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  • Border cosmopolitanism in critical peace education

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Peace Education on 05/05/2017, available online: http://www.tandfonline.com/10.1080/17400201.2017.1323727

    Accepted author manuscript, 174 KB, PDF document

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Border cosmopolitanism in critical peace education

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>07/2017
<mark>Journal</mark>Journal of Peace Education
Issue number2
Volume14
Number of pages21
Pages (from-to)155-175
Publication statusPublished
Early online date5/05/17
Original languageEnglish

Abstract

This paper intends to contribute to recent developments in the theory of critical peace education. The role of cosmopolitanism in critical peace education is examined, particularly in relation to universal moral inclusion, secularism and universalism. It is then recommended that critical peace education draw from post-universalist and dialogical approaches to cosmopolitanism. Walter Mignolo’s border cosmopolitanism is suggested as a decolonising framework for critical peace education. This would entail the theory of critical peace education orienting itself towards the aim of reconsidering cosmopolitanism from the perspective of coloniality. Connections are drawn between border cosmopolitanism and Paulo Freire’s problem-posing education. The result is a vision for critical peace education to empower participants through centring personal and lived experience in critical deconstructions of cosmopolitan discourses.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Peace Education on 05/05/2017, available online: http://www.tandfonline.com/10.1080/17400201.2017.1323727