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

Behr, Hartmut, Megoran, Nick and Carnaffan, Jane (2018) Peace education, militarism and neo-liberalism: conceptual reflections with empirical findings from the UK. Journal of Peace Education, 15 (1). pp. 76-96. ISSN 1740-0201

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Official URL: https://doi.org/10.1080/17400201.2017.1394283

Abstract

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.

Item Type: Article
Subjects: L300 Sociology
X300 Academic studies in Education
Department: Faculties > Arts, Design and Social Sciences > Social Sciences
Depositing User: Rachel Branson
Date Deposited: 11 Mar 2020 09:39
Last Modified: 11 Mar 2020 09:57
URI: http://nrl.northumbria.ac.uk/id/eprint/42440

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