Building peace through lifelong learning: Past research and future agendas.
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| Title: | Building peace through lifelong learning: Past research and future agendas. |
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| Authors: | Zembylas, Michalinos1,2 m.zembylas@ouc.ac.cy |
| Source: | International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft. Dec2025, Vol. 71 Issue 5/6, p899-915. 17p. |
| Subject Terms: | *Continuing education, Peace |
| Abstract (English): | This article presents an integrative review of articles on peace education published in the International Review of Education over the past 40 years (1983–2023), situating the findings within the context of three major international agreements: the United Nations 2030 Agenda for Sustainable Development, Our Common Agenda and the Pact for the Future. The review identifies two broad thematic trends: early conceptual reflections on the meaning of peace education (1983–early 2000s) and diverse perspectives from empirical research conducted globally (2009–2023). While efforts to align peace education with international policy-driven education initiatives hold promise, they also carry the risk of being overly optimistic without a clear understanding of what constitutes truly "transformative" peace education and its implications. The article argues that future scholarship and practice in peace education must rigorously scrutinise these policy agendas and their global enactment through the lens of critical and decolonial theories. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Résumé: Construire la paix grâce l'apprentissage tout au long de la vie : recherches passées et futurs agendas – Le présent article présente une synthèse intégrative des publications consacrées à l'éducation à la paix, parues dans la Revue internationale de l'éducation au cours des quarante dernières années (1983–2023). Ses résultats s'inscrivent ainsi dans le contexte de trois grands accords internationaux : le Programme de développement durable à l'horizon 2030 des Nations Unies, Notre programme commun et le Pacte pour l'avenir. Deux grands axes thématiques se dégagent de cette synthèse : les réflexions conceptuelles initiales sur la signification de l'éducation à la paix (de 1983 au début des années 2000) et la diversité des points de vue issus de recherches empiriques menées dans le monde (2009–2023). Si les efforts entrepris pour aligner l'éducation à la paix sur les initiatives éducatives guidées par les politiques internationales laissent entrevoir des perspectives prometteuses, ils présentent aussi le risque d'un optimisme excessif en l'absence d'une notion claire de ce que recouvre une éducation à la paix réellement « transformatrice » et ses implications concrètes. L'article plaide pour que les recherches et pratiques futures dans ce domaine examinent de manière rigoureuse à travers le prisme des théories critiques et décoloniales ces agendas politiques et leur mise en oeuvre à l'échelle mondiale. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This article presents an integrative review of articles on peace education published in the International Review of Education over the past 40 years (1983–2023), situating the findings within the context of three major international agreements: the United Nations 2030 Agenda for Sustainable Development, Our Common Agenda and the Pact for the Future. The review identifies two broad thematic trends: early conceptual reflections on the meaning of peace education (1983–early 2000s) and diverse perspectives from empirical research conducted globally (2009–2023). While efforts to align peace education with international policy-driven education initiatives hold promise, they also carry the risk of being overly optimistic without a clear understanding of what constitutes truly "transformative" peace education and its implications. The article argues that future scholarship and practice in peace education must rigorously scrutinise these policy agendas and their global enactment through the lens of critical and decolonial theories. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00208566 |
| DOI: | 10.1007/s11159-025-10148-3 |
