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Tony Jenkins
Georgetown University, Justice and Peace Studies, Department Member
- Global Campaign for Peace Education, Education, Department MemberInternational Institute on Peace Education, Education, Department Member, and 2 moreadd
- Social Movement, Peace & Conflict Studies, Peace Education, Peacekeeping, Peace Studies, Human Security, and 40 morePeace Journalism, Peace Movements, Gender and Peacebuilding, Peace Research, Disarmament (Security Studies), Gender and Security, Sustained Dialogue, Peacebuilding, Peace and Conflict Studies, Peace and Conflict Resolution, Peace, Human Rights, Conflict, Race and Racism, Global Citizenship, Human Rights Education, Education, Teacher Education, Higher Education, Educational Psychology, Transformative Learning, Transformational Leadership, Educational Foundations and Leadership, Philosophy, Educational Philosophy, Philosophy of Education, Security and Peace Studies, United Nations Peacekeeping Operations, Peace and Conflicts Studies, Liberal Peacebuilding, Democratic Peace Theory, Peace & Reconciliation, Sustainable Peacebuilding, Human Rights, International Development, Diversity, Training, Capacity Building, Peacebuilding, Corporate Social Responsibility Youth Leadership, Conflict Resolution, Sustainable Development, Comparative & International Education, Comparative Education, Comparative and International Development Education, International Human Rights Education, and Global Citizenship Educationedit
- Tony Jenkins is a lecturer of justice and peace studies at Georgetown University; the managing director of the Intern... moreTony Jenkins is a lecturer of justice and peace studies at Georgetown University; the managing director of the International Institute on Peace Education; and coordinator of the Global Campaign for Peace Education.edit
Most theorists and practitioners share the conviction that peace education, rooted in traditions of critical theory, should support learners in developing a critical consciousness of the world as it is, and should be. Furthermore, peace... more
Most theorists and practitioners share the conviction that peace education, rooted in traditions of critical theory, should support learners in developing a critical consciousness of the world as it is, and should be. Furthermore, peace education is overtly and intentionally political, seeking to foster the human agency necessary for social and political transformation. Fostering human agency requires a holistic, comprehensive pedagogical approach. Having cognition of a social problem, even when accompanied by a vision of a preferred social alternative, is generally insufficient if the internal conviction to take external action is not also generated. Given this challenge, this chapter explores the possibilities for developing a critical, comprehensive pedagogical approach to peace education that exists at the nexus of personal, structural, and cultural change.
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This document is an original and significantly expanded draft of a Technical Note " New Understandings of Education's Contributions to Peace" prepared for the UNESCO Section on Global Citizenship and Peace Education in support of the... more
This document is an original and significantly expanded draft of a Technical Note " New Understandings of Education's Contributions to Peace" prepared for the UNESCO Section on Global Citizenship and Peace Education in support of the effort to revise the 1974 Recommendation concerning education for international understanding, cooperation and peace. Specifically, this note seeks to summarize the state of current knowledge on the role of education in mitigating contemporary threats and fostering lasting peace.
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This document, is one of three Technical Notes prepared by UNESCO Section on Global Citizenship and Peace Education, that aims to inform the discussions of the International Expert Group in view of clarifying the scope, depth, and detail... more
This document, is one of three Technical Notes prepared by UNESCO Section on Global Citizenship and Peace Education, that aims to inform the discussions of the International Expert Group in view of clarifying the scope, depth, and detail of the required revisions of the 1974 Recommendation concerning education for international understanding, cooperation and peace, with a view to inform the discussions of the IEG. More specifically it seeks to summarize the state of current knowledge on the role of education in mitigating contemporary threats and fostering lasting peace.
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Peace education is education both about and for peace. It is an academic field of inquiry, and the practice(s) of teaching and learning, oriented toward and for the elimination of all forms of violence, and the establishment of a culture... more
Peace education is education both about and for peace. It is an academic field of inquiry, and the practice(s) of teaching and learning, oriented toward and for the elimination of all forms of violence, and the establishment of a culture of peace. Peace education has its origins in responses to evolving social, political, and ecological crises and concerns of violence and injustice. The field has adapted, and learned, from thinking and trends emerging in the dialogical interplay between peace research, peace education, and peace action. These evolving origins have led to a wide range of theories and approaches to teaching peace. In the early 1980s, peace education pioneer Betty Reardon called for the development of comprehensive peace education, a holistic and integrative approach most applicable for the pursuit of a culture of peace, and potentially unifying for a field comprised of many seemingly disconnected approaches. Comprehensive peace education is rooted in critical and transformative pedagogies. It is especially futures oriented, seeking to nurture those inner peace capacities that are essential to external political action necessary for social and political change. This entry proposes comprehensive peace education as the most holistic, transformative, and adaptable approach to educating for peace in different contexts; introduces some of its theoretical and practical bases; and considers the necessary preparations of educators for its pedagogical practice.
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One of the key conclusions of a 2014 conference on " Reconstructing Peace Studies, " 1 was that how we teach is as important as what we teach. Faculty participating in the conference agreed they had minimal knowledge or preparation in the... more
One of the key conclusions of a 2014 conference on " Reconstructing Peace Studies, " 1 was that how we teach is as important as what we teach. Faculty participating in the conference agreed they had minimal knowledge or preparation in the methods and pedagogies of peace education seen as essential to pursuing the transformative outcomes of peace studies programs. This article offers a brief philosophical and pedagogical framework and rationale for transformative peace pedagogy as a preferred approach and philosophy of teaching and learning in peace studies. Transformative peace pedagogy fosters the development of a self-reflective praxis and nurtures a holistic, inclusive relationship between the inner (personal) and outer (political, action oriented) dimensions of peacebuilding. This praxis is the basis for both internal consideration and social and
political action that is pursued by peace studies.
political action that is pursued by peace studies.
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Original title: ""What good is talking if nobody’s listening? How truth telling and dialogue can help heal the wounds of structural racism in a post-Ferguson America." It an atmosphere where so many are frustrated, and where talking... more
Original title: ""What good is talking if nobody’s listening? How truth telling and dialogue can help heal the wounds of structural racism in a post-Ferguson America."
It an atmosphere where so many are frustrated, and where talking feels the opposite of action, we can anchor our hopes for the future in truth telling and dialogue processes that have proven to be individually, socially and culturally transformative.
It an atmosphere where so many are frustrated, and where talking feels the opposite of action, we can anchor our hopes for the future in truth telling and dialogue processes that have proven to be individually, socially and culturally transformative.
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This is an OpEd I wrote in response to the non-indictment of Officer Wilson. It calls for truth telling and dialogue as necessary components of system change. Published on Counterpunch.org December 1, 2014.
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Betty Reardon’s Comprehensive Peace Education: Educating for Global Responsibility, authored in 1988, has influenced many educators in their efforts to shape and transform education for peace. In the time since this seminal work was... more
Betty Reardon’s Comprehensive Peace Education: Educating for Global Responsibility, authored in 1988, has influenced many educators in their efforts to shape and transform education for peace. In the time since this seminal work was authored, few models of comprehensive peace education have emerged. This article, drawn from reflections and observations of the development and design of a comprehensive peace education program framework at the National Peace Academy (NPA), concludes that there are five essential elements that contribute to a transformative imperative and which may be adaptable to other contexts and conditions in which educators are seeking to develop comprehensive peace education. The transformative imperative, in the context of comprehensive peace education, seeks to facilitate transformations in worldviews, attitudes, behaviors, institutions, and social, political and ecological relations toward the reduction and elimination of all forms of violence and the nurturance of a culture of peace. The elements that comprise the anatomy of NPA’s approach may also be looked at as a peace system. These five foundational elements are: (1) strong, ethical foundations that are framed as inquiry and open to change; (2) transparently identified social purposes; (3) an intentionally transformative peacelearning pedagogy and peacelearning processes; (4) holistically presented knowledge and skills; and (5) transformative oriented outcomes.
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Research Interests: International Relations, Multiculturalism, Peace and Conflict Studies, International Law, Human Rights, and 12 moreInternational organizations, Conflict, Security, Nationalism, Diplomacy, Peace & Conflict Studies, Ethnicity, Peace Education, Minority Rights, Peace, Freedom, and Theories and Methodologies of Political and Social Sciences; Researches on War and Peace, Conflicts and Mediations
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Over the past several months I have sat nervously in fear, busily biting my lip, listening to my colleagues one by one declare the death of the United Nations. Their fears, and mine alike, were triggered by the unilateral U.S. declaration... more
Over the past several months I have sat nervously in fear, busily biting my lip, listening to my colleagues one by one declare the death of the United Nations. Their fears, and mine alike, were triggered by the unilateral U.S. declaration of war on Iraq without bringing a Security Council resolution to vote. The talk around the academic coffeehouse circuit says that the UN’s legitimacy has been completely undermined and that its ability to effectively manage future conflicts is uncertain. Recently various liberal-minded editorials have attempted to reaffirm the UN’s relevance, giving particular attention to post-war reconstruction and its continuous global work in human rights, health and environmental sustainability. But even these UN successes are not free from jeopardy. In its treatment of post-war Iraq the U.S. has managed to ignore or undermine the UN’s experience in these regards as well. These editorials have stated the obvious: that the U.S. still scoffs at the idea of global governance and seemingly only wants to play by its own rules. While truthful, these observations remain locked in the nation-state military security paradigm. It existed when the UN was formed, and unfortunately remains just as dominant today. Perhaps the greatest threat posed by the belligerent U.S. security policy is that it undermines the hope provided by other UN functions, such as promoting human rights standards, clean water supplies, women’s education and reproductive health, social and political justice, programs of disarmament, and environmental sustainability.
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Research Interests:
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Over the past several months I have sat nervously in fear, busily biting my lip, listening to my colleagues one by one declare the death of the United Nations. Their fears, and mine alike, were triggered by the unilateral US declaration... more
Over the past several months I have sat nervously in fear, busily biting my lip, listening to my colleagues one by one declare the death of the United Nations. Their fears, and mine alike, were triggered by the unilateral US declaration of war on Iraq without bringing a Security ...
Research Interests:
Research Interests:
CHAPTER 14 A PEACE EDUCATION RESPONSE TO MODERNISM Reclaiming the Social and Pedagogical Purposes of Academia Tony Jenkins INTRODUCTION: AN UNRECOGNIZED CRISIS IN EDUCATION There has rarely been a moment in history when education in... more
CHAPTER 14 A PEACE EDUCATION RESPONSE TO MODERNISM Reclaiming the Social and Pedagogical Purposes of Academia Tony Jenkins INTRODUCTION: AN UNRECOGNIZED CRISIS IN EDUCATION There has rarely been a moment in history when education in America ...
Research Interests: International Relations, Multiculturalism, Peace and Conflict Studies, Violence, International Law, and 21 moreHuman Rights, International organizations, Conflict, Security, Sustainable Development, Social Justice, Nationalism, Diplomacy, Ecology, Conflict Resolution, Environmental Sustainability, Peace & Conflict Studies, Ethnicity, Nuclear Energy, Peace Education, Minority Rights, War, Peace, Nuclear Disarmament, Freedom, and WMD proliferation
Research Interests: Gender Studies, International Relations, Multiculturalism, Feminist Theory, Peace and Conflict Studies, and 22 moreGender History, Literature, International Law, Human Rights, Popular Culture, Queer Theory, International organizations, Conflict, Security, Sexuality, Nationalism, Gender, Diplomacy, Media, Peace & Conflict Studies, Ethnicity, Peace Education, Minority Rights, Poststructuralist Theory, Film, Peace, and Freedom
Remarks delivered at the 4th International E-Dialogue – “Peace Education: Building a Just and Peaceful Future,” hosted by Gandhi Smriti & Darshan Samiti (International Centre of Gandhian Studies and Peace Research, New Delhi) on August... more
Remarks delivered at the 4th International E-Dialogue – “Peace Education: Building a Just and Peaceful Future,” hosted by Gandhi Smriti & Darshan Samiti (International Centre of Gandhian Studies and Peace Research, New Delhi) on August 13, 2020
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Please see the accompanying paper: "Do Peace Education Programs Really Work?" presented at the 2nd UNESCO Forum on Global Citizenship Education, January 28-30, 2015.
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Plenary address at the 2nd UNESCO Forum on Global Citizenship Education, January 28-30, 2015, UNESCO HQ, Paris. This limited, 10-minute overview was given in Plenary Session 2: "Global Citizenship Education Forging Peace" on January... more
Plenary address at the 2nd UNESCO Forum on Global Citizenship Education, January 28-30, 2015, UNESCO HQ, Paris.
This limited, 10-minute overview was given in Plenary Session 2: "Global Citizenship Education Forging Peace" on January 29, 2015.
This limited, 10-minute overview was given in Plenary Session 2: "Global Citizenship Education Forging Peace" on January 29, 2015.
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Tony Jenkins (2016): Betty A. Reardon: a pioneer in education for peace and human rights, Journal of Peace Education, DOI: 10.1080/17400201.2016.1151971 Betty A. Reardon: a pioneer in education for peace and human rights, Springer Briefs... more
Tony Jenkins (2016): Betty A. Reardon: a pioneer in education for peace and human rights, Journal of Peace Education, DOI: 10.1080/17400201.2016.1151971
Betty A. Reardon: a pioneer in education for peace and human rights, Springer Briefs on pioneers in science and practice 26, edited by Betty A. Reardon and Dale T. Snauwaert, Heidelberg, Springer, 2014, 215 pp., US$54.99 (softcover), US $39.99 (ebook), ISBN 978-3-319-08966-9
Betty Reardon’s contributions to the international and academic development, conceptualization and pedagogical practice of peace education are widely known. This anthology, vol. 26 in the SpringerBriefs on pioneers in science and practice, brings together a carefully selected collection of essays that reveal the evolutionary development of Reardon’s conceptualization of the field of peace education. Co-edited by Dr. Dale Snauwaert, who curated Reardon’s archives housed at the Ward M. Canaday Center for Special Collections at The University of Toledo, the volume includes selected writings from 1967 to 2013, spanning the majority of Reardon’s professional career.
Betty A. Reardon: a pioneer in education for peace and human rights, Springer Briefs on pioneers in science and practice 26, edited by Betty A. Reardon and Dale T. Snauwaert, Heidelberg, Springer, 2014, 215 pp., US$54.99 (softcover), US $39.99 (ebook), ISBN 978-3-319-08966-9
Betty Reardon’s contributions to the international and academic development, conceptualization and pedagogical practice of peace education are widely known. This anthology, vol. 26 in the SpringerBriefs on pioneers in science and practice, brings together a carefully selected collection of essays that reveal the evolutionary development of Reardon’s conceptualization of the field of peace education. Co-edited by Dr. Dale Snauwaert, who curated Reardon’s archives housed at the Ward M. Canaday Center for Special Collections at The University of Toledo, the volume includes selected writings from 1967 to 2013, spanning the majority of Reardon’s professional career.