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.
e d i t o r s a n d i n t r o d u c t i o n : h a n s s m i t s a n d r a h at n a q v i Hans Smits is retired from the Faculty of Education at the University of Calgary, where he served as associate dean of teacher preparation administering an innova- tive inquiry-based teacher education program. Before becoming a professor, Hans worked many years as a junior high and high school social studies teacher. He co-edited a previous book with Rahat Naqvi entitled Thinking About and Enacting Curriculum in “Frames of War” (Lexington Books, 2012), and with Darren Lund, Lisa Panayotidis, and Jo Towers, he wrote Provoking Conversations on Inquiry in Teacher Education (Peter Lang, 2012). Dr. Rahat Naqvi is an associate professor in Language and Diversity Education at the Werklund School of Education, University of Calgary. She holds an MA, MPhil, and PhD in the Didactics of Languages and Cultures from the Sorbonne, Paris, France. She has taught in various international settings that include the Institut National des Languages et des Civilizations Orientales, Paris, France, and most recently at the University of Hamburg, Hamburg, Germany. Her research interests include socio- cultural contexts of literacy development, particularly for language minority students, understanding of relationships among language, culture, and identity, pedagogies of empowerment, and culturally responsive pedagogy. 262 | contributors c h a p t e r 1: a s h l e y...
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