Author(s): Monisha Bajaj & Edward J. Brantmeier
Ultimately, critical peace education is not about finding definitive answers, but rather letting each new question generate new forms and processes of inquiry.
In this special issue [of The Journal of Peace Education on the theme of "The Politics, Praxis, and Possibilities of Critical Peace Education" (Volume 8, Issue 3 (2011))], the authors [as editors of the special issue] resist the forces promoting regulation, universalization, and development of rigid normative standards for what peace education ought to be. Instead, they argue that contextualized forms of peace education are those that are engaged in constant and meaningful conversation with other fields and traditions of critical inquiry. Rooted in similar commitments to more just and equitable societies, such counter-positioning can steer peace education to be more flexible, responsive, and relevant in discussions of educational policy, teacher education, and grounded practice within and beyond schools. What [the authors] term critical peace education in this special issue is that which approaches the particularistic, seeking to enhance transformative agency and participatory citizenship, and open to resonating in distinct ways with the diverse chords of peace that exist across fields and cultures. The authors presented here offer peace education concepts in conversation with different traditions, worldviews, and assumptions from a variety of disciplinary and methodological approaches.