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Calling for eco-peace: reimagining interconnected peace education.

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Title: Calling for eco-peace: reimagining interconnected peace education.
Authors: Ehrenzeller, Carlotta1 (AUTHOR) cme48@cam.ac.uk, Patel, Jwalin2 (AUTHOR)
Source: Journal of Peace Education. Apr2025, Vol. 22 Issue 1, p63-79. 17p.
Subject Terms: *Alternative schools, *Holistic education, *Transformative learning, *Interdisciplinary education, *Educators, Interdependence theory, Concord
Abstract: In this critical co-constructed auto-ethnographic article we draw on research from two contexts, exploring how critical peace education can be more than palliative care in times of ecological collapse and profound crises across ecosystems. Examining the current crises of learning, living and being, we call for eco-peace-based education: grounded in interconnectedness and interdependence, as a way to transgress unsustainable violences on personal, interpersonal, and ecological levels. We focus on three main arguments that extend learning about nature, to learning with and in nature, towards regenerative approaches of learning, living, and being. Firstly, to move beyond the self-centered (ego) towards interconnected and Earth-centered (eco) epistemologies. Secondly, we explore concrete examples of alternative schools that learn from, in and with nature through fostering innate care between students and Earth (in our own contexts, India and Germany). Thirdly, we reimagine possible futures of eco-peace-based approaches, and argue for a shift towards more peaceful and interconnected futures by integrating eco-peace principles, content and pedagogies into current education systems. [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: Calling for eco-peace: reimagining interconnected peace education.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Peace+Education%22">Journal of Peace Education</searchLink>. Apr2025, Vol. 22 Issue 1, p63-79. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Alternative+schools%22">Alternative schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Holistic+education%22">Holistic education</searchLink><br />*<searchLink fieldCode="DE" term="%22Transformative+learning%22">Transformative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Interdependence+theory%22">Interdependence theory</searchLink><br /><searchLink fieldCode="DE" term="%22Concord%22">Concord</searchLink>
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  Data: In this critical co-constructed auto-ethnographic article we draw on research from two contexts, exploring how critical peace education can be more than palliative care in times of ecological collapse and profound crises across ecosystems. Examining the current crises of learning, living and being, we call for eco-peace-based education: grounded in interconnectedness and interdependence, as a way to transgress unsustainable violences on personal, interpersonal, and ecological levels. We focus on three main arguments that extend learning about nature, to learning with and in nature, towards regenerative approaches of learning, living, and being. Firstly, to move beyond the self-centered (ego) towards interconnected and Earth-centered (eco) epistemologies. Secondly, we explore concrete examples of alternative schools that learn from, in and with nature through fostering innate care between students and Earth (in our own contexts, India and Germany). Thirdly, we reimagine possible futures of eco-peace-based approaches, and argue for a shift towards more peaceful and interconnected futures by integrating eco-peace principles, content and pedagogies into current education systems. [ABSTRACT FROM AUTHOR]
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  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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        Value: 10.1080/17400201.2024.2350458
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Holistic education
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      – SubjectFull: Transformative learning
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      – SubjectFull: Interdependence theory
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              Text: Apr2025
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