INTERCONNECTIONS BETWEEN PEACE STUDIES AND TEACHER EDUCATION: THEORETICAL AND PRACTICAL IMPLICATIONS

Alessandra Priore, Federica De Marco

Abstract


This contribution connects peace studies and teacher education, highlighting crucial competences for a culture of peace. It analyzes Galtung’s TRANSCEND method (2014) for the non-violent transformation of conflicts (Galtung & Fischer, 2013) and the evolving teacher identity (Pillen et al., 2013) from a reflective perspective (Schön, 1983; Martino, 2022). According to this perspective, peace education falls within the scope of a transformative pedagogy (Freire, 2004; Milan, 2008), whose aim is the promotion of education oriented towards equity and civil coexistence (Bornatici, 2024; Malavasi, 2020).


Full Text:

PDF

References


Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. New Jersey: Lawrence Erlbaum Associates.

Annacontini, G. (2014). Pedagogia del sottosuolo. Teoria critica e linee metodologiche. Torino: L’Harmattan Italia.

Arendt, H. (1961). Between past and future: Eight exercises in political thought. New York: Viking Press.

Bandura, A. (2018). Verso una psicologia dell'agenzia umana: percorsi e riflessioni. Perspectives on Psychological Science, 13(2), 130–136. https://doi.org/10.1177/1745691617699280

Beijaard, D. (2009). Leraar worden en leraar blijven: Over de rol van identiteit in professioneel leren van beginnende docenten (Inaugural lecture). Eindhoven: Eindhoven University of Technology.

Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128.

Biesta, G. J. J. (2022). Riscoprire l'insegnamento. Milano: Raffaello Cortina Editore.

Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132–149.

Bornatici, S. (2024). Educare al servizio, insegnare la pace. Le emergenze nella formazione, 51.

Cambi, F. (2023). Riflettendo sui silenzi della pedagogia, oggi. Paideutika, (37), 11.

Carter, K., & Doyle, W. (1996). Personal narrative and life history in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 120–142). New York: Macmillan.

Dewey, J. (1949a). Scuola e società. Firenze: La Nuova Italia.

Dewey, J. (1949b). Democrazia e Educazione. Firenze: La Nuova Italia.

Dewey, J. (1961). Democrazia e educazione. Italia: La Nuova Italia.

Emirbayer, M., & Mische, A. (1998). What is agency? The American Journal of Sociology, 103(4), 962–1023.

Fabbri, L., Striano, M., & Melacarne, C. (2014). L'insegnante riflessivo. Coltivazione e trasformazione delle pratiche professionali. Milano: FrancoAngeli.

Ferrari, L., & Taddei, A. (2017). Teacher agency: Perspectives and limits. Ricerche di Pedagogia e Didattica – Journal of Theories and Research in Education, 12(3).

Freire, P. (2004). Pedagogia dell’autonomia. Torino: Gruppo Abele.

Freire, P. (2018). La pedagogia degli oppressi. Torino: Gruppo Abele. Galtung, J. (2000). Pace con mezzi pacifici. Esperia.

Galtung, J. (2014). Affrontare il conflitto. Trascendere e trasformare. Pisa: Pisa University Press.

Galtung, J., & Fischer, D. (2013). Johan Galtung: Pioneer of Peace Research. Springer Berlin Heidelberg.

Goodson, I. F. (2003). Professional knowledge, professional lives. Maidenhead: Open University Press.

Hargreaves, A. (2005). Educational change takes ages. Teaching and Teacher Education, 21(8), 967–983.

Hays, S. (1994). Structure and agency and the sticky problem of culture. Sociological Theory, 12(1), 57–72.

Kelchtermans, G. (2005). Teachers’ emotions in education reforms. Teaching and Teacher Education, 21(8), 995–1006.

Lascioli, A. (2018). L’agency dell’insegnante di sostegno: uno studio di fattibilità. Italian Journal of Special Education for Inclusion, 6(2), 183–192.

Lévinas, E. (1986). Totalità e infinito: Saggio sull’esteriorità (A. Tarsitani, Trad.). Milano: Jaca Book. (Orig. pubbl. 1961).

Lipka, R. P., & Brinthaupt, T. M. (Eds.). (1999). The role of self in teacher development. New York: State University of New York Press. Malavasi, P. (2020). Insegnare l’umano. Milano: Vita e Pensiero.

Martino, F. (2022). Il lifelong learning come vocazione ontologica “nell’Essere Più”. Epale Journal, 11.

McLean, S. V. (1999). Becoming a teacher: The person in the process. In R. P. Lipka & T. M. Brinthaupt (Eds.), The role of self in teacher development (pp. 55–91). New York: State University of New York Press.

Meirieu, P. (2024). Chi vuole ancora gli insegnanti?. Italia: Armando Editore.

Mezirow, J. (2009). Apprendimento e trasformazione. Milano: Raffaello Cortina.

Milan, G. (2023). Paulo Freire: radici dell’educazione alla pace. PAMPAEDIA – Bollettino As. Pe. I, (194), 086–099.

Morin, E. (2015). Insegnare a vivere. Milano: Raffaello Cortina. Mortari, L. (2012). Per una presenza responsabile. Encycolopaideia, VI (12), 1–8.

Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, 26(3), 293–305.

Nussbaum, M. (2013). Giustizia Sociale e Dignità Umana (E. Greblo, trad.). Bologna: Il Mulino. (Orig. pubbl. 2002).

Nussbaum, M. C. (2011). Non per profitto. Milano: Il Saggiatore.

Olsen, B. (2010). Teaching for success. Boulder/London: Paradigm Publishers.

Pillen, M., Beijaard, D., & Den Brok, P. (2013). Professional identity tensions of beginning teachers. Teachers and Teaching, 19(6), 660–678.

Pinto Minerva, F. (2017). Prospettive di ecopedagogia. In M. L. Iavarone, P. Malavasi, P. Orefice, & F. Pinto Minerva (Eds.), Pedagogia dell’ambiente 2017 (pp. 173–192). Lecce: Pensa MultiMedia.

Priestley, M. (2011). Whatever happened to curriculum theory? Pedagogy, Culture and Society, 19, 221–237.

Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. London: Bloomsbury Academic.

Quinto, A. (2023). Gli impliciti pedagogici di una cultura della guerra. MeTis – Mondi educativi, 13(1), 409–425.

Schön, D. A. (1983). Becoming a reflective practitioner. London: Temple Smith.

Schön, D. A. (2024). Il professionista riflessivo. Edizioni Dedalobeac.

Schön, D. A., & Striano, M. (2006). Formare il professionista riflessivo. Milano: FrancoAngeli.

Sen, A. (1999). Lo sviluppo è libertà. Milano: Mondadori.

Sloan, K. (2006). Teacher identity and agency in school worlds. Curriculum Inquiry, 36(2), 119–152.

Van Veen, K., & Lasky, S. (2005). Emotions as a lens to explore teacher identity. Teaching and Teacher Education, 21(8), 895–898.

Van Veen, K., Sleegers, P., & Van de Ven, P.-H. (2005). One teacher’s identity. Teaching and Teacher Education, 21, 917–934.




DOI: https://doi.org/10.32043/gsd.v9i1.1450

Refbacks



Copyright (c) 2025 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296