Education as humanisation: a theoretical review on the role of dialogic pedagogy in peacebuilding education |
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| Authors: | Scherto Gill Ulrike Niens |
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| Institution: | 1. Centre for Research in Human Development, Guerrand-Hermès Foundation, Brighton, UKscherto@ghfp.org;3. School of Education, Queen’s University Belfast, Belfast, UK |
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| Abstract: | In this literature review, we explore the potential role of education in supporting peacebuilding and societal transformation after violent conflict. Following a critical analysis of the literature published by academics and practitioners, we identify the notion of humanisation (as in the seminal works of Paulo Freire and others) as a unifying conceptual core. Peacebuilding education as humanisation is realised by critical reflection and dialogue in most curricular initiatives reviewed, an approach aimed at overcoming the contextual educational constraints often rooted in societal division and segregation, strained community relations and past traumas. We argue that education as humanisation and critical dialogue can offer pedagogical strategies and provide a compelling conceptual framework for peacebuilding education. Such a conceptual framework can serve as a basis for research in the area, especially in contexts where educational institutions tend to be structured to dehumanise. |
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| Keywords: | peacebuilding humanisation dialogue critical pedagogy post-conflict Paulo Freire |
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