Silberberg. (2019) The philosophical challenges of critical peace education in the Palestinian-Israeli context. Ethics and Education 14:2, pages 198-212.
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Katerina Standish. (2019) Undigenous: Be Quiet And Know Your Place. Diaspora, Indigenous, and Minority Education 13:2, pages 123-128.
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Nomisha Kurian & Kevin Kester. (2019) Southern voices in peace education: interrogating race, marginalisation and cultural violence in the field. Journal of Peace Education 16:1, pages 21-48.
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Elena Van der Dussen Toukan. (2019) Refugee youth in settlement, schooling, and social action: reviewing current research through a transnational lens. Journal of Peace Education 16:1, pages 1-20.
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Kristin Elaine Reimer. (2019) Relationships of control and relationships of engagement: how educator intentions intersect with student experiences of restorative justice. Journal of Peace Education 16:1, pages 49-77.
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Sara Clarke-Habibi. (2018) Teachers’ perspectives on educating for peace in Bosnia and Herzegovina. Journal of Peace Education 15:2, pages 144-168.
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Diego Nieto. (2018) Citizenship education discourses in Latin America: multilateral institutions and the decolonial challenge. Compare: A Journal of Comparative and International Education 48:3, pages 432-450.
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Michalinos Zembylas. (2018) Con-/divergences between postcolonial and critical peace education: towards pedagogies of decolonization in peace education. Journal of Peace Education 15:1, pages 1-23.
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Kevin Kester & Hilary Cremin. (2017) Peace education and peace education research: Toward a concept of poststructural violence and second-order reflexivity. Educational Philosophy and Theory 49:14, pages 1415-1427.
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William McCorkle. (2017) Problematizing war: reviving the historical focus of peace education. Journal of Peace Education 14:3, pages 261-281.
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Kevin Kester. (2017) The contribution (or not) of UN higher education to peacebuilding: an ethnographic account. Globalisation, Societies and Education 15:4, pages 464-481.
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Solvor Mjøberg Lauritzen & Tuva Skjelbred Nodeland. (2017) What happened and why? Considering the role of truth and memory in peace education curricula. Journal of Curriculum Studies 49:4, pages 437-455.
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Michelle J. Bellino, Julia Paulson & Elizabeth Anderson Worden. (2017) Working through difficult pasts: toward thick democracy and transitional justice in education. Comparative Education 53:3, pages 313-332.
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Kevin Kester. (2017) The United Nations, peace, and higher education: Pedagogic interventions in neoliberal times. Review of Education, Pedagogy, and Cultural Studies 39:3, pages 235-264.
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David Golding. (2017) Border cosmopolitanism in critical peace education. Journal of Peace Education 14:2, pages 155-175.
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Hakim Mohandas Amani Williams. (2017) Teachers’ nascent praxes of care: potentially decolonizing approaches to school violence in Trinidad. Journal of Peace Education 14:1, pages 69-91.
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Michalinos Zembylas. (2016) Toward a Critical-Sentimental Orientation in Human Rights Education. Educational Philosophy and Theory 48:11, pages 1151-1167.
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Ronald Kondor, Eric Agyemang, John Boulard Forkuor & Douglas Attoh Odongo. Sustainable peace building education: strategies used by Ghana’s National Peace Council. Journal of Peace Education 0:0, pages 1-20.
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Akram Ramezanzadeh & Saeed Rezaei. (2023) Higher education English language professors' conceptualisation of peace: A call for integrating critical peace practices into teaching and teacher education programmes. Teaching and Teacher Education 135, pages 104331.
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Mohammad Ilyas. (2023) Nurturing Peaceful Minds: Fostering Peace Education Amid Conflict in Jammu and Kashmir. Journal of Applied Social Science.
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Christie Nicoson, Barbara Magalhães Teixeira & Alva Mårtensson. (2023) Re-Imagining Peace Education: Using Critical Pedagogy as a Transformative Tool. International Studies Perspectives.
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Julia Paulson & Leon Tikly. (2023) Reconceptualizing Violence in International and Comparative Education: Revisiting Galtung’s Framework. Comparative Education Review 67:4, pages 771-796.
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Anita Yudkin Suliveres. (2023) Educar hacia una cultura de paz en el siglo 21: Lineamientos para pensar y actuar. Revista CoPaLa, Construyendo Paz Latinoamericana Número 18:18, pages 243-261.
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Cadhla O’Sullivan. (2023)
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Promoting Everyday Peace-building among Children and Youth through a Participatory Theatre-based Intervention in Colombia: Lessons for Northern Ireland
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Astrid Johana Aristizábal Cardona & Janeth Maria Ortiz Medina. (2023) Envisioning Paths Towards Peacebuilding in Foreign Language Teacher Education. Íkala, Revista de Lenguaje y Cultura 28:1, pages 49-68.
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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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Ilfiandra Ilfiandra, Nadia Aulia Nadhirah & Dodi Suryana. 2023. Proceedings of the International Seminar on Delivering Transpersonal Guidance and Counselling Services in School (ISDTGCSS 2022). Proceedings of the International Seminar on Delivering Transpersonal Guidance and Counselling Services in School (ISDTGCSS 2022)
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Michalinos Zembylas & Loizos Loukaides. (2021) Teachers’ strategies of everyday diplomacy in peace education: A case study of the “infrapolitics” of peacebuilding in Greek-Cypriot schools. Research in Comparative and International Education 16:1, pages 43-63.
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Yeraldine Aldana-Gutiérrez. (2021) Possible Impossibilities of Peace Construction in ELT: Profiling the Field. HOW 28:1, pages 141-162.
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