Samyukta: A Journal of Gender and Culture
Issue (Vol.21, No.2) on Peace & Education
Editors: Sreedevi K. Nair & Parvati Menon
Peace is a deliberate, hard to make, at times ‘impossible’ choice; it’s not something that simply ‘happens’. It’s the responsibility of all, not the duty of a few. The most effective way to instil this knowledge in an ever-conflicted world is undoubtedly to include Peace Studies in the curriculum.
Efforts at introducing Peace Education (PE) began in 1945 with the UNESCO declaring that “since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed”. Peace Education was contended to be the only means to create and sustain a long-term change in the thought and action of future generations which could possibly result in the absence of violence and the presence of social justice. PE was therefore designed to cultivate the knowledge, skills, attitudes, norms and behaviours conducive to the emergence and sustenance of peace, and also to aid the creating of systems that would actualize non-violence, non-discrimination, social justice, environmental care and sustainable development. The scope of PE later on widened to incorporate Gender Studies, Human Rights Education, International Relations, Non-violence Studies, Culture Studies, Disarmament Studies, Environmental Studies and such other programmes. The efficiency and the impact of Peace Education interventions in schools and institutions of higher learning have been widely assessed and they have proven to result in decreased violence as well as improved attitudes and cooperation among pupils.
However, there is a conceptual dilemma of Peace Education which is most consequential, and which needs to be critiqued. Quite a number of theories of peace use conflict as their point of departure and the absence of violence as their dominant objective. By setting “conflict” at the crux of theories of peace and “conflict management” as its supreme goal, Peace Studies has moved away from its primary objectives which are —to explore the nature of peace as well as the possibilities of peacebuilding; to give sufficient attention to the nurturing of the inherent capacities of citizens, organizations, communities, civil societies and governments, not just to prevent violence but to form harmonious relationships; to build a civilization of peace— just and peaceful, diverse and united, benevolent and prosperous, environmentally healthy and technologically advanced, knowledge rich and morally strong.
The present issue of Samyukta will have two major sections – (1) Peace Education – that is, education or the teaching/learning of peace related material, and (2) Education for peace, which is a holistic way of education which aims at instilling the notion of peace among individuals, communities and countries. We welcome articles on the theoretical conceptualization of Peace Education as well as the practice of it like transformative education and practical diversity, from all parts of the world. The purpose of this issue is to incite reflection on the very nature of peace as well as to the various approaches to Peace Studies; to suggest new directions for the debates on peace education; to identify questions that might generate discussion among a wide audience and stakeholders such as the necessity to ‘teach’ peace when violence comes naturally; to imagine that ‘one world’ where peace is the way of life; to encourage collaboration between different disciplines towards the practice of peace; and to offer practical suggestions and solutions that will engender lasting peace which is vital to the contemporary world.
We invite research papers on but not limited to the following topics:
- Epistemological readings of Peace: Cultural, Historical, Geographical, Philosophical, Political, Personal…
- People of Peace and their philosophies: People whose visions of peace have made a difference
- Theories of Peace/their critique: Asian, African, Eurocentric,…
- Peace Vs Conflict Resolution
- Non-Violence Studies
- Peace Education in India
- Why Peace Education?
- Pedagogies of Peace: Theories, Practices and Impact of Peace Education (anywhere in the world)
- One World, One Peace? Examining the vocabularies and tectonics of the curricula of Peace Education around the world
- The Role of Culture in Peace-Making
- Imagination in Peace Education
- The Influence of Politics on Peace Education
- Human Rights Education and its Critique
- Development Based on Justice
- Understanding Sustainability Beyond the ‘Environment’
- Green, White, Rainbow? : Gender, Precarity, Diversity and Inclusion- the many hues of peace
- Locating Peace in News
- The Superhero in a peaceful world: Reimagining and unlearning the Hero – Warrior/ Anti-Hero.
- Peace Education Beyond Classrooms – Theatre, Art, Media, Music
- Towards a Single World: Are Borders Really Necessary?
Scholars interested in contributing research papers are invited to submit an abstract of not more than 200 words to firstname.lastname@example.org on or before 20 February 2021.
Scholars will be notified about the status of their proposal before 1 March 2021.
Full papers are expected to be sent to email@example.com on or before 1 May 2021.
The papers must be of 3000-5000 words length in Times New Roman (font size 12 pt) and must comply with the stipulations of the MLA Handbook (8th edition) or APA Style.
Samyukta: A Journal of Gender and Culture (ISSN: 2393-8013)
January, 2021 issue (online)
Special number on Life Writing
Life Writing in its conceptual, creative or hands-on versions articulates very intriguing reconfigurations. Writing about one’s own life/lives, writing about the lives of others- real or imagined, the living vs the not so much alive or the non-living has been loaded with the complexities of agency, perspective and cultural currency. The politics of non-human narratives in the age of the Anthropocene has evolved into an entire discipline. One has also to be mindful about the word writing and what sort of rhetoric and knowledge it entails and presupposes respectively. Lives ‘written’ through art, music, sometimes through graffiti or word of mouth has repopulated the significations of textuality.
Whose are these lives that are being presented? Why? By whom? And what facets of these lives swim to the surface? These questions have never been satisfactorily answered. And neither should they be. Because Life and the many meanings it has acquired does not allow one to settle for answers. Rather, the questions present interesting possibilities regarding the matrices and impulses that govern the world over time. The need to chronicle, to confess, profess, clarify, edify or to preserve for posterity, the possibilities, motives, methods are limitless, leading Life Writing to draw from diverse disciplines and speaks many dialects of knowledge.
This edition of Samyukta: A Journal of Gender and Culture looks at the possibilities that Life Writing presents- as an elastic genre, as an ongoing conversation between the agencies governing human interaction, as power, as knowledge and other associated slants and angles.
We are interested in critical examinations of how Life Writing evolved over time from being read as a clutch of diaries to the intense revelation of cultural and historic connects between philosophies, religions, languages and selves. Exclusionary politics and the subtle art of self- censorship are concerns that draw greater attention to glaring absences. These concerns also establish delicate bridges with the many positions that truths occupy -personally, philosophically, ethically and theologically. Intersections between the global, the local and the Anglophone and the issues of economic viability, visibility and contemporary geopolitics govern who gets written and read. The agency presented by social media to narrate lives and the issues of digital divide add yet another angle to the discourse. The way that Life Writing places people, the politics of gender and power, the stories of movements, nationhood and social systems through the accounts of the self and the times throws the spotlight on the many modernities that we experience and live through today.
Possible topics could include but are not limited to:
- The archeology of Life Writing
- The teleological, narrative and spatial politics of Life Writing
- The many Subjectivities of Life Writing
- The nuances of Text and Writing in Life Writing
- Decoding ‘Life’ in Life Writing
- Gender and Life Writing
- Writing Lives, Writing History
- Reading Social Movements through Life Writing
- Reading Ideologies through Life Writing
- Writing Life through Art: Performing Lives.
- Survivor narratives
- Writing the non-human
- Life Writing and Social Media
- Translating Vernacular Lives: Who gets Translated and Why?
- Biopics as Life Writing
An abstract of 200 words should be sent to firstname.lastname@example.org by 10 January 2021
Selected abstracts will be intimated by 15 January 2021.
The full paper must be sent to email@example.com by 25 January 2021.
The paper must be between 3000-5000 words, in Times New Roman size 12 and must comply with the stipulations of the MLA Handbook (8thedition).
Guest Editor for the issue is Kukku Xavier, Assistant Professor, Department of English, All Saints’ College, Thiruvananthapuram.