ABSTRACT
This chapter identifies roles that performance art has had in peacebuilding, especially through education. It explains how teaching and learning performance includes processes of peace development. The instructors and learners advance knowledge and skills in performance preparation, production, and reflection that support several types of peacebuilding. Along with performativity development, personal, social, environmental, and political capabilities for the advancement of peace have been enhanced through such purposeful instruction that demonstrates the intersectionality of performance education. Applied theatre characterizes much of the described performance production that demonstrate goals of peace education. Facilitation of opportunities for building and sustaining peace in the past, present, and future is a goal of education about, for, and through peace. This chapter describes the historical foundations of interdisciplinary peace education and the values that responsive pedagogy conveys. Peacebuilding education through performance instruction and experience has been expanding throughout the world in facilitation of embodied learning. A description of such facilitations that this book features concludes this chapter.
