Peacebuilding, Citizenship, and Identity Empowering Conflict and Dialogue in Multicultural Classrooms
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...
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| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Rotterdam :
SensePublishers : Imprint : SensePublishers
2016.
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| Colección: | Transnational Migration and Education.
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| Acceso en línea: | Conectar con la versión electrónica |
| Ver en Universidad de Navarra: | https://innopac.unav.es/record=b35859829*spi |
Tabla de Contenidos:
- 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?
- 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.
- 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.
- 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.
- 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.
