Human and integral education: educational paradigms from the Indian context expanding meanings of peace and conflict.
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| Title: | Human and integral education: educational paradigms from the Indian context expanding meanings of peace and conflict. |
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| Authors: | Kumar, Kamiya1 (AUTHOR) kk2724@tc.columbia.edu |
| Source: | Journal of Peace Education. Dec2022, Vol. 19 Issue 3, p351-372. 22p. |
| Subject Terms: | *Curriculum frameworks, *Culture conflict, Peace negotiations, Caste discrimination, Caste, Collective consciousness, Peacebuilding, Peace |
| Abstract: | Post-independence, the Indian context has witnessed conflicts between religious groups, structural/cultural violence, and discrimination based on socio-cultural factors such as socio-economic status, religion, gender, sexual identity, caste, language among others. Even though the perpetuation of these power imbalances at the macro-national level are being manifested in schools through educational interventions, there are ongoing efforts, as part of peace curriculums, to engage with/transform this culture of conflict towards cultivating a culture of peace. This study seeks to understand how school curriculums engage with ideas of peace and conflict. A document analysis of micro-peace curriculum (two school sites) that incorporated both a deductive and inductive approach of analysis was undertaken. Guided by a critical peace education framework implicating that curriculum engaging with conflict, positive relationships, and transformation can contribute towards cultivating peace guided the process of analysis. Curriculums reveal a focus on human education, a sense of oneness with the self, world and environment, and integral education, developing all faculties of the human being-including the soul and spirit, which are both directed towards addressing sources of structural violence while cultivating a sense of collective consciousness to build a peaceful world. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Post-independence, the Indian context has witnessed conflicts between religious groups, structural/cultural violence, and discrimination based on socio-cultural factors such as socio-economic status, religion, gender, sexual identity, caste, language among others. Even though the perpetuation of these power imbalances at the macro-national level are being manifested in schools through educational interventions, there are ongoing efforts, as part of peace curriculums, to engage with/transform this culture of conflict towards cultivating a culture of peace. This study seeks to understand how school curriculums engage with ideas of peace and conflict. A document analysis of micro-peace curriculum (two school sites) that incorporated both a deductive and inductive approach of analysis was undertaken. Guided by a critical peace education framework implicating that curriculum engaging with conflict, positive relationships, and transformation can contribute towards cultivating peace guided the process of analysis. Curriculums reveal a focus on human education, a sense of oneness with the self, world and environment, and integral education, developing all faculties of the human being-including the soul and spirit, which are both directed towards addressing sources of structural violence while cultivating a sense of collective consciousness to build a peaceful world. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17400201 |
| DOI: | 10.1080/17400201.2022.2148639 |
