The international discourse of Peace Education and its possible points of connection to Hungarian educational approaches

Abstract

Peace Education has enriched educational science for more than half a century through its critical and systemic approaches. Its central recognition is that education can contribute not only to conflict management but also to the elimination of structural violence and the transformation of social structures. The aim of this study is to present the international critical perspective and to examine its presence in the Hungarian discourse. It also argues for the use of the translation “békével nevelés,” which more accurately reflects the concept’s critical and structural dimensions. A focused literature review conducted by Bodnár revealed that international critical approaches and structural issues are scarcely represented in the Hungarian discourse. This underlines the need to integrate international critical perspectives, which can foster the spread of Peace Education, the development of its Hungarian context, and its integration into pedagogical practice. Accordingly, the study seeks to complement the identified gaps in the Hungarian discourse with the key critical aspects of international theory, outlining potential areas of connection.