• Avoiding the Anthropocene: An Assessment of the Extent and Nature of Engagement with Environmental Issues in Peace Research

      Kelly, Rhys H.S. (2020)
      What is the nature and extent of engagement within peace research with the unfolding global environmental crisis, as captured in discourses about the ‘Anthropocene’(Bonneuil & Fressoz, 2017; Dalby, 2015)? Is the peace research scholarly community connecting with significant debates taking place in the earth sciences or among social and political movements? If it is, in what ways? Are concepts of violence and peace evolving in line with the major trends driving change this century, including climate change? This article seeks answers to these questions through a systematic survey and thematic analysis of publications in key peace-related journals and book series.What is the nature and extent of engagement within peace research with the unfolding global environmental crisis, as captured in discourses about the ‘Anthropocene’(Bonneuil & Fressoz, 2017; Dalby, 2015)? Is the peace research scholarly community connecting with significant debates taking place in the earth sciences or among social and political movements? If it is, in what ways? Are concepts of violence and peace evolving in line with the major trends driving change this century, including climate change? This article seeks answers to these questions through a systematic survey and thematic analysis of publications in key peace-related journals and book series.
    • An education in homecoming: peace education as the pursuit of 'appropriate knowledge'

      Kelly, Rhys H.S.; Kelly, Ute (2013-12)
      In this paper, we argue that two key trends – an unfolding ecological crisis and a reduction in the amount of (cheap) energy available to society – bring into question both the relevance and the resilience of existing educational systems, requiring us to rethink both the content and the form of education in general, and peace education in particular. Against this background, we consider the role education might play in enabling citizens and societies to adapt peacefully to conditions of energy descent and a less benign ecological system, taking seriously the possibility that there will be fewer resources available for education. Drawing on Wes Jackson’s and Wendell Berry’s concept of an education in ‘homecoming’, and on E.F. Schumacher’s concept of ‘appropriate technology’, we suggest a possible vision of peace education. We propose that such education might be focused around ‘appropriate knowledge’, commitment to place, and an understanding of the needs and characteristics of each local context. We then consider an example of what this might mean in practice, particularly under conditions of increasing resource scarcity: Permaculture education in El Salvador, we suggest, illustrates the characteristics and relevance of an education that aims to foster ‘appropriate knowledge’ within a particular and very challenging context. The paper concludes by considering the wider implications of our argument.
    • An education in homecoming: peace education as the pursuit of ‘appropriate knowledge’

      Kelly, Rhys H.S.; Kelly, Ute (2016)
      In this paper, we argue that two key trends – an unfolding ecological crisis and a reduction in the amount of (cheap) energy available to society – bring into question both the relevance and the resilience of existing educational systems, requiring us to rethink both the content and the form of education in general, and peace education in particular. Against this background, we consider the role education might play in enabling citizens and societies to adapt peacefully to conditions of energy descent and a less benign ecological system, taking seriously the possibility that there will be fewer resources available for education. Drawing on Wes Jackson’s and Wendell Berry’s concept of an education in ‘homecoming’, and on E.F. Schumacher’s concept of ‘appropriate technology’, we suggest a possible vision of peace education. We propose that such education might be focused around ‘appropriate knowledge’, commitment to place, and an understanding of the needs and characteristics of each local context. We then consider an example of what this might mean in practice, particularly under conditions of increasing resource scarcity: Permaculture education in El Salvador, we suggest, illustrates the characteristics and relevance of an education that aims to foster ‘appropriate knowledge’ within a particular and very challenging context. The paper concludes by considering the wider implications of our argument.