Introduction: Perceptions, Reflections, and Conceptualisations of War and Peace in Children’s Drawings

Lisa Blasch, Phil C. Langer and Nadja Thoma
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Lisa Blasch: Department of Germanic Languages and Literature, University of Innsbruck, Austria / Department of Media, Society and Communication, University of Innsbruck, Austria
Phil C. Langer: Department of Social Psychology, International Psychoanalytic University Berlin, Germany
Nadja Thoma: Department of Psychosocial Intervention and Communication Studies, University of Innsbruck, Austria

Social Inclusion, 2024, vol. 12

Abstract: In this editorial, we introduce the focus of this thematic issue and its contributions. Addressing the themes of “war” and “peace” and their impacts on children requires contextualization within socio‐historical, socio‐cultural, socio‐psychological, and educational frameworks. Equally, it is essential to tackle the methodological challenges inherent in this field of empirical research. The rise of child‐centred and participatory approaches over recent decades—emphasizing children as active agents—has enriched the research landscape, offering a counterbalance to the quantitative and developmental psychological traditions. Yet, as the contributions demonstrate, there is no methodological “gold standard” for this field. Rather, the topic’s complexity calls for a diverse array of approaches and perspectives, including those that push beyond conventional academic frameworks and methods.

Keywords: children’s discursive conceptualisations; children’s drawings; children’s multimodal meaning‐making; children’s perspectives; education; methodological challenges; multimodality; peace; visual communication; war (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:cog:socinc:v12:y:2024:a:9583

DOI: 10.17645/si.9583

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