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Transrational Peacebuilding Education to Reduce Epistemic Violence

We believe there are three crises facing peacebuilding education today. The first is the nationalism present in many peace education programs. The second is the continuing cultural imposition of Western ideology and colonialism through peace education efforts. The third is the dominant reliance on rational forms of learning often inconsistent with the transformative and inclusive purposes of peace education. At the core of these three crises is a question about the role of the peace scholar in either disrupting or perpetuating these norms. What follows outlines the tenets of these problems, offers some reflections on research that illustrate the challenges in practice, and finally, presents some pedagogic responses for teaching peace (and challenging war) in the twenty-first century that we believe could overcome some of these challenges for peacebuilding education.