This book advances knowledge about the implementation of peace and non-violence strategies in education that counter violence.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Candice C. Carter is an educational researcher and consultant based in the USA. Raj Kumar Dhungana is Visiting Faculty at Kathmandu University School of Education, Nepal.
Inhaltsangabe
Section I. Violence Responses through Relational and Mindful Education. 1. Introduction. 2. Imagining Relational Ontologies for Education Amidst Ricocheting (non) Violence: Notes from Vancouver, Canada. 3. Embodied Universal Peace: Curriculum Theory and Buddhist Intersubjective Contemplative Inquiry. Section II: Cross-Cultural Education Countering Violence. 4. Creating an Intercultural Peace Education Course with High Ability Teenagers from Different Backgrounds and World Regions. 5. Utilizing Multicultural Read-Alouds in the USA to Support Empathy Development. 6. Inter-Religious Dialogue Pedagogy for Teaching Peace Education in Uganda. 7. Ethnopedagogy: Exploring Peaceful Traditions of Indonesia's Sundanese Indigenous Communities. Section III: Countering Violence in Responsive Education. 8. Memorials as Sites for Peace Education: The John Hope Franklin Reconciliation Park in the USA. 9. Families' Discourse in Polarized Societies: Talking About Violence with Their Children in Catalonia. 10. Conflict Coaching in the United Kingdom: Youth Leading a Transformative Approach to Conflict. 11. Decolonizing an English as an Additional Language Curriculum: Addressing Cultural Violence in a Colombian School. 12. A Holistic Approach to Peace Education: Experiences of Putumayo, Colombia. 13. Adaptive Instruction: Peace Education in Argentina During a Pandemic. Section IV: Pedagogies of Transformative Hope. 14. "Engaged Pedagogy for Hope": Dance Instruction to Heal from Violence in South Africa. 15. Fostering the Hope of Distressed African Americans in the USA: Culture, Arts, and Youth-Development Strategies. 16. Conclusion.
Section I. Violence Responses through Relational and Mindful Education. 1. Introduction. 2. Imagining Relational Ontologies for Education Amidst Ricocheting (non) Violence: Notes from Vancouver, Canada. 3. Embodied Universal Peace: Curriculum Theory and Buddhist Intersubjective Contemplative Inquiry. Section II: Cross-Cultural Education Countering Violence. 4. Creating an Intercultural Peace Education Course with High Ability Teenagers from Different Backgrounds and World Regions. 5. Utilizing Multicultural Read-Alouds in the USA to Support Empathy Development. 6. Inter-Religious Dialogue Pedagogy for Teaching Peace Education in Uganda. 7. Ethnopedagogy: Exploring Peaceful Traditions of Indonesia's Sundanese Indigenous Communities. Section III: Countering Violence in Responsive Education. 8. Memorials as Sites for Peace Education: The John Hope Franklin Reconciliation Park in the USA. 9. Families' Discourse in Polarized Societies: Talking About Violence with Their Children in Catalonia. 10. Conflict Coaching in the United Kingdom: Youth Leading a Transformative Approach to Conflict. 11. Decolonizing an English as an Additional Language Curriculum: Addressing Cultural Violence in a Colombian School. 12. A Holistic Approach to Peace Education: Experiences of Putumayo, Colombia. 13. Adaptive Instruction: Peace Education in Argentina During a Pandemic. Section IV: Pedagogies of Transformative Hope. 14. "Engaged Pedagogy for Hope": Dance Instruction to Heal from Violence in South Africa. 15. Fostering the Hope of Distressed African Americans in the USA: Culture, Arts, and Youth-Development Strategies. 16. Conclusion.
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