Thinking about and Enacting Curriculum as «Radical Hope»
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.
Each chapter and case study included in this book was subject to at least two blind reviews. Each of the authors in this book also reviewed, confidentially, other con- tributions to the book. We would like to offer our sincere appreciation to all our contributors, not only for their work included in this book, but also for participat- ing and contributing to the review process. As well, we would like to acknowledge and thank the following for offering their insightful and incisive reviews and suggestions for improvement, which helped each author as well as the editors in strengthening the text as a whole: Diane Conrad, Claudia Eppert, Alex Fidyk, Kent de Heyer, Michelle Hogue, Ingrid Johnston, Carol Leroy, Darren Lund, Robert Nellis, Lisa Panatotidis, Cynthia Prasow, Dianne Roulson, Jo Towers, and Jason Wallin. To Qamar Bana, our sincere thanks for contributing her photograph, which graces the cover of this book. We would also like to thank William F. Pinar, Canada Research Chair in the Faculty of Education at the University of British Columbia, for his support in publishing this project. r e f e r e n c e s Butler, J. (2004). Precarious life. The powers of mourning and violence. London and New York: Verso. Butler, J. (2009). Frames of war. When is life grievable? London and New York: Verso. xvi | acknowledgements Connolly, W. (2013). The fragility of things. Self-organizing processes, neoliberal fantasies, and democratic activism. Durham, NC and London: Duke University Press. John, Z. (2014). Fizza Malik: Beyond...
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