Revolutionary Peacemaking: Using a Critical Pedagogy Approach for Peacemaking with "Terrorists"

In this article, the authors note that peacemaking is based on working and dialoguing with radicals and militants, a point which many academics, government, and law enforcement agencies so easily forget. They aim to show that revolutionaries often have legitimate goals, needs, and demands which, if not addressed and respected, can prompt them to commit extreme or violent acts. Peacemaking, critical pedagogy, and conflict studies provides a salient literature through which to explore this topic. The authors argue that conflict transformation is not something they adventitiously choose to do when engaging in peacemaking, rather it must be broached with everyone in conflict situations, especially if they involve or can lead to violent struggles. This article begins with a brief sketch of the current socio-political climate in the U.S., and shows how the Bush administration's policy hinders efforts to negotiate or reduce conflict with individuals and groups that are, on their skewed definitions, "radical", "violent," or "terrorists." The authors, then, explain the deception and hypocrisy of the "war on terrorism" and examine the complexity of "terrorism" as a concept. Finally, the authors advocate a position of "revolutionary peacemaking" as a way to communicate and negotiate with dissidents and radicals; this process, however, is impeded by the dogmatic and politicized use of the "terrorist" label, such as glibly peddled by the power complex and groups across the political spectrum. (Contains 19 notes. Contains a bibliography.)