| General description |
This is an "English Friendly" course.
Please see more details about this course on the UDC Campus Virtual platform.
The development of societies in the world and of human coexistence throughout time, in the current historical period of late modernity, serves as a backdrop to situate educating for peace, conflict resolution and citizenship within a workable framework for conceptual approach and practical/active elaboration: it is a broad, complex and dynamic framework that transcends not only school culture and educational institutions in general, but also other arenas of both formal and non-formal production and socio-cultural action, such as the family, the local community, the mass media and popular culture, and various state institutions. This important milestone exists, in turn, within the broader context of international and transnational politics that moves to the rhythm of an increasingly globalized economic system: neoliberal capitalism. Likewise, this entire human landscape exists within a world of finite natural resources. In this interdependent and complex scenario, then, the conflict of power imbalances between groups with divergent interests arises. But conflicts are not, per se, what threatens well-being, because they are a natural aspect of human relationships. Violence and damage stem from the ways in which these conflicts are addressed. If they are peacefully intervened, they can even be creative and productive when it comes to seeking cosmopolitan harmony between peoples and multicultural groups, migratory movements, struggles for human rights, and experiences from the diversity of religious beliefs, gender identities, dialects and ethnic practices in this world.
Educating for peace in this framework of "glocal" coexistence therefore requires relational and transversal work that arises from and takes part in multiple overlapping social spheres, and that can and should aspire to influence them. Thus, an orientation regarding human relations that is as much interpersonal as intergroup, collective and global is required. By extension, its pedagogy encompasses, on the one hand, revealing curricular content and themes containing ethical, affective and/or controversial connotations, and, on the other hand, collaborative, collectivizing and transformative organization and teaching/learning processes that can establish bridges between necessary theoretical reflection and daily implementation.
In this course we will address the meaning of these questions in order to forge a pedagogy of peace applicable both within formal educational institutions and beyond, through non-formal arenas of learning, as well as sociocultural animation, mobilising and networking.
|
Subjects
