The aim of the article is to explore how the critical exercise of decolonizing approaches can inform peace education. The methodology will be an auto-ethnographic action-based research that explores literature on decolonizing peace education and applies its principles to the analysis of a nonformal arts-based project. The experiences gained through work in a music-based peace education project called La Escuela Encantada (LEE), serve as a link to practice, which will be nourished by theory and vice versa. The structure of this article is as follows: Starting from Martínez-Guzmán’s foundations of an epistemological turn for social sciences from philosophy for peace(s) as a basis, the decolonizing project within peace education will be unfolded to elicit the potential of nonformal arts-based peace education to inform concrete decolonial projects in the peace education sector. The main findings show that LEE contributes to decolonizing peace education by promoting emotional transformation, (re-)enchantment, and connectedness while engaging in process-oriented decolonial reflexivity.
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Bock et al. (2025) studied this question.
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