SOS. A Praxis-Oriented Theoretical Reflection on Decolonising through Non-formal Arts-based Peace Education
Palavras-chave:
Peace education, Aesthetic education, Global citizen education, Decolonization, Environmental awareness
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Resumo
The aim of the article is to explore how the critical exercise of decolonizing approaches can inform peace education. The methodology will be an auto-ethnographic action-based research that explores literature on decolonizing peace education and applies its principles to the analysis of a nonformal arts-based project. The experiences gained through work in a music-based peace education project called La Escuela Encantada (LEE), serve as a link to practice, which will be nourished by theory and vice versa. The structure of this article is as follows: Starting from Martínez-Guzmán’s foundations of an epistemological turn for social sciences from philosophy for peace(s) as a basis, the decolonizing project within peace education will be unfolded to elicit the potential of nonformal arts-based peace education to inform concrete decolonial projects in the peace education sector. The main findings show that LEE contributes to decolonizing peace education by promoting emotional transformation, (re-)enchantment, and connectedness while engaging in process-oriented decolonial reflexivity.
Downloads
Referências
Alatas, S. H. (2000). Intellectual imperialism: Definition, traits, and problems. Asian Journal of Social Science, 28(1), 23-45. https://doi.org/10.1163/030382400X00154
Alvarez Castillo, F. (2024). The Conflicted Decolonial Scholar. In A. Fleschenberg, K. Kresse, R. Cordillera, & A. Castillo (Eds.), Thinking with the south (pp. 113-128). De Gruyter. https://doi.org/10.1515/9783110780567-006
Archer, D. T., Hajir, B., & McInerney, W. W. (Eds.). (2023). Innovations in peace and education praxis: Transdisciplinary reflections and insights. Taylor & Francis.
Bakhtin, M. M. (2010). The dialogic imagination: Four essays. University of Texas Press.
Bhambra, G. K. (2023). Rethinking modernity: Postcolonialism and the sociological imagination. Springer Nature.
Biglia, B. (2007). Desde la investigación – acción hacia la investigación activista feminista. In J. Romay (Ed.), Perspectivas y retrospectivas de la Psicologia Social en los albores del siglo XXI (pp.415-421). Biblioteca Nuova.
Bock, M. C. (2021). Contributions from feminist and plural peace perspectives to promote degrowth. a dialogic approach in times of multiple interlocking crises [Doctoral Thesis]. Universitat Jaume I.
Bock, M. C. (2022). Message of a Walrus. SangSaeng. Living together helping each other. Asia-Pacific Centre of Education for International Understanding (APCEIU).
Cabral, R., & Galvão, T. G. (2022). Reimagining the UN 2030 agenda by connecting the SDG to culture, art and communication. Revista Latinoamericana de Ciencias de la Comunicación, 21(41), 44-59. https://doi.org/10.55738/alaic.v21i41.931
Canning, D., & Reinsborough, P. (2008). Changing the Story: Story-Based Strategies for Direct Action Design. In the Middle of a Whirlwind, Team Colors collective and the Journal of Aesthetics & Protest. https://inthemiddleofthewhirlwind.wordpress.com/changing-the-story/
Canning, D., & Reinsborough, P. (2012). Narrative power analysis. In A. Boyd & D. O. Mitchell (Eds.), Beautiful Trouble. A toolbox for revolution. OR Books.
Cárdenas, M. (2023). Decolonizing perspectives in peace research. In C. Cohrs, N. Knab, & G. Sommer (Eds.), Handbook of Peace Psychology. Forum Friedenspsychologie.
Cho, S., Crenshaw, K. W., & McCall, L. (2013). Toward a field of intersectionality studies: Theory, applications, and praxis. Signs: Journal of Women in Culture and Society, 38(4), 785-810. https://doi.org/10.1086/669608
Clifford, V., & Montgomery, C. (2017). Designing an internationationalised curriculum for higher education: embracing the local and the global citizen. Higher Education Research & Development, 36(6), 1138-1151. https://doi.org/10.1080/07294360.2017.1296413
Crenshaw, K. W. (2013). Mapping the margins: Intersectionality, identity politics, and violence against women of color. In M. Albertson Fineman (Ed.), The public nature of private violence (pp.93-118). Routledge.
Cuentas, S. (2022, October 18th). Feminismo decolonial: una mirada desde los márgenes. [Video] Youtube https://www.youtube.com/watch?v=fPB0J9yjzSw&t=9s
Dietrich, W. (2018). Imperfect and transrational interpretations of peace(s). Prospectiva. Revista de Trabajo Social e Intervención Social, 26, 195-210. https://doi.org/10.25100/prts.v0i26.6623
Dixon, T. (2012). “Emotion”: The history of a keyword in crisis. Emotion Review, 4(4), 338-344. https://doi.org/10.1177/1754073912445814
Duncombe, S. (2016). Does it work? The æffect of activist art. Social Research, 83(1), 115-134.
Duvisac, S. (2022). ¡Descolonizar! ¿Qué significa? OXFAM.
Freire, P. (2020) (1st ed. 1978). Pedagogy of the oppressed. In J. Beck, Ch. Jenks, N. Keddie & M. F. D. Young (Eds.). Toward a sociology of education (pp.374-386). Routledge.
Freire, P., Freire, A. M. A., & Giroux, H. A. (2021). Pedagogy of hope: reliving pedagogy of the oppressed. Bloomsbury Academic.
Galtung, J. (1990). Cultural violence. Journal of Peace Research, 27(3), 291-305. https://doi.org/10.1177/0022343390027003005
GENE. Global Education Network Europe. (2022). The European Declaration on Global Education to 2050. The Dublin Declaration. https://www.gene.eu/ge2050-congress
Go, J. (2018). Postcolonial possibilities for the sociology of race. Sociology of Race and Ethnicity, 4(4), 439-451. https://doi.org/10.1177/2332649218793982
Grosfoguel, R. (2013). The structure of knowledge in westernized universities epistemic racism/sexism and the four genocides/epistemicides of the long 16th century. Human Architecture: Journal of the Sociology of Self-Knowledge, 11(1), 73-90.
Hajir, B., & Kester, K. (2020). Toward a decolonial praxis in critical peace education: Postcolonial insights and pedagogic possibilities. Studies in Philosophy and Education, 39(5), 515-532. https://doi.org/10.1007/s11217-020-09707-y
Herrero, Y. (2013). Miradas ecofeministas para transitar a un mundo justo y sostenible. Revista de Economía Crítica, 16, 278-307.
hooks, b. (1994). Teaching to transgress. Routledge.
Jang, I. J., & Cordero-Pedrosa, C. (2018). Peace, race, and disciplinary decadence. Entreletras, 9(1), 66-79.
Joseph-Salisbury, R., Ashe, S., Alexander, C., & Campion, K. (2020). Race and ethnicity in British sociology. BSA Publications.
Kaplún, M. (1998). La pedagogía de la comunicación. Ediciones de la Torre.
Kessi, S., Marks, Z., & Ramugondo, E. (2020). Decolonizing African Studies. Critical African Studies, 12(3), 271-282. https://doi.org/10.1080/21681392.2020.1813413
Kester, K., & Cremin, H. (2017). Peace education and peace education research: Toward a concept of poststructural violence and second-order reflexivity. Educational Philosophy and Theory, 49(14), 1415-1427. https://doi.org/10.1080/00131857.2017.1313715
Kester, K., Zembylas, M., Brantmeier, E., & Hajir, B. (2023). Reflections on a Post/Critical Peace Education. In T. Archer, B. Hajir, & W. W. McInerney (Eds.). Innovations in peace and education praxis: transdisciplinary reflections and insights (pp. 196-209). Routledge.
Kothari, A., Salleh, A., Escobar, A., Demaria, F., & Acosta, A. (Eds.). (2019). Pluriverse: a post-development dictionary. Tulika Books.
Lugones, M. (2016). The coloniality of gender. In L. De Souza Lima, E. Otero Quezada & J. Roth (Eds.), Feminisms in Movement: Theories and practices from the Americas (pp. 35-58). Transcript.
Maldonado-Torres, N. (2017). Frantz Fanon and the decolonial turn in psychology: From modern/colonial methods to the decolonial attitude. South African Journal of Psychology, 47(4), 432-441. https://doi.org/10.1177/0081246317737918
Maldonado-Torres, N., & Cavooris, R. (2017). The decolonial turn. In Poblete, J. (Ed.), New approaches to Latin American studies (pp. 111-127). Routledge.
Martínez-Guzmán, V. (2000). Saber Hacer las Paces. Epistemologías de los Estudios para la Paz. Convergencia, 7(23).
Martínez-Guzmán, V. (2001). Filosofía para hacer las paces. Icaria.
Martínez-Guzmán, V. (2003). Discurso y sensibilización: entre la indignación y la esperanza. In Benet, V. & Nos Aldás, E. (Eds). La publicidad en el tercer sector: tendencias y perspectivas de la comunicación solidaria (pp. 203-228). Icaria.
Martínez-Guzmán, V. (2019). Descolonizar las mentes para hacer las paces desde la interculturalidad: algunas reflexiones desde la teoría crítica y el post-estructuralismo. Pax crítica: aportes teóricos a las perspectivas de paz posliberal. Tecnos.
Mbembe, A. (2021). Out of the dark night. Essays on decolonization. Columbia University Press.
Meadows, D. H., Meadows, D. L., Randers, J., & Behrens, W. W. (2018). The limits to growth. In K. Conca, & G. D. Dabelko (Eds.), Green planet blues. Critical perspectives on global environmental politics (pp. 25-29). Routledge.
Mesa, M. (2019). La Educación para la Ciudadanía Global: Una apuesta por la Democracia. Revista Internacional de Educación para la Justicia Social, 8(1). https://doi.org/10.15366/riejs2019.8.1.001
Mesa, M., Alonso-Cano, L. & Couceiro, E. (2013). Visibles y transgresoras. Narrativas y propuestas visuales para la paz y la igualdad. CEIPAZ. http://www.ceipaz.org/visiblesytransgresoras/
Mignolo, W. D. (2013). Introduction: Coloniality of power and de-colonial thinking. In W. D. Mignolo & A. Escobar (Eds.), Globalization and the decolonial option (pp. 1-21). Routledge.
Moosavi, L. (2020). The decolonial bandwagon and the dangers of intellectual decolonisation. International Review of Sociology, 30(2), 332-354. https://doi.org/10.1080/03906701.2020.1776919
Moosavi, L. (2023). Turning the decolonial gaze towards ourselves: Decolonising the curriculum and “decolonial reflexivity” in sociology and social theory. Sociology, 57(1), 137-156. https://doi.org/10.1177/00380385221096037
Morreira, S., Luckett, K., Kumalo, S. H., & Ramgotra, M. (2020). Confronting the complexities of decolonising curricula and pedagogy in higher education. Third World Thematics: A TWQ Journal, 5(1-2), 1-18. https://doi.org/10.1080/23802014.2020.1798278
Muñoz, F. (2006). Imperfect peace. In W. Dietrich, J. Echavarria Alvarez & N. Koppensteiner (Eds.), Schlüsseltexte der Friedensforschung/Key Texts of Peace Studies/Textos Claves de la Investigación para la Paz (pp.241-281). Lit Verlag.
Nos-Aldás, E. (2020). Learning with “generation like” about digital global citizenship: A case study from Spain. In D. Bourn (Ed.), The Bloomsbury handbook of global education and learning (pp. 247-261). Bloomsbury.
Nos-Aldás, E., & Pinazo, D. (2013). Communication and engagement for social justice. Peace Review, 25(3), 343-348. https://doi.org/10.1080/10402659.2013.816552
Paton, M., Naidu, T., Wyatt, T. R., Oni, O., Lorello, G. R., Najeeb, U., Feilchenfeld, Z., Waterman, S. J., Whitehead, C. R., & Kuper, A. (2020). Dismantling the master’s house: new ways of knowing for equity and social justice in health professions education. Advances in Health Sciences Education, 25, 1107-1126. https://doi.org/10.1007/s10459-020-10006-x
París-Albert, S. (2020). Académica y mundana. La filosofía a modo de semilla de la creatividad, En-Claves del Pensamiento, 14(28), 1-28. https://doi.org/10.46530/ecdp.v0i28.404
París-Albert, S. (2023). The creative ethos in the peaceful conflict transformation. Convergencia, 30. https://doi.org/10.29101/crcs.v30i0.19612
Piper, A. (2022). Passing for white, passing for black. Blackmass Publishing.
Poliah, K., Gbolagun, V. S., Yuen, j., Keung, K., Helm, H., & Gilbert, D. J. (2024). An Act of Love: Three Experiences of Self-Decolonization in the Academic Community of the United Kingdom. The February Journal, 3, 88-103. https://doi.org/10.35074/FJ.2024.40.20.007
Purwanto, Y., Suprapto, Munaf, D. R., Albana, H, Marifataini, L., Siregar, I., & Sumarni (2023). The peace education concept and practice at universities: A systematic review. Cogent education, 10(2), 2260724.
Reardon, B. & Snauwaert, D. (2015). Betty a Reardon: a pioneer in education for peace and human rights. Springer.
Rich, A. (2003). Notes towards a politics of location. In R. Lewis & S. Mills (Eds.), Feminist postcolonial theory: A reader (pp. 29-42). Edinburgh University Press
Rockström, J., Steffen, W., Noone, K., Persson, Å., Chapin III, F S., Lambin, E.F., Lenton, T.M., Scheffer, M., Folke, C., & Schellnhuber, H. (2009). Planetary boundaries: exploring the safe operating space for humanity. Ecology and Society 14(2), 32.
Santos, B. d. S. (2015). Epistemologies of the South: Justice against epistemicide. Routledge.
Stanley, L., & Wise, S. (2002). Breaking out again: Feminist ontology and epistemology. Routledge.
Toca Lahuerta, J. (2023). El Decrecimiento desde la Comunicación para el Cambio Social: en Busca de un Enfoque Comunicativo Alternativo [MA Thesis]. International Peace, Conflict and Development Studies, Universitat Jaume I.
Tudor, S. L. (2013). Formal–non-formal–informal in education. Procedia-Social and Behavioral Sciences, 76, 821-826. https://doi.org/10.1016/j.sbspro.2013.04.213
UNESCO. (1948). The preamble of the constitution of UNESCO. The universal declaration of human rights. UNESCO. https://www.un.org/en/about-us/universal-declaration-of-human-rights
Werther, M. (2023). Towards a pluriverse of knowledges: double translation in arts-based action research as decolonial tool [BA Thesis]. Karlshochschule International University
Zembylas, M. (2018). Con-/divergences between postcolonial and critical peace education: Towards pedagogies of decolonization in peace education. Journal of Peace Education, 15(1), 1-23. https://doi.org/10.1080/17400201.2017.1412299