Teaching peace: an exploration of identity development of peace educators
The purpose of this research was to explore the identity of those who can be called "Peace Educators," and to contextualize the concept of that identity within the field of Peace Education by presenting an historical background of the field and by exploring various models of Peace Education programming. Five professionals whose work encompasses the theories and practices associated with Peace Education were interviewed for this study. Their stories were examined in light of the various convergences and intersections regarding a conceptual framework that included religion and spirituality, sociology, cultural studies, feminism, critical pedagogy, global concerns, economic concerns, environmentalism, and a central concern for social justice. The research indicated that although there are various areas of similarity between the participants as well as others whose work has been seminal in creating the field of Peace Education, there is not an essential set of characteristics or behaviors that can be deemed uniquely associated with an identity called "Peace Educator." In fact, the research indicates that it is the practice of Peace Education itself that determines such an identity, and it remains fluid and multifaceted despite its clear connections with the various concerns that were examined.