Speakers
Description
Recent global conflicts and humanitarian crises have intensified polarization and xenophobia globally, permeating academic institutions and affecting students' lives, urging educators to confront these issues. In this paper, we examine the scientific perspectives of peace and conflict from peace studies. We focus on Galtung's theories for understanding violence and conflict prevention and examine the construct of conflict, conflict resolution, and transformation. It delves into conflict's construct, resolution, and transformation, presenting a pedagogical model based on Lederach’s conflict transformation theories for teaching constructive conflict resolution skills. Emphasizing art education's relevance, we highlight the potential of arts in teaching about conflict resolution skills. We suggest an interdisciplinary approach enhances art education's role in addressing peace and conflict issues. We acknowledge the complexities involved in teaching these concepts and suggest cautions and considerations for educators to navigate these concepts effectively, both in classrooms and teacher education programs.
CV
Ernst Wagner holds a PhD in art history from the University of Munich, Germany and studied visual arts at the Academy of Fine Arts. He worked at the Institute for School Quality and Research in Education in Munich, since 2008, with the UNESCO Chair in Arts and Culture in Education at the University of Erlangen-Nuremberg and the Academy of Fine Arts in Munich. Wagner initiated international key networks in arts education, including EVC, ENO, INRAE and UNITWIN. His research spans intercultural communication, heritage education, and global citizenship. Wagner has published over 400 articles and books in ten languages.
