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 9: Does Teaching about the “Other” in Teachers’ Training Really Matter? Jewish and Palestinian Students in Intercultural Educational Activity
c h a p t e r n i n e Does Teaching about the “Other” in Teachers’ Training Really Matter? Jewish and Palestinian Students in Intercultural Educational Activity dalya yafa markovich i n t r o d u c t i o n In recent years the demand to recognize the “Other” has gained the status of a uni- versal and unequivocal moral position (Levinas, 1976) and has even been perceived as having great formative power for changing relations among groups, reducing inequality, and challenging discrimination, exclusion, and oppression (Butler, 2004; Taylor, 1994; Young, 1990). The nature and aims of pedagogical conceptions that seek to reframe the understanding of the “Other” through processes of recognition have come under extensive theoretical discussion with regard to the “change of values” a student should or could undergo (Banks & Banks, 2010; Giroux, 1989; hooks, 1994). Little attention, however, has been paid to the different frames that construct the recognition process in educational settings and to the positions they generate. In light of sociological approaches that connect the world of meanings created by individuals to the varied social framings in which it is formed and shaped (Lamont, 2000; Swidler, 2003), this chapter examines the various framings through which students from a hegemonic group gave meaning to the “Other.” More partic- ularly, this chapter seeks to track the meanings Jewish teaching trainees attributed 216 | dalya yafa markovich to their Palestinian counterparts in the framework of a unique Palestinian-Jewish academic program in which they were enrolled....
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