Abstract
Betty Reardon emphasizes that the social and political purposes of peace education should be directed toward nurturing political efficacy for social transformation. What does this look like in practice? How might we actually go about educating for political efficacy without falling prey to pedagogies of indoctrination? Throughout her career, Reardon developed conceptual frameworks and explicitly and implicitly identified modes of learning and teaching practices that can be adapted to these purposes. Understanding these practices in theory is very different from being able to apply them. In this sense, developing the educational-political-efficacy of the teacher shares a dilemma with developing the political efficacy of the student: how do we facilitate transformative modes of learning that support the development of those inner capacities that are the basis for external action?
Dr. Tony Jenkins, Lecturer of Justice and Peace Studies at Georgetown University, Adjunct Professor of Peace Studies at University, Managing Director of the International Institute on Peace Education (IIPE), and Coordinator of the Global Campaign for Peace Education (GCPE), Washington, DC, USA; Email: jenkins@i-i-p-e.org.
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Jenkins, T. (2019). Reardon’s Edu-learner Praxis: Educating for Political Efficacy and Social Transformation. In: Snauwaert, D. (eds) Exploring Betty A. Reardon’s Perspective on Peace Education. Pioneers in Arts, Humanities, Science, Engineering, Practice, vol 20. Springer, Cham. https://doi.org/10.1007/978-3-030-18387-5_15
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