Peacebuilding, citizenship and identity: empowering conflict and dialogue in multicultural classrooms
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam
Sense Publishers
[2016]
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| Schriftenreihe: | Transnational migration and education
volume 2 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | xvi, 206 Seiten 1 Illustration 24 cm |
| ISBN: | 9789463002455 9789463002462 |
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Datensatz im Suchindex
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| adam_text | TABLE OF CONTENTS Foreword Yvonne Hébert ix Acknowledgements xi Introduction xiii Chapter 1. Why Peacebuilding Education? 1 Conflicts and Identities Embedded in Canadian Citizenship Education Contextual Background Methodological Framework 3 7 8 Chapter 2. Conflict and Diversity in Democratic Classrooms 13 Why Are Peacebuilding, Citizenship, and Identity Important in Education? Dialogue, Difference, and Conflict in Education for Democracy Conflictual Issues across the Curriculum Diversity, Identity, Power, Conflict, and Peacebuilding Education Critical Multiculturalism and Culturally Relevant Pedagogy Conclusion: Conflict and Diversity in Democratic and Diverse Classrooms Chapter 3. Building Classroom Climate: What Norms and Pedagogies Support and Impede Dialogue? 13 14 16 19 24 29 31 Social and Pedagogical Contexts for Inclusion Aria Public School, Grade 4, Ms. Marlee Aria Public School, Grade 5, Mrs. Amrita Georgetown Public School, Grade 7, Mr. Hiroshi Different Classroom Cultures and Pedagogies for Engagement 33 33 38 42 48 Chapter 4. Identity Connections: Conflictual Issues across Time, Space, and Culture 51 Connecting Curriculum and Students’ Identities Battling (Gender) Identities in War: Deconstructing Historical and Political Issues in a Grade 7 Class Religious Conflicts and Canadian Identities in a Grade 4 Class Rights and Responsibilities of Global-Canadian Citizens: Building Character and Strengthening Values in a Grade 5 Class v 51 53 62 69
TABLE OF CONTENTS Discussion: (De)Contextualizing Identity, Conflict, and Citizenship in Ethnic Communities Chapter 5. Implicit and Explicit Conflict and Diversity Learning Experiences Social and Cultural Performances: Seeking Empowerment through Roles Kings, Queens, and Peasants: Hidden and Explicit Curriculum about Social Hierarchies Building Character and Strengthening Values: Rights and Responsibilities of Canadian Citizens Rebellions and the Arab Spring in a Canadian Multicultural Context Conflict in Learning Democracy in Multicultural Contexts Chapter 6. Conflict, Diversity, and the Inclusion of Student Voices Religion, Identity, and Education: Pedagogical Structures for Inclusion The Common School and Religious Schools Religious Literacy, Civic Literacy, and Interruptive Dialogue Participation and Autonomy in Dialogue Including Diverse Voices in Dialogue Activities Power and Social Status: Small- and Large-Group Pedagogical Structures for Inclusion Educating for Democracy through Diverse Conflictual Issues Connecting Teachers’ and Students’ Identities through Conflictual Issues 92 99 109 122 122 128 129 130 136 140 142 145 146 Chapter 7. Towards an Integrative Approach to Peacebuilding Education 149 Multicuhuralism, Peace, and Citizenship Education in Canada Conflictual Issues in Multicultural Contexts: Teacher Authority and Student Agency Implications of This Study Situational and Relational Applicability of This Study Promising Possibilities of Peacebuilding Education Appendix: Methodology Qualitative and Critical Ethnographic Research Methods Further
Contextualizing My Role as a Researcher Overview of Study Participants and Context Data Sources and Data Collection Data Collection Procedures Data Analysis Limitations of Study and Method Conclusion VI 149 156 159 164 165 167 168 171 173 175 180 ļgļ 182 im
TABLE OF CONTENTS References 185 About the Author 201 Index 203 VII
TRANSNATIONAL MIGRATION AND EDUCATION Peacebuilding, Citizenship, and Identity Empowering Conflict and Dialogue in Multicultural Classrooms Christina Parker University of Toronto, Canada Renison University College, University of Waterloo, Canada As communities around the world continue to attract international immigrants, schools have become centers for learning how to engage with people s multiple ethnic and cultural origins. Ethnocultural minority immigrant students carry diverse histories and perspectives—which can serve as resources for critical reflection about social conflicts. These students identities need to be included in the curriculum so that diversity and conflictual issues can be openly discussed. Immigrant children embody the many issues confronting today s youth in a global, transnational, and interconnected world. Drawing on in-depth empirical case studies, this book explores the classroom experiences of these children. Varying in social and cultural capital, they contend with social and cultural conflict influenced not only by global politics and familial prejudices, but also by structural exclusion in Western curricula. In democratic peacebuilding education, diverse students express divergent points of view in open, inclusive dialogue. Negotiating their multiple identities, such children develop skills for managing and responding to that conflict, thereby acquiring tools to challenge dominant hegemonic systems of oppression and control later in life. In vivid classroom depictions, the reader learns of many outcomes: Young, quiet, and marginalized voices
were heard. Dialogic pedagogies encouraged cooperation among students and strengthened class communities. What is more, the implicit and explicit curricula implemented in these diverse classrooms served to shape how students interpreted democracy in multicultural Canada. The diverse experiences of the young people and teachers in this book illuminate the innermost landscapes of multicultural classrooms, providing deep insight into the social and cultural challenges and opportunities that ethnocultural minority children experience at school. 9789463002455 SensePublishers TMAE 2 09410650
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| title_exact_search | Peacebuilding, citizenship and identity empowering conflict and dialogue in multicultural classrooms |
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