Key issues in critical peace education theory and pedagogical praxis: Implications for social justice and citizenship education

Michalinos Zembylas; Zvi Bekerman

doi:10.1057/978-1-137-51507-0_13

Key issues in critical peace education theory and pedagogical praxis: Implications for social justice and citizenship education

Michalinos Zembylas^*
, Zvi Bekerman

^*Corresponding author for this work

Department of Education Sciences and Department of Teachers' Training

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

9 Scopus citations

Original language	English
Title of host publication	The Palgrave International Handbook of Education for Citizenship and Social Justice
Publisher	Palgrave Macmillan
Pages	265-284
Number of pages	20
ISBN (Electronic)	9781137515070
ISBN (Print)	9781137515063
DOIs	https://doi.org/10.1057/978-1-137-51507-0_13
State	Published - 20 Oct 2016

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 10 Reduced Inequalities

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10.1057/978-1-137-51507-0_13

Cite this

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Key issues in critical peace education theory and pedagogical praxis: Implications for social justice and citizenship education. / Zembylas, Michalinos; Bekerman, Zvi.
The Palgrave International Handbook of Education for Citizenship and Social Justice. Palgrave Macmillan, 2016. p. 265-284.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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Key issues in critical peace education theory and pedagogical praxis: Implications for social justice and citizenship education

UN SDGs

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