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Author Parker, Christina, author

Title Peacebuilding, Citizenship, and Identity : Empowering Conflict and Dialogue in Multicultural Classrooms / by Christina Parker
Published Rotterdam : SensePublishers : Imprint : SensePublishers, 2016
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Description 1 online resource (approximately 220 pages) : online resource
Series Transnational Migration and Education
Transnational Migration and Education
Contents TABLE OF CONTENTS; FOREWORD; ACKNOWLEDGEMENTS; PERMISSIONS AND CREDITS; INTRODUCTION; OUTLINE OF CHAPTERS; NOTE; CHAPTER 1: WHY PEACEBUILDING EDUCATION?; CONFLICTS AND IDENTITIES EMBEDDED IN CANADIAN CITIZENSHIP EDUCATION; Empowering Conflict in Peacebuilding Education; On Identity, Transnationalism, and Inclusion: Some Definitional Considerations; Identity and Conflict Dialogue in Diverse Contexts; CONTEXTUAL BACKGROUND; METHODOLOGICAL FRAMEWORK; NOTES; CHAPTER 2: CONFLICT AND DIVERSITY IN DEMOCRATIC CLASSROOMS; WHY ARE PEACEBUILDING, CITIZENSHIP, AND IDENTITY IMPORTANT IN EDUCATION?
Culture and Conflict in Ancient CivilizationsDISCUSSION: (DE)CONTEXTUALIZING IDENTITY, CONFLICT, AND CITIZENSHIP IN ETHNIC COMMUNITIES; Implications of Differential Opportunities for Dialogue; NOTES; CHAPTER 5: 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
DIALOGUE, DIFFERENCE, AND CONFLICT IN EDUCATION FOR DEMOCRACYCONFLICTUAL ISSUES ACROSS THE CURRICULUM; DIVERSITY, IDENTITY, POWER, CONFLICT, AND PEACEBUILDING EDUCATION; Pedagogical Tools for Conflict Dialogue; Discussing Conflicts with Young Students; CRITICAL MULTICULTURALISM AND CULTURALLY RELEVANT PEDAGOGY; CONCLUSION: CONFLICT AND DIVERSITY IN DEMOCRATIC AND DIVERSE CLASSROOMS; NOTES; CHAPTER 3: BUILDING CLASSROOM CLIMATE: WHAT NORMS AND PEDAGOGIES SUPPORT AND IMPEDE DIALOGUE?; SOCIAL AND PEDAGOGICAL CONTEXTS FOR INCLUSION; ARIA PUBLIC SCHOOL, GRADE 4, MS. MARLEE
Internally Negotiating Cultural Identity ConflictsDIFFERENT CLASSROOM CULTURES AND PEDAGOGIES FOR ENGAGEMENT; NOTES; CHAPTER 4: 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; Homogenizing Perspectives through Social Cohesion; RIGHTS AND RESPONSIBILITIES OF GLOBAL-CANADIAN CITIZENS: BUILDING CHARACTER AND STRENGTHENING VALUES IN A GRADE 5 CLASS
Language and Classroom Participation CodesEnvironment and Groupings: Team Building and Exclusion; Pedagogical Patterns: Turn Taking and Teacher Authority; ARIA PUBLIC SCHOOL, GRADE 5, MRS. AMRITA; Critical Ethnographic Moments; Environment and Groupings: Academic Status and Participation; Pedagogical Patterns: Cultural Expectations for Participation and Expression; GEORGETOWN PUBLIC SCHOOL, GRADE 7, MR. HIROSHI; Language and Power; Environment and Groupings: Gender, Social Status, and Power to Voice; Pedagogical Patterns: Open Climate-Trust, Value Sharing, and Conflict
Summary As communities around the world continue to attract international immigrants, schools have become centers for learning how to engage with peopleℓ́ℓs multiple ethnic and cultural origins. Ethnocultural minority immigrant students carry diverse histories and perspectivesℓ́ℓwhich can serve as resources for critical reflection about social conflicts. These studentsℓ́ℓ 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 todayℓ́ℓs 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
Bibliography Includes bibliographical references and index
Subject Citizenship -- Study and teaching -- Canada.
Multicultural education -- Canada.
Peace-building -- Study and teaching -- Canada.
Genre/Form Dictionaries.
Form Electronic book
ISBN 9463002456
9463002464
9463002472 (electronic bk.)
9789463002455
9789463002462
9789463002479 (electronic bk.)