1st Edition

Innovations in Peace and Education Praxis Transdisciplinary Reflections and Insights

    234 Pages 12 B/W Illustrations
    by Routledge

    This edited collection brings together a series of conceptual explorations and practical case studies to illuminate a developing innovative praxis of transdisciplinary peace and education.

    Drawing on the work of the Cambridge Peace and Education Research Group as well as international scholars, this book responds to calls for transdisciplinary peace and education praxis and presents innovative examples of peace and education research practices, peace interventions in educational settings, and alternative ontologies in peace and education work. Foregrounding the concept of ‘second-order reflexivity’, the book prioritises the lived experiences and viewpoints of struggling populations regarding the worth of ‘peace’ as grounded within their contexts. Ultimately, this book showcases how the practices of peace education and research can challenge the binaries of modern and postmodern approaches and provide examples of holistic transdisciplinary approaches that embrace complexity and criticality.

    Contributing new knowledge to peace and education, this volume will be of great interest to academics, post-graduate students and researchers in the field of peace education, peace studies and development studies.

    The Introduction of this book is available for free in PDF format as Open Access from the individual product page at www.taylorfrancis.com. It has been made available under a Creative Commons Attribution 4.0 International license. Funded by the Gates Foundation.

    The Afterword of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license. Funded by the Georg-Eckert-Institute.

    List of Contributors



    Hilary Cremin


    New Lenses: An Introduction to Innovations in Peace and Education Praxis

    William W. McInerney, Basma Hajir and David Tim Archer 


    Part 1: Foregrounding Peace and Education 


    Chapter 1: Peace as Real and Ideal

    Terence Bevington 


    Part 2: Peace Research: Partnerships, Context-Sensitivity and Reflexivities 

    Chapter 2: Values and the Possibilities for Minimising Epistemic Injustice in International Collaborations: Reflections on bell hooks’ Ethics of Love from the Education, Justice and Memory Network (EdJAM)

    Tania Saeed and Julia Paulson

    Chapter 3: Building Cultures of Compassion for Children, Teachers and Families: A Critical and Context-Sensitive Lens

    Nomisha Kurian and Antti Rajala

    Chapter 4: Reflective Research in Peace Education: Theory and Practice

    Jwalin Patel and Kevin Kester


    Part 3: Peace Praxis in Educational Settings

    Chapter 5: Challenging the Practices of Privilege in a Private School in Colombia

    Robert Skinner and Andrés Velásquez


    Chapter 6: A Conversation on Becoming Agents for Transformation in Higher Education: Co-Creating a Regenerative Academic Developmental Learning Space

    Annet Kragt, Mieke T.A. Lopes Cardozo and Clara McDonnell

    Chapter 7: Towards Post/Critical Peace Education? A Meditation-in-progress

    Ute Kelly


    Part 4: Alternative Epistemologies and Ontologies for Peace

    Chapter 8: Diffracting Our Mediation: Onto-Epistemological Insights from Our In-between Spaces About Being

    Toshiyasu Tsuruhara and David Tim Archer

    Chapter 9: Sankofa: Re-Imagining Peacebuilding through Education in Ghana 

    Kenneth Gyamerah, David Baidoo-Anu and Ali Ahmed

    Chapter 10: What’s ‘Good’ about Artography from Prison? Poetic Lives as Peaceable Lives

    Afrodita Nikolova


    Afterword: Reflections on a Post/Critical Peace Education

    Kevin Kester, Michalinos Zembylas, Edward J. Brantmeier and Basma Hajir




    David Tim Archer is a pracademic of peace and conflict processes. He holds a PhD from the University of Cambridge and works in a variety of contexts and capacities globally. Tim is interested in the links between reflexivity, self-knowledge, and peace. He is currently exploring theoretical perspectives of diffraction and alternative (onto)epistemologies towards teaching peace workers and educators.

    Basma Hajir received her PhD from the University of Cambridge. She holds two Master’s degrees in Education and International Development from the University of Cambridge and the University of Birmingham. Basma’s research interests lie in Education, Conflict and Peacebuilding, Higher Education, Education in Emergencies, and post-colonial and de-colonial theories.

    William W. McInerney received his PhD from the University of Cambridge as a Gates Cambridge Scholar. His research interests include peace education, gender justice, arts-based peacebuilding, and engaging men in violence prevention. William is also a Rotary Peace Fellow and has taught peace, arts and violence prevention programmes around the world.

    Featuring theoretically-rich and practice-oriented essays from a variety of contexts, this compendium is a timely, necessary and important contribution on the centrality of praxis in peace, education, and peace education from a transdisciplinary lens. Born out of years of collaboration among the editors and the authors, Innovations in Peace and Education Praxis is a work of passion and imagination, one that implores us to consider reflexivity in our work and commitments so that new trajectories for societal change open and emerge.

    Maria Hantzopoulos, Professor of Education, Vassar College