In an age where official and sponsored violence are becoming normalised and conceived of as legitimate tools of peace keeping, a number of leading academics and activists represented in Pedagogy, Politics and Philosophy of Peace interrogate and resist the intensification of the militarisation of civil life and of international relations. Coming from different areas of study, the contributors to this volume discuss peace and critical peace education from a range of perspectives. The nature of peace, myths related to peace, the logistics of peace and peacemaking as well as the relation of peace and pedagogy in the broadest meaning of the term constitute the main themes of the book. The common thread that binds the chapters together is the distinction between genuine/authentic and false peace and the importance of critical reflection on actions that contribute to genuine peace.

In an age where official and sponsored violence are becoming normalised and conceived of as legitimate tools of peace keeping, a number of leading academics and activists represented in Pedagogy, Politics and Philosophy of Peace interrogate and resist the intensification of the militarisation of civil life and of international relations. Coming from different areas of study, the contributors to this volume discuss peace and critical peace education from a range of perspectives. The nature of peace, myths related to peace, the logistics of peace and peacemaking as well as the relation of peace and pedagogy in the broadest meaning of the term constitute the main themes of the book. The common thread that binds the chapters together is the distinction between genuine/authentic and false peace and the importance of critical reflection on actions that contribute to genuine peace.

In this book, Kevin Kester details how the United Nations promotion of higher education for peace and international understanding sometimes unintentionally contributes to the reproduction of conflict and violence across diverse cultures. He shows this through an indepth examination of peace curricula, pedagogy and policy in one United Nations higher education institution, where he indicates how dominant philosophical and pedagogical models that signify acceptable peace education ultimately undermine the very goals of educational peacebuilding. Kester contends that theoretical and pedagogical training must develop beyond the dominant psycho-social, rational and state-centric assumptions that permeate the field today if higher education is to better contribute to personal and societal peacebuilding. Drawing from the fields of educational philosophy and sociology, he argues for new concepts of poststructural violence and second order reflexivity that can assist scholars in reducing conflict and building peace in lasting ways. He complements his fieldwork findings with personal reflections throughout the book to reimagine the transformative possibilities of peacebuilding education for the 21st century.

Interest in pacifism—an idea with a long history in philosophical thought and in several religious traditions—is growing. The Routledge Handbook of Pacifism and Nonviolence is the first comprehensive reference designed to introduce newcomers and researchers to the many varieties of pacifism and nonviolence, to their history and philosophy, and to pacifism’s most serious critiques. The volume offers 32 brand new chapters from the world’s leading experts across a diverse range of fields, who together provide a broad discussion of pacifism and nonviolence in connection with virtue ethics, capital punishment, animal ethics, ecology, queer theory, and feminism, among other areas. This Handbook is divided into four sections: (1) Historical and Tradition-Specific Considerations, (2) Conceptual and Moral Considerations, (3) Social and Political Considerations, and (4) Applications. It concludes with an Afterword by James Lawson, one of the icons of the nonviolent American Civil Rights movement. The text will be invaluable to scholars and students, as well as to activists and general readers interested in peace, nonviolence, and critical perspectives on war and violence.

Written by leading scholars and activists from Brazil, Chile, Greece, Italy, Malta, the UK, and the USA, this book shows how vitally important education is in addressing the complex social and political problems which have been exacerbated by the coronavirus pandemic. The growing protest and demonstrations worldwide, including the Black Lives Matter and environmental movements, have served as platforms to unmask the embedded racism, sexism, classism, and discrimination which are rooted in neo-colonial forms of exploitation. People are recognizing the intensification of the genocide of black youth, indigenous peoples, peasants and traditional communities in the global ghettos. The rising level of conscientization reached through these protests and demonstrations makes it clear that critical educators must refuse the return to neoliberal “normality” after pandemic. The chapters cover the tensions and contradictions that fuel debates in education concerning social distancing, collective illness, increasing social and economic inequality and privatization reforms. The contributors argue for social and environmental justice, the importance of educators and teacher unions, the role of environmental education, the need to guarantee cultural diversity and the strengthening of ancestral cultures. The book includes chapters by Noam Chomsky, Amy Goodman and Henry A. Giroux and a Foreword by Antonia Darder.

This is the first book to explicitly link healing and wellness practices with critical pedagogy. Bringing together scholars from Brazil, Canada, Malta and the USA, the chapters combine critical pedagogy and social justice education to reorient the conversation around wellness in teaching and learning. Working against white Eurocentric narratives of wellness in schools which focus on the symptoms, not the causes, of society's sickness, the authors argues for a "soul revival" of education which tackles, head on, the causes of dis-ease in society, from institutional racism, colonialism, xenophobia and patriarchy. The contributors provide fresh perspectives that address short-term goals of wellness alongside long-term goals of healing in schools and society by attending to underlying causes of social sickness. The chapters bridge theory and practice, bringing diverse historical and contemporary philosophical discussions around wellness into contact with concrete examples of the interconnections between wellness, education, and social justice. Examples of topics covered include: Buddhist practices for healing, Black liberation theology, hip hop pedagogy, anxiety and vulnerability, art therapy and story-telling.

The Italian educator and physician Maria Montessori is best known for the teaching method that bears her name, but historian Erica Moretti reframes Montessori's work, showing that pacifism was the foundation of her pioneering efforts in psychiatry and pedagogy.

International Perspectives on Social Work and Political Conflict provides an important basis for readers to recognise and understand the unique and specialist role that social workers have played and continue to play in international contexts of political conflict. Social workers make an important contribution in these difficult and sometimes dangerous situations across all continents. This book highlights the importance of social work in these very challenging contexts. The first part of this book includes four chapters that summarise the existing knowledge base. The second part focuses on a case study of Northern Ireland where, for the first time, a detailed examination of the social work role was completed which involved researching the views of social work practitioners, managers and educators. Part three then draws together international experts in the field who have written chapters on those regions where social workers have been dealing with long standing periods of political conflict. At a time when violent conflagrations are currently a feature of many countries and regions across the continents of the world, this book offers a critical view of the social work role in these contexts and should thus be considered essential reading for all social work academics, students and professionals working in conflict-affected societies.

Many accounts of critical pedagogy, particularly accounts of trying to enact it within higher education (HE), express a deep cynicism about whether it is possible to counter the ever creeping hegemony of neo-liberalism, neo- conservatism and new managerialism within Universities. Hopeful Pedagogies in Higher Education acknowledges some of these criticisms, but attempts to rescue critical pedagogy, locating some of its associated pessimism as misreading of Freire and offering hopeful avenues for new theory and practice. These misreadings are also located in the present, in the assumption that unless change comes within the lifetime of the project, it has somehow failed. Instead, this book argues that a positive utopianism is possible. Present actions need to be celebrated, and cultivated as symbols of hope, possibility and generativity for the future - which the concept of hope implies. The contributors make the case for celebrating the pedagogies of HE that operate in liminal spaces – situated in the spaces between the present and the future (between the world as it is and the world as it could be) and also in the cracks that are beginning to show in the dominant discourses.

This book shows how the pedagogical philosophy of the Society of Jesus (the Jesuits) founder, Ignatius of Loyola, can be used and applied in public school settings in the USA and around the world without dismantling the separation of church and state. Ignatian Pedagogy should be considered a historical precursor to modern practical and pedagogical theories such as culturally relevant pedagogy and equity frameworks in education, with Jesuit foundational texts such as the Ratio Studiorum including material about working within and valuing the context of the culture surrounding schools, emphasizing student voice and empowering the student as a co-teacher. Based on new research carried out in New York City Department of Education (NYC DOE) schools the author argues for universal character formation programs based on already existing and highly effective programs at Jesuit-sponsored schools. The research shows that universal character formation programs are highly effective in developing students flourishing, strengthening their relationships with themselves and others, and enabling critical, reflective thought. Based on the theory of Ignatius of Loyola and the work of thinkers including Paulo Freire, Mahatma Gandhi, Elisabeth Johnson and Martin Luther King, Brenkert presents a theological-philosophical framework for creating a 'beloved community' free from oppression, poverty and hate.