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Framing Peace

Thinking about and Enacting Curriculum as «Radical Hope»

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Edited By Hans Smits and Rahat Naqvi

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.

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Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xv Introduction: Framing Peace and Radical Hope: Confronting Precariousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Hans Smits and Rahat Naqvi Chapter 1: Framing Peace-by-Piece: How to Teach Peace to a Subject that Is Continually in Crisis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Ashley Pullman and Chris Nichols Case Study: Coming up against the World in Social Studies Education: Framing Peace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Mark Helmsing Chapter 2: Frames of Ubuntu: (Re)Framing an Ethical Education . . . . . . . . . . . . . . . . 49 Dalene Swanson Case Study: How Do We Educate So “That the People of This Precious Earth … May Live”? Rethinking the History Curriculum in Zimbabwe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Nathan Moyo and Maropeng Modiba viii | table of contents Chapter 3: Framing Peace as Tensioned Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Diane P . Watt Case Study: Framing Muslims/Framing Americans: Teaching about Islamophobia and Anti-Americanism in Peace Education . . . . . . . . . . . . . . . . . . 89 Farouk Mitha Chapter 4: Curricular Spaces of Renewal: Toward Reconciliation . . . . . . . . . . . . . . . . 97 Jennifer A . Tupper Case Study: Framing Peace in a Multilingual Context . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Kimberly Meredith Chapter 5: Between Being “Acted upon and Acting”: An Educator’s Experience in Framing Peace through Restorative Justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Dorothy D . Vaandering Case Study: Exploring Humanitarian Law: Perspectives from Educators and Youth in Atlantic Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Catherine Baillie Abidi Chapter 6: Framing Radical Hope with Forbidden Cities: Curriculum, Social Networks, and a Literacy of Dreams . . . . . . . . . . . . . . . . . . . . 145 Linda Radford and Nicholas Ng-A-Fook Case Study: Aesthetic Responses to Cultural Displacement: Using Autobiography, Poetry, and Digital Storytelling with Refugee Boys . . . . . . . . 159 Toby Emert Chapter 7: For the Sake of Diplomacy: The Educational (Im)Possibility of Peace Teaching in Elementary School . . . . . . . . . . . . . . . . . . . 167 Debbie Sonu...

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