Reflections on decolonizing peace education in Korea: a critique and some decolonial pedagogic strategies

Universities and scholars around the world teach and research extensively in the field of peace education; yet, despite a plethora of diverse scholarship, educational programs are often critiqued as dominated by the English-speaking world. This paper employs the intersecting lenses of decolonization...

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Bibliographic Details
Published in:Teaching in higher education 2021-02, Vol.26 (2), p.145-164
Main Authors: Kester, Kevin, Zembylas, Michalinos, Sweeney, Loughlin, Lee, Kris Hyesoo, Kwon, Soonjung, Kwon, Jeongim
Format: Article
Language:English
Subjects:
Comparative Education
comparative review
decolonization
Education
Educational Policy
Educational Strategies
Foreign Countries
Higher Education
Korea
Non Western Civilization
Peace
Peace education
Peace studies
Pedagogy
postcolonial theory
Postcolonialism
Problem Solving
Social Justice
Western Civilization
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Summary:Universities and scholars around the world teach and research extensively in the field of peace education; yet, despite a plethora of diverse scholarship, educational programs are often critiqued as dominated by the English-speaking world. This paper employs the intersecting lenses of decolonization and postcolonial theory to explore and challenge the perceived dominance of Western literature and practice. Using a criss-crossing comparison method, English and Korean literatures are compared to ascertain the extent of Western-centricity within Korean higher education peace studies, and to offer a critical discussion of liberal peacebuilding, and linear problem-solving models within the literatures. Counter-arguments and policy recommendations are considered. The paper concludes that for peace education to fulfill its mission, global educational decolonization movements need to be strengthened. It is argued that efforts toward decolonization of Korean peace education could support the global movement toward a more socially just peace education for the twenty-first century.
ISSN:1356-2517
1470-1294
DOI:10.1080/13562517.2019.1644618