DOI: 10.1108/978-1-80043-542-120261003 ISSN:

How We Mis/Understand (Young People and) Peace

Michael Ogunnusi

Abstract

This chapter reviews how empirical research has asked young people about peace, how developmental and social cognitive shape what can be known, and what differs when qualitative and participatory work engages young people as active meaning makers. The chapter shows how dominant conflict centred frameworks narrow what counts as peace and whose experiences are recognised. The final section considers how dialogue has been studied as a method for young people and their peace knowledge.

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