ABSTRACT
The authors of this chapter are peace educators who believe that peace knowledge in all its forms constitutes one field from which multiple forms of learning relevant to the tasks of educating and acting for peace can be gleaned. We have drawn upon all of them, the fruits of peace research, the substance of university peace studies, the methodologies of peace education and practical peace action in the development of the pedagogies we practise. We adhere to educational methods consistent with the values of justice and nonviolence that inform the pursuit of peace knowledge. These are built upon a verifiable knowledge base, informed by sound theories, and directed toward developing the capacities of learners to make normative judgements based on the values, apply the knowledge and verify or refute the theories through inquiry and communal learning. These methods imbue the approach we take to gender and peace as considered in this essay as well as in our professional practice. They reflect adherence to principles of holism in inquiry into problems and in exploration of possible resolutions of or means to transcend the problems of peace that we take in sum to be the problematic of violence.
