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Peace Education and Citizenship Education: Shared Critiques

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The Palgrave Handbook of Citizenship and Education

Abstract

Citizenship and peace are inarguably related – both have human fulfillment at the heart of their endeavors. Their relationship is bidirectional and their influence mutual; good citizenship begets good peace and good peace begets good citizens. The purpose of this chapter is to explore ways in which recent developments in the field of peace education can inform the evolution of the field of citizenship education. Following discussion of the connections between peace and citizenship education, the chapter provides an overview of the history and evolution of the field of peace education. The second section of the chapter is a detailed exposition of some of the criticisms leveled at peace education – specifically in terms of its relationship with the questions of gender, nature, and faith – with a view to examining how responses to these criticisms in the field of peace education might be of use for citizenship educators in considering the continuing evolution of their own field.

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Authors and Affiliations

  1. University of Cambridge, Cambridge, UK

    Terence Bevington, Nomisha Kurian & Hilary Cremin

Authors
  1. Terence Bevington
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  2. Nomisha Kurian
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  3. Hilary Cremin
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Corresponding author

Correspondence to Terence Bevington .

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Editors and Affiliations

  1. Jubilee Centre for Character and Virtues, University of Birmingham, Birmingham, UK

    Andrew Peterson

  2. University of Queensland, Brisbane, QLD, Australia

    Garth Stahl

  3. University of South Australia, Mawson Lakes, SA, Australia

    Hannah Soong

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Bevington, T., Kurian, N., Cremin, H. (2020). Peace Education and Citizenship Education: Shared Critiques. In: Peterson, A., Stahl, G., Soong, H. (eds) The Palgrave Handbook of Citizenship and Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-67828-3_51

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