ABSTRACT
This chapter is an attempt to share and reflect on a series of explorations I have been engaged in with MA students at the Department of Peace Studies and International Development, University of Bradford. At their core, these have been explorations of who we are, how we got here, where here is, and where we might be going. Introducing ourselves, listening to the self-introductions of others, entering into dialogue and noticing our silences has supported rich reflections on our own positionings within wider systems, on privilege, marginalisation and trauma within our learning community, on the emotional dimensions of these dynamics, and on how we might learn to negotiate them together with courage, honesty and care.
I have tried to convey not only the content but also the look and feel of these spaces, to bring different experiences and perspectives into conversation with each other and to engage readers both intellectually and emotionally. Alongside the content, then, the form of this chapter suggests one way of responding to the questions that animate this book – what it might mean to imagine peace education in post/critical, trans/rational, affective, decolonial and aesthetic modes.
