Territorial peace education as responsive praxis

Case analysis of education innovations in Colombia

Bibliographic Data

ID12876295
AuthorsAngie Benavides Castro (Universidad de los Andes), María José Bermeo (0000-0001-9760-4916, Universidad de los Andes, corresponding author)
Year2022
Volume20
Issue1
Pages8-29
Publication date2022-12-25
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Peace Education (JOURNAL)
Journal identifiersISSN: 1740-0201 • E-ISSN: 1740-021X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400201.2022.2157380
OpenAlexW4313199024
LanguageEN
Citations received2
References cited12

This article explores responsiveness in peace education practice. It develops the concept of territorial peace education to emphasize the situated nature of responsive approaches in peacebuilding. With this conceptual framing, the study examines four case studies of pedagogical innovations for peace in Colombia. It describes how educators engaged specific and emergent conflict dynamics in their respective settings. The findings show the various ways in which territorial dimensions informed the design and implementation of these initiatives. They also highlight the role of relationality, resourcefulness and positionality as components of responsive practice. This study contributes to research on the role of the local in peace education and raises avenues for further research

Framing (construction · Peace Education · Peacebuilding · Pedagogy · Political economy · Political science · Praxis · Situated · Sociology · Education for Peace and Conflict Resolution · Peace and Human Rights Education · Peacebuilding and International Security

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