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Framing Peace

Thinking about and Enacting Curriculum as «Radical Hope»


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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Introduction: Framing Peace andRadical Hope: Confronting Precariousness


Introduction Framing Peace and Radical Hope: Confronting Precariousness hans smits and rahat naqvi Who is the subject to whom the address of non-violence is directed, and through what frames is that claim made sensible? (Butler, 2009, p. 166) Yet there is no “I” that can fully stand apart from the social conditions of its emergence, no “I” that is not implicated in a set if conditioning moral norms, which being norms, have a social character that exceeds a purely personal or idiosyncratic meaning. (Butler, 2005, p. 7) Perhaps if we could give a name to our shared sense of vulnerability, we could find better ways to live with it. (lear, 2006, p. 7) r a d i c a l h o p e a n d c u r r i c u lu m The question of how we take up peace as a fundamental project of curriculum serves as this book’s invitation to our readers. As well as readers with a general in- terest in the book and its contents, we are hoping that teachers, teacher educators, curriculum scholars, and graduate and undergraduate students in education, may 2 | hans smits and rahat naqvi find the book helpful in reflecting on possibilities for peace education. There are numerous themes that weave their way through the following chapters and case studies that we are linking to questions of curriculum. Precariousness and precar- ity, vulnerability, radical hope, courage and imagination, relationality, responsibility, recognition, and apprehension are signal terms of inquiry...

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