Pub Date : 2021-09-02DOI: 10.1080/17400201.2021.1989391
Sweta Dey
ABSTRACT Mahatma Gandhi’s life, ideas and educational philosophies on the whole form important cluster in peace education. Gandhi mainly valued three types of correlation in education viz., physical environment, social environment and craft, which are unavoidable in peace studies. Through these correlations Gandhi wanted to develop qualities which were necessary for building a non-violent society. His Nai Talim integrated craft, art, health and education into one scheme. Gandhi’s approach was ethical, as he believed that moral degeneration was the root cause of all evils including conflicts. Hence, he recommended acquisition of moral value by correlating education with craft, social surrounding and physical environment. This essay seeks to investigate why Gandhi identified these three as basic correlating factors? How far these factors are truly related with peace education and significant in promoting peace? How these correlating principles were accommodated within the educational structure? How far these correlating factors are significant in promoting peace? What is the scope of these correlations in the field of peace education? The present essay attempts to answer all these questions by using both qualitative and quantitative sources.
{"title":"The relevance of Gandhi’s correlating principles of education in peace education","authors":"Sweta Dey","doi":"10.1080/17400201.2021.1989391","DOIUrl":"https://doi.org/10.1080/17400201.2021.1989391","url":null,"abstract":"ABSTRACT Mahatma Gandhi’s life, ideas and educational philosophies on the whole form important cluster in peace education. Gandhi mainly valued three types of correlation in education viz., physical environment, social environment and craft, which are unavoidable in peace studies. Through these correlations Gandhi wanted to develop qualities which were necessary for building a non-violent society. His Nai Talim integrated craft, art, health and education into one scheme. Gandhi’s approach was ethical, as he believed that moral degeneration was the root cause of all evils including conflicts. Hence, he recommended acquisition of moral value by correlating education with craft, social surrounding and physical environment. This essay seeks to investigate why Gandhi identified these three as basic correlating factors? How far these factors are truly related with peace education and significant in promoting peace? How these correlating principles were accommodated within the educational structure? How far these correlating factors are significant in promoting peace? What is the scope of these correlations in the field of peace education? The present essay attempts to answer all these questions by using both qualitative and quantitative sources.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"18 1","pages":"326 - 341"},"PeriodicalIF":0.6,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41803949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/17400201.2021.1987869
Martin M. Sjøen
ABSTRACT What is at stake when educators are asked to deploy vigilant surveillance against students considered to be at risk of becoming a terrorist? This article explores the growing relationship between education and terrorism by focusing on how schools can contribute to reducing fears of terrorism. Rather than profiling future terrorists among their students, the argument is put forward that educators must encourage deliberative agonistic discussions about terrorism in the classroom. Ultimately, this can help students to build resilience against terror fear, which might serve as a bulwark against a range of social negatives. Examples from the empirical literature are offered to highlight how education can reduce terror fear by encouraging discussions about terrorism in schools, which can also have a transformative effect on helping students to unlearn or disengage from extreme ideals and behaviours. In the strand of education-terrorism literature, this could well touch upon some of the most important aspects within educational efforts to reduce the fear of terror and perhaps even reduce terrorism itself.
{"title":"Let’s talk about terrorism","authors":"Martin M. Sjøen","doi":"10.1080/17400201.2021.1987869","DOIUrl":"https://doi.org/10.1080/17400201.2021.1987869","url":null,"abstract":"ABSTRACT What is at stake when educators are asked to deploy vigilant surveillance against students considered to be at risk of becoming a terrorist? This article explores the growing relationship between education and terrorism by focusing on how schools can contribute to reducing fears of terrorism. Rather than profiling future terrorists among their students, the argument is put forward that educators must encourage deliberative agonistic discussions about terrorism in the classroom. Ultimately, this can help students to build resilience against terror fear, which might serve as a bulwark against a range of social negatives. Examples from the empirical literature are offered to highlight how education can reduce terror fear by encouraging discussions about terrorism in schools, which can also have a transformative effect on helping students to unlearn or disengage from extreme ideals and behaviours. In the strand of education-terrorism literature, this could well touch upon some of the most important aspects within educational efforts to reduce the fear of terror and perhaps even reduce terrorism itself.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"18 1","pages":"309 - 325"},"PeriodicalIF":0.6,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47131610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/17400201.2021.2013786
Michalinos Zembylas
ABSTRACT This paper puts in conversation Martin Heidegger’s concept of Stimmung (mood or attunement) with Raymond Williams’ notion of ‘structures of feeling’ to theorize ‘mood work’ in peace education. It is argued that the perspective of mood provides new insights in peace education that might be harder to grasp through the lens of affect or emotion, suggesting that mood is a term well suited to paying attention to longer duration of affective phenomena. In particular, mood work draws attention to the processes of affective (mis)attunement, that is, the successes and failures of individuals and groups to ‘fit the mood.’ The author offers a vignette from his ethnographic research to show the mood work conducted by a teacher in the context of a peace education initiative within a conflict-affected society. The analysis shows how mood work marshals bodies, objects, and feelings towards or away from particular political visions in peace education.
{"title":"In the mood for peace? Mood work and structures of feeling in the politics of peace education","authors":"Michalinos Zembylas","doi":"10.1080/17400201.2021.2013786","DOIUrl":"https://doi.org/10.1080/17400201.2021.2013786","url":null,"abstract":"ABSTRACT This paper puts in conversation Martin Heidegger’s concept of Stimmung (mood or attunement) with Raymond Williams’ notion of ‘structures of feeling’ to theorize ‘mood work’ in peace education. It is argued that the perspective of mood provides new insights in peace education that might be harder to grasp through the lens of affect or emotion, suggesting that mood is a term well suited to paying attention to longer duration of affective phenomena. In particular, mood work draws attention to the processes of affective (mis)attunement, that is, the successes and failures of individuals and groups to ‘fit the mood.’ The author offers a vignette from his ethnographic research to show the mood work conducted by a teacher in the context of a peace education initiative within a conflict-affected society. The analysis shows how mood work marshals bodies, objects, and feelings towards or away from particular political visions in peace education.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"18 1","pages":"342 - 359"},"PeriodicalIF":0.6,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46046216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/17400201.2021.2005006
Gabriel M. Velez, M. Angucia, Thomas Durkin, Lynn O’Brien, Sherri Walker
ABSTRACT Often intersecting with systemic inequity and injustice, young people’s exposure to community violence has been linked to a myriad of developmental impacts. A growing literature demonstrates the potential of peace education programs to promote resilient and prosocial outcomes for these individuals. Still, more work can be done to understand underlying mechanisms and implementation challenges to support these young people and build cultures of peace through education more effectively. In this article, we detail the theoretical foundation, context, and socioecological model for Marquette University Center for Peacemaking’s Peace Works program in Milwaukee, Wisconsin, United States, before presenting the results of focus groups with teachers and administrators where it was implemented. The conversations touched on how teachers and administrators perceive of the implementation of this peace education program, what impacts they observe in students and school culture, and obstacles to promoting peace in students, schools, and broader communities through this approach. Overall, we aim to contribute to understandings of peace education in violent urban contexts by offering a model built on a theoretical focus on nonviolent communication and behavior and a socioecological model for transformative change, as well as lessons from the program’s implementation.
{"title":"Teacher and administrator perceptions of peace education in Milwaukee (US) Catholic schools","authors":"Gabriel M. Velez, M. Angucia, Thomas Durkin, Lynn O’Brien, Sherri Walker","doi":"10.1080/17400201.2021.2005006","DOIUrl":"https://doi.org/10.1080/17400201.2021.2005006","url":null,"abstract":"ABSTRACT Often intersecting with systemic inequity and injustice, young people’s exposure to community violence has been linked to a myriad of developmental impacts. A growing literature demonstrates the potential of peace education programs to promote resilient and prosocial outcomes for these individuals. Still, more work can be done to understand underlying mechanisms and implementation challenges to support these young people and build cultures of peace through education more effectively. In this article, we detail the theoretical foundation, context, and socioecological model for Marquette University Center for Peacemaking’s Peace Works program in Milwaukee, Wisconsin, United States, before presenting the results of focus groups with teachers and administrators where it was implemented. The conversations touched on how teachers and administrators perceive of the implementation of this peace education program, what impacts they observe in students and school culture, and obstacles to promoting peace in students, schools, and broader communities through this approach. Overall, we aim to contribute to understandings of peace education in violent urban contexts by offering a model built on a theoretical focus on nonviolent communication and behavior and a socioecological model for transformative change, as well as lessons from the program’s implementation.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"18 1","pages":"360 - 383"},"PeriodicalIF":0.6,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47313781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-30DOI: 10.1080/17400201.2021.1965971
Merethe Skårås
ABSTRACT In recent years, a number of nation states have signed peace protocols and entered processes of peace and reconciliation. This has led to an increasing pool of literature on history education in these divided and diverse societies emerging from violent conflict. This article provides a review of the latest developments in this field which focuses on the often counterproductive objectives of developing critical thinking skills in students while simultaneously promoting patriotism and a vision of a nation. Through a theoretical lens centering on politics of recognition, redistribution, and representation, I analyze research literature that focuses on the teaching and learning of recent history and how the subject of history might facilitate social justice for all. Findings from this review show that the affective dimension of the curriculum and the vision of the nation in these contexts promote single narratives of the past and therefore cultivate an identity model of recognition which encourages separatism and intolerance.
{"title":"Teaching and learning the most recent history in divided societies emerging from conflict: A review of the literature through the lens of social justice","authors":"Merethe Skårås","doi":"10.1080/17400201.2021.1965971","DOIUrl":"https://doi.org/10.1080/17400201.2021.1965971","url":null,"abstract":"ABSTRACT In recent years, a number of nation states have signed peace protocols and entered processes of peace and reconciliation. This has led to an increasing pool of literature on history education in these divided and diverse societies emerging from violent conflict. This article provides a review of the latest developments in this field which focuses on the often counterproductive objectives of developing critical thinking skills in students while simultaneously promoting patriotism and a vision of a nation. Through a theoretical lens centering on politics of recognition, redistribution, and representation, I analyze research literature that focuses on the teaching and learning of recent history and how the subject of history might facilitate social justice for all. Findings from this review show that the affective dimension of the curriculum and the vision of the nation in these contexts promote single narratives of the past and therefore cultivate an identity model of recognition which encourages separatism and intolerance.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"18 1","pages":"282 - 308"},"PeriodicalIF":0.6,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41986554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-23DOI: 10.1080/17400201.2021.1946302
M. Baer
{"title":"Israel’s failed response to the Armenian genocide: denial, state deception, truth versus politicization of history","authors":"M. Baer","doi":"10.1080/17400201.2021.1946302","DOIUrl":"https://doi.org/10.1080/17400201.2021.1946302","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"125 - 127"},"PeriodicalIF":0.6,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17400201.2021.1946302","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48674551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-13DOI: 10.1080/17400201.2021.1940113
Jonamari Kristin Floresta
ABSTRACT Students exposed to conflict have increased risks of perpetrating school violence. For young people who experience war in Philippine’s Mindanao, overcoming violence can be particularly challenging as perpetrating this behaviour has, over time, become embedded in their postcolonial culture. These students are most affected by conflict and vulnerable to competing political entities; therefore, in this study, they are identified as the subalterned. Data from a phenomenological research that focus on the lived experiences of the subalterned students and schools’ impact on their identity formation were used to investigate ways to counter the production of a violent culture. In-depth interviews and focus group discussions with art-based activity are used to gather the experiences of current students from six schools and former students in three conflict-affected regions of the country. Using postcolonial theory, this study highlights that student empowerment through identity formation and elements that were previously used to propagate violence and extremism can be effectively harnessed to foster a nonviolent culture in schools. The study concludes by showing that the identified factors that aided participants to overcome violent tendencies must incorporate an active notion of advocating a decolonial peacebuilding program in schools that considers the subaltern’s identities and culture.
{"title":"Undoing a culture of violence in schools by hearing the subalterned students who experience war in Mindanao","authors":"Jonamari Kristin Floresta","doi":"10.1080/17400201.2021.1940113","DOIUrl":"https://doi.org/10.1080/17400201.2021.1940113","url":null,"abstract":"ABSTRACT Students exposed to conflict have increased risks of perpetrating school violence. For young people who experience war in Philippine’s Mindanao, overcoming violence can be particularly challenging as perpetrating this behaviour has, over time, become embedded in their postcolonial culture. These students are most affected by conflict and vulnerable to competing political entities; therefore, in this study, they are identified as the subalterned. Data from a phenomenological research that focus on the lived experiences of the subalterned students and schools’ impact on their identity formation were used to investigate ways to counter the production of a violent culture. In-depth interviews and focus group discussions with art-based activity are used to gather the experiences of current students from six schools and former students in three conflict-affected regions of the country. Using postcolonial theory, this study highlights that student empowerment through identity formation and elements that were previously used to propagate violence and extremism can be effectively harnessed to foster a nonviolent culture in schools. The study concludes by showing that the identified factors that aided participants to overcome violent tendencies must incorporate an active notion of advocating a decolonial peacebuilding program in schools that considers the subaltern’s identities and culture.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"18 1","pages":"260 - 281"},"PeriodicalIF":0.6,"publicationDate":"2021-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17400201.2021.1940113","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44901132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-13DOI: 10.1080/17400201.2021.1937086
W. McCorkle
How individuals interpret the justifications for historical war can have a large effect on how they see modern warfare (McCorkle, W. 2017; Harris 2008). In the social studies classroom, particularly in the U.S. context, so much of what educators focus on in regard to war are the events of World War II. This focus on the Second World War is understandable. However, it could also be dangerous in our pursuit of more peaceful and diplomatic solutions in the world today as it creates a narrative that war is justified, necessary, and a path towards a more just world. In the social studies classroom, educators should move the frame of war outside of the purview of World War II, as World War II in many ways is the anomaly of U.S. conflicts. If we can do this in the history course, we may be able to show students the times when war is often futile and counterproductive. We can use the frameworks of war such as the American Revolution, the War of 1812, the Mexican-American War, World War I, Vietnam, and the more recent wars in Afghanistan and Iraq to show how war is typically hostile to the goals of a more just and secure world.
个人如何解释历史战争的理由会对他们如何看待现代战争产生很大影响(McCorkle, W. 2017;哈里斯2008)。在社会研究的课堂上，尤其是在美国的背景下，教育工作者关注的关于战争的很多内容都是第二次世界大战的事件。这种对第二次世界大战的关注是可以理解的。然而，它也可能是危险的，因为它创造了一种叙事，即战争是正当的、必要的，是通往更公正世界的道路。在社会研究课堂上，教育者应该把战争的框架移出二战的范围，因为二战在很多方面都是美国冲突的反常现象。如果我们能在历史课上做到这一点，我们也许能够向学生展示战争往往是徒劳和适得其反的时代。我们可以用战争的框架，如美国独立战争、1812年战争、美墨战争、第一次世界大战、越南战争，以及最近的阿富汗和伊拉克战争，来说明战争通常是如何与建立一个更公正、更安全的世界的目标相抵触的。
{"title":"Expanding beyond World War II to encourage peace education and deconstruct militarism","authors":"W. McCorkle","doi":"10.1080/17400201.2021.1937086","DOIUrl":"https://doi.org/10.1080/17400201.2021.1937086","url":null,"abstract":"How individuals interpret the justifications for historical war can have a large effect on how they see modern warfare (McCorkle, W. 2017; Harris 2008). In the social studies classroom, particularly in the U.S. context, so much of what educators focus on in regard to war are the events of World War II. This focus on the Second World War is understandable. However, it could also be dangerous in our pursuit of more peaceful and diplomatic solutions in the world today as it creates a narrative that war is justified, necessary, and a path towards a more just world. In the social studies classroom, educators should move the frame of war outside of the purview of World War II, as World War II in many ways is the anomaly of U.S. conflicts. If we can do this in the history course, we may be able to show students the times when war is often futile and counterproductive. We can use the frameworks of war such as the American Revolution, the War of 1812, the Mexican-American War, World War I, Vietnam, and the more recent wars in Afghanistan and Iraq to show how war is typically hostile to the goals of a more just and secure world.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"71 21","pages":"239 - 259"},"PeriodicalIF":0.6,"publicationDate":"2021-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17400201.2021.1937086","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41285378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-24DOI: 10.1080/17400201.2021.1933858
Melissa DeLury
imagines it would, or even at all. That said, if transformation and change is the pedagogical aim, risk-taking is necessary. The highlight of the second part then is the personal accounts of each author who bravely share their own institutional and personal contexts and the kinds of ethical dilemmas that arose from them such as, but not limited to, risky disclosures, risk of failure, risk of not knowing and so on. As Norbert Koppensteiner puts it, ‘vulnerability then means opening up to the hurt’ (105) and the lesson here is that all POV practitioners, especially those who are already in vulnerable and (in)visible positions in their institutions, must take care to learn how to safely navigate and protect themselves from this sobering possibility. The third and last part of the book continues seamlessly to a closely related conversation on where and with whom vulnerability can or should be practiced. Here, the accounts of the authors present a variety of contexts where vulnerability can have a place, such as schools, museums and even prisons. What is interesting here is that the authors draw attention to the inherent power dynamics in the physical spaces people occupy and the sometimes-necessary boundaries practitioners must impose for both themselves and their students to ensure everyone’s safety and well-being. Yet again, the highlight in this part of the book are the personal accounts of the authors and the stories of how they managed to establish trust, engage in genuine dialogue and collaboratively share knowledge production through personal vulnerability with a variety of people in a variety of ‘places’. Overall, the book is arguably useful not only to peace educators and educators generally speaking but all people whose job is to engage with other people. From accounts of successes, failures and the grey areas in-between, the reader could potentially pick any one chapter alone, read it and still come out the better. However, as McKenna and Brantmeier remind us in their introduction ‘there is strength in a collective struggle’ (9) and the book is really best read whole for its full tapestry of experience depicted.
{"title":"Education in developments: volume 3","authors":"Melissa DeLury","doi":"10.1080/17400201.2021.1933858","DOIUrl":"https://doi.org/10.1080/17400201.2021.1933858","url":null,"abstract":"imagines it would, or even at all. That said, if transformation and change is the pedagogical aim, risk-taking is necessary. The highlight of the second part then is the personal accounts of each author who bravely share their own institutional and personal contexts and the kinds of ethical dilemmas that arose from them such as, but not limited to, risky disclosures, risk of failure, risk of not knowing and so on. As Norbert Koppensteiner puts it, ‘vulnerability then means opening up to the hurt’ (105) and the lesson here is that all POV practitioners, especially those who are already in vulnerable and (in)visible positions in their institutions, must take care to learn how to safely navigate and protect themselves from this sobering possibility. The third and last part of the book continues seamlessly to a closely related conversation on where and with whom vulnerability can or should be practiced. Here, the accounts of the authors present a variety of contexts where vulnerability can have a place, such as schools, museums and even prisons. What is interesting here is that the authors draw attention to the inherent power dynamics in the physical spaces people occupy and the sometimes-necessary boundaries practitioners must impose for both themselves and their students to ensure everyone’s safety and well-being. Yet again, the highlight in this part of the book are the personal accounts of the authors and the stories of how they managed to establish trust, engage in genuine dialogue and collaboratively share knowledge production through personal vulnerability with a variety of people in a variety of ‘places’. Overall, the book is arguably useful not only to peace educators and educators generally speaking but all people whose job is to engage with other people. From accounts of successes, failures and the grey areas in-between, the reader could potentially pick any one chapter alone, read it and still come out the better. However, as McKenna and Brantmeier remind us in their introduction ‘there is strength in a collective struggle’ (9) and the book is really best read whole for its full tapestry of experience depicted.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"123 - 125"},"PeriodicalIF":0.6,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17400201.2021.1933858","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49314477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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