Promoting the REM approach of Peace Education in secondary school settings. An application from my own life history
This thesis briefly reviews Peace Studies and Peace Education in general and then, it focused on the REM (Reconstructive-Empowering) Approach (Herrero Rico, 2013) of Peace Education as its theoretical framework. This REM approach proposes concepts, methodologies and contexts that promote Cultures of...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | CBUC, CESCA |
| Repositorio: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/668413 |
| Acceso en línea: | http://hdl.handle.net/10803/668413 http://dx.doi.org/10.6035/14106.2019.63653 |
| Access Level: | acceso abierto |
| Palabra clave: | Enfoque REM (Reconstructivo-Empoderador) REM Approach Educación para la Paz Peace Education Historia de vida Life history Filosofía para hacer las paces Philosophy of Making Peace Metodologías S. XXI XXI century methodologies Arts, humanitat i llegües 1 37 |
| Sumario: | This thesis briefly reviews Peace Studies and Peace Education in general and then, it focused on the REM (Reconstructive-Empowering) Approach (Herrero Rico, 2013) of Peace Education as its theoretical framework. This REM approach proposes concepts, methodologies and contexts that promote Cultures of Peace. The thesis continues to propose tools and methodologies for secondary education contexts that promote the REM Approach. Among them, the Life History methodology is chosen as the methodological framework for the applied part of the thesis. Thus, the last two chapters focus on the life story of the author of the thesis, both in her personal and professional life, especially as a high school teacher. For this purpose, her first-person narrative is included, contrasted with the perspective of more than forty acquaintances and with a reflection on what has been learned, putting it in dialogue with the REM approach. |
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