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Framing Peace: Thinking about and Enacting Curriculum as Radical Hope
Hans Smits (Ed.)
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Description for Framing Peace: Thinking about and Enacting Curriculum as Radical Hope
Paperback. The language of frames suggests the need to rethink self and other in fostering ethical relationships as a foundation for peaceful existence. As whole and in each of its parts, this book encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education. Editor(s): Smits, Hans; Naqvi, Rahat. Series: Complicated Conversation. Num Pages: 269 pages. BIC Classification: JNFR; JNKC; JNMT; JNSC. Category: (P) Professional & Vocational. Dimension: 227 x 150 x 18. Weight in Grams: 412.
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.
Product Details
Format
Paperback
Publication date
2014
Publisher
Peter Lang Publishing Inc
Condition
New
Series
Complicated Conversation
Number of Pages
269
Place of Publication
, United States
ISBN
9781433122415
SKU
V9781433122415
Shipping Time
Usually ships in 15 to 20 working days
Ref
99-2
About Hans Smits (Ed.)
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 Universite 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).
Reviews for Framing Peace: Thinking about and Enacting Curriculum as Radical Hope
We are reminded daily of the precariousness of life as the mass media portray a pervasive culture of violence. This book offers a curriculum response to this portrayal, reminding us that peace education is a pedagogical obligation both to take notice and to present a counternarrative to this dominant message. The authors of this volume demonstrate convincingly that peace is neither an abstract ideal nor a finite curriculum objective, but an educational engagement with the real conditions of life. They provide numerous rich and compelling examples drawn from international case studies and thoughtful essays on the many dimensions of violence and non-violent curriculum actions. (Terrance R. Carson, Professor Emeritus, University of Alberta) We are reminded daily of the precariousness of life as the mass media portray a pervasive culture of violence. This book offers a curriculum response to this portrayal, reminding us that peace education is a pedagogical obligation both to take notice and to present a counternarrative to this dominant message. The authors of this volume demonstrate convincingly that peace is neither an abstract ideal nor a finite curriculum objective, but an educational engagement with the real conditions of life. They provide numerous rich and compelling examples drawn from international case studies and thoughtful essays on the many dimensions of violence and non-violent curriculum actions. (Terrance R. Carson, Professor Emeritus, University of Alberta)