07 SES 09 B, Intercultural Peace and Humanist Worldview Education
I am conducting a case study with Peace and Conflict Studies (PACS) lecturers in the United Nations (UN) system. For over forty years, the UN has operated two postgraduate universities, a staff college, and several research and training institutes in a dozen countries around the world. Yet the role of the UN lecturer as an agent in framing and objectifying peace (as an object of study and as a discourse of practice) has rarely been examined.Furthermore, these educators' embodied and institutionalized forms of capital - and their beliefs and social positions in relation to this capital within the field - have not been thoroughly investigated.
My study, therefore, explores how UN university lecturers understand and define the boundaries of peace studies, their reasons for entering this field of work, and the forms of capital they possess that enable them to teach a particular conception of peace – either in continuity with or in disruption of UN norms. The study will also explore how lecturers account for those moments in pedagogy, if any, where the ideal and real peace philosophy/practices are contradictory. The research is intended primarily for educational sociologists interested in exploring peace lecturers’ understandings of the parameters and intellectual boundaries of the educational field in which they practice.
The research hinges on this overarching question: How do peace educators define their intellectual field, position themselves within it, and interpret its pedagogical elements and ambitions in terms of creating peace? This inquiry then involves three sub-questions:
(i) How do lecturers conceive of the field, its parameters and positions;
(ii) How and what do pedagogues teach in peace studies;
(iii) How do lecturers account for the discrepancies, if any, where the intellectual and pedagogic fields are contradictory?
The research employs a social constructivist/structuralist epistemology underscored by Pierre Bourdieu’s theoretical framework of "field theory" (eg. field, habitus, capital) and major ideas drawn from conflict theory (eg. Johan Galtung's typology of violence, educational reproduction, and post-critical theory). Using these theories and Bourdieu's analytic framework, a case study methodology clarifying the boundaries, tensions and positions of lecturers in the field is utilized.
This study is particularly relevant today at the culmination of the UN Decades on Cultures for Peace (2001-2010), Education for Sustainable Development (2004-2015), Eradication of Poverty (2008-2017) and the Global Education First Initiative, and more importantly in the midst of the transitions from the pre- to post-2015 MDGs education agenda. Within this education context, international cooperation on education for peace endures, curriculum packs to assist lecturers in teaching for peace at all levels abound, and studies on the correlations between education/schooling, war/conflict, and peace/development are proliferating. Furthermore, evaluations of the effectiveness and impact of peace education are ongoing – yet the important examination of why and how peace educators teach peace (eg. the meanings/values they ascribe to peace education) has not been conducted.
Bernstein, Basil (2000). Pedagogy, symbolic control and identity: Theory, research, critique. Lanham, MD: Rowman and Littlefield. Bourdieu, Pierre (1984). Distinction: A social critique of the judgment of taste. Translated by Richard Nice. Cambridge, MA: Harvard University Press. Bourdieu, Pierre (1986). The Forms of Capital. In John Richardson (Ed.) , Handbook of Theory and Research for the Sociology of Education. Pp. 241-258. NY: Greenwood Press. Bourdieu, Pierre (1988). Homo academicus. Cambridge: Polity. Bourdieu, Pierre (1989). Social Space and Symbolic Power. Sociological Theory 7(1): 14-25. Bourdieu, Pierre (2003). Participant Objectivation. Journal of the Royal Anthropological Institute 9: 281-294. Bourdieu, Pierre, and Wacquant, Loic (1992). An invitation to reflexive sociology. Cambridge, UK: Polity. Galtung, Johan (1969). Violence, peace, and peace research. Journal of Peace Research 6(3): 167-191. Galtung, Johan (1971). A structural theory of imperialism. Journal of Peace Research 8(2): 81-117. Galtung, Johan (1976). Three Approaches to Peace: Peacekeeping, Peacemaking and Peacebuilding. In Johan Galtung, Essays in peace research, vol. 2. Pp. 282-304. Copenhagen: Ejlers. Gee, James Paul (2011). An introduction to discourse analysis: Theory and method. New York: Routledge. Mundy, Karen (1998). Educational Multilateralism and World (Dis)Order. Comparative Education Review 42(4): 448-478. Rose, Pauline (2003). From the Washington to the Post-Washington Consensus: The Influence of International Agendas on Education Policy and Practice in Malawi. Globalization, Societies and Education 1(1): 67-86.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.