Peacebuilding, citizenship, and identity: empowering conflict and dialogue in multicultural classrooms
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam
Sense Publishers
[2016]
|
| Schriftenreihe: | Transnational migration and education
volume 2 |
| Schlagworte: | |
| Online-Zugang: | UEI01 UPA01 Volltext |
| Beschreibung: | 1 Online-Ressource (xvi, 206 Seiten) Illustration |
| ISBN: | 9789463002479 |
| DOI: | 10.1007/978-94-6300-247-9 |
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| 245 | 1 | 0 | |a Peacebuilding, citizenship, and identity |b empowering conflict and dialogue in multicultural classrooms |c Christina Parker |
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| 505 | 8 | |a ForewordAcknowledgements -- Introduction -- Why Peacebuilding Education? -- Conflicts and Identities Embedded in Canadian Citizenship Education -- Contextual Background -- Methodological Framework -- Conflict and Diversity in Democratic Classrooms -- 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 -- Building Classroom Climate: What Norms and Pedagogies Support and Impede Dialogue? -- 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 -- | |
| 505 | 8 | |a Identity Connections: Conflictual Issues across Time, Space, and Culture -- 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 -- Discussion: (De)Contextualizing Identity, Conflict, and Citizenship in Ethnic Communities -- 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 -- | |
| 505 | 8 | |a 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 -- Towards an Integrative Approach to Peacebuilding Education -- Multiculturalism, 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 -- | |
| 505 | 8 | |a 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 -- References -- About the Author -- Index. | |
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Datensatz im Suchindex
| _version_ | 1804178770259607552 |
|---|---|
| any_adam_object | |
| author | Parker-Shandal, Crystena A. H. |
| author_GND | (DE-588)110427986X |
| author_facet | Parker-Shandal, Crystena A. H. |
| author_role | aut |
| author_sort | Parker-Shandal, Crystena A. H. |
| author_variant | c a h p s cahp cahps |
| building | Verbundindex |
| bvnumber | BV045120435 |
| collection | ZDB-2-SLS |
| contents | ForewordAcknowledgements -- Introduction -- Why Peacebuilding Education? -- Conflicts and Identities Embedded in Canadian Citizenship Education -- Contextual Background -- Methodological Framework -- Conflict and Diversity in Democratic Classrooms -- 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 -- Building Classroom Climate: What Norms and Pedagogies Support and Impede Dialogue? -- 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 -- Identity Connections: Conflictual Issues across Time, Space, and Culture -- 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 -- Discussion: (De)Contextualizing Identity, Conflict, and Citizenship in Ethnic Communities -- 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 -- 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 -- Towards an Integrative Approach to Peacebuilding Education -- Multiculturalism, 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 -- References -- About the Author -- Index. |
| ctrlnum | (OCoLC)934195160 (DE-599)GBV845067621 |
| doi_str_mv | 10.1007/978-94-6300-247-9 |
| format | Electronic eBook |
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| isbn | 9789463002479 |
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| series2 | Transnational migration and education |
| spelling | Parker-Shandal, Crystena A. H. Verfasser (DE-588)110427986X aut Peacebuilding, citizenship, and identity empowering conflict and dialogue in multicultural classrooms Christina Parker Rotterdam Sense Publishers [2016] 1 Online-Ressource (xvi, 206 Seiten) Illustration txt rdacontent c rdamedia cr rdacarrier Transnational migration and education volume 2 ForewordAcknowledgements -- Introduction -- Why Peacebuilding Education? -- Conflicts and Identities Embedded in Canadian Citizenship Education -- Contextual Background -- Methodological Framework -- Conflict and Diversity in Democratic Classrooms -- 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 -- Building Classroom Climate: What Norms and Pedagogies Support and Impede Dialogue? -- 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 -- Identity Connections: Conflictual Issues across Time, Space, and Culture -- 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 -- Discussion: (De)Contextualizing Identity, Conflict, and Citizenship in Ethnic Communities -- 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 -- 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 -- Towards an Integrative Approach to Peacebuilding Education -- Multiculturalism, 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 -- References -- About the Author -- Index. Kulturelle Identität (DE-588)4033542-2 gnd rswk-swf Friedenserziehung (DE-588)4018522-9 gnd rswk-swf Multikulturelle Gesellschaft (DE-588)4214151-5 gnd rswk-swf Konfliktlösung (DE-588)4114266-4 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Kanada (DE-588)4029456-0 gnd rswk-swf Education Kanada (DE-588)4029456-0 g Friedenserziehung (DE-588)4018522-9 s Konfliktlösung (DE-588)4114266-4 s Multikulturelle Gesellschaft (DE-588)4214151-5 s Kulturelle Identität (DE-588)4033542-2 s Unterricht (DE-588)4062005-0 s 1\p DE-604 Erscheint auch als Druck-Ausgabe, Paperback 978-94-6300-245-5 Erscheint auch als Druck-Ausgabe, Hardcover 978-94-6300-246-2 Transnational migration and education volume 2 (DE-604)BV043331664 2 https://doi.org/10.1007/978-94-6300-247-9 Verlag URL des Erstveröffentlichers Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Parker-Shandal, Crystena A. H. Peacebuilding, citizenship, and identity empowering conflict and dialogue in multicultural classrooms Transnational migration and education ForewordAcknowledgements -- Introduction -- Why Peacebuilding Education? -- Conflicts and Identities Embedded in Canadian Citizenship Education -- Contextual Background -- Methodological Framework -- Conflict and Diversity in Democratic Classrooms -- 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 -- Building Classroom Climate: What Norms and Pedagogies Support and Impede Dialogue? -- 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 -- Identity Connections: Conflictual Issues across Time, Space, and Culture -- 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 -- Discussion: (De)Contextualizing Identity, Conflict, and Citizenship in Ethnic Communities -- 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 -- 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 -- Towards an Integrative Approach to Peacebuilding Education -- Multiculturalism, 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 -- References -- About the Author -- Index. Kulturelle Identität (DE-588)4033542-2 gnd Friedenserziehung (DE-588)4018522-9 gnd Multikulturelle Gesellschaft (DE-588)4214151-5 gnd Konfliktlösung (DE-588)4114266-4 gnd Unterricht (DE-588)4062005-0 gnd |
| subject_GND | (DE-588)4033542-2 (DE-588)4018522-9 (DE-588)4214151-5 (DE-588)4114266-4 (DE-588)4062005-0 (DE-588)4029456-0 |
| title | Peacebuilding, citizenship, and identity empowering conflict and dialogue in multicultural classrooms |
| title_auth | Peacebuilding, citizenship, and identity empowering conflict and dialogue in multicultural classrooms |
| title_exact_search | Peacebuilding, citizenship, and identity empowering conflict and dialogue in multicultural classrooms |
| title_full | Peacebuilding, citizenship, and identity empowering conflict and dialogue in multicultural classrooms Christina Parker |
| title_fullStr | Peacebuilding, citizenship, and identity empowering conflict and dialogue in multicultural classrooms Christina Parker |
| title_full_unstemmed | Peacebuilding, citizenship, and identity empowering conflict and dialogue in multicultural classrooms Christina Parker |
| title_short | Peacebuilding, citizenship, and identity |
| title_sort | peacebuilding citizenship and identity empowering conflict and dialogue in multicultural classrooms |
| title_sub | empowering conflict and dialogue in multicultural classrooms |
| topic | Kulturelle Identität (DE-588)4033542-2 gnd Friedenserziehung (DE-588)4018522-9 gnd Multikulturelle Gesellschaft (DE-588)4214151-5 gnd Konfliktlösung (DE-588)4114266-4 gnd Unterricht (DE-588)4062005-0 gnd |
| topic_facet | Kulturelle Identität Friedenserziehung Multikulturelle Gesellschaft Konfliktlösung Unterricht Kanada |
| url | https://doi.org/10.1007/978-94-6300-247-9 |
| volume_link | (DE-604)BV043331664 |
| work_keys_str_mv | AT parkershandalcrystenaah peacebuildingcitizenshipandidentityempoweringconflictanddialogueinmulticulturalclassrooms |