Uluslararası İlişkiler Perspektifinde Barış Eğitiminin Küresel Başarısızlığı

Abstract

Bu makale, barış eğitiminin yapısal zayıflıklarını uluslararası ilişkiler perspektifinden incelemekte ve realist, liberal/Konstrüktivist ve eleştirel kuramsal çerçevelerden gelen eleştirilere odaklanmaktadır. Realistler, barış eğitimini güç politikaları, devlet merkezli güvenlik anlayışı ve çıkar temelli zorunluluklar dünyasına yabancı ve ütopik olarak görerek reddederler. Buna karşılık, Liberaller ve Konsrüktivistler barış eğitiminin normatif potansiyelini kabul ederler; ancak siyasi irade eksikliği, yetersiz finansman ve müfredatın yerel çatışma dinamikleriyle uyuşmaması gibi uygulama zorluklarını vurgularlar. Eleştirel kuramcılar ise eleştirilerini kapitalist eşitsizliklerin ve sömürgecilik tarihinin organik etkilerine dayandırır; bu yapısal sorunlar ise ana akım barış eğitimi programlarında sıklıkla göz ardı edilmektedir. Siyasi engeller, suç oranları, milliyetçilik, militarizm ve otoriter sansür gibi faktörler barış eğitiminin önündeki temel engeller olarak öne çıkarken; pedagojik açıdan da travmaya duyarsız yöntemler ve barış eğitmenlerinin yetersiz eğitimi önemli sorunlar olarak belirlenmektedir. Bölgesel analiz, barış eğitimine sağlanan fırsatlar ve kaynaklar açısından farklılıkları ortaya koymaktadır: Sahra Altı Afrika ve Latin Amerika’daki çatışma sonrası ülkeler kaynak yetersizliği yaşarken, gelişmiş ülkelerde barış eğitimi genellikle güvenlik öncelikleri nedeniyle geri planda bırakılmaktadır.

Keywords

• Barış Eğitimi
• Uluslararası İlişkiler Kuramları
• Silahsızlanma
• Terhis ve Topluma Yeniden Entegrasyon (DDR)

Global Failure of Peace Education from International Relations Perspective

Abstract

This article examines the systemic weaknesses of peace education from an international relations perspective, focusing on critiques from realist, liberal/constructivist, and critical frameworks. The Realists dismiss peace education as utopian and foreign to their world of power politics, state-centered security, and imperatives. The Liberals and Constructivists, on the other hand, agree with the normative potential of peace education but cite the political will interface, underfunding, and misalignment between the curricula and local conflict trends as some of the critical implementation challenges. Critical theorists situate their critiques within organic virulence by capitalist inequality and histories of colonialism, which are often side-stepped by mainstream programs. Political obstructions, crime, nationalism, militarism, and authoritarian censorship can thereby be identified as major roadblocks, with pedagogical obstacles in the form of trauma-insensitive methodologies and a lack of training for peace educators. The regional analysis shows discrepancies between the opportunities and resources granted to peace education across various regions: post-conflict countries in Sub-Saharan Africa and Latin America do suffer from a lack of resources, whereas, in developed countries, such educational matters are often placed on the back burner in favor of security considerations.

Keywords

• Peace Education
• International Relations Theories
• Disarmament Demobilization Reintegration (DDR)

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