Abstract
The content of this study is a qualitative case study on how the provocation pedagogy was adapted and practiced in an experimental peace education classroom situated within Sialkot, Pakistan. Drawing on reflections from 43 students and the instructors field notes, this research examines how these pedagogical approach influences learning; critiques assumptions around district identity and culture; as well encourages critical analysis of the social justice. This research offers important reflections on transformative qualities of provocation pedagogy, and how this sits with other ethical considerations in order to strengthen its use and protect against potential misuse. Findings add a new layer to the perennial debates about pedagogy of discomfort in learning and site-specific peace education. While this study reflects on hope that provocation pedagogy has to offer in engaging students as critical thinkers and as vehicles for transformative cultural work, it also contains ongoing concerns about ethical issues and risks in diverse contexts. To that end, this study serves as a model for educators looking to integrate the type of culturally relevant transformative learning, particularly as it relates to issues of social justice.
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