This volume juxtaposes established definitions of peacebuilding and excellence to interrogate what these terms mean to educators in diverse settings, including in conflict, and assess how they might work together in international, educational contexts.
Utilising in-depth case studies from UK contexts as well as Rwanda, Ethiopia and Liberia that fuse empirical research outcomes with practical guidance, chapters demonstrate a range of cognitive and affective strands of learning and teaching both for, and about, peacebuilding, arguing for its central role in redefining excellence in education. Challenging contemporary thinking and educational theory in an accessible, practitioner-focused way, the book showcases how reflective practice in diverse contexts can lead to educational transformation. Topics such as psychosocial support and social emotional learning as well as identity, climate justice and ecoanxiety are also explored.
Ultimately demonstrating the need for supportive mechanisms to aid teachers in realising their political potential, the book will inspire educators, researchers, and policy makers involved with education policy and politics, citizenship education, and teachers education to work towards change at systems level.
