CRITICAL AND POST-CRITICAL PEACE EDUCATION
| Title | ΚΡΙΤΙΚΗ ΚΑΙ ΜΕΤΑΚΡΙΤΙΚΗ ΠΑΙΔΑΓΩΓΙΚΗ ΤΗΣ ΕΙΡΗΝΗΣ / CRITICAL AND POST-CRITICAL PEACE EDUCATION |
| Code | ΕΠΜ97 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Kyriakos Bonidis |
| Common | No |
| Status | Active |
| Course ID | 600024088 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs Merikīs Foítīsīs (2026-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 3 | 2 | 5 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2024-sīmera)
Registered students: 1
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 3 | 2 | 5 |
| Academic Year | 2025 – 2026 |
| Class Period | Winter |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600278163
|
Course Type 2021
Specific Foundation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600278163
- eLearning: https://elearning.auth.gr/course/view.php?id=17921
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
The aim of the course is for participants to become acquainted with the genealogy and archaeology of the discourses of Peace Education in modernity (idealist, critical and ecological Peace Pedagogy and the pragmatist Education for Peace) and to analyse the pacifist pedagogical discourses of the Critical and Postcritical Peace Education.
Students be able to:
• Understand the basic concepts of Peace Education and define it epistemologically.
• know, by way of introduction, the historicity of the individual discourses of Peace Education of modernity: the Interwar Peace Education, the Idealistic Hermeneutic Peace Pedagogy, the Critical Peace Pedagogy/Education, the Pragmatist Education for Peace and the Ecological-Systemic Peace Pedagogy.
• define the terms 'Critical Peace Research' and 'Critical Peace Pedagogy/Education '.
• recognise the intertextuality between Critical and Post-Critical Peace Pedagogy and Critical Theory of Frankfurt School, discourse of Gramsci, Altusser, Bourdieu and Critical Peace Research
• list the main relevant research institutes and centres of Critical Peace Pedagogy/Education
• define the terms: direct, structural and cultural violence, negative and positive peace, north-south opposition, cultural hexagon
• understand the key concepts, thematic choices, and assumptions of Critical and Post-Critical Peace Pedagogy/Education
• understand the principles and objectives of Critical Peace Pedagogy/Education
• recognise the hybridity of the discourse of post-critical (border) Peace Pedagogy/Education, distinguishing its structuralist and post-structuralist meanings.
• approach the cultural violence as a discourse that naturalizes the practice of structural and direct violence
• de-naturalise cultural violence and articulate discourses of cultural peace
• design socio-critical as well as cultural-critical post-critical peace education (family and pre-school education, school, university and continuing education, curricula, teaching practices, conflict resolution and mediation practices, etc.)
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Work in an interdisciplinary team
- Generate new research ideas
- Appreciate diversity and multiculturality
- Respect natural environment
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
Learning and research topics, timetable
Introduction: The scope of Peace Pedagogy/Education, and its basic concepts. The question human "nature" (good, violent or neutral) and the possibility of "learning" peace. Epistemological definitions of Peace Pedagogy/Education.
The historicity of the discourses of Peace Pedagogy/Education of modernity: the emergence of the first discourses of Peace Pedagogy in interwar period. Discourses of Peace Pedagogy from 1945 onwards: Idealistic Heremeneutic Peace Pedagogy, Critical Peace Pedagogy/Education, Pragmatic Education for Peace, Ecological-Systemic Peace Pedagogy (1st, 2nd & 3rd seminar).
MODULE 1: THE CRITICAL PEACE PEDAGOGY/EDUCATION
1. Introduction.
2. Institutes and research centres of Critical Peace Research and Critical Peace Pedagogy/Education internationally; related literature and journals.
3. Basic ontological, anthropological, ethical, epistemological and pedagogical assumptions and concepts of Critical Peace Pedagogy/Education. Direct, structural and cultural violence. "Negative" and "positive" peace. The north-south/centre-periphery contrast. The cultural hexagon.
4. Space, time, texts, research and educational practices and technologies of pacifist critical education.
5. Discourse analysis of critical peace educators' texts. (4th, 5th, 6th, 7th & 8th seminars).
MODULE 2: THE POSTCRITICAL PEACE PEDAGOGY/EDUCATION BETWEEN MODERNITY AND POSTMODERNITY
1. Introduction: Critical theories, concepts of ideology, hegemony, symbolic violence, field. Cultural studies, poststructuralist critique of Humanism and subject, third feminist wave, contemporary Postcritical Peace Research and Postcritical Pedagogy as a border pedagogy, Postcritical Feminist Research and Peace Pedagogy/Education; the concepts of race, nation, gender, social class and sexuality.
2. Basic ontological, anthropological, ethical, epistemological and pedagogical assumptions and concepts of Postcritical Peace Pedagogy/Education. Triangle of violence (cultural, structural and direct violence) and cultural, structural and direct peace.
3. Space, time, texts, research and educational practices and technologies of Postcritical Peace Pedagogy/Education. Critical discourse analysis, social semiotics and critical literacies.
5. Discourse analysis of texts of postcritical Peace Education (9th, 10th, 11th & 12th seminars).
Summarizing and evaluation of the course by students (13th seminar).
Educational Material Types
- Notes
- Slide presentations
- Audio
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | ✓ | ✓ | ||
| Seminars | 13 | ✓ | ✓ | ||
| Laboratory Work | 20 | ✓ | ✓ | ||
| Reading Assigment | 15 | ✓ | ✓ | ||
| Project | 20 | ✓ | ✓ | ||
| Written assigments | 23 | ✓ | ✓ | ✓ | |
| Artistic creation | 10 | ✓ | ✓ | ✓ | |
| Other / Others | 10 | ✓ | ✓ | ||
| Total | 150 |
Student Assessment
Student Assessment methods
- Written Assignment (Formative)
- Labortatory Assignment (Formative)
- Artistic Performance (Formative)
- αυθεντική αξιολόγηση (Summative)
Bibliography
Course Bibliography (Eudoxus)
Μπονίδης, Κ. (2020) Νεωτερικοί «κριτικοί» ειρηνιστικοί παιδαγωγικοί λόγοι. Στο Κ. Μπονίδης, Γ. Ζαρίφης (επιμ.) Παιδαγωγική-Επιστήμη της Αγωγής-Επιστήμες της Αγωγής: Επιστημολογικά και μεθοδολογικά ζητήματα. Θεσσαλονίκη: Γράφημα, 111-164.
Μπονίδης, Κ. (2023) Παιδαγωγική της Ειρήνης. Ειρηνιστικοί παιδαγωγικοί λόγοι της Νεωτερικότητας. Θεσσαλονίκη: Πεδίο.
Additional bibliography for study
Γούναρη, Π., Γρόλλιος, Γ. (επιμ.) (2010) Κριτική Παιδαγωγική – μια συλλογή κειμένων. Αθήνα: Gutenberg.
Νικολακάκη, Μ. (επιμ.) Η κριτική Παιδαγωγική στον νέο μεσαίωνα. Αθήνα: Ι. Σιδέρης.
Τσιάκαλος, Γ. (2006) Απέναντι στα Εργαστήρια του Ρατσισμού. Αθήνα: Τυπωθήτω.
Bajaj, M. (2008) Critical peace education. Στο Bajaj, M. (επιμ.) Encyclopedia of Peace Education. Charlotte: Information Age Publishing, σσ. 135-146.
Bajaj, M., Brantmeier., E.J. (2011) The Politics, Praxis, and Possibilities of Critical Peace Education, Journal of Peace Education, 8/3, σσ. 221-224
Brantmeier, E. J. (2013) Toward critical peace education for sustainability. Journal of Peace Education, 10 (/3), 242-258.
Brantmeier, E. J. (2011) Toward mainstreaming critical peace education in U.S. teacher education. Στο C.S. Malott & B. Porfilio (επιμ.) Critical Pedagogy in the Twenty-First century: A new generation of scholars. Charlotte, NC: Information Age publishing, σσ. 349-375.
Brock-Utne, B. (1989) Feminist Perspectives on Peace and Peace Education. NewYork: Pergamon Press.
Confortini, C. (2006) Galtung, violence, and gender: The case for a peace studies/feminism alliance. Peace & Change 31(3): 333–367.
Diaz-Soto, L. (2005) How can we teach peace when we are so outraged? A call for critical peace education. Στο Taboo: The Journal of Culture and Education, σσ. 91-96.
Galtung, J. (1969) Violence, Peace and Peace Research. Journal of Peace Research. 6/3, σσ. 167-191.
Galtung, J. (1976) Peace education: problems and conflicts. Στο: Haavelsrud, M. (επιμ.), Education for peace: Reflection and Action. Guilford: IPC Science & Technology Press.
Galtung, J. (1990) Cultural Violence. Journal of Peace Research. 27- 3, σσ. 291-305.
Gottesman, I.H. (2016) The critical turn in education: from Marxist critique to poststructuralist feminism to critical theories of race. New York : Routledge.
Gounari (2013) Critical Pedagogy and Peace Education: Understanding Violence, Human Rights, and the Historical Project of Militant Peace. Στο P.P. Trifonas, B.L.Wright (επιμ.)(2013) Critical Peace Education: Difficult Dialogues. Dordrecht: Springer, σσ. 69-88.
Reardon, B. (2011) Concerns, cautions and possibilities for peace education for political efficacy. In B. W. a. P. Trifonas (Ed.) Critical peace education: difficult dialogue. Cham: Springer Press.
Reardon, B.A. & Snauwaert D.T. (2011) Reflective Pedagogy, Cosmopolitanism, and Critical Peace Education for Political Efficacy: A Discussion of Betty A. Reardon’s Assessment of the Field, Factis Pax-Journal of Peace Education, and social justice. 5/1, σσ. 1-14.
Trifonas, P. (2005β) Ourselves as another: Cosmopolitical humanities. Στο P. Trifonas & M. Peters (επιμ.) Deconstructing Derrida: Tasks for the new humanities. New York: Palgrave MacMillan,σσ. 205–220.
Trifonas, P. (επιμ.). (2000) Revolutionary pedagogies: Cultural politics, the institution of education, and the discourse of theory . New York/London: Routledge Falmer.
Trifonas, P. (επιμ.). (2003) Pedagogies of difference: Rethinking education for social justice. New York/London: Routledge Falmer.
Trifonas, P.P. (επιμ.) (2005) Communities of difference: language, culture, and the media. New York: Palgrave MacmillanWintersteiner, W, (2004)2 Pädagogik des Anderen. Bausteine für eine Friedenspädagogik in der Postmoderne. Münster: Waxmann.
Trifonas, P.P., Wright B.L. (ed.)(2013) Critical Peace Education: Difficult Dialogues. Dordrecht: Springer.
Wulf, C. (επιμ.) (1973) Friedenserziehung in der Diskussion. München: R. Piper.
Wulf, C. (επιμ.) (1973) Kritische Friedenserziehung. Frankfurt: Suhrkamp.
Wulf, C. (επιμ.) (1974) Handbook on Peace Education. Oslo: International Peace Research Association.
Last Update
28-08-2024
