Border cosmopolitanism in critical peace education

Bibliographic Data

ID12876219
AuthorsDavid Golding (0000-0003-3793-8206, Lancaster University, corresponding author)
Year2017
Volume14
Issue2
Pages155-175
Publication date2017-05-04
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Peace Education (JOURNAL)
Journal identifiersISSN: 1740-0201 • E-ISSN: 1740-021X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400201.2017.1323727
OpenAlexW2610660252
LanguageEN
Citations received13
References cited39

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

Cosmopolitanism · Critical pedagogy · Critical theory · Dialogical self · Environmental ethics · Epistemology · Peace Education · Pedagogy · Political science · Politics · Social science · Sociology · Universalism · Gender Studies · Global Education and Multiculturalism · Law · Peace and Human Rights Education · Philosophy · Religious Education and Schools

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Open DOIOpen Access