Full Description
This open access book shows what teaching for democratic citizenship and peace can look like in classrooms in violent and less-violent contexts around the world.
It features chapters written by leading scholars and practitioners working in Canada, Chile, Columbia, Cyprus, Lebanon, Mexico, South Africa, Spain, the UK and the USA. It includes sections on navigating contested history and heritage; language teaching that bridges social identities; teaching democratic engagement with conflictual issues; and students sharing authority and handling systemic violence. The chapters cover a wide range of topics with local and global significance including indigenous praxis as peace building, social conflicts, transformative hope, teacher training, and student voice. Vignettes of practice accompany each chapter, grounded in careful scholarship and teaching experience. The book shows how teachers and young people can feasibly nurture and learn non-violent ways of dealing with difficult conflicts and social tensions, to become agents of democratic revitalization and peacebuilding in their own communities and beyond.
The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was partially funded by The Weatherhead Canada Program.
Contents
Introduction: Making Space for Constructive Conflict-Peace Education, Both Explicit and Implicit, in Young People's Schooling, Kathy Bickmore (University of Toronto, Canada)
Part I: Students and Teachers Navigating Difficult Histories and Heritage
1. Equipping Students with a Usable Past in Post-Apartheid South Africa, Natasha Robinson (University of Bristol, UK)
2. Living Violence, Teaching Peace: Enacting Peace Education in Bogotá, Colombia, Michelle Bellino (University of Michigan, USA) and Angela Bermúdez (Deusto University, Spain)
3. Developing Pedagogies of Truth: Teacher Education and Intergenerational Dialogues Amidst Ongoing Conflict, Maria Jose Bermeo and Diego Nieto (Universidad de los Andes, Colombia)
4. Part Commentary, Orelia Jonathan (Harvard University, USA)
Part II: Handling Identity and Language Justice Conflicts
5. Dealing With Conflicted Heritage: Implications for Teaching and Learning, Constadina Charalambous (European University, Cyprus)
6. Indigenous Maternal Praxis as Peace Building, Jennifer Brant (University of Toronto, Kanien'kehá:ka Mohawk Nation, Canada)
7. Nurturing Democratic and Agentic Youth Engagement Amidst Social Conflicts and Violence Under Tyranny in Iran, Najme Kishani Farahani (University of Toronto, Canada)
8. Identity, Language and Resistance in Pedagogies of Belonging for Refugee Students, Sarah Dryden-Peterson (Harvard Graduate School of Education, USA)
9. Part Commentary, Paula Mantilla-Blanco (Columbia University, USA)
Part III: Teaching Conflictual Issues for Capable Citizen Engagement
10. Exploring a Case of Controversial School Murals through Deliberative Dialogue, Judith Pace (University of San Francisco School of Education, USA)
11. A Collaborative Deliberative Framework for Critical Harmony and Transformative Hope, Li-Ching Ho (University of Wisconsin-Madison, USA)
12. Learning to Teach about Conflicts: Experiences in the Education of Future Elementary School Teachers in Chile, Gabriel Villalón-Gálvez, Maria Isabel Toledo and Alicia Zamorano (Universidad de Chile, Chile)
13. Part Commentary, Catherine Pitcher (Harvard Graduate School of Education, USA) and Maria Vamvalis (University of Toronto, Canada)
Part IV: Students Sharing Authority and Handling Systemic Violence
14. Pedagogies to Confront Inequity Conflicts: Teacher Training in a Context of Severe Violence and Social Vulnerability in Mexico, Paloma Ramírez-Palacios and Patricia Carbajal (Centro de Investigación y Servicios para la Educación y la Formación, México)
15. Unveiling Peacemaking Mechanisms in the Montessori Environment, Yomna Awad (Toronto Metropolitan University, Canada),
16. Student Voice, Deliberative Competencies and Democratic Communities: The Possibilities And Challenges of School Participatory Budgeting, Daniel Schugurensky and Tara Bartlett (Arizona State University, USA)
17. Part Commentary, Jennifer Emelife (OISE, University of Toronto)
Conclusion, Kathy Bickmore (University of Toronto, Canada)
References
Index
