Our Research

Archer, D.T., Hajir, B. and McInerney, W.W. (2023) Innovations in Peace and Education Praxis: Transdisciplinary Reflections and Insights. London: Routledge.

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

Hajir, B. (2023) Between ‘the paradox of liberalism’ and ‘the paradox of decoloniality’: education for peacebuilding in conflict settings, Globalisation, Societies and Education, DOI: 10.1080/14767724.2022.2160971 

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

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. & Tsuruhara, T. (2023). Relational transformation or resolution only? A quantitative analysis of mediator and disputant behaviors, and mediation outcome. Conflict Resolution Quarterly.  https://doi.org/10.1002/crq.21402 

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

McInerney, W. W., & Archer, D. T. (2023). Men’s Violence Prevention and Peace Education: Drawing on Galtung to Explore the Plurality of Violence(s), Peace(s), and Masculinities. Men and Masculinities, 0(0). https://doi.org/10.1177/1097184X221149989 

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

Patel, J. (2023). Learning to Live Together Harmoniously: Spiritual Perspectives from Indian Classrooms. Palgrave Macmillan Cham. https://doi.org/10.1007/978-3-031-23539-9 

Tozan, O. (2023) The impact of the Syrian conflict on the higher education sector in Syria: A systematic review of literature, International Journal of Educational Research Open, 4 (1), https://doi.org/10.1016/j.ijedro.2022.100221.

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.

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

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

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.