ABSTRACT
Liberation psychology, as a critical response to dominating psychologies of the West, offers innovative perspectives with accompanying decolonizing practices for peace-centered pedagogy. Particularly in cross-cultural educational settings and research, substantiating a single perspective as “the truth” is not helpful. Peace-centered classrooms require examining the historical, cultural, and social context of an experience or event as a means to critically examine the grand narratives or proselytized truths of a culture. To intentionally use power-sharing language means to consciously work toward minimizing power-over dynamics in classroom relationships. Freire provides an excellent example of when the presence of an ego-centric, hierarchical self diminishes a teaching and learning experience for everyone. Peace-centered educators are encouraged to seek out anti-hierarchical structures to work within or to create themselves. It is imperative that Western educators, who are often in positions of power and influence, are constantly raising their own consciousness and that of their colleagues around their global north identity.
