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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 Journal/Magazine › Journal article › peer-review

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Border cosmopolitanism in critical peace education. / Golding, David.
In: Journal of Peace Education, Vol. 14, No. 2, 07.2017, p. 155-175.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Golding, D 2017, 'Border cosmopolitanism in critical peace education', Journal of Peace Education, vol. 14, no. 2, pp. 155-175. https://doi.org/10.1080/17400201.2017.1323727

APA

Golding, D. (2017). Border cosmopolitanism in critical peace education. Journal of Peace Education, 14(2), 155-175. https://doi.org/10.1080/17400201.2017.1323727

Vancouver

Golding D. Border cosmopolitanism in critical peace education. Journal of Peace Education. 2017 Jul;14(2):155-175. Epub 2017 May 5. doi: 10.1080/17400201.2017.1323727

Author

Golding, David. / Border cosmopolitanism in critical peace education. In: Journal of Peace Education. 2017 ; Vol. 14, No. 2. pp. 155-175.

Bibtex

@article{d0fb611d40b54bed9ddac907d0ed2cec,
title = "Border cosmopolitanism in critical peace education",
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{\textquoteright}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{\textquoteright}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.",
keywords = "Cosmopolitanism, critical peace education, critical pedagogy",
author = "David Golding",
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",
year = "2017",
month = jul,
doi = "10.1080/17400201.2017.1323727",
language = "English",
volume = "14",
pages = "155--175",
journal = "Journal of Peace Education",
issn = "1740-0201",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Border cosmopolitanism in critical peace education

AU - Golding, David

N1 - 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

PY - 2017/7

Y1 - 2017/7

N2 - 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.

AB - 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.

KW - Cosmopolitanism

KW - critical peace education

KW - critical pedagogy

U2 - 10.1080/17400201.2017.1323727

DO - 10.1080/17400201.2017.1323727

M3 - Journal article

VL - 14

SP - 155

EP - 175

JO - Journal of Peace Education

JF - Journal of Peace Education

SN - 1740-0201

IS - 2

ER -