What is the meaning of peace, why should we study it, and how
should we achieve it? Although there are an increasing number of
manuscripts, curricula and initiatives that grapple with some
strand of peace education, there is, nonetheless, a dearth of
critical, cross-disciplinary, international projects/books that
examine peace education in conjunction with war and conflict.
Within this volume, the authors contend that war/military
conflict/violence are not a nebulous, far-away, mysterious venture;
rather, they argue that we are all, collectively, involved in
perpetrating and perpetuating militarization/conflict/violence
inside and outside of our own social circles. Therefore, education
about and against war can be as liberating as it is necessary. If
war equates killing, can our schools avoid engaging in the
examination of what war is all about? If education is not about
peace, then is it about war? Can a society have education that
willfully avoids considering peace as its central objective? Can a
democracy exist if pivotal notions of war and peace are not
understood, practiced, advocated and ensconced in public debate?
These questions, according to Carr and Porfilio and the
contributors they have assembled, merit a critical and extensive
reflection. This book seeks to provide a range of epistemological,
policy, pedagogical, curriculum and institutional analyses aimed at
facilitating meaningful engagement toward a more robust and
critical examination of the role that schools play (and can play)
in framing war, militarization and armed conflict and,
significantly, the connection to peace.
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