Engaging Young People in Peace Education Research: Using an Arts Based Approach to Gain Congruence through Democratic Methods

Abstract

Qualitative research has increasingly been utilising visual methods such as drawing to collect richer insights from participants of all ages and backgrounds. This article demonstrates the methodological potential of a structured arts based workshop that included a data walk, a drawing session, and a reflective peace wall. We reflect on the suitability and value of this approach to support young people’s learning about peace, to collect insights on what peace means to them, and how they envision their contribution to a peaceful world. This project was done with 12–18-year-old students in three schools in Glasgow, Scotland. We found that a structured approach allowed students to understand and express what positive peace means and to see themselves as agents of change. Three key methodological insights are offered: ways the approach addresses a crisis of praxis in peace education research, how research methods can gain congruence with democratic concepts in of peace education, and normative validity established through the voice of young people. This article contributes to the literature on arts based and creative methodologies and offers a novel model of peace education research inclusive of multiple ways of knowing and more democratic methods.