Border cosmopolitanism in critical peace education

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.     

Barriers to women’s access to decision-making positions in sport organizations: the case of establishing a girls’ volleyball academy in Israel

The aim of this paper is to highlight the nature of the barriers facing women in terms of their participation in decision-making in Israeli sport, and to identify and evaluate some of the strategies and tactics adopted to overcome these barriers. This is done by making reference to a particular case study, the case of the process of establishing a major policy initiative in Israeli sport – the founding of the national Volleyball Academy for Young Talented Girls. The case is analyzed in order to identify how and why the goal of establishing the Academy was successful, and to consider what may be learned in terms of the implications for the tactics and strategies used that might be adopted by other women in similar circumstances.     

Information Campaigns and (Under)Privileged Citizens: An Experiment on the Differential Effects of a Voting Advice Application

Information campaigns are key elements of elections. Past research has established the importance of campaigns in informing and educating citizens, and ultimately strengthening participatory democracy. While the Internet has increased the possibilities to disseminate information campaigns and eased access to political information, it is still debated whether online campaigns are effective in stimulating political interest and participation among the general public. The issue is not only one of access, but also of use of information. The investigation of main effects of campaigns obscures the fact that citizens may not use information in the same way and reap the same political benefits. In this study, I examine the conditional effects of a new type of Web information campaign, Voting Advice Applications (VAAs), on the political engagement and electoral participation of citizens with varying levels of education. By investigating who benefits most from using these apps, I evaluate whether VAAs reinforce patterns of participation or mobilize new people in politics. Building on political behavior research, communication theory, and social psychology, I study the differential effects of VAAs with an innovative randomized field experiment design. The results confirm that VAAs can stimulate the political engagement of the public. However, there is no significant impact on electoral participation. In addition, the evidence shows that VAAs work differently for more or less educated citizens, and that the lower educated users benefit the most from VAAs as they become more interested in the election and more motivated to vote.     

Educação do Campo [Education for and by the countryside] as a political project in the context of the struggle for land in Brazil

Latin American and Brazilian rural social movements believe that significant social transformation requires the collective construction of a political project of an historical character. Education is conceived as an historical–cultural and political project to transform the peasantry into an historical subject through emancipatory educational–pedagogical praxis. The Landless Workers Movement (MST), the most emblematic peasant movement in Brazil, has played the leading role in this debate, which also includes many other peasant organizations. The MST has identified education as the key element in forging an historical–political actor out of the landless peasantry. This is articulated through the struggle for education for rural peoples, and along a theoretical–epistemic axis that revolves around the emergent concept of Educação do Campo (‘Education for and by the Countryside’). I ask how the MST conceptualizes education, and what the role is of education in strengthening peasant resistance and sharpening the dispute between political projects for the countryside. I focus on the epistemic dimensions of the concepts of education and pedagogy in the trajectory of the MST in Brazil, and I examine Educação do Campo as an educational-political project and in terms of policy conquests in the political dispute between the rival political projects for the Brazilian countryside of peasants and capital.     

Two Models of Monetary Redress: A Structural Analysis

Monetary redress is a developing area of human rights policy. The article examines how a redress program’s design affects the interests of program applicants. It distinguishes two program models, individual assessment and common experience, and explores their differing effects on applicants’ interests. Analyzing two Irish cases, redress for survivors of the industrial schools and the Magdalene laundries, the discussion is applicable to a wide range of redress programs including those in postconflict, transitional justice, and postcolonial contexts.     

Nonviolence as teacher education: a qualitative study in challenges and possibilities

This paper explores the challenges and possibilities of teaching nonviolence in teacher education. Using qualitative teacher research, this paper discusses teacher education students’ responses to the notion of nonviolence and how to create beneficial pedagogical conditions for students to learn nonviolence and its meanings for education. The data were collected from three graduate classes that, to different degrees, addressed the role of nonviolence in education. Three shifts in students’ understanding of nonviolence as a result of their learning are identified: the shift from a narrow to a broad understanding, the shift from a passive view to a proactive view, and the shift from looking outside to looking inside and engaging in emotional work. The pedagogical conditions that facilitated these shifts are also discussed, including strategies for engaging students’ inner work, creating experiential relationships with the other, and transforming classroom relational dynamics. This study also suggests the need not to approach violence and nonviolence as binary but to approach nonviolence as a daily practice to continuously unlearn violence and promote nonviolent relationships. Implications of this study for teacher education are discussed last.     

Does nationalism promote democracy? Comparative analyses of Ukraine's ‘Maidan’ revolution and Poland's ‘Solidarity’ mass mobilisation

The increased number of ‘democratic revolutions’ around the globe has raised questions of how mass mobilisation contributes to democracy and of what role nationalism plays in this process. Mass mobilisation is viewed as the best option for breaking down communist regimes due to the rise of new political elites to positions of power within the state. On the other hand, the revolutionary character of mass mobilisation movements, together with the uncertainty of the link between democracy and nationalism, may lead such movements to impact negatively on democratisation. Ukraine's ‘Maidan’ revolution and Poland's ‘Solidarity’ movement allow for a comparison of two types of mass movements in terms of both causes and outcomes. This article claims that the mass protests in Ukraine, as opposed to those in Poland, did not lead to democratisation but rather to the opposite: the polarisation of both political elites and civil society. The role of nationalism, in this respect, was shaped and interpreted by political leaders.     

Peace education,militarism and neo-liberalism: conceptual reflections with empirical findings from the UK

This article explores ‘peace days’ in English schools as a form of peace education. From a historical overview of academic discussions on peace education in the US and Great Britain since the First World War, we identify three key factors important for peace education: the political context, the place in which peace days occur and pedagogical imperatives of providing a certain narrative of the sources of violence in politics. Although contemporary militarism and neoliberalism reduce the terrains for peace studies in English schools, peace days allow teachers to carve out spaces for peace education. Peace days in Benfield School, Newcastle and Comberton Village College, Cambridgeshire, are considered as case studies. We conclude with reflections on the opportunities and limitations of this approach to peace education, and on how peace educators and activists could enlarge its reach.     

The everyday peace project: an innovative approach to peace pedagogy

A critical task for peace pedagogy is to challenge views of peace as primarily responses to declared war. Crisis-based politics tend to focus on exceptional situations and fail to capture the entire spectrum of violence. Premised on the idea that peace cannot be understood in isolation of larger structural problems, this paper proposes the concept of ‘everyday peace’ as a framework for peace education. Drawing from a pedagogical initiative, we examine how students engage with the concept of everyday peace and present our findings in three related domains: (1) definition of everyday peace, (2) application of everyday peace principles and (3) role of collaboration in everyday peace approaches. Our analysis underscored two important themes in participants’ definitions of everyday peace: (1) peace as a value-based praxis and (2) individual-level and systemic components of everyday peace. Applying these principles to a violent event in the local community, participant responses emphasized compassion, cultures of peace and the need to draw reflexive, meaningful connections between local and global contexts. The participants also outlined the synergistic role of collaboration in everyday peacebuilding. We discuss our findings in relation to extant research and consider implications of an everyday peace framework for holistic peace education.