OBJECTIVES
1. Insight into Galtung’s Triangle of Violence and its implications for education.
2. Understanding Galtung’s concepts of positive and negative peace.
3. Reflecting on a constructive way forward: an engaged pedagogy (Bell Hooks).
CONTENT
Galtung and the pyramid of privilege (click on the image to dowland the file)
Defining the concept of positive and negative peace
Audiovisual content (click on the image to watch the video)
Negative and positive peace
To understand violence in all its forms
REFERENCES
Bell hooks. (2017, June 30). About bell hooks. https://bellhooksbooks.com/bell-hooks/
Chahine, I. (2013). Towards an engaged pedagogy: Bell hooks manifesto and the teaching and learning of mathematics. Global Journal of Human-Social Science, 13(G10), 23–26. https://socialscienceresearch.org/index.php/GJHSS/article/view/700/3-Towards-an-engaged-Pedagogy-Bell_html
Co, J. (2023, July 30). An easy guide for social justice: Talking about power & privilege. Joeydolls. https://joeydolls.com/easy-guide-social-justice-talking-about-power-privilege/
Cremin, H., & Guilherme, A. A. (2015). Violence in schools: Perspectives (and hope) from Galtung and Buber. Educational Philosophy and Theory, 48(11), 1123–1137. https://doi.org/10.1080/00131857.2015.1102038
Facing History & Ourselves. (2020, September 24). Cultivating critical consciousness in the classroom. https://www.facinghistory.org/ideas-week/cultivating-critical-consciousness-classroom
Facing Human Wrongs. (n.d.). Schooling the world (documentary). Retrieved April 10, 2024, from https://blogs.ubc.ca/facinghumanwrongs/schoolingtheworld/
Galtung, J. (1964). Editorial. Journal of Peace Research, 1(1), 1–4.
Galtung, J. (1969). Violence, peace, and peace research. Journal of Peace Research, 6(3), 167–191.
Perez, D. (2023, June 30). Chapter 3: The foundations of education in the United States. Pressbooks. https://kstatelibraries.pressbooks.pub/edci710/chapter/chapter-two/
Samuel, M. (n.d.). De privilege piramide. https://www.mounirsamuel.nl/werkzaamheid/de-privilege-piramide/
Schooling the world. (2010). Films for Action. https://www.filmsforaction.org/watch/schooling-the-world-2010/
Smith, K. (2023, August 25). Cultivating critical consciousness in the classroom. Facing History & Ourselves. https://www.facinghistory.org/ideas-week/cultivating-critical-consciousness-classroom
Specia, A., & Osman, A. (2015). Education as a practice of freedom: Reflections on bell hooks. International Journal of Education and Research, 3(6), 195–206. https://files.eric.ed.gov/fulltext/EJ1079754.pdf
The Jyot Curriculum. (2021). Pyramid of power. Sikh Coalition. https://www.sikhcoalition.org/wp-content/uploads/2018/08/Jyot-Pyramid-of-Power.pdf
TRANSCEND Media Service. (n.d.). Varieties of violence: Structural, cultural, and direct. https://www.transcend.org/tms/2020/01/varieties-of-violence-structural-cultural-and-direct-2/
All about love
«Cuando podemos vernos y aceptarnos como realmente somos, construimos las bases para el amor propio. Aprender a amarnos a nosotros mismos y a los demás depende de la presencia de un entorno amoroso. El amor propio no puede florecer de forma aislada.»
— Bell Hooks
Para debatir
- How does cultural violence manifest in educational exclusion?
- ¿Qué estrategias se podrían implementar para construir una paz positiva en diversos entornos educativos?
- ¿Cómo podemos aplicar los principios de paz positiva en un aula culturalmente diversa, garantizando que no sólo se aborden los conflictos visibles, sino también las estructuras y normas que perpetúan la violencia?
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