Peace education and peace education research: Toward a concept of poststructural violence and second-order reflexivity

References

• Adams, D. (1989). The seville statement on violence: A progress report. Journal of Peace Research, 26, 113–121.10.1177/0022343389026002001
   Web of Science ®Google Scholar
• Alger, C. (2014). Peace research and peacebuilding. London: Springer.10.1007/978-3-319-00503-4
   Google Scholar
• Azar, E. (1990). The management of protracted social conflict: Theory & cases. Aldershot: Dartmouth Publishing.
   Google Scholar
• Bajaj, M. (2008). ‘Critical’ peace education. In M. Bajaj (Ed.), Encyclopaedia of peace education (pp. 135–146). Charlotte, NC: Information Age Press.
   Google Scholar
• Bajaj, M. (2010). Conjectures on peace education and Gandhian studies: Method, institutional development and globalization. Journal of Peace Education, 7, 47–63.10.1080/17400200903370969
   Google Scholar
• Bajaj, M. (2015). ‘Pedagogies of Resistance’ and critical peace education Praxis. Journal of Peace Education, 12, 154–166. doi:10.1080/17400201.2014.991914
   Web of Science ®Google Scholar
• Bajaj, M., & Brantmeier, E. (2011). The politics, praxis, and possibilities of critical peace education. Journal of Peace Education, 8, 221–224.10.1080/17400201.2011.621356
   Google Scholar
• Bajaj, M., & Hantzopoulos , M. (Eds.). (2016). Peace education: International perspectives. London: Bloomsbury.
   Google Scholar
• Bekerman, Z., & Zembylas, M. (2017). Psychologized language in education: Denaturalizing a regime of truth.
   Google Scholar
• Bickmore, K. (2002). Good training is not enough: Research on peer mediation program implementation. Social Alternatives: Peace Education for a New Century, 21, 33–38.
   Google Scholar
• Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York, NY: Greenwood Press.
   Google Scholar
• Bourdieu, P. (1998, December). The Essence of neoliberalism. Le Monde. Retrieved December 18, 2015, from https://mondediplo.com/1998/12/08bourdieu
   Google Scholar
• Bourdieu, P., & Passeron, J.-C. (1977). Reproduction in education, society and culture. London: Sage.
   Google Scholar
• Bourdieu, P., & Wacquant, L. (1992). An invitation to reflexive sociology. Cambridge: Polity.
   Google Scholar
• Brantmeier, E. (2011). Toward mainstreaming critical peace education in US teacher education. In C. Malott & B. Portillo (Eds.), Critical pedagogy in the 21st century: A new general of scholars. Charlotte, NC: Information Age.
   Google Scholar
• Brantmeier, E. (2013). Toward a critical peace education for sustainability. Journal of Peace Education, 10, 242–258. doi:10.1080/17400201.2013.862920
   Google Scholar
• Brantmeier, E., & Bajaj, M. (2013). Peace education Praxis. In C. Craig (Ed.), Educating about social issues in the 20th and 21st centuries (pp. 139–159). Charlotte, NC: Information Age.
   Google Scholar
• Brookfield, S. (2009). The concept of critical reflection: Promises and contradictions. European Journal of Social Work, 12, 293–304. doi:10.1080/13691450902945215
   Web of Science ®Google Scholar
• Burns, R. J., & Aspelagh, R. (Eds.). (1996). Three decades of peace education around the world. New York, NY: Garland.
   Google Scholar
• Bush, K., & Saltarelli, D. (2000). The two faces of education in ethnic conflict: Towards a peacebuilding education for children. Florence: UNICEF.
   Google Scholar
• Cabezudo, A., & Haavelsrud, M. (2013). Rethinking peace education. Journal of Conflictology, 4, 3–13.
   Google Scholar
• Carr, P., & Porfilio, B. (Eds.). (2012). Educating for peace in a time of ‘permanent war’. Are schools part of the solution or the problem? Abingdon: Routledge.
   Google Scholar
• Christopher, D., & Taylor, M. (2011). Social justice and critical peace education: Common ideals guiding student teacher transformation. Journal of Peace Education, 8, 295–313.10.1080/17400201.2011.621358
   Google Scholar
• Churchill, S., & Omari, I. (1981). Evaluation of the UNESCO associated schools project in education for international cooperation and peace. Paris: UNESCO.
   Google Scholar
• Coleman, P., & Deutsch, M. (2001). Introducing cooperation and conflict resolution into schools: A systems approach. In D. J. Christie, R. V. Wagner, & D. D. N. Winter (Eds.), Peace, conflict and violence: Peace psychology for the 21st century (pp. 223–239). Upper Saddle River, NJ: Prentice-Hall.
   Google Scholar
• Cremin, H. (2003). Violence and institutional racism in schools. British Educational Research Journal, 29, 929–941.
   Web of Science ®Google Scholar
• Cremin, H. (2015). Peace education research in the twenty-first century: Three concepts facing crisis or opportunity? Journal of Peace Education, 13, 1–17. doi:10.1080/17400201.2015.1069736
   Web of Science ®Google Scholar
• Cremin, H., & Guilherme, A. (2016). Violence in schools: Perspectives (and hope) from Galtung and Buber. Educational Philosophy and Theory, 48, 1123–1137.10.1080/00131857.2015.1102038
   Web of Science ®Google Scholar
• Cunliffe, A. (2003). Reflexive inquiry in organizational research: Questions and possibilities. Human Relations, 56, 983–1003.10.1177/00187267030568004
   Web of Science ®Google Scholar
• Daley, A. (2010). Reflections on reflexivity and critical reflection as critical research practices. Affilia, 25, 68–82.10.1177/0886109909354981
   Web of Science ®Google Scholar
• Danesh, H. B. (2008). The education for peace integrative curriculum: Contents, concepts, and efficacy. Journal of Peace Education, 5, 157–174.10.1080/17400200802264396
   Google Scholar
• Davies, L. (2003). Education and conflict: Complexity and chaos. Abingdon: Routledge.
   Google Scholar
• Davies, L. (2016). The politics of peace education in post-conflict countries. In L. Arnim & G. K. Brown (Eds.), Building sustainble peace: Timing and sequencing of post-conflict reconstruction and peacebuilding (pp. 181–199). Oxford: Oxford University Press.10.1093/acprof:oso/9780198757276.001.0001
   Google Scholar
• Davies, B., Browne, J., Gannon, S., Honan, E., Laws, C., Mueller-Rockstroh, B., & Petersen, E. B. (2004). The ambivalent practices of reflexivity. Qualitative Inquiry, 10, 360–389.10.1177/1077800403257638
   Web of Science ®Google Scholar
• Deck, S. L. (2010). Transforming high school students into peacebuilders: A rationale for the youth peace initiative model of peace education ( CPACS Working Paper No. 12/1). University of Sydney: Centre for Peace and Conflict.
   Google Scholar
• Denzin, N. (1997). Interpretive ethnography: Ethnographic practices for the 21st century. Thousand Oaks, CA: Sage.10.4135/9781452243672
   Google Scholar
• Dewey, J. (1916). Education and democracy. New York, NY: Free Press.
   Google Scholar
• Diaz-Soto, L. (2005). How can we teach peace when we are so outraged? A call for critical peace education. Taboo: The Journal of Culture and Education, Fall-winter, 9, 91–96.
   Google Scholar
• Dietrich, W. (2012). Interpretations of peace in history and culture. London: Palgrave Macmillan.10.1057/9780230367715
   Google Scholar
• Dietrich, W., & Sutzl, W. (1997). A call for many peaces. Innsbruck: Peace Centre Burg Schlaining.
   Google Scholar
• Dirkx, J., Mezirow, J., & Cranton, P. (2006). Musings and reflections on the meaning, context and process of transformative learning: A dialogue between John M. Dirkx and Jack Mezirow. Journal of Transformative Learning, 4, 123–139. doi:10.1177/1541344606287503
   Google Scholar
• Duckworth, C. (2011). Restorative writing: Critical peace education in a juvenile detention home. Peace and Conflict Studies Journal, 18, 234–262.
   Google Scholar
• Eckhardt, W. (1988). Bridging the gap between peace action, education and research. Journal of Peace Research, 25, 179–185.10.1177/002234338802500206
   Web of Science ®Google Scholar
• Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59, 297–325. doi:10.17763/haer.59.3.058342114k266250 10.17763/haer.59.3.058342114k266250
   Web of Science ®Google Scholar
• Epstein, E. (2006). Echoes from the periphery: Challenges to building a culture of peace through education in marginalized communities. In Y. Iram (Ed.), Educating toward a culture of peace (pp. 73–92). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Farmer, P. (2005). Pathologies of power: Health, human rights and the new war on the poor. Berkeley, CA: UC Berkeley Press.
   Google Scholar
• Felice, C. D., Karako, A., & Wisler, A. (2015). Peace education evaluation: Learning from experience and exploring prospects. Greenwich, NC: Information Age Publishing.
   Google Scholar
• Feuerverger, G. (2001). Oasis of dreams: Teaching and learning peace in a Jewish-Palestinian village. New York, NY: Routledge Falmer.
   Google Scholar
• Fontan, V. (2012). Decolonizing peace. Dorzbach: Dignity Press.
   Google Scholar
• Fook, J. (2010). Beyond reflective practice: Reworking the ‘critical’ in critical reflection. In H. Bradbury, N. Frost, S. Kilminster, & M. Zukas (Eds.), Beyond reflective practice: New approaches to professional lifelong learning (pp. 37–51). New York, NY: Routledge.
   Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
   Google Scholar
• Freire, P. (1988). Acceptance speech for the UNESCO prize for peace education. In UNESCO Prize for Peace Education 1986 & 1987 (pp. 25–28). Paris: UNESCO.
   Google Scholar
• Galtung, J. (1969). Violence, peace, and peace research. Journal of Peace Research, 6, 167–191. doi:10.1177/002234336900600301
   Google Scholar
• Galtung, J. (1971). A structural theory of imperialism. Journal of Peace Research, 8, 81–117. doi:10.1177/002234337100800201
   Web of Science ®Google Scholar
• Galtung, J. (1973). Education for and with peace: Is it possible? In J. Galtung (Ed.), Essays in peace research (pp. 317–333). Copenhagen: Christian Ejlers.
   Google Scholar
• Galtung, J. (1975). Peace: Research, education, action. Essays in peace research, vol. 1. Copenhagen: Christian Ejlers.
   Google Scholar
• Galtung, J. (1990). Cultural violence. Journal of Peace Research, 27, 291–305. doi:10.1177/0022343390027003005
   Web of Science ®Google Scholar
• Gur-Ze’ev, I. (2001). Philosophy of peace education in a postmodern era. Educational Theory, 51, 315–336.10.1111/edth.2001.51.issue-3
   Google Scholar
• Gur-Ze’ev, I. (2011). Improvisation, violence and peace education. In P. Trifonas & B. Wright (Eds.), Critical issues in peace and education (pp. 104–120). New York, NY: Routledge.
   Google Scholar
• Haavelsrud, M. (1996). Education in developments. Tromsø: Arena Publishers.
   Google Scholar
• Harber, C. (2004). Schooling as violence: How schools harm pupils and societies. Abingdon: Routledge.
   Google Scholar
• Harding, S. (2004). A socially relevant philosophy of science? Resources from standpoint theory’s controversiality. Hypatia, 19, 25–47.10.1111/j.1527-2001.2004.tb01267.x
   Google Scholar
• Harris, I., Fisk, L., & Rank, C. (1998). A portrait of university peace studies in North America and Western Europe at the end of the millennium. Journal for Peace Studies, 3. Retrieved from http://www.gmu.edu/programs/icar/ijps/vol3_1/Harris.htm
   Google Scholar
• Harris, I., & Morrison, M. L. (2003). Peace education (2nd ed.). Jefferson, NC: McFarland.
   Google Scholar
• Hicks, D. (Ed.). (1988). Education for peace. London: Routledge.
   Google Scholar
• Howlett, C. F. (2008). John Dewey and peace education. In M. Bajaj (Ed.), Encyclopaedia of peace education. Charlotte, NC: Information Age Press.
   Google Scholar
• Jenkins, T. (2013). The transformative imperative: The national peace academy as an emergent framework for comprehensive peace education. Journal of Peace Education, 10, 172–196. doi:10.1080/17400201.2013.790251
   Google Scholar
• Johnson, D., & Johnson, R. (1996). Conflict resolution and peer mediation programs in elementary and secondary schools: A review of the research. Review of Educational Research, 66, 459–506. doi:10.3102/00346543066004459
   Web of Science ®Google Scholar
• Kester, K. (2010). Education for peace: Content, form and structure: Mobilizing youth for civic engagement. Peace and Conflict Review, 4, 58–67.
   Google Scholar
• Kester, K. (2013). Peace education: An impact assessment of a case study of UNESCO-APCEIU and UPEACE. Journal of Peace Education, 10, 157–171. doi:10.1080/17400201.2013.790252
   Google Scholar
• Kester, K. (2016). The case of educational peacebuilding inside the United Nations Universities: A review and critique. Journal of Transformative Education, 59–67. doi:10.1177/1541344616655888.
   Web of Science ®Google Scholar
• Kester, K. (2017). The contribution (or not) of UN higher education to peacebuilding: An ethnographic account. Globalisation, Societies and Education, 1–18.
   Google Scholar
• King, M. (1999). Mahatma Gandhi and Martin Luther King Jr. The power of nonviolent action. Paris: UNESCO.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.10.1017/CBO9780511815355
   Google Scholar
• Lederach, J. P. (1995). Preparing for peace: Conflict resolution across cultures. Syracuse, NY: Syracuse University Press.
   Google Scholar
• Lopez, G. (1985). A university peace studies curriculum for the 1990s. Journal of Peace Research, 22, 117–128.10.1177/002234338502200203
   Web of Science ®Google Scholar
• Maoz, I. (2001). Conceptual mapping and evaluation of peace education programs: The case of education for coexistence through inter-group encounters between Jews and Arabs in Israel. In G. Salomon & B. Nevo (Eds.), Peace education: The concept, principles, and practices around the world (pp. 259–269). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• McKnight, D., & Chandler, P. (2009). The complicated conversation of class and race in social and curricular analysis: An examination of Pierre Bourdieu’s interpretive framework in relation to race. Educational Philosophy and Theory, 44, 74–97.
   Web of Science ®Google Scholar
• Meadowcroft, J. (2007). National sustainable development strategies: Features, challenges and reflexivity. European Environment, 17, 152–163.10.1002/(ISSN)1099-0976
   Google Scholar
• Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Montessori, M. (1949). Education and peace. Oxford: CLIO.
   Google Scholar
• Nevo, B., & Brem, I. (2002). Peace education programs and the evaluation of their effectiveness. In G. Salomon & B. Nevo (Eds.), Peace education: The concept, principles, and practices around the world (pp. 271–281). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Nixon, R. (2013). Slow violence and the environmentalism of the poor. Cambridge, MA: Harvard University Press.
   Google Scholar
• O’Sullivan, E. (1999). Transformative learning: Educational vision for the 21st century. London: Zed Books.
   Google Scholar
• Page, J. (2008). Peace education: Exploring ethical and philosophical foundations. Charlotte, NC: Information Age Publishing.
   Google Scholar
• Patomaki, H. (2001). The challenge of critical theories: Peace research at the start of the new century. Journal of Peace Research, 38, 723–737.10.1177/0022343301038006005
   Web of Science ®Google Scholar
• Pupavac, V. (2001). Cultures of violence theories and cultures of peace programs: A critique. Leicester: Perpetuity Press.
   Google Scholar
• Pupavac, V. (2004). International therapeutic peace and justice in Bosnia. Social and Legal Studies, 13, 377–401.10.1177/0964663904045000
   Web of Science ®Google Scholar
• Reardon, B. (1988). Comprehensive peace education. New York, NY: Teachers College Press.
   Google Scholar
• Reardon, B. (2001). Education for a culture of peace in a gender perspective. Paris: UNESCO.
   Google Scholar
• Reardon, B., & Cabezudo, A. (2002). Learning to abolish war. New York, NY: Hague Appeal for Peace.
   Google Scholar
• Reardon, B., & Snauwaert, D. (2015). Betty A. Reardon. A pioneer in education for peace and human rights. Basel: Springer International Publishing. 10.1007/978-3-319-08967-6
   Google Scholar
• Richmond, O. (2011). A post-liberal peace. Abingdon: Routledge.
   Google Scholar
• Sandri, S. (2009). Reflexivity in economics: An experimental examination on the self-referentiality of economic theories. Berlin: Springer-Verlag.
   Google Scholar
• Selman, E., Cremin, H., & McCluskey, G. (Eds.). (2013). Restorative approaches to conflict in schools: Interdisciplinary perspectives on whole school approaches to managing relationships. Abingdon: Routledge.
   Google Scholar
• Shirazi, R. (2011). When projects of ‘empowerment’ don’t liberate: Locating agency in a ‘postcolonial’ peace education. Journal of Peace Education, 8, 277–294. doi:10.1080/17400201.2011.621370
   Google Scholar
• Shiva, V., Kester, K., & Jani, S. (2007). The young ecologist initiative: Water manual: Lesson plans for building earth democracy. New Delhi: Navdanya.
   Google Scholar
• Snauwaert, D. (2008). The moral and spiritual foundations of peace education. In M. Bajaj (Ed.), Encyclopaedia of peace education (pp. 67–74). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Sriprakash, A., & Mukhopadhyay, R. (2015). Reflexivity and the politics of knowledge: Researchers as ‘Brokers’ and translators’ of educational development. Comparative Education, 51, 231–246. doi:10.1080/03050068.2014.996027
   Web of Science ®Google Scholar
• Tikly, L. (1999). Postcolonialism and comparative education. International Review of Education, 45, 603–621.10.1023/A:1003887210695
   Google Scholar
• Toh, S.-H. (2004). Education for international understanding toward a culture of peace: A conceptual framework. In V. F. Cawagas (Ed.), Education for international understanding toward a culture of peace: Teachers resource book. Seoul: UNESCO-APCEIU.
   Google Scholar
• Toh, S.-H., & Cawagas, V. F. (2010). Peace education, ESD and the Earth Charter: Interconnections and synergies. Journal of Education for Sustainable Development, 4, 167–180. doi:10.1177/097340821000400203
   Google Scholar
• UNESCO. (1995). Declaration and integrated framework of action on education for peace, human rights and democracy. Paris: Author.
   Google Scholar
• Vollacher, R., Coleman, P., Nowak, A., & Bui-Wrzosinska, L. (2010). The perspective of dynamical systems. American Psychologist, 65, 262–278.10.1037/a0019290
   PubMed Web of Science ®Google Scholar
• Wallace, R. (2013). Merging fires: Grassroots peacebuilding between indigenous and non-indigenous peoples. Blackpoint: Fernwood.
   Google Scholar
• Weber, T. (2004). Johan Galtung—Peace studies moves beyond war. In T. Weber (Ed.), Gandhi as disciple and mentor (pp. 203–217). Cambridge: Cambridge University Press.10.1017/CBO9780511490774
   Google Scholar
• Webster, R. S. (2010). Must Dewey and Kierkegaard’s inquiry for world peace be violent? Educational Philosophy and Theory, 43, 521–533.
   Web of Science ®Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.10.1017/CBO9780511803932
   Google Scholar
• Woodhouse, T. (2010). Adam Curle: Radical peacemaker and pioneer of peace studies. Journal of Conflictology, 1, 1–8.
   Google Scholar
• Wulf, C. (Ed.). (1973). Kritische Friedenserziehung[Critical-minded peace education]. Frankfurt am Main: Suhrkamp.
   Google Scholar
• Zembylas, M. (2007). A politics of passion in education: The Foucauldian legacy. Educational Philosophy and Theory, 39, 135–149.10.1111/j.1469-5812.2007.00300.x
   Google Scholar
• Zembylas, M. (2015). Emotion and traumatic conflict. Oxford: Oxford University Press.10.1093/acprof:oso/9780199982769.001.0001
   Google Scholar
• Zembylas, M., & Bekerman, Z. (2013). Peace education in the present: Dismantling and reconstructing some fundamental theoretical premises. Journal of Peace Education, 10, 197–214. doi:10.1080/17400201.2013.790253
   Google Scholar