ABSTRACT
This chapter outlines how we think about “pedagogies of peace” as spatial-pedagogical practices that challenge dominant notions of scale, distance, and difference. We identify ways spatial-pedagogical practices contribute toward “positive peace,” or the development of institutions and actions that address the structural causes of violence. We ground our discussion of pedagogies of peace in vignettes drawn from our teaching and research. In turn, we reflect on how the communities we work with, and issues we work on, challenge hegemonic models of pedagogy and the perceived distance they instantiate between learner and topic. We pursue pedagogies of peace that can create the conditions for our students to recognize how their everyday lives are interwoven with others across space, scale, and difference. Further, we describe how notions of positive peace in the classroom are responsive to the pressing and intertwined issues of militarization and environmental crisis and their uneven impacts across contexts.
