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Peace education, militarism and neo-liberalism: conceptual reflections with empirical findings from the UK

Lookup NU author(s): Professor Hartmut Behr, Professor Nick MegoranORCiD, Dr Jane Carnaffan

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND).

Abstract

This article explores ‘peace days’ in English schools as a form of peace education. From a historical overview of academic discussions on peace education in the US and Great Britain since WWI we identify three key factors important for peace education: the political context, the place in which peace days occur, and pedagogical imperatives of providing a certain narrative of the sources of violence in politics. Although contemporary militarism and neoliberalism reduce the terrains for peace studies in English schools, peace days allow teachers to carve out spaces for peace education. Peace days in Benfield School, Newcastle, and Comberton Village College, Cambridgeshire, are considered as case studies. We conclude with reflections on the opportunities and limitations of this approach to peace education, and on how peace educators and activists could enlarge its reach.

Publication metadata

Author(s): Behr EH, Megoran NWS, Carnaffan J

Publication type: Article

Publication status: Published

Journal: Journal of Peace Education

Year: 2018

Volume: 15

Issue: 1

Pages: 76-96

Online publication date: 01/11/2017

Acceptance date: 16/10/2017

Date deposited: 17/10/2017

ISSN (print): 1740-0201

ISSN (electronic): 1740-021X

Publisher: Routledge

URL: https://doi.org/10.1080/17400201.2017.1394283

DOI: 10.1080/17400201.2017.1394283

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