Reproducing Peace? A CRT Analysis of Whiteness in the Curriculum and Teaching at a University of the UN

Autor/in	Kester, Kevin
Titel	Reproducing Peace? A CRT Analysis of Whiteness in the Curriculum and Teaching at a University of the UN
Quelle	In: Teaching in Higher Education, 24 (2019) 2, S.212-230 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1476339
Schlagwörter	Peace; Conflict; Critical Theory; Race; Whites; International Education; Graduate Students; International Organizations; Conflict Resolution; Higher Education; Role of Education; Civil Rights; Multicultural Education; Teaching Styles; Politics of Education; Ethnography; Case Studies + Suchen Sie Ihr Suchwort? Frieden; Konflikt; Kritische Theorie; Rasse; Abstammung; White; Weißer; Internationale Erziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; International organisation; International organisations; International organization; Internationale Organisation; Conflict solving; Konfliktlösung; Konfliktregelung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsauftrag; Bürgerrechte; Grundrechte; Zivilrecht; Multikulturelle Erziehung; Lehrstil; Unterrichtsstil; Educational policy; Bildungspolitik; Ethnografie; Case study; Fallstudie; Case Study
Abstract	Peace and conflict studies (PACS) higher education is a blossoming field. Literature (both conceptual and conjectural) and research (theoretical and empirical) has proliferated in recent decades. This paper details case findings from an ethnographic study with university-based PACS educators completed at one University of The United Nations in 2015. The six-month ethnography involved document analysis, participant observation, and semi-structured interviews with 25 peace scholars and 108 postgraduate students. Data was thematically coded and analyzed using concepts from critical race/critical Whiteness studies. This paper outlines the study and explores the theme of Whiteness that emerged from data. Findings point toward the cultural reproduction of Whiteness in the faculty, pedagogy, and institution. The paper concludes with a discussion of implications concerning global equity and 'post-structural violence' in PACS education, as well as a call for further research into the role of peacebuilding education in broader social change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01