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

Studies in Philosophy and Education 39 (5):515-532 (2020)
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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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Pedagogy of the oppressed.Paulo Freire - 2004 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Can the Subaltern Speak?Gayatri Chakravorty Spivak - 1988 - Die Philosophin 14 (27):42-58.
Pedagogy of the Oppressed.Paulo Freire - 1970 - New York: Bloomsbury Academic. Edited by Myra Bergman Ramos, Donaldo P. Macedo & Ira Shor.

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