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Drawing on ideas of “globalization from below,” the author links empowerment with language learning and with students’ experiences of fear and intimidation. Using Parker Palmer’s “culture of fear,” the essay analyzes fear of diversity, conflict, and change, then proposes a pedagogy of truth as shared inquiry and learner-centered humility.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":45,"@type":76,"position":81},"https://docshare.wps.com/document/religion-spirituality/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-peace-that-lasts-notes-towards-a-pedagogy-of-peace/597821/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-peace-that-lasts-notes-towards-a-pedagogy-of-peace/597821.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"How does the essay connect global peace and justice to classroom teaching?","Question",{"text":111,"@type":112},"It argues that the classroom is the local site where teachers can be most effective, promoting peace and justice while teaching writing and literature through empathy and empowerment.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What does “globalization from below” mean in the essay’s argument?",{"text":116,"@type":112},"It refers to social forces and civil society efforts that create change from the ground up, tied to learning a “language of peace” and resisting violence by empowering people.",{"name":118,"@type":109,"acceptedAnswer":119},"According to the essay, what role does fear play in students and teachers?",{"text":120,"@type":112},"Fear can make classrooms threatening and intimidating, distancing people from others and from learning; the essay discusses fear’s forms and emphasizes humility and self-awareness to address it.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},597821,1792085768,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":44,"category_name":45,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The CEA Forum  \nWinter/Spring 2007: 36.1  \nSPECIAL SECTION: EMPATHY AND ETHICS  \n\"A PEACE THAT LASTS\":  \nNOTES TOWARDS A PEDAGOGY OF PEACE  \nMichael Eckert  \nLast year's CEA conference theme—“Empathy and Ethics”—suggests intriguing possibilities, especially in light of the 2001 attack on New York 's twin towers and 2005's Hurricane Katrina. Among them are the challenges of describing what kind of metaphorical environment we are creating for our students, and whether such an environment fosters peace and justice. In part, my interest in these challenges is due to my adherence to the old slogan,“think globally, act locally.” As a teacher, I believe that the local level—the classroom in which I meet my students—is the place where I can be most effective in promoting global peace and justice, even while I teach students how to write essays and read literature. In part, my interest in this approach is a response to a challenge issued by Ihab Hassan, and recalled by Mary Rose O'Reilley in The Peaceable Classroom, and paraphrased here: “Is it possible for us to teach so that people stop killing one another?”  \nMy decision to promote global peace and justice through my teaching is also inspired by Michael True's 1994 address to the Hawaii Peace Research Conference,“Learning a Language of Peace: Globalization from Below.”In that speech, True refers to two paradigms described by Richard Falk—globalization from above and below. Globalization from above is what we are familiar with through news about the IMF and the WTO. These,“the work of transnational business, political elites, and repressive governments” (59), seek to impose global monetary and trade practices for the “good” of those affected. Globalization from below, on the other hand, is what we see in the work of organizations like Greenpeace and Amnesty International, Oxfam and Doctors Without Borders. These comprise “an array of social forces, a civil society in-the-making, animated by environmental concerns, feminism, and conflict resolution without harm to persons”(59) .  \nTrue relates this process of “globalization from below” to learning a new language—the language of peace, orthe “linguistics of ‘nonviolence'” (59) . He goes on to claim that “our capacity to resist violence, and more importantly to construct peace, depends upon empowering ourselves and others”(59) . It is at this level, the level of empowerment, that I see a clear connection with what happens in an English classroom. What is the sharing of knowledge if not a form of empowerment? But as we know all too well, the classroom can also be a threatening and intimidating place; indeed, the very relationship of teacher-student is inherently unbalanced with respect to power, especially when students perceive the teacher's role as arbiter of taste and “wielder of the red pen.” Students often enter that space fearful; regrettably, they sometimes leave in the same state. What we want to do, then, is display empathy in an effort to reconstruct the classroom dynamic with the goal of“empowering ourselves and others.” Here I find that Parker Palmer offers helpful observations about undertaking this enterprise.  \nIn The Courage to Teach, Parker Palmer devotes a chapter to the “The Culture of Fear.” He begins by asserting that “if we withdraw our assent from [institutional structures that reinforce fear], they would collapse,” and claiming that “fear is what distances us from our colleagues, our students, our subjects, and ourselves”(36) . This fear takes many forms, but all forms can be reduced—so Palmer argues—to “the fear of having a live encounter with alien ‘otherness'   encounters in which the other is free to be itself, to speak its own truth, to tell us what we may not wish to hear”(37) . He then explains that this fear is actually a series of fears that begins in the fear of diversity, and that proceeds through the fear of conflict, and culminates in “the fear that a live encounter with otherness will challenge or ev","cbCaigdAyvAreIMF","https://ap.wps.com/l/cbCaigdAyvAreIMF","pdf",29573,"English","# SPECIAL SECTION: EMPATHY AND ETHICS\n## “A PEACE THAT LASTS”: NOTES TOWARDS A PEDAGOGY OF PEACE\n## Global peace and justice through classroom practice\n## “Globalization from above” and “below”\n## Fear in education and the culture of fear\n## Truth, learning, and mutual inquiry","[{\"question\":\"How does the essay connect global peace and justice to classroom teaching?\",\"answer\":\"It argues that the classroom is the local site where teachers can be most effective, promoting peace and justice while teaching writing and literature through empathy and empowerment.\"},{\"question\":\"What does “globalization from below” mean in the essay’s argument?\",\"answer\":\"It refers to social forces and civil society efforts that create change from the ground up, tied to learning a “language of peace” and resisting violence by empowering people.\"},{\"question\":\"According to the essay, what role does fear play in students and teachers?\",\"answer\":\"Fear can make classrooms threatening and intimidating, distancing people from others and from learning; the essay discusses fear’s forms and emphasizes humility and self-awareness to address it.\"}]","“A PEACE THAT LASTS” - NOTES TOWARDS A PEDAGOGY OF PEACE | PDF",13]