Abstract
ABSTRACT This article explores the practice of peace education within the Korean context, where national division has exerted significant cultural and structural impacts. By interviewing South Korean teachers actively involved in peace education, this study examines how such education can contribute to peacebuilding in a politically divisive environment. Employing interpretative phenomenological approach, the author interprets how the teacher participants understand the meaning of peace education and their school practice. By doing so, the author suggests that teachers strategically take a holistic approach, from managing interpersonal conflicts and emotions at a micro level to reflecting their critical macro perspective on divisive society in individual lesson design.
Published Version
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