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Peace, Conflict and Pedagogy

International Conference organised by the Archbishop Desmond Tutu Centre for War and Peace Studies and the Centre for Education and Policy Analysis CEPA

Promoting peace and reconciliation through education has been a vital tool the development of more tolerant and cohesive societies. Whether it be through the development of a culture of peace throughout education institutions, or through the instilling of inclusive identities that broaden notions of citizenship while dismantling harmful notions of difference, peace education plays a crucial role across the spectrum of conflict and risk. From conflict prevention, to conflict management, to post-conflict peacebuilding, educational tools and strategies have the potential to celebrate diversity, and diffuse tensions.

The aim of this year’s conference is to explore the myriad ways that notions of peace have or have not been incorporated into educational practices in a variety of contexts and institutions, and the ways in which these practices may reproduce conflict dynamics or foster peace, including:

  • Institutional design and reform
  • Peace and reconciliation in the curriculum (teaching and learning)
  • Research, collaboration and social impact
  • Inclusiveness, plurality and difference in the classroom 
  • How peace, truth, justice and reconciliation has been and may be promoted through academia or educational practices


Keynote speaker: Liam Gearon, Associate Professor University of Oxford

A philosopher and theorist of education, Liam Francis Gearon is a specialist in critical, historical and contemporary analyses of education in multi-disciplinary contexts.

Talk: Engineers of the Human Soul: Prose and the Pedagogy of Peace – Critiquing Literary-Political Education –

In the light of recent attempts to construct ‘literature pedagogy’ for cosmopolitan, ‘globalizing’, political and peace-making ends, this paper provides here some stark reminders about the educational, not to say political, risks of confining the aims and purposes of literature to the aims and purposes of politics, or using a literary-political aesthetic as pedagogy. Such confinement occurs when literature pedagogy is put in the service of political doctrine. Even when this is undertaken through the guise of seemingly laudable moral intentions – to serve, for example, Enlightenment-derived goals of equality, fraternity, justice, or their modern guise of cosmopolitanism and multiculturalism – the well-intentioned ethical premises of such literature pedagogy, it is argued, limits political horizons, narrows educational outlooks and reduces aesthetics to ideology. Drawing on a variety of historical exemplars – from the Soviet Union to the CIA-  the paper details a range of attempts politically to educate and influence readers and writers through literature. Deriving its title from Stalin’s diktat that artists should be ‘engineers of the human soul’, the paper argues for an opening out not a closing down of hermeneutical horizons.

Conference Registration (deadline 10th of June)

Register to this conference by visiting our Online Store (Conferences and Events, Faculty of Arts and Humanities) at:  


Special thanks to the Association of Commonwealth Universities for supporting the organization of this conference.

Useful information

2nd July 2019

Hope Park Campus,
Liverpool Hope University
Taggart Avenue
L16 9JD