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ERIC Number: EJ1147324
Record Type: Journal
Publication Date: 2017
Pages: 30
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1071-4413
EISSN: N/A
The United Nations, Peace, and Higher Education: Pedagogic Interventions in Neoliberal Times
Kester, Kevin
Review of Education, Pedagogy & Cultural Studies, v39 n3 p235-264 2017
Peace and conflict studies (PACS) education in recent decades has become a popular approach to social justice learning in higher education institutions (Harris, Fisk, and Rank 1998; Smith 2007; Carstarphen et al. 2010; Bajaj and Hantzopoulos 2016) and has been provided legitimacy through a number of different United Nations (UN) declarations (UNESCO 1974, 1995; UN 2000, 2015). To explore and map the field of PACS, this article examines the intersections of higher education peace studies and UN-inspired peace and human rights education. The author designed an ethnographic case study to explore lecturers' understandings and enactments of peace teaching (Stake 1995; Denzin 1997; Yin 2003). The study involved participant observation and semi-structured interviews with 25 higher education peace scholars and 108 postgraduate students. The article first details the outcomes of the integrative and multilingual literature review, then outlines the university context and analytic tenets of neoliberalism. Following that, classroom observations and interviews were drawn to bring forward three emergent ideas for discussion. Three critiques and possibilities for higher education peace studies in the 21st century are presented.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A