This article argues that interventions in HRE and PE that aim to decolonize understandings and praxes of peace and human rights will inevitably have to address the issue of decolonial ethics. Decolonial ethics imagines a set of ethical orientations that confront conventional assumptions about culture and history and challenge the normally uninterrogated consequences of coloniality (which is an enduring process that is still very much with us today, as opposed to colonialism which is understood as a temporal period of oppression that has come and gone) and Eurocentrism in disciplinary discourses and practices. Although both HRE and PE have historically claimed an ethical mission that has attempted in the past to articulate responses to the ethical problem of how to struggle against violations of rights and to reinstate respect and protection of rights and positive peace in the world, both conventional and progressive approaches have been generally unreflective about the ethical implications of coloniality and Eurocentrism in these fields. The article explores how decolonial reflections on ethics sketch a different path in HRE and PE from the familiar ethical theories along three directions: border thinking, being human as praxis, and pluriversality.
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"Toward a Decolonial Ethics in Human Rights and Peace Education,"
International Journal of Human Rights Education, 4(1)
Retrieved from https://repository.usfca.edu/ijhre/vol4/iss1/2