Reflections on decolonizing peace education in Korea: a critique and some decolonial pedagogic strategies.

Universities and scholars around the world teach and research extensively in the field of peace education; yet, despite a plethora of diverse scholarship, educational programs are often critiqued as dominated by the English-speaking world. This paper employs the intersecting lenses of decolonization and postcolonial theory to explore and challenge the perceived dominance of Western literature and practice. Using a criss-crossing comparison method, English and Korean literatures are compared to ascertain the extent of Western-centricity within Korean higher education peace studies, and to offer a critical discussion of liberal peacebuilding, and linear problem-solving models within the literatures. Counter-arguments and policy recommendations are considered. The paper concludes that for peace education to fulfill its mission, global educational decolonization movements need to be strengthened. It is argued that efforts toward decolonization of Korean peace education could support the global movement toward a more socially just peace education for the twenty-first century. [ABSTRACT FROM AUTHOR]