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Critical peace education and critical hope: co-researching with middle school students in India to imagine possibilities for social change.

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Title: Critical peace education and critical hope: co-researching with middle school students in India to imagine possibilities for social change.
Authors: Kumar, Kamiya1 (AUTHOR) kk2724@tc.columbia.edu
Source: Journal of Peace Education. Dec2024, Vol. 21 Issue 3, p313-335. 23p.
Subject Terms: *Young adults, *Middle school students, *Culture conflict, Community-based participatory research, Social change
Abstract: An existing culture of conflict tends to shape practices within schools, which often maintain and in turn, contribute towards perpetuating stratifications at the societal level. Through this study, the author seeks to challenge this culture of conflict by creating a pedagogical space and facilitating possibilities of collective thinking, relationality, and action, with a focus on nurturing a culture of peace. With a goal of gaining insight into how middle school students from two school sites in New Delhi, India, are embodying and interacting with notions of peace and conflict as they make meaning of their social worlds, the author conducts a youth participatory action research (YPAR), which is complemented with semi-structured interviews. A total number of 12 participants collectively engage in a YPAR process across 13 virtual sessions, which were held on a bi-weekly basis. Guided by a critical peace education and critical hope framework, the author examines a 'moment', which reveals complexities around how pedagogies of critical hope can engage young people in affective, ethical, and political sensibilities to imagine possibilities for social change. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Peace Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Critical peace education and critical hope: co-researching with middle school students in India to imagine possibilities for social change.
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  Data: <searchLink fieldCode="AR" term="%22Kumar%2C+Kamiya%22">Kumar, Kamiya</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kk2724@tc.columbia.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Peace+Education%22">Journal of Peace Education</searchLink>. Dec2024, Vol. 21 Issue 3, p313-335. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Culture+conflict%22">Culture conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Community-based+participatory+research%22">Community-based participatory research</searchLink><br /><searchLink fieldCode="DE" term="%22Social+change%22">Social change</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: An existing culture of conflict tends to shape practices within schools, which often maintain and in turn, contribute towards perpetuating stratifications at the societal level. Through this study, the author seeks to challenge this culture of conflict by creating a pedagogical space and facilitating possibilities of collective thinking, relationality, and action, with a focus on nurturing a culture of peace. With a goal of gaining insight into how middle school students from two school sites in New Delhi, India, are embodying and interacting with notions of peace and conflict as they make meaning of their social worlds, the author conducts a youth participatory action research (YPAR), which is complemented with semi-structured interviews. A total number of 12 participants collectively engage in a YPAR process across 13 virtual sessions, which were held on a bi-weekly basis. Guided by a critical peace education and critical hope framework, the author examines a 'moment', which reveals complexities around how pedagogies of critical hope can engage young people in affective, ethical, and political sensibilities to imagine possibilities for social change. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Journal of Peace Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/17400201.2024.2347207
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      – Code: eng
        Text: English
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        PageCount: 23
        StartPage: 313
    Subjects:
      – SubjectFull: Young adults
        Type: general
      – SubjectFull: Middle school students
        Type: general
      – SubjectFull: Culture conflict
        Type: general
      – SubjectFull: Community-based participatory research
        Type: general
      – SubjectFull: Social change
        Type: general
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      – TitleFull: Critical peace education and critical hope: co-researching with middle school students in India to imagine possibilities for social change.
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            – D: 01
              M: 12
              Text: Dec2024
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              Y: 2024
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