Bicultural peace pedagogy: opportunities and obstacles.

Area of Science:

• Education
• Indigenous Studies
• Peace Studies

Background:

• Colonization has impacted educational systems globally.
• Decolonization in education seeks to dismantle colonial legacies and center Indigenous knowledge.
• Bicultural pedagogy offers a framework for integrating diverse cultural perspectives.

Purpose of the Study:

• To propose bicultural pedagogy as a peace pedagogy for decolonizing education.
• To bridge core Māori values with Indigenous and peace pedagogies.
• To assist non-Indigenous educators in decolonizing educational practices.

Main Methods:

• Conceptual analysis of decolonization, Indigenous rediscovery, and curriculum indigenization.
• Exploration of five core Māori values: wairuatanga, manaakitanga, kotahitanga, whanaungatanga, and rangatiratanga.
• Alignment of Indigenous pedagogy with Western peace pedagogy.

Main Results:

• Bicultural pedagogy is posited as a viable peace pedagogy.
• Congruence identified between Western peace pedagogy and Indigenous practices, highlighting gaps in current approaches.
• Māori values provide a conceptual bridge to Indigenous and peace pedagogies.

Conclusions:

• Bicultural peace pedagogy holds significant potential for decolonizing education.
• Integrating Indigenous values and practices enriches peace education.
• Non-Indigenous educators can adopt inclusive approaches by valuing Indigenous knowledge systems.