Peace education in a conflict-affected society: an ethnographic journey
Peace education initiatives have been subject to heated public debate and so far the complexities involved have not been fully understood. This multilayered analysis examines how teachers negotiate ideological, pedagogical and emotional challenges in their attempts to enact a peace education policy....
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge, United Kingdom
Cambridge University Press
2016
|
| Schlagworte: | |
| Online-Zugang: | DE-12 DE-473 Volltext |
| Zusammenfassung: | Peace education initiatives have been subject to heated public debate and so far the complexities involved have not been fully understood. This multilayered analysis examines how teachers negotiate ideological, pedagogical and emotional challenges in their attempts to enact a peace education policy. Focusing primarily on the case study of conflict-affected Cyprus, Michalinos Zembylas, Constadina Charalambous and Panayiota Charalambous situate the Cypriot case within wider theoretical and methodological debates in the field and explore the implications of their findings for theory and practice. Building on current anthropological approaches, the authors use insights from policy studies and sociolinguistics to examine peace education agendas and the ways these are shaped by the dynamics of local politics and classroom practices. This study will be valuable reading for researchers of peace and policy studies as well as for practitioners and policy makers involved in introducing peace education initiatives that challenge teachers' long-held beliefs |
| Beschreibung: | Literaturverzeichnis: Seiten 247-265 |
| Beschreibung: | 1 Online-Ressource (x, 274 Seiten) |
| ISBN: | 9781107414945 |
| DOI: | 10.1017/CBO9781107414945 |
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| 505 | 8 | |a Machine generated contents note: Introduction; Part I. Setting the Scene: Theory, Methodology and Context: 1. Conceptualizing 'peace education' in conflict-affected societies; 2. Designing a peace education research project; 3. The emergence of the new peace initiative in the context of Greek-Cypriot education policy; Part II. Teachers' Responses to a Peace Education Initiative: 4. Teachers' interpretations of the transition to the new policy initiative; 5. Teachers' stances and repertoires towards reconciliation; 6. Teachers' difficulties and emotions towards the new policy initiative; Part III. Mapping Teachers' Practices in a Changing Context: 7. The schooling of emotion and memory in classroom interaction; 8. Talking about peace and conflict in a (super)diverse classroom; Part IV. The Impact of Teacher Training Workshops: 9. Handling teachers' discomfort during peace education workshops; 10. Doing 'leftist propaganda' or working towards peace? Responding to teachers' resistance; 11. Moving towards critical ambivalence: enduring reservations and signs of change; Epilogue | |
| 520 | |a Peace education initiatives have been subject to heated public debate and so far the complexities involved have not been fully understood. This multilayered analysis examines how teachers negotiate ideological, pedagogical and emotional challenges in their attempts to enact a peace education policy. Focusing primarily on the case study of conflict-affected Cyprus, Michalinos Zembylas, Constadina Charalambous and Panayiota Charalambous situate the Cypriot case within wider theoretical and methodological debates in the field and explore the implications of their findings for theory and practice. Building on current anthropological approaches, the authors use insights from policy studies and sociolinguistics to examine peace education agendas and the ways these are shaped by the dynamics of local politics and classroom practices. This study will be valuable reading for researchers of peace and policy studies as well as for practitioners and policy makers involved in introducing peace education initiatives that challenge teachers' long-held beliefs | ||
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Datensatz im Suchindex
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| author | Zembylas, Michalinos ca. 20./21. Jh Charalambous, Constadina Charalambous, Panayiota |
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| contents | Machine generated contents note: Introduction; Part I. Setting the Scene: Theory, Methodology and Context: 1. Conceptualizing 'peace education' in conflict-affected societies; 2. Designing a peace education research project; 3. The emergence of the new peace initiative in the context of Greek-Cypriot education policy; Part II. Teachers' Responses to a Peace Education Initiative: 4. Teachers' interpretations of the transition to the new policy initiative; 5. Teachers' stances and repertoires towards reconciliation; 6. Teachers' difficulties and emotions towards the new policy initiative; Part III. Mapping Teachers' Practices in a Changing Context: 7. The schooling of emotion and memory in classroom interaction; 8. Talking about peace and conflict in a (super)diverse classroom; Part IV. The Impact of Teacher Training Workshops: 9. Handling teachers' discomfort during peace education workshops; 10. Doing 'leftist propaganda' or working towards peace? Responding to teachers' resistance; 11. Moving towards critical ambivalence: enduring reservations and signs of change; Epilogue |
| ctrlnum | (ZDB-20-CBO)CR9781107414945 (OCoLC)956321915 (DE-599)BVBBV043695328 |
| dewey-full | 303.6/607105693 |
| dewey-hundreds | 300 - Social sciences |
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| discipline | Pädagogik Soziologie Politologie Sozial-/Kulturanthropologie / Empirische Kulturwissenschaft |
| doi_str_mv | 10.1017/CBO9781107414945 |
| format | Electronic eBook |
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| spelling | Zembylas, Michalinos ca. 20./21. Jh. Verfasser (DE-588)105893810X aut Peace education in a conflict-affected society an ethnographic journey Michalinos Zembylas, Constadina Charalambous and Panayiota Charalambous Cambridge, United Kingdom Cambridge University Press 2016 1 Online-Ressource (x, 274 Seiten) txt rdacontent c rdamedia cr rdacarrier Literaturverzeichnis: Seiten 247-265 Machine generated contents note: Introduction; Part I. Setting the Scene: Theory, Methodology and Context: 1. Conceptualizing 'peace education' in conflict-affected societies; 2. Designing a peace education research project; 3. The emergence of the new peace initiative in the context of Greek-Cypriot education policy; Part II. Teachers' Responses to a Peace Education Initiative: 4. Teachers' interpretations of the transition to the new policy initiative; 5. Teachers' stances and repertoires towards reconciliation; 6. Teachers' difficulties and emotions towards the new policy initiative; Part III. Mapping Teachers' Practices in a Changing Context: 7. The schooling of emotion and memory in classroom interaction; 8. Talking about peace and conflict in a (super)diverse classroom; Part IV. The Impact of Teacher Training Workshops: 9. Handling teachers' discomfort during peace education workshops; 10. Doing 'leftist propaganda' or working towards peace? Responding to teachers' resistance; 11. Moving towards critical ambivalence: enduring reservations and signs of change; Epilogue Peace education initiatives have been subject to heated public debate and so far the complexities involved have not been fully understood. This multilayered analysis examines how teachers negotiate ideological, pedagogical and emotional challenges in their attempts to enact a peace education policy. Focusing primarily on the case study of conflict-affected Cyprus, Michalinos Zembylas, Constadina Charalambous and Panayiota Charalambous situate the Cypriot case within wider theoretical and methodological debates in the field and explore the implications of their findings for theory and practice. Building on current anthropological approaches, the authors use insights from policy studies and sociolinguistics to examine peace education agendas and the ways these are shaped by the dynamics of local politics and classroom practices. This study will be valuable reading for researchers of peace and policy studies as well as for practitioners and policy makers involved in introducing peace education initiatives that challenge teachers' long-held beliefs Peace / Study and teaching / Cyprus Peace-building / Cyprus Education and state / Cyprus Friedenserziehung (DE-588)4018522-9 gnd rswk-swf Konflikt (DE-588)4032081-9 gnd rswk-swf Zypern (DE-588)4079596-2 gnd rswk-swf Konflikt (DE-588)4032081-9 s Friedenserziehung (DE-588)4018522-9 s Zypern (DE-588)4079596-2 g DE-604 Charalambous, Constadina Verfasser (DE-588)1257797018 aut Charalambous, Panayiota Verfasser aut Erscheint auch als Druckausgabe, Hardcover 978-1-107-05745-6 Erscheint auch als Druckausgabe, Paperback 978-1-107-65282-8 https://doi.org/10.1017/CBO9781107414945 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Zembylas, Michalinos ca. 20./21. Jh Charalambous, Constadina Charalambous, Panayiota Peace education in a conflict-affected society an ethnographic journey Machine generated contents note: Introduction; Part I. Setting the Scene: Theory, Methodology and Context: 1. Conceptualizing 'peace education' in conflict-affected societies; 2. Designing a peace education research project; 3. The emergence of the new peace initiative in the context of Greek-Cypriot education policy; Part II. Teachers' Responses to a Peace Education Initiative: 4. Teachers' interpretations of the transition to the new policy initiative; 5. Teachers' stances and repertoires towards reconciliation; 6. Teachers' difficulties and emotions towards the new policy initiative; Part III. Mapping Teachers' Practices in a Changing Context: 7. The schooling of emotion and memory in classroom interaction; 8. Talking about peace and conflict in a (super)diverse classroom; Part IV. The Impact of Teacher Training Workshops: 9. Handling teachers' discomfort during peace education workshops; 10. Doing 'leftist propaganda' or working towards peace? Responding to teachers' resistance; 11. Moving towards critical ambivalence: enduring reservations and signs of change; Epilogue Peace / Study and teaching / Cyprus Peace-building / Cyprus Education and state / Cyprus Friedenserziehung (DE-588)4018522-9 gnd Konflikt (DE-588)4032081-9 gnd |
| subject_GND | (DE-588)4018522-9 (DE-588)4032081-9 (DE-588)4079596-2 |
| title | Peace education in a conflict-affected society an ethnographic journey |
| title_auth | Peace education in a conflict-affected society an ethnographic journey |
| title_exact_search | Peace education in a conflict-affected society an ethnographic journey |
| title_full | Peace education in a conflict-affected society an ethnographic journey Michalinos Zembylas, Constadina Charalambous and Panayiota Charalambous |
| title_fullStr | Peace education in a conflict-affected society an ethnographic journey Michalinos Zembylas, Constadina Charalambous and Panayiota Charalambous |
| title_full_unstemmed | Peace education in a conflict-affected society an ethnographic journey Michalinos Zembylas, Constadina Charalambous and Panayiota Charalambous |
| title_short | Peace education in a conflict-affected society |
| title_sort | peace education in a conflict affected society an ethnographic journey |
| title_sub | an ethnographic journey |
| topic | Peace / Study and teaching / Cyprus Peace-building / Cyprus Education and state / Cyprus Friedenserziehung (DE-588)4018522-9 gnd Konflikt (DE-588)4032081-9 gnd |
| topic_facet | Peace / Study and teaching / Cyprus Peace-building / Cyprus Education and state / Cyprus Friedenserziehung Konflikt Zypern |
| url | https://doi.org/10.1017/CBO9781107414945 |
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