Current peace education does its utmost to be considered a unique educational practice - a field of research and a discourse that has its own philosophical, social, rhetorical, and political aspects. As an eclectic and ambiguous construction, peace education, at present, enjoys the support and appreciation of most theoretical orientations and international political establishments. Peace education, however, has no theoretical framework whatsoever and it lacks elaboration on its central concepts, such as peace, power, violence, justice, and education. Postmodernists, feminists, modernists, and religious fundamentalists are united here in refusing the problematization of the central concepts, aims, and agendas. Enlightened modernists and soft postmodernists, feminists, critical thinkers, conservatives, and liberals all ardently participate in celebrating the peace education. The challenge of legitimizing peace education as an academic discipline, field of research, and as an educational much-needed practice is quite demanding.
|Title of host publication||International Encyclopedia of Education|
|Number of pages||7|
|State||Published - 2010|
Bibliographical notePublisher Copyright:
© 2010 Elsevier Ltd. All rights reserved.
- Conflict resolution
- Critical pedagogy
- Human rights
- Normalizing education
ASJC Scopus subject areas
- Economics, Econometrics and Finance (all)