A multilayered analysis of how the dynamics of local politics, emotions, discourses and classroom practices can shape peace education initiatives.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Michalinos Zembylas is Professorof Educational Theory and Curriculum Studies at the Open University of Cyprus.
Inhaltsangabe
Introduction; Part I. Setting the Scene: Theory, Methodology and Context: 1. Conceptualizing 'peace education' in conflict-affected societies; 2. Designing a peace education research project; 3. The emergence of the new peace initiative in the context of Greek-Cypriot education policy; Part II. Teachers' Responses to a Peace Education Initiative: 4. Teachers' interpretations of the transition to the new policy initiative; 5. Teachers' stances and repertoires towards reconciliation; 6. Teachers' difficulties and emotions towards the new policy initiative; Part III. Mapping Teachers' Practices in a Changing Context: 7. The schooling of emotion and memory in classroom interaction; 8. Talking about peace and conflict in a (super)diverse classroom; Part IV. The Impact of Teacher Training Workshops: 9. Handling teachers' discomfort during peace education workshops; 10. Doing 'leftist propaganda' or working towards peace? Responding to teachers' resistance; 11. Moving towards critical ambivalence: enduring reservations and signs of change; Epilogue.
Introduction; Part I. Setting the Scene: Theory, Methodology and Context: 1. Conceptualizing 'peace education' in conflict-affected societies; 2. Designing a peace education research project; 3. The emergence of the new peace initiative in the context of Greek-Cypriot education policy; Part II. Teachers' Responses to a Peace Education Initiative: 4. Teachers' interpretations of the transition to the new policy initiative; 5. Teachers' stances and repertoires towards reconciliation; 6. Teachers' difficulties and emotions towards the new policy initiative; Part III. Mapping Teachers' Practices in a Changing Context: 7. The schooling of emotion and memory in classroom interaction; 8. Talking about peace and conflict in a (super)diverse classroom; Part IV. The Impact of Teacher Training Workshops: 9. Handling teachers' discomfort during peace education workshops; 10. Doing 'leftist propaganda' or working towards peace? Responding to teachers' resistance; 11. Moving towards critical ambivalence: enduring reservations and signs of change; Epilogue.
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