Peace Process Pedagogy: lessons from the no-vote victory in the Colombian peace referendum

Abstract

Is there a need for a new field within Peace Education that looks at the complex dynamics of transitional societies in the post-truth era? What formal and informal pedagogical strategies might be best suited for transforming ‘emotional anti-peace mindsets’? Drawing on practical examples from the complex political contingencies in Colombia, this article positions the concept of Peace Process Pedagogy within discussions in Critical Peace Education and Critical Contemplative Pedagogy. It encourages critical pedagogues to develop strategies to dismantle misinformation about peace policies, to engage in open conversations about emotions, and to work with embodied action.