Higher education English language professors' conceptualisation of peace: A call for integrating critical peace practices into teaching and teacher education programmes

被引：1

作者：

Ramezanzadeh, Akram ^{[1
]}

Rezaei, Saeed ^{[2
]}

机构：

[1] Lorestan Univ, Khorramabad, Lorestan, Iran

[2] Sharif Univ Technol, Tehran, Iran

来源：

TEACHING AND TEACHER EDUCATION | 2023年 / 135卷

关键词：

Peace education; English language education; Explicit and implicit theories of peace; Critical peace practices; Teaching; Teacher education; AUTHENTICITY; CONCEPTIONS; ARAB;

D O I：

10.1016/j.tate.2023.104331

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study explored English language professors' conceptualisation of peace in light of explicit theories of peace. The participants, 20 English language professors in the context of Iran, shared their ideas through interviews and personal documents. The data were hermeneutically analysed and two dominant themes were identified: the cultivation of critical being and transforming unequal power through de-centering dominant discourses, listening to muted voices, and expanding participatory processes. The participants called for critical pedagogy and a shift towards a multilingual-multicultural paradigm revolving around intercultural openness. The findings re-claimed criticality in peace practices in teaching and teacher education programmes.

引用

页数：9

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