This dissertation uses Masny’s Multiple Literacies Theory (MLT) to problematize assumptions about literacy underpinning the Language Instruction for Newcomers to Canada (LINC) program. In addition to teaching English, LINC aims to orient adult immigrants to “the Canadian way of life” which I argue constitutes a form of peace education: teaching peaceful, multicultural values as part of being/becoming Canadian. How do language, literacies, and lessons about peace intersect? MLT foregrounds the Deleuzean-Guattarian concept of becoming: reading intensively and immanently disrupts and transforms individuals in unpredictable ways. I deploy Deleuze and Guattari’s war machine to think about peace as a text that is read and violence as a revolutionary, disruptive force essential for the invention of peace. Accordingly, this research focuses on how experiences of peace AND violence contribute to becoming (i.e. transformation) through reading, reading the world, and self in LINC. Over a 4 month period, 2 teachers and 4 students participated in qualitative inquiry strategies including: video-recorded classroom observations, individual interviews (based on the viewing of video footage of classroom events), and student audio journals. I also collected classroom artifacts used during the observations. Through Deleuze’s transcendental empiricism I frame my research approach as rhizoanalysis. Rhizoanalysis is a (non)method that views data as transgressive (exceeding representation), analysis as a process producing rhizomatic connections (immanence), and reporting as cartography (mapping different assemblages). This research affirms that there is more going on in LINC than its mandate implies and raises questions pointing to the complexities of teaching and learning English in LINC. How might lessons about multicultural values be taken up in ways fraught with tensions between peace AND violence? Becoming-Canadian is an event that unfolds through reading, reading the world, and self. As sense emerges, how might the collision of worldviews around experiences of peace AND violence create encounters that potentially disrupt? How are students, teachers, and even the concepts of “Canadian” and “peace” transformed? I posit rhizocurriculum as a way to account for the affective and transformative powers of multiple literacies in language learning and to view adult immigrant language classrooms as sites of experimentation.

Scholars agree that there may be no better time for Sub-Saharan African countries to create the conditions for a more peaceful and democratic reality than now. This optimism is driven in part by the possibilities for development unleashed by neoliberal globalization and the current tremendous human and material potential of African countries. Where consensus fails, however, is how to create these peaceful and democratic conditions. As the status quo of transition countries in Sub-Saharan African countries shows, the amalgamation of the distant legacy of the colonial past and the not so promising threats of the deleterious effects of neoliberal globalization are creating a mix of prosaic socio-political delirium that compromises possibilities for democratic participation and peaceful coexistence. Perhaps the new threat yet that is driving this optimism down within the region is the emergence of Islamic radicalism that has unleashed a wave of terror activities in countries such as Nigeria, Mali, Somalia, Kenya and Tanzania. Still, education for democracy has and can significantly mitigate rampant acts of violence and help countries move towards a more peaceful and democratic reality. And this begs the question: In light of the challenges of neoliberal globalization, how can education contribute to building peace and promoting democratic citizenship in Sub-Saharan Africa? Extant research suggests that since the end of the Cold War, many Sub-Saharan African countries have been going through severe crises, most of which involve violent conflicts. Although these violent conflicts have been attracting attention within the international community in general, and the academic circle in particular, violence continues. We are yet to find effective ways to address it and to develop theoretical and practical resources that can help us to work towards more peaceful realities. Using critical theory, in this study I bring the literature on peace and democratic education to the SSA context in order to rethink how education may better contribute to peace efforts. Findings from this study suggest that critical democratic education can help birth a more democratic and peaceful reality in transition countries in Sub-Saharan countries. However, in order to achieve this goal, substantive reforms are needed in the current education systems. Additionally, school stakeholders must receive the training needed about practical ways to employ this vision of education. It is my hope that the results of this study will enhance our understanding of the process of deploying education in support of democracy in post-conflict countries within an era of globalization where the demands upon educational institutions to support economies are serious distractions from the core problems that post-conflict countries face.

This thesis explores the role of context-specific peace education initiatives in promoting social cohesion in the Western Cape, South Africa, with an emphasis on drawing lessons from the philosophy of Ubuntu. Against the backdrop of South Africa's colonial, apartheid and post-apartheid historical and social significance, including issues of social cohesion, the study addresses the country's complex socio-political dynamics and ongoing challenges in fostering unity and inclusivity. By applying the Social Capital Theory, which highlights the importance of social networks, trust, reciprocity, shared norms and values, as well as collective action in achieving shared goals and cooperation, this study explores how context-specific peace education initiatives can be customized to local contexts and their potential to promote positive social change. With a focus on the Western Cape province, characterised by high levels of violence and socio-economic disparities, this research delves into peace education initiatives to comprehend their adaptation to local circumstances and their capacity to drive constructive social transformation. The findings underscore the significance of relationships, social networks, and individuals with strong social capital in building positive peace and fostering social cohesion. Creating inclusive spaces for dialogue through storytelling, art, music, and other means emerges as a key finding. These spaces provide opportunities for people to come together, share their experiences, and engage in difficult conversations. The research also emphasizes the role of young people and their active engagement in civic participation as crucial for the success of peace education initiatives. By valuing and incorporating local wisdom, traditions, and practices such as Ubuntu, peace education initiatives can better address the specific needs and challenges of the Western Cape. The study recommends further research on the integration of gender-sensitive and intersectional approaches. Understanding and addressing gender-related factors are essential for promoting inclusivity and equality within peace education programs.

No description available.

No description available.

No description available.

No description available.

This qualitative study has examined the Zapatista educational projects in Chiapas, drawing on two months of fieldwork conducted in the Caracoles of La Realidad, Oventic and Morelia. The aim of the study has been to develop a critical reflection upon how the Zapatistas through their educational projects have addressed past issues of educational malpractice. Employing methods of participant observations and informal narrative interviews it has been possible to get the empirical material that have explained the understandings in the communities that today informs the practices of Zapatista education. Through the application of critical pedagogy it has been possible to interpret and explore how the projects have based in 1) a view of knowledge as a de-commodified social construct. 2) The need of teachers, or promoters, to be developed in democratic manners and 3) the reemphasis on successful bilingual education to support a process of conscientization. Hence fundamentally contrasting against the historical implementations of education interpreted in a banking manner. As these premises constitutes a problem-posing education the concepts have been interpreted to amount to a peace education resulting in the development of values and attitudes that articulates an utopia of a world with room for many worlds, guiding aspirations of peace.

This thesis is confronting literature on art and peace and on peace education with reflections of young performing artists. The artists have been interviewed on their experiences in theatre, music and dancing. From comparing the interview outcomes with the literature this thesis is trying to add an artist’s perspective to existing knowledge of cooperation of art and peace. The research concludes that within the examined performing artists’ reflections, there are similarities and differences to the literature detectable, which might indicate possibilities and concerns for the cooperation of art and peace and the use of performing arts in peace education. It also indicates that there is a lot more room for further research.

No / This article reports on original research designed to track the impact on student learning and development of fundamental pedagogical changes - from tradition to critical pedagogy - in undergraduate conflict resolution teaching in the Department of Peace Studies, University of Bradford. Using grounded theory methodology, the authors researched the transformative learning potential of the pedagogy. They found broad support for the pedagogy on student learning and development grounds in relation to the praxeological challenges of peacebuilding and conflict resolution work many of their students will expect to do after graduation. Out of the data emerged four clusters of learning experience that support transformative learning theory, particularly the role of disruption in learning and the importance of critical reflection, but that also, in a preliminary way, suggest some gaps in our current levels of understanding of transformative learning as praxis.