Social justice and the philosophical foundations of critical peace education

Exploring Nussbaum, Sen, and Freire

Bibliographic Data

ID12876173
AuthorsDale T Snauwaert (0000-0003-0312-8934, University of Toledo, corresponding author)
Year2011
Volume8
Issue3
Pages315-331
Publication date2011-10-26
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Peace Education (JOURNAL)
Journal identifiersISSN: 1740-0201 • E-ISSN: 1740-021X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400201.2011.621371
OpenAlexW2035524344
LanguageEN
Citations received15
References cited30

The purpose of this paper is to philosophically explore a 'realization-focused' capabilities theory of social justice, as articulated by AmartyaSen and Martha Nussbaum, as foundational to a theory of critical peace education. Paulo Freire's philosophy of critical pedagogy has had and continues to have a profound influence on the theory and practice of peace education. It is argued that the basic premises of Freire's philosophy point to a realization-focused theory of justice and can serve as a robust organizing foundation for critical peace education theory and practice. This conclusion constitutes a hypothesis that calls for further research. Keywords: social justicecritical peace educationNussbaumSenFreire

Critical pedagogy · Critical theory · Economic Justice · Education theory · Environmental ethics · Epistemology · Foundation (evidence · Higher education · Peace Education · Pedagogy · Philosophy of education · Political science · Social justice · Social science · Sociology · Ethics and Legal Issues in Pediatric Healthcare · Law · Peace and Human Rights Education · Philosophy · Political Philosophy and Ethics

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