2022/02/27 by Kevin Kester · 1 citation
Social Sciences · #Educator Training and Historical Pedagogy #Global Education and Multiculturalism #Peace and Human Rights Education
paper · pdf · doi:10.1080/00131857.2022.2040483
openalex publication_date 2022/02/27 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/25
This paper argues for a postcritical praxis in global citizenship education (GCE) and peace education (PE). The paper begins by critiquing the interlocking fields of GCE and PE as problematically framed around the three key pillars of liberal peace. Then, drawing on postabyssal thinking the paper illustrates that the Western-centricity of liberal peacebuilding is not only colonialist/imperialist but that it is an erasure of the other. The paper argues that in light of this realization epistemological pluralism as a transformative response is wanting. Instead new responses must focus on other ontological possibilities grounded in a postcritical response to postabyssal thought. Before concluding, the paper offers some pedagogic possibilities integrating the ontological for a new postcritical GCE and PE.