Thinking about and Enacting Curriculum as «Radical Hope»
Edited By Hans Smits and Rahat Naqvi
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.
Chapter 1: Framing Peace-by-Piece: How to “Teach” Peaceto a Subject that IisContinually in Crisis
c h a p t e r o n e Framing Peace-by-Piece: How to “Teach” Peace to a Subject that is Continually in Crisis ashley pullman and chris nichols Jonathan Lear, in Radical Hope: Ethics in the Face of Cultural Devastation (2006), shows us what is at sta...
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