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.
Shows what teaching for democratic citizenship and peace can look like in real classrooms in different violent and less-violent contexts around the world.
Recenzijas
Featuring global contributions from experts, this book provides personal real-world examples, practical teaching strategies and theoretical insights for teaching democracy and peace in diverse conflict settings. This book has given me deep insights in the richness off constructive conflict pedagogies available worldwide and the hopeful power of educators! -- Bjorn Wansink, Associate Professor, Utrecht University, The Netherlands This exciting volume illustrates how scholars and educators globally can inspire democratic citizenship and peace, tackling complex histories and identities while engaging with the UN Sustainable Development Goals. A vital resource for anyone dedicated to transformative educational practices and social change. -- Michalinos Zembylas, Professor of Educational Theory and Curriculum Studies, Open University of Cyprus, Cyprus Here, in one place, is an extraordinary collection of theory and practice on conflict pedagogies, democratic practice, and peace-building in difficult places from Iran and Chile to South Africa and Columbia. Brilliantly edited, and perfectly timed, this rich compendium of lively stories (vignettes) and action-inspired pedagogies offers an invaluable resource for teacher education in a world still wrecked by conflicts past and present. -- Jonathan Jansen, Distinguished Professor, Stellenbosch University, South Africa This internationally-focused book is a must read for researchers and practitioners committed to the importance of civic understanding in promoting world peace and positive social change. It offers research-backed strategies for helping youth understand societal divisions, their roots, and consequences. -- Sarah Warshauer Freedman, Professor, University of California Berkley, USA An invaluable collection. And it could not be more timely. Teach it next term! -- William F. Pinar, Tetsuo Aoki Professor in Curriculum Studies, University of British Columbia, Canada In the face of global crises such as political polarization, climate change, and economic precarity, the editors and authors in this book rise to the occasion of continuing to provide constructive tools that can advance sustainable peace. Education alone will not craft a durable peace, but it plays a vital role. The chapters, that span locales such as South Africa, Iran, Mexico, Cyprus, Chile and Lebanon, are a solid representation of praxis: combining theory and practice; in so doing, the book can be of use to an array of folks who work in education. This is a product of an indefatigable spirit that refuses to capitulate to the myriad problems that our global polity faces! -- Hakim Mohandas Amani Williams, Daria L. and Eric J. Wallach Professorship of Peace and Justice Studies, Gettysburg College, USA Constructive Conflict Pedagogies for Building Democratic Peace demonstrates how educators can transform conflicts into opportunities for learning, peacebuilding, and democratic engagement. Grounded in diverse contexts, this inspiring resource equips educators to foster inclusive classrooms and empower democratic citizens. -- Crystena Parker-Shandal, Associate Professor, University of Waterloo, Canada
Papildus informācija
Shows what teaching for democratic citizenship and peace can look like in real classrooms in different violent and less-violent contexts around the world.
Introduction: Making Space for Constructive Conflict-Peace Education,
Both Explicit and Implicit, in Young Peoples 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 Bogotį,
Colombia, Michelle Bellino (University of Michigan, USA) and Angela Bermśdez
(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, Kanienkehį: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 WisconsinMadison, USA)
12. Learning to Teach about Conflicts: Experiences in the Education of Future
Elementary School Teachers in Chile, Gabriel Villalón-Gįlvez, 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
Ramķrez-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
Kathy Bickmore is Professor of Curriculum and Pedagogy, and Comparative and International Development Education, at OISE, University of Toronto, Canada.
