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- 저자 : Kevin Kester (검색결과 3 건)
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KEVIN KESTER Institute for International Trade and Cooperation, 2017 Asian International Studies Review Vol.18 No.1
The United Nations (UN) is often questioned about its ongoing involvement in matters of peace and security, but its involvement in higher education for peace in the 21st century is rarely examined. This paper investigates the use of higher education as a peacebuilding tool within the UN apparatus. First, I describe the work in which UN universities are engaged. Second, I examine the academic cultural capital that UN officials posses that enable their admission into the UN. i investigate this across UN agencies generally and then in regard to faculty specifically at one United Nations university. Third, I share commentary from scholars I interviewed at this university, and from scholars in Ethiopia and Somaliland, to corroborate and chanllenge the results of the qualifications review, and to elaborate on the education that the UN promotes. Data was analyzed through a Bourdieusian cultural capital framework. The findings point toward social reproduction through academic peace capital in the UN and its university.
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Kevin Kester,박소연(Park, So Yeon),손채원(Sohn, Chaewon) 한국교육학회 2021 敎育學硏究 Vol.59 No.3
본 논문은 평화교육(Peace Education)과 세계시민교육(Global Citizenship Education)을 세계 평화 문화 함양에 기여하는 교육으로 바라보고, 두 분야의 교차점을 검토하였다. 본 논문은 다음과 같은 6가지 항목으로 구성되었다. 첫째, 20세기와 21세기 동안의 세계시민교육과 평화교육의 역사와 발전에 대해 간략하게 설명하였다. 둘째, 평화교육의 일부 공통 규범 문서들을 검토하여 세계시민교육 위한 평화교육의 교육 콘텐츠와 교육 방식을 탐구하였다. 셋째, 세계시민교육과 평화교육의 철학적 접근에 기여한 문화적 지향의 영향에 대해 논의하였다. 넷째, 세계시민교육과 관련된 평화교육의 역사, 철학, 그리고 개념을 교사와 교사 트레이너를 위한 실질적인 활동으로 바꿀 수 있는 방법을 설명하였다. 다섯째, 평화교육과 세계시민교육의 국제적인 성공사례 4가지를 제시한 후, 마지막으로 세계시민교육을 위한 평화교육의 새로운 교육학적 가능성에 대해 논의하였다. This paper examines the intersections of peace education (PE) and global citizenship education (GCED) as twin educational fields committed to the cultivation of a global culture of peace. The paper is organized in six sections. The first section outlines a brief history and evolution of GCED and PE in the 20th and 21st centuries. It then provides an overview of various contents and methods of peace education for GCED through examining some common normative documents in PE. Next, the paper discusses the influence of various cultural orientations on the different philosophical approaches to PE and GCED. Following this, the paper translates the history, philosophy, and concepts of PE and GCED into practical activities for teachers and teacher-trainers before reviewing four successful cases of PE around the world. The paper then concludes with a discussion of some new pedagogic possibilities emerging for PE and GCED.
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Building a Culture of Peace through Non-Formal Education: The Case of Colombia's Memory Museum
Ana Catalina Velasco,Kevin Kester 한국비교교육학회 2022 比較敎育硏究 Vol.32 No.2
This article explores Colombia’s Memory Museum as a form of non-formal peace education in a conflict-affected society. Since the 2016 peace agreement between the Colombian government and FARC, many initiatives have been established to foster reconciliation and sustainable peacebuilding. One such initiative is the Colombian Memory Museum. Through a qualitative case study approach involving in-depth interviews, document analysis and digital artefacts, this study explores the potential of the museum to contribute to building a culture of peace in Colombia. The study is guided by two questions: What possibilities can non-formal peace education strategies like Colombia’s Memory Museum offer to construct a culture of peace in conflict-affected settings like Colombia? What lessons could be learned from Colombia’s Memory Museum that might be useful for educators in other contexts facing conflict and division? Organized into five themes, findings indicate that the museum aligns with the construction of a culture of peace by helping in the rejection of violent conflict to solve differences, fostering self-reflection as a strategy to resist structural and cultural violence, promoting horizontality, presenting multiple views of reality, and working toward social justice in the form of symbolic reparation. It is expected that the analysis presented in this paper is meaningful for South Korean researchers and educators who aim to employ new forms of non-formal education to promote a more sustainable culture of peace.
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