Authors:
- This book shows how teachers and students in
- several Canadian classrooms engaged in culturally relevant and antiracist
- teaching practices. Its critical discussion of democratic, peacebuilding-dialogue
- pedagogy meets a need in the field of multicultural and diversity education
- The book focuses on the development of diverse students’ critical consciousness, so that they may become aware of societal inequities. It shows how to prepare students to become active, responsible citizens through this peacebuilding education
- Original in its Canadian focus, the book will be of international relevance, as its discussion of culturally relevant and peace-based pedagogy connects the theory and the practice. It will be helpful for practising teachers, student teachers, and scholars in the field of multicultural and peace education
Part of the book series: Transnational Migration and Education (TMAE)
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Table of contents (8 chapters)
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Front Matter
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Back Matter
About this book
As communities around the world continue to attract international immigrants, schools have become centers for learning how to engage with people’s multiple ethnic and cultural origins. Ethnocultural minority immigrant students carry diverse histories and perspectives—which can serve as resources for critical reflection about social conflicts. These students’ identities need to be included in the curriculum so that diversity and conflictual issues can be openly discussed.
Immigrant children embody the many issues confronting today’s youth in a global, transnational, and interconnected world. Drawing on in-depth empirical case studies, this book explores the classroom experiences of these children. Varying in social and cultural capital, they contend with social and cultural conflict influenced not only by global politics and familial prejudices, but also by structural exclusion in Western curricula.
In democratic peacebuilding education, diverse students express divergent points of view in open, inclusive dialogue. Negotiating their multiple identities, such children develop skills for managing and responding to that conflict, thereby acquiring tools to challenge dominant hegemonic systems of oppression and control later in life.
In vivid classroom depictions, the reader learns of many outcomes: Young, quiet, and marginalized voices were heard. Dialogic pedagogies encouraged cooperation among students and strengthened class communities. What is more, the implicit and explicit curricula implemented in these diverse classrooms served to shape how students interpreted democracy in multicultural Canada.
The diverse experiences of the young people and teachers in this book illuminate the innermost landscapes of multicultural classrooms, providing deep insight into the social and cultural challenges and opportunities that ethnocultural minority children experience at school.
Authors and Affiliations
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University of Toronto, Canada
Christina Parker
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Renison University College, University of Waterloo, Canada
Christina Parker
Bibliographic Information
Book Title: Peacebuilding, Citizenship, and Identity
Authors: Christina Parker
Series Title: Transnational Migration and Education
DOI: https://doi.org/10.1007/978-94-6300-247-9
Publisher: SensePublishers Rotterdam
eBook Packages: Social Sciences, Social Sciences (R0)
Copyright Information: SensePublishers-Rotterdam, The Netherlands 2016
eBook ISBN: 978-94-6300-247-9Published: 17 December 2015
Edition Number: 1
Topics: Education, general