Original Research

A transdisciplinary exploration: Reading peace education and teaching English to speakers of other languages through multiple literacies theory

Frans Kruger, Rinelle Evans
The Journal for Transdisciplinary Research in Southern Africa | Vol 14, No 2 | a525 | DOI: https://doi.org/10.4102/td.v14i2.525 | © 2018 Frans Kruger, Rinelle Evans | This work is licensed under CC Attribution 4.0
Submitted: 30 November 2017 | Published: 17 September 2018

About the author(s)

Frans Kruger, School of Education Studies, University of the Free State, South Africa
Rinelle Evans, Department of Humanities Education, University of Pretoria, South Africa


Since the early 1990s peace education has increasingly informed the field of teaching English to speakers of other languages (TESOL). More recently, this transdisciplinary dialogue has found expression in approaches such as peace linguistics, peace sociolinguistics and content-based language instruction that incorporate peace-related content into language learning curricula. In this conceptual article, we aim to contribute towards the transdisciplinary possibilities generated between peace education and TESOL by reading these possibilities through the lens of the multiple literacies theory (MLT). We set out to argue that MLT offer a means to explore the connections between peace education and literacies as entangled with affective, material and discursive practices.


peace education; teaching English to Speakers of other languages; Multiple Literacies Theory; becoming-literate


Total abstract views: 2848
Total article views: 8632


Crossref Citations

1. Lecturas literarias para una educación por la paz: itinerarios lectores en Educación Primaria
Moisés Selfa Sastre, Angélica Balça, Fernando Fraga Azevedo
Aula de Encuentro  vol: 22  issue: 2  first page: 181  year: 2020  
doi: 10.17561/ae.v22n2.5287