Transforming education, transforming society: The co-construction of critical peace education and Indigenous education

Elizabeth Sumida Huaman

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

This article seeks to contribute to the link between critical peace education and Indigenous education from an Indigenous international and comparative education perspective. The article first reviews the marginalization of critical peace education and Indigenous education. By bringing forward areas of common interest between peace education and Indigenous education, the need for specific strategies involving mutual exchange and resulting in co-construction of education using both approaches is emphasized. Although peace education is not widely discussed in Indigenous or American Indian education, this article proposes a conversation between Indigenous community members, scholars, educators and other stakeholders in order to encourage collaboration towards the shared goal of education for the purposes of social transformation.

Original languageEnglish (US)
Pages (from-to)243-258
Number of pages16
JournalJournal of Peace Education
Volume8
Issue number3
DOIs
StatePublished - Dec 2011

Fingerprint

peace education
education
goal of education
comparative education
American Indian
conversation
stakeholder
Society
educator
community

Keywords

  • critical Indigenous education
  • Indigenous community education
  • Indigenous knowledge and peace education
  • Indigenous social transformation

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science
  • Political Science and International Relations

Cite this

Transforming education, transforming society : The co-construction of critical peace education and Indigenous education. / Sumida Huaman, Elizabeth.

In: Journal of Peace Education, Vol. 8, No. 3, 12.2011, p. 243-258.

Research output: Contribution to journalArticle

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