Bridging the Gap

Abstract

Timor-Leste suffered 450 years of colonization by Portugal, followed by 24 years of brutal occupation at the hands of Indonesia. Upon gaining full independence in 2002, Timor-Leste entered the process of post-conflict peacebuilding. This chapter investigated the implementation of the Ignatian pedagogical paradigm, specifically focused on the role of education for comprehensive citizenship in relation to religious education in post-conflict settings. It analyzed how peace education and the Ignatian pedagogical paradigm intersect, diverge, and can be used toward peacebuilding at a Jesuit school in post-conflict Timor-Leste. This is accomplished through a deep look at Loyola Jesuit Secondary School (pseudonym), including field data from the school and other education stakeholders in Timor-Leste. The chapter presents this analysis and implications of areas of commonality and distinction between the Ignatian pedagogical paradigm and Swee-Hin Toh’s peace education framework. This research bridges the gap in the literature regarding the intentional application of the Ignatian pedagogical paradigm in post-conflict communities and its intersection with peace education. It ultimately brings two unique and influential educational frameworks into dialogue to further the formation of Timorese youth as the leaders for peace and development in their healing community.