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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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Chapter 10: Resilience and Hope in the Garden: Intercropping Aboriginal and Western Ways of Knowing toInquire into Science Teacher Education


c h a p t e r t e n Resilience and Hope in the Garden: Intercropping Aboriginal and Western Ways of Knowing to Inquire into Science Teacher Education dawn wiseman, tracy onuczko, and florence glanfield We start by acknowledging the teachings, time, wisdom, and humour of the Blackfoot and Sioux Elders we work with and have worked with on this project and others. We begin this writing by sharing a lesson learned from them; in order to develop understanding we need to sit with stories about and in specific places. *** Lear (2006) suggests that radical hope “is directed toward a future goodness that transcends the current ability to understand what it is. [It] anticipates a good for which those who have the hope but as yet lack the appropriate concepts with which to understand it” (p. 103). This chapter focuses on our experiences as teach- er educators working with preservice teachers and our commitment to radical hope as we come to understand engaging with Indigenous1 perspectives in teacher education and specifically science teacher education. The work is located in a project involving faculty, staff, undergraduate, and graduate students in the development of Indigenous teaching and learning gardens within our faculty. It is very much an ongoing effort caught up in the flux of working toward a goal for 238 | dawn wiseman, tracy onuczko, and florence glanfield which there exists little language and no singular vision but many possibilities. It is presented in this spirit, as something appropriate to who...

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