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B01=Hans Smits
B01=Rahat Naqvi
B09=William F. Pinar
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Product details
- ISBN 9781433122415
- Weight: 420g
- Dimensions: 150 x 225mm
- Publication Date: 27 Nov 2014
- Publisher: Peter Lang Publishing Inc
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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The language of frames suggests the need to rethink self and other in fostering ethical relationships as a foundation for peaceful existence. Educational writers and practitioners from many parts of the world, including New York, Denver, Minneapolis, South Africa, Zimbabwe, Israel, and Canada offer their perspectives on peace as an aim of curriculum.
Possibilities for learning about peace conceived in terms of Jonathan Lear’s (2006) notion of «radical hope» are illustrated in the contexts of diverse settings and challenges: the aftermath of apartheid in South Africa, re-imagining post-colonial history curricula in Zimbabwe, exploring the meanings of truth and reconciliation and restorative justice in Canada, examining the quality of pedagogic relationships in elementary school classrooms, attending to experiences of gay and lesbian students in schools, experiences of marginalized students, children’s experiences of civic engagement, Islamophobia in high schools and teacher education classes, fraught relationships between Palestinian and Jewish students in a teachers’ college in Israel, and the inclusion of First Nations culture and knowledge in Canadian teacher education classes. As whole and in each of its parts, Framing Peace encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education.
Possibilities for learning about peace conceived in terms of Jonathan Lear’s (2006) notion of «radical hope» are illustrated in the contexts of diverse settings and challenges: the aftermath of apartheid in South Africa, re-imagining post-colonial history curricula in Zimbabwe, exploring the meanings of truth and reconciliation and restorative justice in Canada, examining the quality of pedagogic relationships in elementary school classrooms, attending to experiences of gay and lesbian students in schools, experiences of marginalized students, children’s experiences of civic engagement, Islamophobia in high schools and teacher education classes, fraught relationships between Palestinian and Jewish students in a teachers’ college in Israel, and the inclusion of First Nations culture and knowledge in Canadian teacher education classes. As whole and in each of its parts, Framing Peace encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education.
Hans Smits (PhD in curriculum studies from the University of Alberta) is retired as an associate dean from the University of Calgary. He was a recipient of the Ted T. Aoki award for contributions to curriculum in Canada. Recent books include (with Lund, Panayotidis, Smits, and Towers) Provoking Conversations on Inquiry in Teacher Education (Peter Lang, 2012) and (with Rahat Naqvi) Thinking About and Enacting Curriculum in «Frames of War» (2012).
Rahat Naqvi (PhD in the didactics of languages and cultures from the Université de la Sorbonne, Paris) is Associate Professor in second language pedagogy at the Werklund School of Education, University of Calgary. Her most recent publications include a book, co-edited with Hans Smits, entitled Thinking About and Enacting Curriculum in «Frames of War» (2012).
Rahat Naqvi (PhD in the didactics of languages and cultures from the Université de la Sorbonne, Paris) is Associate Professor in second language pedagogy at the Werklund School of Education, University of Calgary. Her most recent publications include a book, co-edited with Hans Smits, entitled Thinking About and Enacting Curriculum in «Frames of War» (2012).
