Peacebuilding, Citizenship, and Identity [electronic resource] /
Parker, Christina.author.
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.
Description based upon print version of record.
Includes bibliographical references and index.
Foreword -- Acknowledgements -- 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.
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.
Education.
Education, general.