SOS. A Praxis-Oriented Theoretical Reflection on Decolonising through Non-formal Arts-based Peace Education
Bibliographic Data
| ID | 13073034 |
|---|---|
| Authors | Marisol C Bock (0009-0009-5688-9455, Karlshochschule International University, corresponding author), Eloísa Nos Aldás (0000-0002-8871-976X, Universitat Jaume I) |
| Year | 2025 |
| Volume | 14 |
| Issue | 1 |
| Publication date | 2025-05-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista Internacional de Educación para la Justicia Social (JOURNAL) |
| Journal identifiers | ISSN: 2254-3139 • E-ISSN: 2254-3139 |
| Publisher | Servicio de Publicaciones de la Universidad Autonoma de Madrid (PUBLISHER) |
| DOI | 10.15366/riejs2025.14.1.012 |
| OpenAlex | W4410805945 |
| Language | EN |
| References cited | 42 |
The aim of the article is to explore how the critical exercise of decolonizing approaches can inform peace education. The methodology will be an auto-ethnographic action-based research that explores literature on decolonizing peace education and applies its principles to the analysis of a nonformal arts-based project. The experiences gained through work in a music-based peace education project called La Escuela Encantada (LEE), serve as a link to practice, which will be nourished by theory and vice versa. The structure of this article is as follows: Starting from Martínez-Guzmán’s foundations of an epistemological turn for social sciences from philosophy for peace(s) as a basis, the decolonizing project within peace education will be unfolded to elicit the potential of nonformal arts-based peace education to inform concrete decolonial projects in the peace education sector. The main findings show that LEE contributes to decolonizing peace education by promoting emotional transformation, (re-)enchantment, and connectedness while engaging in process-oriented decolonial reflexivity
Epistemology · Pedagogy · Political science · Praxis · Reflection (computer programming · Sociology · The arts · Computer Science · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Law · Peace and Human Rights Education · Philosophy
Pedagogy of Hope
“Emotion”
The Decolonial Turn
Betty A. Reardon
Innovations in Peace and Education Praxis
Globalization and the Decolonial Option
Toward a Field of Intersectionality Studies
Rethinking Modernity
La Educación para la Ciudadanía Global
Decolonizing African Studies
Con-/divergences between postcolonial and critical peace education
Intellectual Imperialism
Communication and Engagement for Social Justice
Toward a Decolonial Praxis in Critical Peace Education
Peace education and peace education research
Breaking Out Again
Mapping the Margins
The decolonial bandwagon and the dangers of intellectual decolonisation
Reimagining the UN 2030 Agenda by connecting the SDG to Culture, Art and Communication
Frantz Fanon and the decolonial turn in psychology
Confronting the complexities of decolonising curricula and pedagogy in higher education
Transgress
Does it Work
Planetary Boundaries
Cultural Violence
Postcolonial Possibilities for the Sociology of Race
Turning the Decolonial Gaze towards Ourselves
| Highly cited | No |
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