Our Research

Global Peace

  • Archer, D., & Cremin, H. (2018). Transrational Education: Exploring Possibilities for Learning About Peace, Harmony, Justice and Truth in the Twenty First Century. (pp. 287–302).

  • Bevington, T., Kurian, N., & Cremin, H. (2020). Peace Education and Citizenship Education: Shared Critiques. In A. Peterson, G. Stahl, & H. Soong (Eds.), The Palgrave Handbook of Citizenship and Education (pp. 155–168). Springer International Publishing. https://doi.org/10.1007/978-3-319-67828-3_51

  • Clarke-Habibi, S. (2018d). Critical Peace Education in Contexts of Historical Trauma: A review of Michalinos Zembylas’ Emotion and Traumatic Conflict: Reclaiming Healing in Education, Oxford University Press, 2015. Peace and Conflict Journal of Peace Psychology.

  • Clarke-Habibi, S. (2019). Adolescent social and emotional learning in contexts of conflict, fragility and peacebuilding.

  • Clarke-Habibi, S. (2019). Social and emotional learning in contexts of conflict, fragility and peacebuilding. In Margaret Sinclair and Garnett Russell (eds.), Social Emotional Learning: Global Briefs, NISSEM.

  • Hajir, B. (2019). Between Idealism and Realism: Critical Peace Education in Divided Post-Conflict Contexts. https://doi.org/10.17863/CAM.46571

  • Hajir, B., Clarke-Habibi, S., & Kurian, N. (2021a). The ‘South’ Speaks Back: Exposing the Ethical Stakes of Dismissing Resilience in Conflict-Affected Contexts. Journal of Intervention and Statebuilding, 0(0), 1–17. https://doi.org/10.1080/17502977.2020.1860608

  • Hajir, B., & Kester, K. (2020). Toward a Decolonial Praxis in Critical Peace Education: Postcolonial Insights and Pedagogic Possibilities. Studies in Philosophy and Education, 39(5), 515–532. https://doi.org/10.1007/s11217-020-09707-y

  • Kester, K. (2010). Education for Peace: Content, Form and Structure -- Mobilizing Youth for Civic Engagement. Peace and Conflict Review, 2.

  • Kester, K. (2011a). Democracy and higher education: Traditions and stories of civic engagement. European Journal of Higher Education, 1(1), 94–97. https://doi.org/10.1080/21568235.2011.588523

  • Kester, K. (2011b). Learning Citizenship by Practicing Democracy: International initiatives and perspectives. International Journal of Lifelong Education, 30(3), 422–425. https://doi.org/10.1080/02601370.2011.584476

  • Kester, K. (2013). Peace education: An impact assessment of a case study of UNESCO-APCEIU and the university for peace. Journal of Peace Education, 10(2), 157–171. https://doi.org/10.1080/17400201.2013.790252

  • Kester, K. (2017a). The Case of Educational Peacebuilding Inside the United Nations Universities: A Review and Critique. Journal of Transformative Education, 15(1), 59–78. https://doi.org/10.1177/1541344616655888

  • Kester, K. (2017b). The United Nations, peace, and higher education: Pedagogic interventions in neoliberal times. Review of Education, Pedagogy, and Cultural Studies, 39(3), 235–264. https://doi.org/10.1080/10714413.2017.1326273

  • Kester, K. (2017c). The contribution (or not) of UN higher education to peacebuilding: An ethnographic account. Globalisation, Societies and Education, 15(4), 464–481. https://doi.org/10.1080/14767724.2017.1303364

  • Kester, K. (2017d). On Peace Capital: The Case of Academic Cultural Capital Inside the United Nations and its Universities. Asian International Studies Review, 18(1), 51–75. https://doi.org/10.1163/2667078X-01801003

  • Kester, K. (2018a). Coproducing Peace: Beyond Psychologized Approaches — Toward a Transrational Onto-Epistemology and Dialogic Learning Community as the Foundations of Peace Education.

  • Kester, K. (2018b). Postmodernism in post-truth times. Educational Philosophy and Theory, 50(14), 1330–1331. https://doi.org/10.1080/00131857.2018.1461417

  • Kester, K. (2019a). Reproducing peace? A CRT analysis of Whiteness in the curriculum and teaching at a University of The UN. Teaching in Higher Education, 24(2), 212–230. https://doi.org/10.1080/13562517.2018.1476339

  • Kester, K. (2019b). Whiteness, patriarchy, and peacebuilding in UN higher education: Some theoretical and pedagogical implications from one case institution. Irish Educational Studies, 38(4), 481–499. https://doi.org/10.1080/03323315.2019.1645722

  • Kester, K. (2021). Developing Peace Education Programs: Beyond Ethnocentrism and Violence.

  • Kester, K., Archer, T., & Bryant, S. (2019). Diffraction, transrational perspectives, and peace education: New possibilities. Journal of Peace Education, 16(3), 274–295. https://doi.org/10.1080/17400201.2019.1697065

  • Kester, K., & Aryoubi, H. (2020). Paulo Freire: Citizenship and Education. In A. Peterson, G. Stahl, & H. Soong (Eds.), The Palgrave Handbook of Citizenship and Education (pp. 95–111). Springer International Publishing. https://doi.org/10.1007/978-3-319-67828-3_29

  • Kester, K., Aryoubi, H., & Kaldayeva, B. (2019). Peace Profile: Betty A. Reardon. Peace Review, 31(4), 557–564. https://doi.org/10.1080/10402659.2019.1800947

  • Kester, K., & Booth, A. (2010). Education, Peace and Freire: A dialogue. Development, 53(4), 498–503. https://doi.org/10.1057/dev.2010.86

  • Komers, S., & Kester, K. (2018). Poststructural Democratic Education? Assessing the Potentialities of a Non-Individualistic, Non-Instrumental, ‘Action’-Oriented Democratic Education. Education as Change, 22(3), 23 pages-23 pages. https://doi.org/10.25159/1947-9417/3702


Peace in Communities

  • Bevington, T. J. (2015). Appreciative evaluation of restorative approaches in schools. Pastoral Care in Education, 33(2), 105–115. https://doi.org/10.1080/02643944.2015.1046475

  • Busher, H., & Cremin, H. (2008a). Cremin, H and Busher, H (2008) Disputing dominant discourse: Students’ and teachers’ interpretations of schooling British Educational Research Association(BERA) Annual Conference: Herriot-Watt University, Edinburgh, Scotland September 2008.

  • Busher, H., & Cremin, H. (2008b). Students’ and teachers’ interpretations of schooling: Contested understandings of shared realities.

  • Busher, H., & Cremin, H. (2009). Is it Ethnography? Some students’ views of their experience of Secondary schooling in England.

  • Busher, H., & Cremin, H. (2012). Developing understanding through ethnography: Students’ and teachers’ perspectives on schooling in performative times, in Jeffrey, B. and Troman, G. (Eds) Performativity across UK education: ethnographic cases of its effects, agency and reconstructions, pp.1-22 Painswick: E&E Publishing. ISBN 978-0-9569007-1-5 (p. pp.1-22).

  • Clarke-Habibi, S. (2005). Transforming Worldviews: The Case of Education for Peace in Bosnia and Herzegovina. Journal of Transformative Education, 3(1), 33–56. https://doi.org/10.1177/1541344604270238

  • Clarke-Habibi, S. (2018a). Cultural and Educational Exchange in Post-War Bosnia and Herzegovina.

  • Clarke-Habibi, S. (2018b). Teachers’ perspectives on educating for peace in Bosnia and Herzegovina. Journal of Peace Education, 15(2), 144–168. https://doi.org/10.1080/17400201.2018.1463209

  • Cremin, H. (2018b). Peacebuilding and the rights of indigenous peoples: Experiences and strategies for the 21st century. Journal of Peace Education, 15(3), 358–363. https://doi.org/10.1080/17400201.2018.1534443

  • Cremin, H., & Bevington, T. (2017b). Positive Peace in Schools: Tackling Conflict and Creating a Culture of Peace in the Classroom. Routledge. https://doi.org/10.4324/9781315304236

  • Cremin, H., & Guilherme, A. (2016). Violence in Schools: Perspectives (and hope) from Galtung and Buber. Educational Philosophy and Theory, 48(11), 1123–1137. https://doi.org/10.1080/00131857.2015.1102038

  • Cremin, H., & Guilherme, A. (2018). Violence and Peace in Schools. In The Wiley Handbook on Violence in Education (pp. 559–575). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118966709.ch28

  • Cremin, H., Mason, C., & Busher, H. (2011). Problematising pupil voice using visual methods: Findings from a study of engaged and disaffected pupils in an urban secondary school. British Educational Research Journal, 37(4), 585–603. https://doi.org/10.1080/01411926.2010.482977

  • Cremin, H., & Thomas, G. (2005). Maintaining Underclasses Via Contrastive Judgement: Can Inclusive Education Ever Happen? British Journal of Educational Studies, 53(4), 431–446. https://doi.org/10.1111/j.1467-8527.2005.00305.x

  • Cremin, H., & Warwick, P. (2008). Multiculturalism is Dead: Long Live Community Cohesion? A Case Study of an Educational Methodology to Empower Young People as Global Citizens. Research in Comparative and International Education, 3(1), 36–49.

  • Bevington,T.,Kurian,N. & Cremin,H.(2019).Peace Education and Citizenship Education: Shared Critiques. In Peterson,A., Stahl,G. & Soong,H.(Eds.).Palgrave Handbook of Citizenship and Education. Palgrave Macmillan: Switzerland

  • Culshaw, S., & Kurian, N. (2021). Love as the lifeblood of being-well: A call for care for teachers in England’s schools. Pastoral Care in Education, 0(0), 1–22. https://doi.org/10.1080/02643944.2021.1938647

  • Kester, K., Zembylas, M., Sweeney, L., Lee, K. H., Kwon, S., & Kwon, J. (2021). Reflections on decolonizing peace education in Korea: A critique and some decolonial pedagogic strategies. Teaching in Higher Education, 26(2), 145–164. https://doi.org/10.1080/13562517.2019.1644618

  • Kloetzer, L., Clarke-Habibi, S., Mehmeti, T., & Zittoun, T. (2021). Welcoming mobile children at school: Institutional responses and new questions. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-021-00534-4

  • Kurian, N. (2020a). ‘Kindness isn’t important, we need to be scared’: Disruptions to the praxis of peace education in an Indian school. Journal of Peace Education, 17(2), 186–207. https://doi.org/10.1080/17400201.2020.1728237

  • Kurian, N. (2020b). Rights-protectors or rights-violators? Deconstructing teacher discrimination against LGBT students in England and the UN Convention on the Rights of the Child as an advocacy tool. The International Journal of Human Rights, 24(8), 1080–1102. https://doi.org/10.1080/13642987.2019.1697680

  • Kurian, N. C. (2019). Empathy: Simple and inevitable? Development education and narratives of African poverty. International Journal of Development Education and Global Learning. https://doi.org/10.18546/IJDEGL.11.1.08

  • Kurian, N., & Kester, K. (2019a). Southern voices in peace education: Interrogating race, marginalisation and cultural violence in the field. Journal of Peace Education, 16(1), 21–48. https://doi.org/10.1080/17400201.2018.1546677

  • Mason, C., Cremin, H., Warwick, P., & Harrison, T. (2011). Learning to (Dis)Engage? The Socialising Experiences of Young People Living in Areas of Socio-Economic Disadvantage. British Journal of Educational Studies, 59(4), 421–437. https://doi.org/10.1080/00071005.2011.615734

  • Nurturing the wellbeing of internally displaced children through trauma-informed education. (n.d.). REACH at Harvard Graduate School of Education. Retrieved 1 October 2021, from https://reach.gse.harvard.edu/blogs/migration-displacement/series/nurturing-the-wellbeing-of-internally-displaced-children-through-trauma-informed-education

  • Peace education in formal schools: Why is it important and how can it be done? (n.d.). International Alert. Retrieved 1 October 2021, from https://www.international-alert.org/publications/peace-education-formal-schools-why-is-it-important-and-how-can-it-be-done


Peace and Our Planet

  • Kester, K. (2007b). The Young Ecologist Initiative Water Manual—Lesson Plans for Building Earth Democracy.

  • Kester, K. (2008). The Earth Charter: Peace Education and Values for a Shared World. In Factis Pax, 2.


Peace, Friends and Family

  • Busher, H., Cremin, H., & Mason, C. (2009). Busher, H., Cremin, H. and Mason, C. (2009) Using participants’ photo-narratives to elicit their perspectives on social interactions in schools. Paper given at 1st International Visual methods Conference, University of Leeds, Leeds, UK, September 2009.

  • Busher, H., Cremin, H., & Mason, C. (2010). Busher H, Cremin H, Mason, C (2010) Struggles in an educational prison: Teachers’ and students’ constructions of self, others and schooling in performative times European Conference on Educational Research (ECER) Helsinki, Finland: University of Helsinki, 24 - 28 Aug 2010.

  • Cremin, H. (2002). Pupils Resolving Disputes: Successful Peer Mediation Schemes Share Their Secrets. Support for Learning, 17(3), 138–143. https://doi.org/10.1111/1467-9604.00253

  • Kester, K., & Glustein, B. (2021). LINKING GENDER AND RACE IN PEACE EDUCATION: PEDAGOGIES TO ADDRESS DIFFERENCE IN THE CLASSROOM.

  • Warwick, P., Cremin, H., Harrison, T., & Mason, C. (2012). The complex ecology of young people’s community engagement and the call for civic pedagogues. JSSE - Journal of Social Science Education. https://doi.org/10.4119/jsse-613


Peace and Justice


  • Cremin, H. (2003). Violence and Institutional Racism in Schools. British Educational Research Journal, 29(6), 929–939. https://doi.org/10.1080/0141192032000161216

  • Cremin, H., & Archer, T. (2018a). Transrational Education: Exploring Possibilities for Learning About Peace, Harmony, Justice and Truth in the Twenty First Century. In J. Echavarría Alvarez, D. Ingruber, & N. Koppensteiner (Eds.), Transrational Resonances: Echoes to the Many Peaces (pp. 287–302). Springer International Publishing. https://doi.org/10.1007/978-3-319-70616-0_14

  • Cremin, H., Aryoubi, H., Hajir, B., Kurian, N., & Salem, H. (2021). Post-abyssal ethics in education research in settings of conflict and crisis: Stories from the field. British Educational Research Journal, 47(4), 1102–1119. https://doi.org/10.1002/berj.3712

  • Cremin, H., Sellman, E., & McCluskey, G. (2012). Interdisciplinary Perspectives on Restorative Justice: Developing Insights for Education. British Journal of Educational Studies, 60(4), 421–437. https://doi.org/10.1080/00071005.2012.738290

  • Kester, K., & Cremin, H. (2017). Peace education and peace education research: Toward a concept of poststructural violence and second-order reflexivity. Educational Philosophy and Theory, 49(14), 1415–1427. https://doi.org/10.1080/00131857.2017.1313715


Inner Peace



  • Cremin, H. (2010). Shifting polarised positions: A narrative approach in teacher education. The Curriculum Journal, 21(3), 361–361. https://doi.org/10.1080/09585176.2010.504578

  • Cremin, H. (2018a). An autoethnography of a peace educator: Deepening reflections on research, practice and the field. Emotion, Space and Society, 28, 1–8. https://doi.org/10.1016/j.emospa.2018.05.001

  • Cremin, H., & Kester, K. (2019). Bare-Foot Hope for Peace: Vulnerability in Peace Learning.

  • Kester, K. (2007a). Peace Education: Experience and Storytelling as Living Education. Peace and Conflict Review, 2.