As pm1lofrierepoints out to substitute monologue

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actually dnne, implying, in particular, an emphasis on participatory education. As Pm1loFrierepoints, out, 'to substitute monologue, slogans, and communiques for dialog is to try to liberate ... witb instruments of domestication'. 68 In the context of peace building, both education and pef!Cebuildirlg, practice should be geared to supporting local participants in addressing not just war but strutc!Ul:al violence, as well as promoting bottom-up peace building and social justice. In other words, tbe shouid be to treat people as ends and not means in the process of building peace. - 24 -
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Interrogation of Fundamental Assumptions ('element in any program of education for peacebuilding has to be a focus, not only on crn!l«u, problem-solving demands of how to do security sector reform or to promote good but must also include a willingness to engage with both broader theory and approaches &ask fimdlarr,en1'al questions about the role and nature of peacebuilding. One example might be and Negri's conception of the C!liTent nature of conflict as a state of global civil war and of the on terror' as a process that consolidates Empire. 69 Understood in this conception, peacebuilding be a challenge that needs to be !llldertaken at the global level. Similarly, education for peacebuilding might seek to !lllCOver the assumptions and motivations which !lllderlie liberal internationalist approaches to peacebuilding. It may problematize tbis 'end ofhlstory' approach where liberal market economies, democracy and western values are !lllcritically accepted as the best way forward. From this perspective, the nature of the systems to either be restored or manufactured as a result of peacebuilding efforts need to be questioned and potentially challenged. As Philosopher Maynard Adams insightfully points out: 'The goal of education is not, of course, to restore tradition to any ldnd of sacrosanct status - though schooling should certainly situate students in historical and cultural context. The goal of ... education is to provide them with critical (and liberating) perspective on those traditions.' 70 A key feature of such critical interrogations of fundamental assumptions is that they can often disrupt, disturb and create spaces for voices which seek to challenge hegemonic discourses aro!llld peacebuilding. This includes a multitude of perspectives from the periphery, including the voices of those from outside the west. This, we believe, can only be ofbenefit to the practice ofpeacebuilding in the long-term. Indeed, without interrogation of fundamental assumptions and withont input from peripheral voices, peacebuilding risks becoming ossified, unrepresentative and an imperial attempt to create peace in our own image. Exploring Ways Forward If the Rotary Centers wish to !llldertake collaborative education for peace building how are we to proceed? The workshop concept paper states that 'peacebuilding will require well over 5,000 professionals in the United Nations system aro!llld the world. Bilateral aid agencies and international NGOs will req11ire more than double ... that number of experts. Developing co!llltries where activities will take place will need even more ... trained people in peacebuilding'.
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  • Spring '19
  • Madam Masila
  • Pedagogy of the Oppressed, Department of Peace Studies and Education for Peacebuilding, solidarism

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