Asian Journal of PEACEBUILDING

Volume 10 Number 2 (November 2022)

Table of Contents

Research Articles

Evolving Conceptualizations of Peace Education in Hiroshima, Japan

Arthur Romano, Jacob Werblow, and Audrey Williams pp. 411-434 doi: 10.18588/202209.00a223
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Japan is a world leader in peace education, and Hiroshima is one of the world’s centers for peace. While the peer-reviewed literature on Japanese peace education is growing, few studies address how present-day peace educators in Hiroshima conceptualize peace education. This study aims to better understand how peace educators in Hiroshima (re)conceptualize, adapt, and apply their work. Using a grounded theory approach, we answer the following research questions: (a) How do contemporary peace educators in Hiroshima conceptualize their work? (b) How has this conceptualization changed or evolved over time? Interviewees presented convergent and divergent insights around three main themes: definitions of peace as a collective identity and constructivist process, metaphors for peace as informing pedagogy, and efforts to challenge taboos through a social justice lens.

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