ABSTRACT
The very process of engaging in non-compulsory, university education has typically created a space and a time in which young adults question the received truths of their family, faith group and community. Intellectually, Teachers program is situated around the importance of critical reflexivity and the importance of identifying positionality in teachers teaching, learning, service in the community and research. Using critical reflexivity is one way to understand whether teachers interventions in conflict transformation and peacebuilding are reflecting the needs of the world or simply mirroring and reproducing teachers own belief systems. The Peace and Justice Studies classroom must be more than a space to muse about a student’s identity and write private ruminations on their past experiences. Students who have taken classes in Women’s and Gender Studies, Queer Studies, Sociology or Critical Race Studies may already be aware that their identities affect knowledge.
